https://scholars.lib.ntu.edu.tw/handle/123456789/425402
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.author | YIN-YIN WU | en_US |
dc.contributor.author | Liao, Posen | en_US |
dc.creator | Liao, Posen;YIN-YIN WU | - |
dc.date.accessioned | 2019-10-01T06:00:17Z | - |
dc.date.available | 2019-10-01T06:00:17Z | - |
dc.date.issued | 2018-04-03 | - |
dc.identifier.issn | 1750399X | - |
dc.identifier.uri | https://scholars.lib.ntu.edu.tw/handle/123456789/425402 | - |
dc.description.abstract | © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Despite a cognitive disadvantage when interpreting into one’s B language, strategy use and awareness of norms allow interpreters to be resourceful and efficient in achieving communicative goals. There is a need to incorporate strategy training in interpreter education, especially when teaching into-B interpreting. However, strategy taxonomies proposed by different scholars are incompatible, causing confusion in teaching. Furthermore, strategies are not meaningfully represented in a model that justifies their use. This paper aims to re-conceptualise production-related interpreting strategies for pedagogical purposes, accommodating trainers’ suggestions about into-B interpreting. Taking cognitive and temporal constraints as well as interpreting norms into account, we create a trainee-friendly strategy model and a taxonomy that help students understand how strategies fit into a larger picture. Interpreting strategies are re-categorised into three main types: problem-solving, problem-preventing, and message-enhancing. Strategies are streamlined, adjusted, renamed, and grouped under four catchy principles: BE FLEXIBLE, ONE CHUNK AT A TIME, BE CLEAR, and BE CONCISE. For pedagogical application of this strategy taxonomy, we adopt an instructional framework that activates cognitive, metacognitive, and social-affective aspects of learning. | en_US |
dc.publisher | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD | en_US |
dc.relation.ispartof | Interpreter and Translator Trainer | en_US |
dc.subject | directionality in interpreting | interpreter training | interpreting strategies | Retour interpreting | strategy training | the CALLA model | en_US |
dc.title | Re-conceptualising interpreting strategies for teaching interpretation into a B language | en_US |
dc.type | journal article | en |
dc.identifier.doi | https://api.elsevier.com/content/abstract/scopus_id/85044718066 | - |
dc.identifier.doi | 10.1080/1750399X.2018.1451952 | - |
dc.identifier.scopus | 2-s2.0-85044718066 | - |
dc.identifier.isi | WOS:000437364400005 | - |
dc.identifier.url | https://api.elsevier.com/content/abstract/scopus_id/85044718066 | - |
dc.relation.pages | 188-206 | en_US |
dc.relation.journalvolume | 12 | en_US |
dc.relation.journalissue | 2 | en_US |
dc.relation.pageend | 206 | en_US |
item.openairecristype | http://purl.org/coar/resource_type/c_6501 | - |
item.openairetype | journal article | - |
item.grantfulltext | none | - |
item.cerifentitytype | Publications | - |
item.fulltext | no fulltext | - |
crisitem.author.dept | Translation and Interpretation | - |
crisitem.author.parentorg | College of Liberal Arts | - |
顯示於: | 翻譯碩士學位學程 |
在 IR 系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。