Several academics have focused their research on analyzing the educational benefits of including specific subtitling modules within translator training aiming at training professional subtitlers (Blane, 1996; Klerkx, 1998; Williams & Thorne, 2000; Díaz-Cintas, 2001; Neves, 2004; Bartoll & Orero, 2008; Díaz-Cintas, 2008; Kruger, 2008; Bartrina, 2009). Although some of these authors (Klerkx, 1998; Neves, 2004; Kruger, 2008) pointed out the impact that subtitling has on the acquisition and development of general translation skills and argued in favor of its inclusion in general translation courses, there are still few studies dedicated to analyzing the use of active subtitling in non-audiovisual translation courses. Only three relevant qualitative studies (Kiraly, 2005; Incalcaterra 2009, 2010; Beseghi, 2018), a quasi-experimental study (Talaván & Ávila-Cabrera, 2015) and a didactic proposal (Orozco, 2009) that address the use of active interlinguistic subtitling in the field of translator training are registered. Along this line of research, this article presents an empirical experimental study based on the application of subtitling skills in general translation courses which is carried out in the context of translator training at BA level. Keywords: active subtitling, translator training, translation competence, general translation.
{"title":"THE USE OF SUBTITLING IN GENERAL TRANSLATION COURSES: AN EMPIRICAL STUDY OF THE EFFECTS OF SUBTITLING ACTIVITIES ON THE DEVELOPMENT OF STUDENTS¬' TRANSLATION COMPETENCE","authors":"Sonia González Cruz","doi":"10.51287/cttl20229","DOIUrl":"https://doi.org/10.51287/cttl20229","url":null,"abstract":"Several academics have focused their research on analyzing the educational benefits of including specific subtitling modules within translator training aiming at training professional subtitlers (Blane, 1996; Klerkx, 1998; Williams & Thorne, 2000; Díaz-Cintas, 2001; Neves, 2004; Bartoll & Orero, 2008; Díaz-Cintas, 2008; Kruger, 2008; Bartrina, 2009). Although some of these authors (Klerkx, 1998; Neves, 2004; Kruger, 2008) pointed out the impact that subtitling has on the acquisition and development of general translation skills and argued in favor of its inclusion in general translation courses, there are still few studies dedicated to analyzing the use of active subtitling in non-audiovisual translation courses. Only three relevant qualitative studies (Kiraly, 2005; Incalcaterra 2009, 2010; Beseghi, 2018), a quasi-experimental study (Talaván & Ávila-Cabrera, 2015) and a didactic proposal (Orozco, 2009) that address the use of active interlinguistic subtitling in the field of translator training are registered. Along this line of research, this article presents an empirical experimental study based on the application of subtitling skills in general translation courses which is carried out in the context of translator training at BA level. Keywords: active subtitling, translator training, translation competence, general translation.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47337964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.51287/cttl_e_2021_3_natasa_pavlovic.pdf
N. Pavlović
The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses. Keywords: flipped classroom, teacher support, translation theory, emergency remote teaching, YouTube, Zoom
{"title":"‘IT FELT LIKE WE WERE ALL HANGING OUT WHILE TALKING ABOUT TRANSLATION THEORY’: LESSONS LEARNED FROM A FLIPPED TRANSLATION THEORY COURSE IN EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC","authors":"N. Pavlović","doi":"10.51287/cttl_e_2021_3_natasa_pavlovic.pdf","DOIUrl":"https://doi.org/10.51287/cttl_e_2021_3_natasa_pavlovic.pdf","url":null,"abstract":"The role of translation theory in translator education seems to be undergoing a crisis as universities struggle to provide graduates with practical, market-driven skills that will increase their employability. The overnight transition to online delivery in the time of educational disruption caused by the COVID-19 pandemic has only heightened the challenges in making theoretical courses relevant for students. This paper explores the application of the flipped classroom model in a translation theory course on the graduate (MA) level, delivered in the context of emergency remote teaching. The course is described and evaluated with the help of student feedback (N=30) elicited via an online questionnaire. The main source of data are responses to open-ended questions, which are analysed qualitatively. The data are coded for general perceptions of the flipped classroom and its four course components (videos, experimental translation assignments, forum discussion assignments, synchronous Zoom discussions), as well as for perceptions of teacher support. Lessons are drawn for emergency remote teaching but also for future face-to-face teaching of theory-oriented translation courses. Keywords: flipped classroom, teacher support, translation theory, emergency remote teaching, YouTube, Zoom","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42684838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-15DOI: 10.51287/cttl_e_2021_2_ralph_kruger.pdf
Ralph Krüger
This paper presents an online repository of Python resources aimed at teaching the technical dimension of machine translation to students of translation studies programmes. The Python resources provided in this repository are Jupyter notebooks. These are web-based computational environments in which students can run commented blocks of code in order to perform MT-related tasks such as exploring word embeddings, preparing MT training data, training open-source machine translation systems or calculating automatic MT quality metrics such as BLEU, METEOR, BERTScore or COMET. The notebooks are prepared in such a way that students can interact with them even if they have had little to no prior exposure to the Python programming language. The notebooks are provided as open-source resources under the MIT License and can be used and modified by translator training institutions which intend to make their students familiar with the more technical aspects of modern machine translation technology. Institutions who would like to contribute their own Python-based teaching resources to the repository are welcome to do so. Keywords: translation technology, machine translation, natural language processing, translation didactics, Jupyter notebooks, Python programming
{"title":"AN ONLINE REPOSITORY OF PYTHON RESOURCE FOR TEACHING MACHINE TRANSLATION TO TRANSLATION STUDENTS","authors":"Ralph Krüger","doi":"10.51287/cttl_e_2021_2_ralph_kruger.pdf","DOIUrl":"https://doi.org/10.51287/cttl_e_2021_2_ralph_kruger.pdf","url":null,"abstract":"This paper presents an online repository of Python resources aimed at teaching the technical dimension of machine translation to students of translation studies programmes. The Python resources provided in this repository are Jupyter notebooks. These are web-based computational environments in which students can run commented blocks of code in order to perform MT-related tasks such as exploring word embeddings, preparing MT training data, training open-source machine translation systems or calculating automatic MT quality metrics such as BLEU, METEOR, BERTScore or COMET. The notebooks are prepared in such a way that students can interact with them even if they have had little to no prior exposure to the Python programming language. The notebooks are provided as open-source resources under the MIT License and can be used and modified by translator training institutions which intend to make their students familiar with the more technical aspects of modern machine translation technology. Institutions who would like to contribute their own Python-based teaching resources to the repository are welcome to do so. Keywords: translation technology, machine translation, natural language processing, translation didactics, Jupyter notebooks, Python programming","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41938490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Being able to propose a taxonomy of translation techniques has been a long-standing aspiration of translation theorists. By building on previous proposals, this paper presents the HispaTAV typology of translation techniques (ToT), a new list specifically designed for subtitling trainees. The aim of the proposal is to increase students’ awareness of the variety of possible solutions to translate segments of the source text, and to promote creativity, a key factor in the development of translator competence. The proposal has been presented to current translation students, who have provided feedback in terms of its usability for learning purposes. Keywords: translation techniques, subtitling, HispaTAV, audiovisual translation, translator competence
{"title":"THE HISPATAV TRANSLATION TECHNIQUES FOR SUBTITLING: A NEW PEDAGOGICAL RESOURCE FOR AUDIOVISUAL TRANSLATION STUDENTS","authors":"Patrick Zabalbeascoa, Blanca Arias-Badia","doi":"10.51287/cttle202111","DOIUrl":"https://doi.org/10.51287/cttle202111","url":null,"abstract":"Being able to propose a taxonomy of translation techniques has been a long-standing aspiration of translation theorists. By building on previous proposals, this paper presents the HispaTAV typology of translation techniques (ToT), a new list specifically designed for subtitling trainees. The aim of the proposal is to increase students’ awareness of the variety of possible solutions to translate segments of the source text, and to promote creativity, a key factor in the development of translator competence. The proposal has been presented to current translation students, who have provided feedback in terms of its usability for learning purposes. Keywords: translation techniques, subtitling, HispaTAV, audiovisual translation, translator competence","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"294 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article offers theoretical and pragmatic insights into the nature of technical translation course design. In so doing, I first provide a definition of specialized translation based on a survey of the literature in this field, conducted collaboratively with a research assistant. Then, I present a comparative table sourcing how technical translation has been taught, as a university course, across Canadian higher education institutions. Following this, I offer a rationale for student-oriented ways of teaching this course, all the while giving concrete steps to co-explore novel topics with undergraduate and graduate students. Finally, I generate a series of considerations and questions for further inquiry into the instruction of technical translation in Canada and worldwide. Keywords: technical translation, specialized translation, English-French translation, translation pedagogy, course design
{"title":"INSIGHTS INTO TECHNICAL TRANSLATION COURSE DESIGN","authors":"Marie-France Guénette","doi":"10.51287/cttle20217","DOIUrl":"https://doi.org/10.51287/cttle20217","url":null,"abstract":"This article offers theoretical and pragmatic insights into the nature of technical translation course design. In so doing, I first provide a definition of specialized translation based on a survey of the literature in this field, conducted collaboratively with a research assistant. Then, I present a comparative table sourcing how technical translation has been taught, as a university course, across Canadian higher education institutions. Following this, I offer a rationale for student-oriented ways of teaching this course, all the while giving concrete steps to co-explore novel topics with undergraduate and graduate students. Finally, I generate a series of considerations and questions for further inquiry into the instruction of technical translation in Canada and worldwide. Keywords: technical translation, specialized translation, English-French translation, translation pedagogy, course design","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study invited a group of Taiwanese English-as-a-foreign- language (EFL) tertiary-level students to help Google Translate (GT) Community to refine its translation output. The participants engaged in 5 types of translation refinement tasks by responding to the input provided by GT Community (the first four tasks) or entering translation suggestions when encountering inappropriate translation generated by GT (the fifth task). The results indicated that the participants were able to generate highly accurate output for the first four tasks. With regard to the fifth task, many students entered proverbs, idioms, cultural expressions or slang for GT to translate and deemed GT’s inability to translate beyond literal meaning as something to be improved upon. There were also nearly 25% of over-correction due to students’ excessive scrutiny.All in all, students generally enjoyed the experience of helping GT to improve its translation quality. As students took the role of active contributors of knowledge, they developed competence and gained experience of participating in the digital world. Their participation also helped them to refine their language knowledge and developed their research abilities. The current study ends with a few possible directions for future research. Keywords: Google Translate (GT), Google Translate Community, translation refinement tasks, online participation
{"title":"I PARTICIPATE, THEREFORE I AM: A STUDY ON STUDENTS’ EFFORTS OF HELPING GOOGLE TRANSLATE TO REFINE ITS TRANSLATION RESULTS","authors":"Cheryl Wei‐yu Chen","doi":"10.51287/cttle2021516","DOIUrl":"https://doi.org/10.51287/cttle2021516","url":null,"abstract":"This study invited a group of Taiwanese English-as-a-foreign- language (EFL) tertiary-level students to help Google Translate (GT) Community to refine its translation output. The participants engaged in 5 types of translation refinement tasks by responding to the input provided by GT Community (the first four tasks) or entering translation suggestions when encountering inappropriate translation generated by GT (the fifth task). The results indicated that the participants were able to generate highly accurate output for the first four tasks. With regard to the fifth task, many students entered proverbs, idioms, cultural expressions or slang for GT to translate and deemed GT’s inability to translate beyond literal meaning as something to be improved upon. There were also nearly 25% of over-correction due to students’ excessive scrutiny.All in all, students generally enjoyed the experience of helping GT to improve its translation quality. As students took the role of active contributors of knowledge, they developed competence and gained experience of participating in the digital world. Their participation also helped them to refine their language knowledge and developed their research abilities. The current study ends with a few possible directions for future research. Keywords: Google Translate (GT), Google Translate Community, translation refinement tasks, online participation","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explains how to use the PIE method, a criterion- and norm-referenced analytical translation evaluation method, with particular emphasis on translator training. In addition, it sheds light on the test construct and the preparation phase that precedes the PIE evaluation. The source text and item selection, as well as the dichotomous categorisation of translation solutions are discussed in detail. This paper also clarifies and refines two contentious issues in the psychometric component of the PIE method. Firstly, the p-value range, which the authors have revised. Secondly, the calculation of the d-index by means of the extreme groups method. The authors propose two additional methods to calculate the d-index, viz., the adjusted and unadjusted item-total correlation, which, unlike the extreme groups method, take into account all test takers rather than just a set percentage of test takers. Keywords: PIE, Preselected Items Evaluation, translation evaluation, translator trainingl test takers rather than just a set percentage of test takers.
{"title":"REFINING THE PIE METHOD (PRESELECTED ITEMS EVALUATION) IN TRANSLATOR TRAINING","authors":"Amy Colman, Winibert Segers, H. Verplaetse","doi":"10.51287/cttle20218","DOIUrl":"https://doi.org/10.51287/cttle20218","url":null,"abstract":"This paper explains how to use the PIE method, a criterion- and norm-referenced analytical translation evaluation method, with particular emphasis on translator training. In addition, it sheds light on the test construct and the preparation phase that precedes the PIE evaluation. The source text and item selection, as well as the dichotomous categorisation of translation solutions are discussed in detail. This paper also clarifies and refines two contentious issues in the psychometric component of the PIE method. Firstly, the p-value range, which the authors have revised. Secondly, the calculation of the d-index by means of the extreme groups method. The authors propose two additional methods to calculate the d-index, viz., the adjusted and unadjusted item-total correlation, which, unlike the extreme groups method, take into account all test takers rather than just a set percentage of test takers. Keywords: PIE, Preselected Items Evaluation, translation evaluation, translator trainingl test takers rather than just a set percentage of test takers.","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is Volume 8 of Current Trends in Translation Teaching and Learning E. This volume includes articles from Germany, Croatia, Spain, Lithuania, Canada, Belgium, Slovakia, England, China, and Poland. I would like to thank Lixing Liang, from Huazhong University of Science and Technology, China, for his editorial work on the book review section. If you would like to submit a book review, please feel free to contact him via our website. I would like to thank all the double-blind article reviewers for their hard work. In cases where the writers preferred, university names have not been translated into English. The following members of the Editorial Review Board reviewed articles for the 2021 edition:
{"title":"Current Trends in Translation Teaching and Learning 2021","authors":"Mike Garant","doi":"10.51287/cttle20211","DOIUrl":"https://doi.org/10.51287/cttle20211","url":null,"abstract":"This is Volume 8 of Current Trends in Translation Teaching and Learning E. This volume includes articles from Germany, Croatia, Spain, Lithuania, Canada, Belgium, Slovakia, England, China, and Poland. I would like to thank Lixing Liang, from Huazhong University of Science and Technology, China, for his editorial work on the book review section. If you would like to submit a book review, please feel free to contact him via our website. I would like to thank all the double-blind article reviewers for their hard work. In cases where the writers preferred, university names have not been translated into English. The following members of the Editorial Review Board reviewed articles for the 2021 edition:","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70681132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to bring to light selected Polish-English certified interpreters’ working contexts which trigger the activation of those interpreters’ psycho-affectivity. In other words, this study aims at illuminating those occupational settings in which Polish-English certified interpreters working in Poland experience psycho-affective factors which – in turn – can affect adversely interpreting quality. The first part of the article presents the concept of the interpreter’s psycho-affectivity with its constituent elements – seven psycho-affective factors (i.e., anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress). What follows is an overview of the profile of a Polish-English certified interpreter by referring to some legal and practical issues inherent in this profession practised in Poland. The final section of this article is devoted to the analysis of several occupational contexts (i.e., courtroom, notary’s office, police station, hospital) in which the studied interpreters’ psycho-affectivity comes into play by affecting the interpreters and their interpreting performance. The data for the analysis were derived from factual, attitudinal and behavioural data collected during a qualitative psycho-affectivity-related study conducted among 76 Polish-English interpreters. Keywords: psycho-affective factors, interpreter’s psycho-affectivity, certified interpreters, occupational contexts of interpreting, consecutive interpreting
{"title":"POLISH-ENGLISH CERTIFIED INTERPRETERS IN PSYCHO-AFFECTIVELY CHALLENGING CONTEXTS","authors":"Marcin Walczyński","doi":"10.51287/cttle202112","DOIUrl":"https://doi.org/10.51287/cttle202112","url":null,"abstract":"The purpose of this article is to bring to light selected Polish-English certified interpreters’ working contexts which trigger the activation of those interpreters’ psycho-affectivity. In other words, this study aims at illuminating those occupational settings in which Polish-English certified interpreters working in Poland experience psycho-affective factors which – in turn – can affect adversely interpreting quality. The first part of the article presents the concept of the interpreter’s psycho-affectivity with its constituent elements – seven psycho-affective factors (i.e., anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress). What follows is an overview of the profile of a Polish-English certified interpreter by referring to some legal and practical issues inherent in this profession practised in Poland. The final section of this article is devoted to the analysis of several occupational contexts (i.e., courtroom, notary’s office, police station, hospital) in which the studied interpreters’ psycho-affectivity comes into play by affecting the interpreters and their interpreting performance. The data for the analysis were derived from factual, attitudinal and behavioural data collected during a qualitative psycho-affectivity-related study conducted among 76 Polish-English interpreters. Keywords: psycho-affective factors, interpreter’s psycho-affectivity, certified interpreters, occupational contexts of interpreting, consecutive interpreting","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: Liu, Chuan. (2019). An Introduction to Translatology of Industrial Engineering Interpretation and Translation. Shanghai: Shanghai Foreign Language Education Press. pp. xii+617. ISBN 978-7-5446-5772-3.","authors":"Jianzhong Xu","doi":"10.51287/cttle202113","DOIUrl":"https://doi.org/10.51287/cttle202113","url":null,"abstract":"","PeriodicalId":40810,"journal":{"name":"Current Trends in Translation Teaching and Learning E","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70680931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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