Relevant bibliographies by topics / Translator and interpreter training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Translator and interpreter training'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Translator and interpreter training.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Translator and interpreter training"

1

Kościałkowska-Okońska, Ewa. "EU Terminology in Interpreter Training: Selected Problem Areas Connected With EU-Related Texts." Research in Language 9, no. 1 (June 30, 2011): 111–24. http://dx.doi.org/10.2478/v10015-011-0009-x.

Full text
Abstract:
The presentation refers to the entire area of translating legal terminology, in particular to the translation of EU law-related texts that are especially vital for translating the acquis communautaire. This area of translation (and interpreting) services has been developing rapidly. The language used in documents is specialist and, at the same time, specific, due to the terminology used. Both the translator and the interpreter face the responsibility and the obligation to observe and apply translation strategies, consistently selected and considering the already existing and valid names, terms, concepts, definitions etc., by means of such available sources of information as dictionaries, encyclopedias, lexicons or special glossaries. Problems that translators and interpreters may encounter focus, to a large extent, on (un)translatability of certain terms, ambiguity of EU-speak or textual coherence, or the absence of it, which results from unclear, vague or ambiguous style of the original. On the other hand, the challenge for the translator/interpreter is constant care of the quality of the text created in Polish, which substantially affects the standard level and quality of Polish that we use everyday. Quality is the concept in translation and interpreting closely related with successful performance and communication (with all its aspects). The attempt at quality description in this context, apart from subjective impressions resulting from our understanding of the importance of features that good - competent - translation and effective communication should have, cannot be devoid of focusing on three principal factors, i.e., the translator/interpreter (as the text author/producer), translation/interpreting process and product, which is the result of this process and, finally, involvement (and competence) on the part of the translator/interpreter. All the above aspects pose a real challenge for the translator/interpreter focusing on legal terminology. Selected aspects of the aforementioned issues shall be verified in a case study conducted on trainee interpreters.
APA, Harvard, Vancouver, ISO, and other styles
2

Pan, Jun, Honghua Wang, and Jackie Xiu Yan. "Convergences and divergences between studies on translator training and interpreter training." Target. International Journal of Translation Studies 29, no. 1 (June 1, 2017): 110–44. http://dx.doi.org/10.1075/target.29.1.05pan.

Full text
Abstract:
Discussion on the convergences and divergences between Translation Studies (TS) and Interpreting Studies (IS) has taken place since the emergence of the latter. The unity and divide between translation and interpreting (T&I) activities are also strongly felt in the field of training. This study adopts a data-driven approach to examine research on translator and interpreter training. Based on an annotated database of T&I journal article entries, it shows the differences and similarities in research on translator training and interpreter training. Findings suggest that research on translator training and interpreter training share a thematic and methodological framework, but have different focuses on research themes and methods. The two sub-disciplines have different active authors, institutions and country/area rankings, linked by a small yet possibly growing number of cross-sub-disciplinary producers. These findings will shed much light on our knowledge of T&I activities and research.
APA, Harvard, Vancouver, ISO, and other styles
3

Galán-Mañas, Anabel, Anna Kuznik, and Christian Olalla-Soler. "Entrepreneurship in translator and interpreter training." HERMES - Journal of Language and Communication in Business 60 (July 8, 2020): 7–11. http://dx.doi.org/10.7146/hjlcb.v60i0.121307.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

van Egdom, Gys-Walt, Winibert Segers, Hendrik Kokaert, and Patrick Cadwell. "Ergonomics in translator and interpreter training." Interpreter and Translator Trainer 12, no. 2 (April 3, 2018): 252–53. http://dx.doi.org/10.1080/1750399x.2018.1478451.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Baker, Mona, and Carol Maier. "Ethics in Interpreter & Translator Training." Interpreter and Translator Trainer 5, no. 1 (March 2011): 1–14. http://dx.doi.org/10.1080/13556509.2011.10798809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Klimkowski, Konrad. "Entrepreneurial training in translator and interpreter education." Roczniki Humanistyczne 63, no. 11 (2015): 67–83. http://dx.doi.org/10.18290/rh.2015.63.11-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Williams, Rhys. "Towards a national interpreter/translator training plan." Asian Studies Review 19, no. 1 (July 1995): 39–43. http://dx.doi.org/10.1080/03147539508713041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Carrasco Flores, José Andrés. "Teaching English for Translation and Interpreting: A framework of reference for developing the translator’s bilingual sub-competence." Complutense Journal of English Studies 27 (October 4, 2019): 121–37. http://dx.doi.org/10.5209/cjes.62822.

Full text
Abstract:
Even though the research on translator training explicitly advocates specific language training catering for translator and interpreter trainees’ needs, only a few, scattered attempts seem to have been made as regards the identification and provision of specific approaches guiding the teaching of such newly appointed branch of Languages for Specific Purposes. Drawing on previous studies on translator training and translation competence, this paper elaborates on the notion of the translator’s bilingual sub-competence and puts forward a framework of reference for teaching English for Translation and Interpreting, which can be used in the materials analysis and development.
APA, Harvard, Vancouver, ISO, and other styles
9

Semsch, Marlene. "A Report on the Arctic College Interpreter-Translators Program." section II 38, no. 1 (September 30, 2002): 96–97. http://dx.doi.org/10.7202/004087ar.

Full text
Abstract:
Abstract This report briefly outlines the historical developments of interpreter I translator training in the Northwest Territories. It describes the origins of the present Arctic College I IT programs at the Thebacha Campus in Fort Smith and Nunatta Campus in Iqaluit and describes their similarities and differences. It outlines admission requirements and course offerings and discusses some of the challenges faced in training aboriginal translators and interpreters.
APA, Harvard, Vancouver, ISO, and other styles
10

Krause, Maureen T., Peter W. Krawutschke, and Mary Snell-Hornby. "Translator and Interpreter Training and Foreign Language Pedagogy." Modern Language Journal 74, no. 1 (1990): 138. http://dx.doi.org/10.2307/327998.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Translator and interpreter training"

1

Chen, Sheng-jie. "Teaching and learning in a non-language-specific interpreter training course /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dahnberg, Magnus. "Tolkmedierade samtal som rollspel." Doctoral thesis, Uppsala universitet, Institutionen för moderna språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-246850.

Full text
Abstract:
This thesis draws onthree sets of recordings of Swedish-Russian interpreter-mediated conversations,carried out as role plays. First,scripted role plays, performed as part of the Swedish state interpretercertification test, involving candidate interpreters and officials from thegovernmental body providing these tests. Secondly, both scripted andnon-scripted role plays, performed during interpreter training courses at theSwedish Armed Forces’ Language School. And thirdly, non-scripted role playsorganised in order to explore differences in style between more and lessexperienced official negotiators, working at a high international diplomaticlevel, for Sweden and Russia respectively, assisted by interpreters. The thesisadopts a text-oriented as well as an interactionist approach oninterpreter-mediated interaction and compares the management of turn-taking andrepair sequences in the three types of setting, focusing particularly on howthe presence or absence of a script affects turn-taking and the unfolding ofrepair sequences.
APA, Harvard, Vancouver, ISO, and other styles
3

Frandsen, Clay A. "Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6352.

Full text
Abstract:
Research indicates that general and mental healthcare services have been, and continue to be, underutilized by racial and ethnic minorities. Studies point to the language gap between limited English proficiency (LEP) individuals and mental-health clinicians as one of the factors in perpetuating that gap. Despite the legal and professional mandates that require professionals in healthcare to provide and use language interpreters in giving care, psychologists rarely make use of professional interpreters when conducting psychotherapy. Most clinicians have little experience providing mental-health treatment across differences in language, and it is supposed that clinicians usually receive little or no training on how to address those differences. This study involved a national survey of all APA-accredited programs to ascertain how student trainees are currently being prepared to work with language interpreters in professional training programs and to evaluate potential barriers to the implementation of training guidelines for use in those programs. Findings indicated that several instructors are addressing the use of language interpreters through a variety of pedagogical approaches. Guidelines for clinical practice with interpreters were also evaluated and ranked so as to establish consensus on the necessary competencies. Implications for instructors are also included.
APA, Harvard, Vancouver, ISO, and other styles
4

Conocimiento, Dirección de Gestión del. "Guía de acceso para The Interpreter and Translator Trainer." Taylor & Francis Group, 2021. http://hdl.handle.net/10757/655393.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Sultanic, Indira SULTANIC. "Medical Interpreter Training and Interpreter Readiness for the Hospital Environment." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153250300759496.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Peng, Kuei-Chuan. "The development of coherence and quality of performance in conference interpreter training." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/809/.

Full text
Abstract:
Conference interpreters are made not born, as Herbert (1978) and Mackintosh (1999) point out. The increase in the number of interpreting schools worldwide not only demonstrates the demand for qualified interpreters but also highlights the significance of training for ensuring quality service from conference interpreters. The purpose of training, ultimately, is to make competent interpreters who can deliver quality performance. Research on conference interpreting has tended to focus on issues of quality in professional circumstances (Buhler, 1986; Kahane, 2000; Kurz, 1993; Moser, 1996). Training is also one of the most explored fields in the world of conference interpreting research (Gile, 2000). Yet only limited work has been done to investigate quality standards for pedagogical purposes (Gile, 2001). To produce quality interpretations, practice alone is not enough. Being reflective is of prime importance. Trainees' awareness of quality is vital for them to become reflective, yet this issue has not been properly addressed in the literature. In addition, in the trainer-centred approach, trainees acquire not only interpreting skills from their trainers, they also inherit the way trainers describe quality. Yet it is often observed that trainers do not share a common meta-language to discuss quality attributes of interpretations. Such confusion is inevitably passed on to the trainees. To address these situations, I gathered quality standards and criteria from professional, training and linguistic fields and devised a feedback tool which spells out those attributes explicitly. This feedback tool is adopted to raise trainees' awareness of quality and ultimately, help them progress in their interpretations. Talking about quality of interpreting, `making sense' is generally held to be one of the most important criteria for judging the success of a given interpretation, in both consecutive interpreting (CI) and simultaneous interpreting (SI) (Hatim & Mason, 1997; Kahane, 2000; Kopczynski, 1994; Kurz, 1993; Moser, 1996). For CI in particular, Hatim and Mason (2002: 262) state that the coherence and structure of the rendition are especially important (Peng & Hartley, 2005). Therefore, the significance of coherence should not be overlooked by trainees. Moreover, the development of coherence in their interpretations is a useful measure of their progress. Building awareness of quality attributes of interpreting, such as coherence, is a process of evolution for trainees, and systematic guidance can facilitate this process (Peng, 2004). In this study, we address the question of how to observe and investigate the development of coherence in interpreting. I propose that Rhetorical Structure Theory (RST) (1986) is a suitably rich discourse structure framework for exploring how coherence is realised in interpretations. RST has been widely used for describing the hierarchical organisation of natural texts in terms of some 30 functional relations holding between text chunks, thereby characterising the coherence of the whole text. It has also proven to be useful in describing the structure of spoken discourse (Tappe & Schilder, 1998). Its use by Marcu (2000) in automatic text summarisation - which introduces the notions of relevance and salience, and thereby a principled basis for progressively compressing a message -provides further inspiration for the analysis of my data. My data consist of 66 consecutive interpretations, by eight trainees and three professional interpreters, of three Chinese and three English speeches. Each speech and interpreted discourse is transcribed, segmented into functional units, and mapped into a tree-like RST description. I compare these RST trees using three variables: 1) implicit/explicit discourse marking; 2) the structure (width and depth) of the tree; 3) and the nature of the summary yielded by Marcu's summarisation algorithm RST also allows me to account for the occurrence of repair/self-correction to explore whether disfluency would impede the coherence of a discourse. The results from the comparison of trainee and professional performances reveal differing approaches to handling the coherence of a discourse. Trainees tend to focus on local cohesion while professionals tend to emphasise the global structure of the discourse. Furthermore, by observing the RST trees of trainee interpretations over time, I witness the development of their capacity for dealing with complex rhetorical structures by using more diverse and more specific connectives. In addition, I observe that a high frequency of self-correction definitely affects coherence, but few repairs do not guarantee good coherence. It is also noted that clear understanding of quality attributes, such as coherence, helps trainees to develop capacities in giving judgements of interpretations (Peng & Hartley, 2005). My evidence suggests this awareness also contributes to the improvement of their own performances. I believe that RST offers a very useful framework to describe the abstract concept of coherence. It is also worth introducing RST analysis (or at least an RSTaware analysis) to interpreters during their training. Such analysis enables them to capture the structure of coherence better and to give more coherent renditions in ivtheir interpreting as a result. This thesis demonstrates that my exploratory approach offers interesting findings and implications for interpreter training, as well as directions for further research in both the conference interpreting and RST communities.
APA, Harvard, Vancouver, ISO, and other styles
7

Blagodarna, Olena. "Enhancement of post-editing performance: introducing machine translation post-editing in translator training." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666847.

Full text
Abstract:
Los objetivos clave de esta tesis fueron explorar el perfil de los traductores involucrados en posedición, establecer el alcance de las competencias y habilidades requeridas, y sugerir una propuesta de formación válida que mejore el rendimiento de los post-editores noveles de acuerdo con los requisitos del Espacio Europeo de Educación Superior. La tesis integró dos estudios secuenciales: una investigación basada en una encuesta que proporcionó información real sobre los perfiles y prácticas de los post-editores, y una investigación empírico-experimental que puso a prueba el modelo de formación sugerido e involucró a un total de 46 estudiantes de traducción en el último año de su licenciatura. Para recoger pruebas concluyentes sobre la aplicabilidad de la propuesta en diferentes contextos lingüísticos, el estudio se centró en 22 participantes que eran estudiantes de la Universidad Aerospacial Nacional de Kharkiv (Ucrania) especializados en traducción inglés-ruso, y 24 participantes que eran estudiantes de la Universidad Autónoma de Barcelona (España) especializados en traducción inglés-español. El modelo de formación sugerido perseguía la adquisición de conocimientos conceptuales y operativos por parte de los participantes y se incorporó en un estudio experimental antes y después de la prueba. El impacto de dicho modelo se examinó mediante la evaluación de la calidad de los segmentos post-editados y las tasas de rendimiento demostradas por los participantes, así como las actitudes de los estudiantes hacia los temas relacionados con el traducción automática y posedición y la autoevaluación de su rendimiento antes y después de dicha formación. La tesis termina con una reflexión sobre los cambios que podrían introducirse en la formación si se utilizaran sistemas neurales de traducción automática para generar el corpus de formación. La tesis contribuye a la definición del alcance de la experiencia profesional de los post-editores, ofrece un modelo de formación escalable y describe hasta qué punto dicho modelo puede mejorar la posedición de los estudiantes universitarios de traducción.
The key objectives of this thesis were to explore the profile of translators involved in post-editing, to outline the scope of required competencies and skills and to suggest a valid training proposal that would enhance post-editing performance of novice post-editors in conformity with the European Higher Education Area requirements. The thesis integrated two sequential studies: a survey-based research that yielded authentic information concerning post-editors’ profiles and practices and an empirical-experimental research that put the suggested training model to the test and involved a total of 46 translation students in the final year of their Bachelor’s program. To collect conclusive evidence about the applicability of the proposal across different linguistic backgrounds, the study focused on 22 participants who were students at Kharkiv National Aerospace University (Ukraine) and specialized in English-Russian translation, and 24 participants who were students at Universitat Autònoma de Barcelona (Spain) and specialized in English-Spanish translation. The suggested training model pursued acquisition of conceptual and operational knowledge by the trainees and was incorporated in a pretest-posttest experimental study. The impact of such model was examined by the evaluation of the quality of post-edited segments and throughput rates demonstrated by the participants as well as the students’ attitudes to MTPE-related issues and self-evaluation of their post-editing performance before and after the training. The thesis ends with reflections upon the changes that might be brought to the proposal if neural machine translation systems were used to generate the training corpus. The dissertation contributes to the definition of the scope of post-editors’ professional expertise, offers a scalable training model and describes to what extent such model may enhance post-editing performance in undergraduate translation students.
APA, Harvard, Vancouver, ISO, and other styles
8

Mannaa, Mouna Z. "The effectiveness of a composite translator training model for Syrian translation masters students." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26796/.

Full text
Abstract:
This thesis tests whether a translation training programme, combining the theoretical principles adopted in Hervey and Higgins' Thinking Translation series and in Bolanos' dynamic translation model, helps to improve Arab MA translation students' performance in English-to-Arabic translation. The course materials used were taken from Thinking Arabic Translation and Supplement to Thinking Arabic Translation. The experimental group were MA translation students at the Higher Institute of Translation and Interpretation, University of Damascus, while MA translation students at the University of Petra (Amman) were used as a control group. Both groups of students were given an initial translation exam. The University of Damascus students (but not the University of Petra) students were then given a 20-hour one-month translation training programme. At the end of this period, both the Damascus students and the University of Petra students were given a final translation exam. All errors made by both groups of students in the initial exam were precisely analysed, using Hervey and Higgins' matrices-level-rank model, as were all errors made by both groups of students in the final exam. The results showed that while University of Petra students had not improved between the initial exam and the final exam, University of Damascus students had made a significant improvement. These results corroborate the view that the theoretical principles developed by Hervey and Higgins, as operationalised for Arabic/English translation in Thinking Arabic Translation and Supplement to Thinking Arabic Translation, help to improve students' English/Arabic translation performance.
APA, Harvard, Vancouver, ISO, and other styles
9

Hanson, Shannon. "An assessment of perceptions of educational interpreter training program competencies in northeast Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008hansons.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Marais, Kobus. "Training translators in South Africa : first global questions." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/513.

Full text
Abstract:
Published Article
This article questions current philosophies and practices in translator training in South Africa against the background of the international debate on translator training. It puts up for discussion the notion of a competent translator as the basis for departure in a discussion on translator training. The context within which translator training takes place is discussed, with specific reference to the South African context. The choice for a particular theory of teaching and learning, as well as assessment in translator training receives attention. The article puts forward various research questions that should be addressed in order to enhance translator training.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Translator and interpreter training"

1

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. Research on Translator and Interpreter Training. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6958-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

1936-, Kearns John T., ed. Translator and interpreter training: Issues, methods and debates. London: Continuum, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Krawutschke, Peter W., ed. Translator and Interpreter Training and Foreign Language Pedagogy. Binghamton: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins Publishing Company, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gile, Daniel. Basic concepts and models for interpreter and translator training. Amsterdam: J. Benjamins Pub. Co., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gile, Daniel. Basic concepts and models for interpreter and translator training. Philadelphia, Pa: John Benjamins Pub. Company, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins Pub. Co., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cairncross, Larissa. Cultural interpreter training manual. Toronto: Ministry of Citizenship, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hubscher-Davidson, Séverine, and Michal Borodo. Global trends in translator and interpreter training: Mediation and culture. London: Continuum International Pub. Group, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Global trends in translator and interpreter training: Mediation and culture. London: Continuum International Pub. Group, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Translator and interpreter training"

1

Renfer, Christoph. "Translator and interpreter training." In Teaching Translation and Interpreting, 173. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.56.28ren.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Abdel Latif, Muhammad M. M. "Translator/Interpreter Training Experimentation Research." In Translator and Interpreter Education Research, 13–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8550-0_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cheng-Shu, Yang. "Interpreter training." In Teaching Translation and Interpreting 4, 177–87. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/btl.42.21che.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bowen, Margareta. "Language learning before translator/interpreter training." In Translator and Interpreter Training and Foreign Language Pedagogy, 51. Binghamton: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.06bow.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gaddis Rose, Marilyn. "Must translator training remain elitist?" In Translator and Interpreter Training and Foreign Language Pedagogy, 18. Binghamton: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/ata.iii.03gad.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Research on Translator Training After the New Millennium: A Corpus-Based Review of Eight Journals on Translation Studies." In Research on Translator and Interpreter Training, 39–58. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6958-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Introduction." In Research on Translator and Interpreter Training, 1–8. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6958-1_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Conclusion." In Research on Translator and Interpreter Training, 191–95. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6958-1_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Studies on Translator and Interpreter Training: A Data-Driven Review of Journal Articles 2000–12." In Research on Translator and Interpreter Training, 11–38. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6958-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yan, Jackie Xiu, Jun Pan, and Honghua Wang. "Research on Interpreter Training: A Review of Studies in the New Millennium." In Research on Translator and Interpreter Training, 59–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6958-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Translator and interpreter training"

1

Solovyova, Elena, Diana Sabirova, and Anastasia Ageeva. "LINGUISTIC AXIOLOGICAL COMPONENT OF ACADEMIC INTERPRETER/TRANSLATOR TRAINING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Visharenko, Svetlana, and Irina Gordeeva. "Psychophysiological and Linguistic Testing for Students Enrolled in Interpreter and Translator Training Programs." In 45th International Philological Conference (IPC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ipc-16.2017.30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhao, M., and N. Tailor. "Development of a Test Facility and Its Application for Validation and Reliability Testing of Safety-Critical Software." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29958.

Full text
Abstract:
This paper describes a versatile test facility developed by AECL for validation and reliability (V&R) testing of safety-critical software used in the process trip computers for CANDU reactors. It describes the hardware and software aspects of the test facility. The test hardware consists of a test rig with a test computer used for executing the test software and a process trip computer emulator. The test software is comprised of an operating system, a test interpreter, a test oracle, and a man-machine interface. This paper also discusses the application of the test facility in V&R testing of the process trip computer, how test scripts are prepared and automatically run on the test computer, and how test results are automatically generated by the test computer, thus eliminating potential human errors. The test scripts, which contain specific instructions for testing, are text files written in a special AECL test language. An AECL Test Language Interpreter (ATLIN) program interprets the test scripts and translates structured English statements in the test scripts into test actions. The intuitive nature of the special AECL test language, the version controlled test scripts in text format and automatic test logging feature facilitate the preparation of test cases, which are easy to repeat, review and readily modifiable, and production of consistent results. This paper presents the concept of adding a process trip computer emulator for use in preparation of V&R testing. The process trip computer emulator is designed independently from the actual process trip computer but based on the same functional specification as for the process trip computer. The use of the process trip computer emulator allows the test scripts to be exercised before the actual process trip computers are available for V&R testing, thereby, resulting in a significant improvement to the project schedule. The test facility, with the built-in process trip computer emulator, is also a valuable training tool for the V&R staff and plant personnel.
APA, Harvard, Vancouver, ISO, and other styles
4

Fereday, M. S. "The engineer as a translator and interpreter." In IEE Colloquium on The Language Toolkit for Engineers in Business. IEE, 1997. http://dx.doi.org/10.1049/ic:19970327.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chovancova, Katarina. "INTERCOMPREHENSION AS A METHOD IN TRANSLATORS AND INTERPRETERS TRAINING." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.060.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fictumova, Jarmila. "Technology-enhanced translator training." In the Second International Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1708087.1708093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Anosova, Natalia Eduardovna. "Modular Approach In Training Translators And Interpreters For High-Tech Industries." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Vylegzhanina, I. A., Ye B. Kagan, Yu Yu Shadrina, and O. L. Sokolova. "System “Man – Intelligent Machine” in the Training of Translators and Interpreters." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Meshkova, Irina, and Olga Sheremetieva. "THE RELEVANCE OF THE PROBLEM OF TRAINING LEGAL INTERPRETERS AND TRANSLATORS." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

Full text
Abstract:
Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Translator and interpreter training"

1

Palmer, Trek, and Darko Stefanovic. Experiences Constructing a Lightweight SPARC Interpreter for a Dynamic Binary Translator. Fort Belvoir, VA: Defense Technical Information Center, March 2003. http://dx.doi.org/10.21236/ada498792.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Volodina, D. V., and T. V. Sorokina. English for Engineering Students (English for Engineers), a teaching aid for the "Interpreter in Professional Communication" further vocational training area. OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24871.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Translator and interpreter training' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography