This book derives empirical evidence for the didactic value of translating texts in context through an experiment involving final-year undergraduate students who study translation as a basic component of their curriculum. A number of theoretical frameworks are invoked here, most notably those of the discourse model elaborated by Hatim and Mason (1990) (1997) and House’s text analysis model (1997). Furthermore, the study conducted draws on Hatim’s multi-stage curriculum translation design (2000), consisting of various stages representing an increasing degree of evaluativeness and difficulty.
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格式 PDF ● 网页 260 ● ISBN 9781443848794 ● 出版者 Cambridge Scholars Publishing ● 发布时间 2016 ● 下载 3 时 ● 货币 EUR ● ID 5031131 ● 复制保护 Adobe DRM
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