Translation, Technology and Autonomy in Language Teaching and Learning

✍ Scribed by Pilar Alderete-Diez; Laura Incalcaterra McLoughlin; Labhaoise Ni Dhonnchadha

• Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
• Year: 2012
• Tongue: English
• Leaves: 568
• Category: Library

✦ Synopsis

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view.
The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into 'minor' languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

✦ Table of Contents

Contents
List of Figures
Figura 1 A traducirse aprende traduciendo
Figure 2 Engeström’s Activity Theory System
Figure 3 Activity Theoretical Diagram of a Role-Play
Figiúir 4 Freagraí na Mac Léinn ar an gCeist ‘Cén fáth ar thug tú faoin nGaeilge?’
Figure 5 Balboni’s Model of Intercultural Communication Competence (Balboni 2006: 15)
Figure 6 Language and Communication in the Classroom Context
List of Tables
Table 1 Cognitive Orientation v. Socio-Cultural Perspective
Table 2 Importance of Translations
Table 3 Importance of English in Translations
Table 4 Importance of English Translations in Denmark
Table 5 Provenance of Books Translated into Danish/Dutch
Table 6 Languages Translated into Danish (1979-2005)
Table 7 Translations from English in Denmark (2010 estimates)
Table 8 Types of Print Media Translation
Table 9 A Case of Two-Step Anglification (key term followed by full expression)
Table 10 From Germanisms to Anglicisms: A Textbook Example
Table 11 Results of English Impact on Intranational Communication
Tabella 12 Continenti presenti in Facebook nel mese di dicembre 2010
Tabella 13 Fasce di età presenti in Facebook nel mese di dicembre 2010
Tabella 14 Le funzioni di Facebook in ottica didattica
Tabella 15 I principali social network per l’apprendimento linguistico
Tabella 16 I principali social software e social service
Tabella 17 Punteggio medio riportato dai corsisti
Table 18 The SL Course
Table 19 Types of Disruption in Role-Plays
Table 20 Project Details
Table 21 Summary of Students’ Comments
Table 22 Students’ Comments on How the Discussion Forum Made Them Learn about French Culture
Table 23 The Selected Models in Relation to the Three Research Questions
Table 24 A Summary of the Analysis
Tabla 25 Corpus de análisis
Table 26 The Number of Students Submitting the Seminar Papers...
Table 27 Selection of Texts
Table 28 Selection of Technical Terminology
Table 29 Search for and Choice of Definitions
Table 30 Translation (Translating Vocabulary and Translation Process)
Table 31 Students’ Attitudes and Perceptions of Personal Achievements
Table 32 Corpus of Texts for Analysis
Table 33 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 1BA Language
Table 34 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 1BA French
Table 35 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 2BA Language
Table 36 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 2BA French
Table 37 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 3/4BA Language
Table 38 Average Scores for Mainstream and Fraincis trí Ghaeilge Students in 3/4BA French
Table 39 Average Scores ... in 1BA Language
Table 40 Average Scores ... in 2BA Language
Table 41 Average Scores in 3/4BA Language
Table 42 Average Student Language Progression (English Students)
Table 43 Average Student Language Progression (Irish Students)
Table 44 Average Student Overall Progression (English Students)
Table 45 Average Student Overall Progression (Irish Students)
Buíochas/Acknowledgements
Nollaig Mac Congáil Brollach/Preface
Réamhrá/Introduction
Part One Guest Contributors
Daniel Cassany Foreign Language Reading
Henrik Gottlieb Translation into ‘Minor’ Languages
David Little Learner Autonomy, the Common European Framework
Part Two Translation
Emma García Sanz El uso del diccionario en el aula de traducción
Elisa Ghia Audiovisual Translation as Acquisitional Input
Cristina Oddone Translation in Language Learning
Maria Pavesi The Potentials of Audiovisual Dialogue
Lucía Pintado Gutiérrez The Use of Translation towards Foreign Language
Verónica C. Trujillo-González Principales Características y Dificultades
Part Three Technology
Emanuela Cotroneo Da Facebook a Ning per imparare l’italiano
Alessandra Giglio ‘Racconto L2.0’
Susanna Nocchi Buongiorno, mi dica...or: Can a Virtual World Help Me...?
Part Four Intercultural Issues
Florence Le Baron-Earle Social Media
Victor Bayda Teagasc na Gaeilge i Stát-Ollscoil Mhoscó
Claudia Borghetti Pursuing Intercultural and Communicative Goals
Part Five Autonomous Learning and the Portfolio
Encarnación Atienza and M. Vicenta González Argüello El portafolio de formación
Patrick Farren Autonomous Language Teaching
Belinda McHale An Foghlaimeoir Machnamhach
Part Six Language Teaching
Linda Butler Building Autonomy in Language Learning
Nataša Gajšt Autonomous Business and Economics Terminology Acquisition
Elena González-Cascos Jiménez and Laura Filardo Llamas Are They Children or Adults?
Jennifer Hatte Technology, Tradition and Flexibility
Éamon Ó Cofaigh Learning French through Irish
Notes on Contributors
Index of Names
Index of Terms