translation studies. retrospective and prospective views

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It is equally important to design e-learning courses that are highly interactive and which permit a maximum degree of tutor-learner and learner-learner collaboration. Studies on learner drop-out rates show community-building through asynchronous and synchronous interactivity. An online forum can become a very lively forum for debate and exchange of information if more visual resources such as videoconferencing and webcams are included in translation pedagogy, and if synchronous online instruction is used instead through videoconferencing, Skype or video and voice chatting to be able to have live discussions of participants’ translations. Pym et al (2003) suggested that a combination of face-to-face teaching and web-based teaching is the best mix. References Alcalá, S. L. (2001). Status quaestionis of distance online translator training. A Brief survey of American and European translator-training institutions. http://isg.urv.es/cttt/cttt/research/lopez.pdf. Fictumová, J. (2004). E-learning for translators and interpreters - The case of LMS Moodle. Vyd. 1. Tarragona: CTTT, 2004. 21 s. Consortium for Training Translation Teachers I. Závěrečná práce pro CTTT (Consortium for Training Translation Teachers). Jekat, S. J., Massey, G. (2003). The puzzle of translation skills. Towards an integration of e-learning and special concepts of computational linguistics into the training of future translators, Linguistik online 17. http://www.linguistik-online.de/17_03/jekatMassey.pdf. Jia, Y. (2005). Building a web-based collaborative learning environment. information technology based higher education and training. ITHET 2005. 6 140 th International Conference. 7-9, F2D/7 - F2D/9. Kiraly, D. (2000). A Social constructivist approach to translator education: Empowerment from theory to practice. Manchester. Lee-Jahnke, H. (1998). Moderne Hilfsmittel in der Übersetzungslehre am Fallbeispiel medizinische Übersetzung, in H. Lee-Jahnke (ed.) équivalences 97. Les outils informatiques au service de la traduction: théorie et pratique, Berne: ASTTI, pp. 119-135. Massey, G. (1998). Some aspects of computer-based translator training, in Lee- Jahnke, Hannelore (ed.): Equivalences 97: Die Akten. Computerwerkzeuge am Übersetzer-Arbeitsplatz: Theorie und Praxis. Bern: pp. 137-144. Massey, G. (2005). Process-Oriented Translator Training and the Challenge for E- Learning. META, 50, 2, pp. 626-633. Owens, R. (ed.) (1996). The translator’s handbook. 3rd Ed. London, ASLIB. Pym, A. (2001). E-learning and translator training. http://www.tinet.org/~apym/on-line/training/2001_elearning.pdf Pym, A. et al. (2003). Innovation and e-learning in translator training. Intercultural Studies Group, Universitat Rovira i Virgili, Tarragona, Spain. Salinas, M. J. V. (2007). How New Technologies Improve Translation Pedagogy.
Translation Journal, 11, 4. Stecconi, U. (2003). Notes on Translator Training. In Pym, A., et al. (2003). Innovation and e-learning in translator training. Intercultural Studies Group, Universitat Rovira i Virgili, Tarragona, Spain. 141
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
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Byronic disabuse and cynicism are s
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waves,/Seemed, in the shadow of the
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has the special vocation of watchin
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(e) naming of motifs, cross-motifs,
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Richard’s journey from childhood
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(After I had outlived the shocks of
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naively assumed that the ‘white
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intense enough for a tragedy, is ir
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etter than what already existed; th
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explicitly order him to kill Claudi
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ody is destroyed, without even havi
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emphasising her “melodious lay”
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and his uncle as “mighty opposite
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As Mandelbrot points out, this idea
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the internal mirror, regardless of
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patterns by means of which a litera
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This metafictional aside may be rea
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Like Nicholas, Conchis is a self-co
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magic, of legend and myth, the stor
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of fiction that faithfully renders
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emark that Nicholas is a selfish an
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Katherine Tarbox, in her turn, stat
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En fait, la préface représente l
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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Page 101 and 102: Textually, it presupposes a similar
Page 103 and 104: life in society and its repercussio
Page 105 and 106: The so-called A vocabulary constitu
Page 107 and 108: At this point, it seems necessary t
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Page 117 and 118: consciousness, at a time when almos
Page 119 and 120: Though Bradbury makes a somewhat pa
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Page 123 and 124: Thus, we can say that, instead of s
Page 125 and 126: It is known that the time frame in
Page 127 and 128: Translation Studies: Retrospective
Page 129 and 130: to the composition, the figure of C
Page 131 and 132: tympanum above the central west ent
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Page 137 and 138: Marino Malone, C. (2004). Façade a
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Page 141 and 142: text. III. Aims of the Online Cours
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Page 169 and 170: * WORKING PROTOCOL Difficulties enc
Page 171 and 172: Fresch, M. J. (2001). Using think-a
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over processes. The main idea worth
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at least, three aspects: • what c
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[1] quoted from Byram, M., 1994, p.
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The use of the new technologies imp
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documents and other resources of th
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l’exercice du jugement critique e
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correction, année scolaire 1997-19
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