برنامه آموزش اساتید مطالعات ترجمه

نوع مقاله : مقاله پژوهشی

چکیده

برنامه آموزش اساتید مطالعات ترجمه

کلیدواژه‌ها


Ahmadisafa, M. A., & Amraii, A. (2011). An evaluation of undergraduate translation curriculum in terms of the development of translation competence. Language and Translation Studies, 44(3), 22-50.
Al-Batineh, M., & Bilali, L. (2017). Translator training in the Arab world: are curricula aligned with the language industry? The Interpreter and Translator Trainer, 11(2-3), 187-203.
Álvarez-Álvarez, S., & Arnáiz-Uzquiza, V. (2017). Translation and interpreting graduates under construction: do Spanish translation and interpreting studies curricula answer the challenges of employability? The Interpreter and Translator Trainer, 11(2-3), 139-159.
Ameri, S., & Ghahari, S. (2018). Developing a motivational framework in translation training programs: A mixed methods study following self-determination and social capital theories. The Interpreter and Translator Trainer, 12(2), 227-243.
Astley, H., & Torres Hostench, O. (2017). The European graduate placement scheme: an integrated approach to preparing Master’s in Translation graduates for employment. The Interpreter and Translator Trainer, 11(2-3), 204-222.
Bellack, A. A. (1969). History of curriculum thought and practice. Review of educational research, 39(3), 283-292.
Beyond, B. (2010). Report on the development of the European Higher Education Area. Leuven Ministerial Conference 28-29 April 2009.
Burnaby, B. (1989). Parameters for projects under the settlement language training program. Toronto, Candada: TELS Canada Federation.
Caminade, M., & Pym, A. (1998). Translator-training institutions. In M. Baker (Ed.), Routledge encyclopedia of translation studies (pp. 280-285). London, England: Routledge.
Canon, R., & Newble, D. (2000). A handbook for teachers in universities and colleges. A guide to improving teaching methods. London, England: Routledge.
Gabr, M. (2007). A TQM approach to translator training: Balancing stakeholders’ needs and responsibilities. The Interpreter and Translator Trainer, 1(1), 65-77.
Gile, D. (2009). Basic concepts and models for interpreter and translator training (Vol. 8): John Benjamins Publishing.
 
González Davies, M. (2004). Multiple voices in the translation classroom: Activities, tasks and projects. Amsterdam, The Netherlands: John Benjamins.
Gupta, K. (2007). A practical guide to needs assessment (2nd ed.). San Francisco, CA: John Wiley & Sons.
Hutchinson, T., & and Waters, A. (1987). English for specific purposes. Cambridge, England: Cambridge University Press.
Kelly, D. (2005). A handbook for translator trainers. Manchester, England: St. Jerome.
Kelly, D. (2008). Training the trainers: towards a description of translator trainer competence and training needs analysis. TTR: Traduction, terminologie, rédaction, 21(1), 99-125.
Kelly, D. (2010a). Curriculum. In Y. Gambier & L. Van Doorslaer (Eds.), Handbook of translation studies (Vol. 1, pp. 87-94). Amsterdam, The Nethelands: John Benjamins
Kelly, D. (2010b). Translation didactics. In Y. Gambier & L. v. Doorslaer (Eds.), Handbook of translation studies (Vol. 1, pp. 389-396). Amsterdam, The Netherlands: John Benjamins.
Khoshsaligheh, M. (2012). EFL competence, translation competence, translator competence: An unfortunate comprise. Paper presented at the The first conference on language learning and teaching: an interdisciplinary approach, Mashhad, Iran.
Khoshsaligheh, M. (2014). Target competences in training English-Persian Translators. Language and Translation Studies, 47(3), 113-143.
Khoshsaligheh, M., & Ameri, S. (2017). Didactics of audiovisual translation in Iran so far: Prospects and solutions. Paper presented at the National Conference on Interdisciplinary Approaches to Translation Education, Tehran, Iran.
Kim, M. (2013). Research on translator and interpreter education. In C. Millán & F. Bartrina (Eds.), The Routledge handbook of translation studies (pp. 102-116). Abingdon, England: Routledge.
Kiraly, D. C. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester, England: St Jerome.
Klein, M. F. (1986). Alternative curriculum conceptions and designs. Theory into practice, 25(1), 31-35.
Laviosa, S., & González-Davies, M. (Eds.). (2020). The Routledge handbook of translation and education. London, England: Routledge.
Li, D. (2000). Tailoring translation programs to social needs: a survey of professional translators. Target. International Journal of Translation Studies, 12(1), 127-149.
Li, D. (2001). Needs assessment in translation teaching: Making translator training more responsive to social needs. Babel, 46(4), 289-299.
Li, D. (2002). Translator training: What translation students have to say. Meta, 47(4), 513-531.
Li, D. (2007). Translation curriculum and pedagogy: Views of administrators of translation services. Target. International Journal of Translation Studies, 19(1), 105-133.
Li, X. (2016). The first step to incorporate intercultural competence into a given translation curriculum: a micro-level survey of students’ learning needs. The Interpreter and Translator Trainer, 10(3), 285-303.
Lomax, R. G., & Schumacker, R. E. (2004). A beginner's guide to structural equation modeling. Mahwah, NJ: Lawrence Erlbaum Associates
Miremadi, S. A. (2003). A reflection on translation curriculum in universities and the solutions to tackle the problems. Iranain Translation Studies Quarterly, 1(2), 53-64.
Mirza Ebrahim Tehrani, F. (2003). Shortcomings of teaching translation in Iran. Iranain Translation Studies Quarterly, 1(2), 89-94.
Moghaddas, M., & Khoshsaligheh, M. (2019). Implementing project-based learning in a Persian translation class: a mixed-methods study. The Interpreter and Translator Trainer, 13(2), 190-209.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. London, England: Routlege.
Nord, C. (2005). Training functional translators. In M. Tennent (Ed.), Training for the new millennium: Pedagogies for translation and interpreting (pp. 209–223). Amsterdam, the Netherlands: John Benjamins.
Null, W. (2016). Curriculum: From theory to practice. Lanham, Maryland: Rowman & Littlefield.
Olohan, M. (2007). Economic trends and developments in the translation industry: what relevance for translator training? The Interpreter and Translator Trainer, 1(1), 37-63.
Ornstein, A. C., & Hunkins, F. P. (2005). Curriculum: Foundations, principles, and issues. Boston, MA: Pearson.
PACTE. (2011). Results of the validation of the PACTE translation competence model: translation problems and translation competence. In C. Alvstad, A. Hild & E. Tiselius (Eds.), Methods and strategies of process research: Integrative approaches in Translation Studies (pp. 317–343). Amsterdam, The Netherlands: John Benjamins.
Parvaresh, S., Pirnajmuddin, H., & Hesabi, A. (2019). Student resistance in a literary translation classroom: A study within an instructional conversion experience from a transmissionist approach to a transformationist one. The Interpreter and Translator Trainer, 13(2), 132-151.
 
Pietrzak, P. (2019). The potential of reflective translator training. Intralinea, 21, online. Retrieved from http://www.intralinea.org/specials/article/the_potential_of_reflective_translator_training
Pym, A. (2008). On a proposed European Masters in Translation. Retrieved from http://www.tinet.cat/~apym/on-line/training/2008_eu_masters.pdf
Reviere, R., Berkowitz, S., Carter, C. C., & Ferguson, C. G. (Eds.). (1996). Needs assessment: A creative and practical guide for social scientists. Washington: Routldge.
Riazi, A. M., & Razmjoo, L. (2004). Developing some guidelines for a change in the program of English translation in Iranian universities. Journal of Social Sciences and Humanities of Shiraz University, 21(1), 28-39.
Rodríguez de Rodríguez de Céspedes, B. (2017). Addressing employability and enterprise responsibilities in the translation curriculum. The Interpreter and Translator Trainer, 11(2-3), 107-122.
Salari, Z., & Khazaee Farid, A. (2015). The necessity to update the undergraduate translation curriculum based on the market needs. Language and Translation Studies, 51(1), 19-51.
Schaffner, C. (2000). Running before walking? Designing a translation programme at undergraduate level. In C. Schaffner & B. Adab (Eds.), Developing translation competence (pp. 143-156). Amsterdam, The Netherlands: John Benjamins.
Schäffner, C., & Adab, B. (2000). Developing translation competence. Amsterdam, The Netherlands: John Benjamins.
Schnell, B., & Rodríguez, N. (2017). Ivory tower vs. workplace reality: Employability and the T&I curriculum–balancing academic education and vocational requirements: a study from the employers’ perspective. The Interpreter and Translator Trainer, 11(2-3), 160-186.
Scott, D. (2001). Curriculum theory. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (Vol. 11, pp. 3195-3198). Amsterdam, The Netherlands: Elsevier
Toosi, B. (1990). Is translation teachable. Paper presented at the first conference on Translation, Tabriz, Iran.
Ullman, S. (2001). Structural equation modeling. In B. Tabachnick & L. Fidell (Eds.), Using multivariate statistics (pp. 653-771). Needham Heights, MA: Allyn and Bacon.
Ulrych, M. (2005). Training translators: Programmes, curricula, practices. In V. M. Tennent (Ed.), Training for the new millennium: Pedagogies for translation and interpreting (pp. 3-34). Amsterdam, The Netherlands: John Benjamins.
 
Vienne, J. (2000). Which competences should we teach to future translators, and how? In C. Schäffner & B. Adab (Eds.), Developing translation competence (pp. 91-100). Amsterdam, The Netherlands: John Benjamins.
Wiles, J. W., & Bondi, J. C. (2010). Curriculum development: A guide to practice. London, England: Pearson.
Yarmohammadi, L. (1985). General guidline for the principles and regulations of translation and its research and teaching in universities. Journal of Social Sciences and Humanities of Shiraz University(1), 79-98.
Zia Hosseini, S. M. (2003). Translator training. Iranain Translation Studies Quarterly, 1(2), 83-88.