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A fine-grained recognition of Named Entities in ELTeC collection using cascades
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In: Final Action Event of COST Action Distant Reading for European Literary History ; https://hal.archives-ouvertes.fr/hal-03615219 ; Final Action Event of COST Action Distant Reading for European Literary History, Christof Schöch, Apr 2022, Krakow, Poland ; https://www.distant-reading.net/events/conference-programme/ (2022)
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Source or target first? Comparison of two post-editing strategies with translation students
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In: https://hal.archives-ouvertes.fr/hal-03546151 ; 2022 (2022)
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Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill
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Measuring the Reading-Attention Relationship: Functional Differences in Working Memory Activity During Single Word Decoding in Children With and Without Reading Disorder
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Distinct neural signatures of schizotypy and psychopathy during visual word-nonword recognition
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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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Simplification of literary and scientific texts to improve reading fluency and comprehension in beginning readers of French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal-amu.archives-ouvertes.fr/hal-03549026 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2022, pp.1-28. ⟨10.1017/S014271642100062X⟩ (2022)
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Translation Pedagogy in the Comparative Literature Classroom: Close Reading and the Hermeneutic Model of Translation
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In: L2 Journal, vol 14, iss 2 (2022)
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Abstract:
This paper considers how an increased awareness of translation in the language classroom might impact the instruction of Comparative Literature, and literary studies more broadly. Despite the arguments for translation’s centrality to the study Comparative Literature (Apter, 2006; Bassnett, 2006; Newman 2017) translation pedagogy is still under-studied and under-practiced in the Comparative Literature classroom. Among Comparative Literature instructors, close reading is often given pride of place, an emphasis echoed in commonly-assigned textbooks such as Writing Analytically (Rosenwasser and Stephen, 2014). Yetthe practice of close reading is arguably one of the most challenging concepts for beginning literature students to master, in part due to the resistance of some instructors and other literary professionals in modeling how to close read a translated text (Venuti, 2004; 2017). By outlining specific lessons, this article shows how employing a hermeneutic translation model (Steiner, 1975; Venuti, 2017; 2019; Laviosa 2019) in the literature classroom can help literature students conceptualize this central building block of literary studies. The article closes with a discussion of some of the ways in which a greater awareness of Translation Studies in the Comparative Literature classroom could unite theory with practice.
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Keyword:
Close reading; comparative literature; pedagogy; translation
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URL: https://escholarship.org/uc/item/0893v2jb
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Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
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In: ISSN: 2076-3425 ; Brain Sciences ; https://hal.archives-ouvertes.fr/hal-03641338 ; Brain Sciences, MDPI, 2022, 12 (1), pp.73. ⟨10.3390/brainsci12010073⟩ (2022)
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A cross-linguistic study of spatial parameters of eye-movement control during reading ...
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Supplementary materials for: A cross-linguistic study of spatial parameters of eye-movement control during reading ...
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COVID-19 first lockdown as a window into language acquisition: associations between caregiver-child activities and vocabulary gains ...
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DEVELOPING THE CRITICAL READING SKILLS OF ESL STUDENTS THROUGH SHORT STORIES IN SECONDARY SCHOOLS ...
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DEVELOPING THE CRITICAL READING SKILLS OF ESL STUDENTS THROUGH SHORT STORIES IN SECONDARY SCHOOLS ...
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Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis ...
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Reading in the Developing Brain ... : From Preliteracy to Fluent Reading ...
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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MORPHOLOGICAL AND IDENTITY PRIMING IN WORD LEARNING AND TEXT READING AS A WINDOW INTO THE MENTAL LEXICON
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