000			03892nam a22005175i 4500
001			978-981-15-8594-4
003			DE-He213
005			20210301010955.0
007			cr nn 008mamaa
008			201007s2020 si | s |||| 0|eng d
020			_a9789811585944
024	7		_a10.1007/978-981-15-8594-4 _2doi
040			_cМУБИС
050		4	_aP129-138.7222
072		7	_aCB _2bicssc
072		7	_aLAN009000 _2bisacsh
072		7	_aCB _2thema
082	0	4	_a418 _223
100	1		_aLiu, Jie. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aInterpreter Training in Context _h[electronic resource] : _bEuropean and Chinese Models Reconsidered / _cby Jie Liu.
250			_a1st ed. 2020.
264		1	_aSingapore : _bSpringer Singapore : _bImprint: Springer, _c2020.
300			_aXIII, 155 p. 15 illus., 6 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aChapter 1 Introducing Basic Concepts of Interpreting and InterpreterTraining -- Chapter 2 Contemporary Interpreter Training Practices in Europe and China -- Chapter 3 Acquiring Interpreting Competence through Training: European and Chinese Training Models Explored -- Chapter 4 Didactic Approaches to Interpreter Training: Contexts, Approaches and Coping Tactics -- Chapter 5 Optimizing Interpreting Education in the Chinese Context: Principles, Curriculum and Pedagogy -- Chapter 6 Towards a Contextual Model for Interpreter Education.
520			_aThis book addresses an important, yet under-researched domain in interpreting education: how theoretical training models should be responsive to context. To do so, it applies the linguistic concept of ‘context’ to interpreting studies by investigating practices in representative (conference) interpreting training programmes in Europe and China. After presenting an overview of interpreter training programmes, the author describes the need to reassess the applicability of the well-established and widely accepted model of interpreting from the Paris School (ESIT/AIIC model) to the Chinese interpreting training scene. Building on the theoretical study of context in foreign language classrooms suggested by linguists like Halliday and Hasan (1993); Kramsch (1993) and others, the author subsequently constructs a new curriculum, comprising a four-step approach to consecutive interpreting courses in the Chinese context. The rationale for such an approach is justified in accordance with the overall design of context, taking into account the four dimensions in a teaching–learning environment. This book is intended for scholars and graduate students who are interested in translation and interpreting, applied linguistics as well as foreign language education. It also serves as a practical guide for developing (university-level) translation and interpreting programmes. .
650		0	_aApplied linguistics.
650		0	_aLanguage and education.
650		0	_aCurriculums (Courses of study).
650		0	_aEducation—Curricula.
650	1	4	_aApplied Linguistics. _0https://scigraph.springernature.com/ontologies/product-market-codes/N13000
650	2	4	_aLanguage Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650	2	4	_aCurriculum Studies. _0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9789811585937
776	0	8	_iPrinted edition: _z9789811585951
776	0	8	_iPrinted edition: _z9789811585968
856	4	0	_uhttps://doi.org/10.1007/978-981-15-8594-4
942			_2ddc _cEBOOK
999			_c102582 _d102582