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Lista de candidatos sometidos a examen:
1) interpreting (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: interpreting
Is in goldstandard
1
paper corpusSignosTxtLongLines353 - : García-Miguel, J. M. (2007). Syntactic and semantic integration in the Spanish causative-reflexive constructions. In N. Delbecque & B. Cornillie. (Eds.), On interpreting construction schemas: From action and motion to transitivity and causality (pp . 201-228). Berlin: Mouton de Gruyter. [ [56]Links ]
2
paper corpusSignosTxtLongLines526 - : The growth in research-based interpreting pedagogy has motivated scholars to draw on several interpreting models and translation process research to investigate specific pedagogical practices (^[40]Muñoz Martín, 2011; ^[41]Winston, 2013; ^[42]Colina & Angelelli, 2015b). Perhaps one of the most influential models is Gile’s effort model, which has been widely employed by both instructors and researchers to appreciate the consequences of limited cognitive resources during interpreting task (^[43]Gile, 1995, ^[44]2015). In particular, the model includes four major efforts in simultaneous interpreting: (1 ) listening and analysis; (2) memory; (3) production; and (4) coordination, while consecutive interpreting efforts are composed of a comprehension phase and a reformulation phase with notetaking processes comprising parts of each. These effort models are squarely focused on cognitive effort, while other models have taken into account dynamics during the communicative event (e.g., ^[45]Wadensjö,
3
paper corpusSignosTxtLongLines549 - : López Rodríguez, C. I. (2016). Explicitness of specialized terminology in popular science: An English into Spanish corpus-based study. En G. Corpas Pastor & M. Seghiri (Eds.), Corpus-based Approaches to Translation and Interpreting: from theory to applications (pp . 79-104). Frankfurt: Peter Lang. [ [147]Links ]
4
paper corpusSignosTxtLongLines594 - : Interpersonal meaning: The students did not navigate information sources well when writing counterarguments. For example, they did not use engagement (e.g., XXX noted) to tell their readers that the information that they presented is from an external voice and is not from the author. The students also misused adverbs in showing semantic load (e.g., the inappropriate use of severely and seriously when interpreting evidence) Interpersonal meaning: Do you think you used engagement resources well to tell your readers the source and degree of reliability of your information ? Where is your stance in the counterargument paragraph?
Evaluando al candidato interpreting:
interpreting
Lengua: eng
Frec: 126
Docs: 29
Nombre propio: 1 / 126 = 0%
Coocurrencias con glosario:
Puntaje: 0.125 = ( + (1+0) / (1+6.98868468677217)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| interpreting |
: Angelelli, C. (2011). Expanding the abilities of bilingual youngsters: Can translation and interpreting help? In M. J. Blasco Mayor & M. A. Jiménez Ivars (Eds.), Interpreting Naturally: A Tribute to Brian Harris (pp. 103-120). Frankfurt, Germany: Peter Lang. : Antonini, R., Cirillo, L., Rossato, L. & Torresi, I. (Eds.) (2017). Non-professional Interpreting and Translation. Amsterdam, Netherlands: John Benjamins. : Ardissono, L, Boella, G. & Lesmo, L. (2000). Plan based agent architecture for interpreting natural language dialogue. International Journal of Human-Computer Studies, 52, pp.583-636. : Bao, C. (2015). Pedagogy. In H. Mikkelson & R. Jourdenais (Eds.), The Routledge Handbook of Interpreting (pp. 400-416). New York, NY: Routledge. : Bernhardt, E. B. & Kamil, M. L. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied Linguistics, 16(1), 15-33. : Cai, R., Dong, Y., Zhao, N. & Lin, J. (2015). Factors contributing to individual differences in the development of consecutive interpreting competence for beginner student interpreters. The Interpreter and Translator Trainer, 9(1), 104-120. : Chi, M. (1987) "Representing knowledge and metaknowledge: implications for interpreting metamemory research" en Weinert, F. y Klowe, R. (Eds.) Metacognition, Motivation and Understanding. Broadway: Lawrence Erlbaum Associates, Inc. (pp.239-264). : Cirillo, L. & Niemants, N. (Eds.) (2017). Teaching Dialogue Interpreting: Research-based Proposals for Higher Education. Amsterdam, Netherlands: John Benjamins . : Colina, S. & Angelelli, C. V. (2015a). Translation and interpreting pedagogy. In C. V. Angelelli & B. J. Baer (Eds.), Researching Translation and Interpreting (pp. 108-117). New York, NY: Routledge . : Colina, S. & Angelelli, C. V. (2015b). T&I Pedagogy in dialogue with other disciplines. Translation and Interpreting Studies, 10(1), 1-7. : Gibbs, R. & Colston, H. (2012). Interpreting figurative meaning. Cambridge: Cambridge University Press. : Gile, D. (2015). Effort models. In F. Pöchhacker (Ed.), Routledge Encyclopedia of Interpreting Studies (pp. 135-137). New York, NY: Routledge . : Grosjean, F. (1997). The bilingual individual. Interpreting, 2(1), 163-187. : Hale, S. (2007). Community Interpreting. New York, NY: Palgrave Macmillan. : Hansen, I. G. & Shlesinger, M. (2007). The silver lining: Technology and self-study in the interpreting classroom. Interpreting, 9(1), 95-118. : Hoff, E. (2013). Interpreting the early language trajectories of children from low SES and language minority homes: implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14. : Jiménez, M. A. & Tercedor, M. (2017). Lexical variation, register and explicitation in medical translation: A comparable corpus study of medical terminology in US websites translated into Spanish. Translation and Interpreting Studies, 12(3), 405-426. : Keith, H. A. (1985). Liaison interpreting as a communicative language-learning exercise. In N. Thomas & R. Towell (Eds.), Interpreting as a Language Teaching Technique (pp. 1-12). Salford, UK: Centre for Information on Language Teaching and Research. : Maldonado, R. (2007). Soft causatives in Spanish. In N. Delbecque & B. Cornillie (Eds.), On interpreting construction schemas: From action and motion to Transitivity and Causality (pp. 229-260). Berlin: Mouton de Gruyter. : Mauri, C. (2017). Building and interpreting ad hoc categories: a linguistic analysis. En J. Blochowiak, S. Durrlemann-Tame, C. Grisot & C. Laenzlinger (Eds.), Formal models in the study of language (pp. 297-326). Berlín: Springer. : Mellinger, C. D. (2017). Translation, interpreting, and language studies: Confluence and divergence. Hispania, 100(5), 241-246. : Moore, J. (1994). Participating in explanatory dialogues: Interpreting and responding to questions in context, MIT Press, Cambridge, MA. : Moser-Mercer, B. (2015). Pedagogy. In F. Pöchhacker (Ed.), Routledge Encyclopedia of Interpreting Studies (pp. 303-307). New York, NY: Routledge . : Motta, M. (2016). A blended learning environment based on the principles of deliberate practice for the acquisition of interpreting skills. The Interpreter and Translator Trainer, 10(1), 133-149. : Muñoz Martín, R. (2011). Nomen mihi Legio est: A cognitive approach to natural translation. In M. J. Blasco Mayor & M. A. Jiménez Ivars (Eds.), Interpreting Naturally: A Tribute to Brian Harris (pp. 35-66). Frankfurt, Germany: Peter Lang . : Parnell, A. (1989). Liaison interpreting as a language teaching technique. In L. Gran & J. Dodds (Eds.), The Theoretical and Practical Aspects of Teaching Conference Interpretation (pp. 253-255). Udine, Italy: Campanotto Editore. : Pérez-González, L. & Susam-Saraeva, S. (2012). Non-professionals translating and interpreting: Participatory and engaged perspectives. The Translator, 18(2), 149-165. : Pöchhacker, F. & Liu, M. (Eds.) (2014). Aptitude for Interpreting. Amsterdam, Netherlands: John Benjamins . : Pöchhacker, F. (2010). The role of research in interpreter education. Translation & Interpreting, 2(1), 1-10. : Rothery, J. & Stenglin, M. (2000). Interpreting literature: The role of APPRAISAL. En L. Unsworth (Ed.), Researching Language in Schools and Functional Linguistic Perspectives (pp. 222-244). Londres: Cassell. : Russo, M. (2011). Aptitude testing over the years. Interpreting, 13(1), 5-30. : Sandrelli, A. (2001). Teaching liaison interpreting: Combining tradition and innovation. In I. Mason (Ed.), Triadic Exchanges: Studies in Dialogue Interpreting (pp. 173-196). New York, NY: Routledge . : Savignon, S. J. (2002). Interpreting Communicative Language Teaching. New Heaven: Yale University Press. : Setton, R. & Dawrant, A. (2016). Conference Interpreting: A Complete Course. Amsterdam, Netherlands: John Benjamins . : Silverman, D. (2001). Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction (second edition). Londres: Sage. : Séguinot, C. (1997). Accounting for variability in translation. In J. H. Danks, G. M. Shreve, S. B. Fountain & M. K. McBeath (Eds.), Cognitive Processes in Translation and Interpreting (pp. 104-119). Thousand Oaks, CA: Sage. : Thomas, N. & Towell, R. (Eds.). (1985). Interpreting as a Language Teaching Technique. Salford, UK: Centre for Information on Language Teaching and Research . : Tipton, R. & Furmanek, O. (2016). Dialogue Interpreting: A Guide to Interpreting in Public Services and the Community. New York, NY: Routledge . : Wadensjö, C. (1998). Interpreting as Interaction. London, UK: Longman. : Winston, E. A. (2013). Infusing evidence into interpreting education: An idea whose time has come. In E. A. Winston & C. Monikowski (Eds.), Evolving Paradigms in Interpreter Education (pp. 164-187). Washington, DC: Gallaudet University Press. : Yule, G. (1982). Interpreting anaphora without identifying reference. Journal of Semantics, 1, 315-322. |