Although there has been harmonisation work on translator training, different programmes still show a different focus. The current paper frames a training project aiming at developing Master’s students specialised translation competence while working with bilingual corpora and exploiting technology. Legal translation corpus design, analysis tools and false-friend management are addressed so as to provide further insights into such recurrent matters.
Among well-established standard operating strategies and methodologies aimed at improving students’ multi-layered translation competence, corpus linguistics has given impulse to new interdisciplinary standpoints. Plugging in cutting edge toolkits, corpus use envisages real-life translation training in compliance with current market demands. The paper underpins specialised corpus design, using MAXQDA as an interactive tool meant to build translators’ functional autonomy.
The paper argues that narrative functions as a valuable resource for thought and also for developing human cognition and mental work. More specifically, the paper outlines an approach to studying narratives as basic cognitive tools for thinking, and thus my contribution will continue to explore several cognitive processes that allow readers to comprehend narrative texts.
Adopting Weir’s (2005) socio-cognitive validation framework, the present paper focuses on the syntactic and lexical complexity of listening comprehension subtests in three B2-level examinations: The City Guilds international examination in English, The First Certificate in English, and the General Matura in English. By analysing and interpreting the results obtained from different automated tools, the research aims to determine to what extent the three subtests are comparable. The results of the study suggest the unreliability of the Common European Framework of Reference for Languages (CEFR) as a sole mechanism for test comparisons.
Lakoff, George and Mark Johnson. 1999. Philosophy in the Flesh. The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.
Oakley, Todd. 2007. “Image Schemas” in The Oxford Handbook of Cognitive Linguistics. Dirk Geeraerts and Hubert Cuyckens (Eds.). Oxford: Oxford University Press, pp. 214-236.
Pérez Hernández, Lorena. 2011. “Cognitive Tools For Successful Branding.” Applied Linguistics 32(4):369-388.
Pragglejaz Group. 2007. “MIP: a method for identifying metaphorically
Technology and Teacher Education 4(1): 42-53. Available: http://www.citejournal.org/volume-4/issue-1-04/social-studies/using-technology-to-motivate-students-to-learn-social-studies.
Hiltner, J. 2015. “Technology and Critical Thinking. Effects of 21st Century Tools on the 20th Century Brain”.
Minnesota English Journal Online. https://minnesotaenglishjournalonline.org/2015/04/30/technology-andcritical-thinking/#more-591.
Macmillan English: “Steve Taylore-Knowles explains why teaching life skills matters in ELT”. Available: http
Tomkova, Jordanka. 2009. “E-consultations: New tools for civic engagement or facades for political correctness?” European Journal of ePractice, 7:1-10. Available: http://www.epractice.eu/files/7.4.pdf [Accessed 2012, June 23].
Vintilă, Carmen. 2011. “Traian Băsescu: Susţin proiectul Roşia Montană.” Evenimentul Zilei [Online August 18]. Available: http://www.evz.ro/detalii/stiri/traian-basescu-sustin-proiectul-rosia-montana-942232.html [Accessed 2014, January 30].
Walton, Douglas. 2007. Media Argumentation: Dialectic, Persuasion and
Anderson, Kenneth and Maclean, Joan. 1997. “A genre analysis study of 80 medical abstracts.” Edinburgh WorkingPapers in Applied Linguistics 8:1-23.
Bayley, Liz and Eldredge, Jonathan, D. 2003. “The structured abstract: an essential tool for researchers.” Hypothesis 17(1):11-13.
Biber, Douglas and Barbieri, Federica. 2007. “Lexical bundles in university spoken and written registers.” Englishfor Specific Purposes 26(3):263-286.
Chen, Ya-Hua and Baker, Paul. 2010. “Lexical
, Ji Yeon. “Postsecondary EFL Students’ Evaluations of Corpora with regard to English Writing.” The SNU Journal of Education Research , vol. 19, 2010, pp. 57-85.
Chang, Ji Yeon. The use of General and Specialized Corpora as Reference Tools for Academic and Technical English Writing: A Case Study of Korean Graduate Students of Engineering. Seoul National University, 2011.
Chun, Sooin. “Learners as Corpus Researchers: The Process of Developing Inductive Vocabulary learning through Hands-on Concordancing.” Doctoral Dissertation. Chung-Ang University
Cognitive Semantics. Corpusdriven approaches . Berlin: Mouton de Gruyter, 1–42.
Glynn, Dylan (2014a). Correspondence analysis. An exploratory technique for identifying usage patterns. Glynn, Dylan & Justyna A. Robinson, eds. Corpus Methods for Semantics. Quantitative Studies in Polysemy and Synonymy. Amsterdam: John Benjamins, 133–179.
Glynn, Dylan (2014b). Techniques and tools. Corpus methods and statistics for semantics. Glynn, Dylan & Justyna A. Robinson, eds. Corpus Methods for Semantics. Quantitative Studies in Polysemy and Synonymy . Amsterdam: John