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Anschlussstellen zwischen Sprachbildung und adaptiver Lehrkompetenz für den inklusiven Unterricht
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 37-44. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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| 42 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren
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In: 2020, 89 S. - (Masterarbeit, Universität Kassel, 2020) (2020)
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Der Baustein Sprachbildung: ein Lehr-Lern-Angebot für die inklusionssensible fachdidaktische Lehre
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In: Brodesser, Ellen [Hrsg.]; Frohn, Julia [Hrsg.]; Welskop, Nena [Hrsg.]; Liebsch, Ann-Catherine [Hrsg.]; Moser, Vera [Hrsg.]; Pech, Detlef [Hrsg.]: Inklusionsorientierte Lehr-Lern-Bausteine für die Hochschullehre. Ein Konzept zur Professionalisierung zukünftiger Lehrkräfte. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 99-110. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2020)
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Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong
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In: Australian Journal of Teacher Education (2020)
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Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren ...
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Teaching Language Skills in Competency-Based Approach: Practical Guidelines
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In: ALTRALANG Journal; Vol 2 No 02 (2020): ALTRALANG Journal Volume: 02 Issue: 02 / December 2020; 103-117 ; 2710-8619 ; 2710-7922 (2020)
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Task-based pragmatic interventions and intercultural communicative competency : a comparison of students in a short-term study abroad program with the home university ...
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“But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration
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Critical Pedagogical Praxis of Social Justice: Enabling Transformation When Educating for Global Citizenship ̶ A Qualitative Instrumental Case Study
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La competencia comunicativa en estudiantes de los grados de Maestro: Una revisión sistemática ; Communicative Competence among Students' Teacher Degrees: A Systematic Review
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A Study of the Cultural Intelligence of Special Libraries: Phase 1
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In: Faculty Research, Scholarly, and Creative Activity (2020)
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TEXTUAL COMPETENCE IN L2 TRANSLATION: THE PROBLEM OF DEFINING
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In: Ars linguodidacticae; № 1 (2017); 36-43 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 36-43 ; 2663-0303 (2020)
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Abstract:
У статті розглядається проблема визначення структури текстотвірної компетентності в перекладі на іноземну мову як складової фахової компетентності перекладача. Запропонована трикомпонентна структура є результатом теоретичного аналізу найбільш поширених моделей фахової компетентності перекладача та робочих навчальних програм з практики перекладу для магістрів кількох вузів України. Розроблена модель пройшла апробацію під час експериментального навчання магістрів-майбутніх перекладачів Інституту філології КНУ імені Тараса Шевченка. https://doi.org/10.17721/2663-0303.2017.1.06 ; Background: Developing competence in translation into a foreign language (L2) has been a controversial issue in the translation pedagogy until recently. Even though several researchers have given insight into the construct of L2 translation competence, there are no investigations that purposefully focus on the structure of textual competence (TC) in L2 translation. Thus, the research idea behind this study lies in the necessity to specify the componential structure of TC in L2 translation that stems from the text-centered nature of translation and a practical imperative to prioritize it in translation training.Purpose: The objective of the article is to reconsider the definition of Textual competence in L2 translation and specify its componential structure with a view to testing it empirically. The article also aims at revealing a specific skill or ability which distinguishes TC in L2 from TC in L1 translation.Discussion: Conceptually, the investigation relies on PACTE’s approach towards modeling a Translator competence. The modeling procedure is carried out with a pedagogical purpose in the context of L2 translation training. The research framework of the study utilizes the following steps: 1) selecting the available models of Translator competence and educational translator training standards for the analysis; 2) analyzing the selected objects; 3) specifying the model of TC in L2 translation by identifying its components.In the process of modeling TC, a specific L2 translation skill – editing the source text (ST) in case of necessity – was revealed. The skill which distinguishes TC in L2 from TC in L1 translation was identified based on the author’s personal experience in L2 translation and interviews with the translators who are engaged in Ukrainian-English translation on a regular basis.Results: The study presented in the article has enabled defining TC as a system of underlying knowledge about text and text creation norms in two languages as well as skills and abilities to create various types of target texts that culturally fit into the target language norms. The componential structure of TC in L2 translation has been specified. The TC model is viewed as a three-dimensional construct that involves contrastive textual knowledge, skills and abilities of text creation and the capacity to choose and make use of proper external resources in the process of translation.
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Keyword:
371.3:111.253; competence model; textual competence; translation into a foreign language; translator competency; модель компетентності; текстотвірна компетентність у перекладі на іноземну мову; фахова компетентність перекладача
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URL: http://journals.uran.ua/ald/article/view/150344
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Teachers Navigating Their Experiences of "Going Gradeless" in Ontario, Canada
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| 55 |
Task-based pragmatic interventions and intercultural communicative competency : a comparison of students in a short-term study abroad program with the home university
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Closing the Culture Gap: Student Language Competencies for the Assessment of Patients in a Bilingual Health Care Setting
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In: The Organizational Improvement Plan at Western University (2020)
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| 57 |
Competencias digitales: qué debemos exigir a nuestras universidades
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A framework to support the development of quality simulation-based learning programmes in speech-language pathology
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English Language Proficiency and Its Relationship with Academic Performance and the Nurse Licensure Examination
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Improving Cultural Competence in Primary Care Providers Through Cultural Awareness Training
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Reni, Luz Elena. - : Spencer S. Eccles Health Sciences Library, University of Utah, 2020
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