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dc.contributor.authorMassey, Gary-
dc.date.accessioned2018-04-11T13:34:06Z-
dc.date.available2018-04-11T13:34:06Z-
dc.date.issued2017-
dc.identifier.isbn978-1-119-24143-0de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/5101-
dc.descriptionKeynote addressde_CH
dc.description.abstractThis chapter outlines the movement from translation process models to the modeling and investigation of translation competence and its development. A developmental or acquisitional teleology is implicitly present in the many more studies that set out to investigate the differences between nonexpert translation competence and professional translators’ expertise. The chapter considers a selection of such studies, summarizing key results and methods. Driven by the pedagogical interest behind much of translation process research, a growing number of researchers and teachers have been employing these methods as training techniques in their own right in an attempt to support the development of translation competence among students. The chapter presents an overview of the use of such process-oriented methods in translation pedagogy and their reported learning effects. The individualized process-oriented techniques can easily be offered side-by-side with collaborative forms of authentic experiential learning in other areas of a suitably coordinated curriculum.de_CH
dc.language.isoende_CH
dc.publisherWileyde_CH
dc.relation.ispartofThe handbook of translation and cognitionde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectTranslation competencede_CH
dc.subjectTranslator educationde_CH
dc.subjectProcess-oriented teachingde_CH
dc.subjectTranslation competence developmentde_CH
dc.subject.ddc418.02: Translationswissenschaftde_CH
dc.titleTranslation competence development and process-oriented pedagogyde_CH
dc.typeBuchbeitragde_CH
dcterms.typeTextde_CH
zhaw.departementAngewandte Linguistikde_CH
zhaw.organisationalunitInstitut für Übersetzen und Dolmetschen (IUED)de_CH
zhaw.publisher.placeHobokende_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end518de_CH
zhaw.pages.start496de_CH
zhaw.parentwork.editorSchwieter, John W.-
zhaw.parentwork.editorFerreira, Aline-
zhaw.publication.statuspublishedVersionde_CH
zhaw.publication.reviewEditorial reviewde_CH
Appears in collections:Publikationen Angewandte Linguistik

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Massey, G. (2017). Translation competence development and process-oriented pedagogy. In J. W. Schwieter & A. Ferreira (Eds.), The handbook of translation and cognition (pp. 496–518). Wiley.
Massey, G. (2017) ‘Translation competence development and process-oriented pedagogy’, in J.W. Schwieter and A. Ferreira (eds) The handbook of translation and cognition. Hoboken: Wiley, pp. 496–518.
G. Massey, “Translation competence development and process-oriented pedagogy,” in The handbook of translation and cognition, J. W. Schwieter and A. Ferreira, Eds. Hoboken: Wiley, 2017, pp. 496–518.
MASSEY, Gary, 2017. Translation competence development and process-oriented pedagogy. In: John W. SCHWIETER und Aline FERREIRA (Hrsg.), The handbook of translation and cognition. Hoboken: Wiley. S. 496–518. ISBN 978-1-119-24143-0
Massey, Gary. 2017. “Translation Competence Development and Process-Oriented Pedagogy.” In The Handbook of Translation and Cognition, edited by John W. Schwieter and Aline Ferreira, 496–518. Hoboken: Wiley.
Massey, Gary. “Translation Competence Development and Process-Oriented Pedagogy.” The Handbook of Translation and Cognition, edited by John W. Schwieter and Aline Ferreira, Wiley, 2017, pp. 496–518.


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