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Titlebook: Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies; Katarzyna Piątkowska,Ewa Kościałkowska-Okońska Book 20

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书目名称Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies
编辑Katarzyna Piątkowska,Ewa Kościałkowska-Okońska
视频videohttp://file.papertrans.cn/239/238786/238786.mp4
概述Discusses recent trends in foreign language learning/teaching and translation studies.Interdisciplinary approach.Combines two completely different perspectives: foreign language pedagogy and translati
丛书名称Second Language Learning and Teaching
图书封面Titlebook: Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies;  Katarzyna Piątkowska,Ewa Kościałkowska-Okońska Book 20
描述The book constitutes a selection of 18 papers on foreign language pedagogy (11 papers) and translation studies (9 papers). The first part of the book is devoted to foreign language pedagogy. The articles in this part focus on issues such as English as lingua franca, foreign language teacher training, the role of individual learner differences in language learning and teaching especially with respect to strategies of language learning as well as psychological and socioaffective factors. The part focusing on translation studies comprises articles devoted to a variety of topics. It places a wide range of readings within the context of varying translation domains such as translation competence, literary translation, translation strategies, translation teaching (including strategies of dictionary use) and translator training. The combination of the above aspects intends to underline the truly interdisciplinary nature of translation.
出版日期Book 2013
关键词Applied Lingustics; Language Learning and Teaching; Research in Language Learning; Research in Translat
版次1
doihttps://doi.org/10.1007/978-3-319-00161-6
isbn_softcover978-3-319-03325-9
isbn_ebook978-3-319-00161-6Series ISSN 2193-7648 Series E-ISSN 2193-7656
issn_series 2193-7648
copyrightSpringer International Publishing Switzerland 2013
The information of publication is updating

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A Usage-Based Model of Linguistic Metaphors. Inferences for the Cognitive Theory of Metaphor and Teahe model rests on the premises that a data-driven approach is more telling about the cognitive conceptualizations of individuals than a theory-driven one. To prepare the ground for our proposal, a critical evaluation of CMT is presented both on the general level as well as within a domain of our int
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Communication Apprehension and Self-Perceived Communication Competence as Variables Underlying Willi more specifically, talking, when free to do so” (MacIntyre et al. The Canadian Modern Language Review 59:590, .). Two crucial factors directly influencing one’s willingness to communicate are perceived communication competence together with communication apprehension (MacIntyre et al. Modern Langua
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The Correlation Between Foreign Language Motivation and Classroom Anxiety at Various Proficiency Lev of her research the author is going to use 3rd year students of English in The Teacher Training College in Tychy and 1st and 2nd year students of English in the Higher School of Labour Protection Management in Katowice. As her research tools she is going to use Horwitz’s (.) ., Gardners’s (.) . and
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Correspondences and Differentiation in the Teaching Concerns of Pre-Service Teachersfined pattern in pre-service teachers’ teaching concerns. Initially, these concerns demonstrate a focus on oneself in terms of one’s affectivity and roles performed, and it is only later on that trainees shift their attention towards teaching (methodology and tasks), before finally focusing on the p
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‘And Now Think in Pairs’: The Case of Prominence in Teacher Instructions at the Pre-Service Levelners. Our main concern is to investigate how teachers assign prominence to different constituent parts of initiating moves and what effects this has on learners’ performance. The chapter begins by considering the role that classroom context plays in discourse. We address issues concerning the intera
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