Thinking English Translation is a practical guide to analysing and translating English source texts.
Section I focuses on pre-translation analysis where students are guided to consider the features of a variety of English texts and the various implications for translation into other languages.
Section II examines language variety in English in more detail and provides strategies for dealing with translation challenges in a wide range of text types.
Thinking English Translation gives students a framework for a better understanding of how to approach source texts in order to tackle translation assignments, whether in class or in the workplace, with confidence.
In Other Words has been the definitive coursebook for students studying translation for nearly three decades. Assuming no knowledge of foreign languages, it offers a practical guide based on extensive research in areas as varied as lexis, grammar, pragmatics, semiotics and ethics. It thus provides a solid basis for training a new generation of well-informed, critical students of translation.
Drawing on linguistic theory and social semiotics, the third edition of this best-selling text guides trainee translators through the variety of decisions they will have to make throughout their career.
This book offers a semantic and metasemantic inquiry into the representation of meaning in linguistic interaction. Kasia Jaszczolt's view represents the most radical stance on meaning to be found in the contextualist tradition and thereby the most radical take on the semantics/pragmatics boundary. It allows for the selection of the cognitively plausible object of enquiry without being constrained by such distinctions as what is said/what is implicated or what is linguistic and what is extralinguistic. She argues that this is the only promising stance on meaning.
The book is intended to be used by senior students of linguistics departments. It covers the following topics: short history of theoretical grammar, the grammar of IC, the origin and development of transformational grammar, transformations in simple sentences and sentence sequences, transformations of nominalisation.
This book's innovative approach proposes Language for Teaching Purposes as a distinct field of enquiry and practice within Language for Specific Purposes. It uses robust theoretical and empirical evidence to demonstrate the specificity of language used by teachers teaching language, and the complex decisions teachers make around language choice and use in language classrooms. These complexities are shown to affect Non-native Speaker Language Teachers in particular so that their language needs must be met in teacher training programmes.
