Cover not available
Article published In:
FORUM
Vol. 4:1 (2006) ► pp.171–204

A Study on the Parallel Acquisition of Syntactic Proficiency and Interpretation/Translation Competence

| Handong Global University |
| Handong Global University |
Keywords: acquisition parallèle, capacité syntactique, compétence d’interprétation/traduction, analyse d’erreur syntactique, nécessités et espérances d’étudiants
Published online: 1 April 2006
DOI logo
https://doi.org/10.1075/forum.4.1.08par
References
Abulhaija, L.
(1992) An Account on Translators’ and/or Terminologists’ Training at the Universities of Yarmouk and Jordan. Meta, 37(2), 368–370. DOI logoGoogle Scholar
Barčenkov, A.
(1992) Training Translators and Interpreters in the USSR. Meta, 37(1), 163–168. DOI logoGoogle Scholar
Burnaby, B.
(1989) Parameters for Projects under the Settlement Language Training Programme. Toronto, Ontario: TESL Canada Federation. 47.Google Scholar
Cho, J. & Park, H.
(2006) A Comparative Analysis of Korean-English Phonological Structures and Processes for Pronunciation Pedagogy in Interpretation Training. Meta (forthcoming). DOI logoGoogle Scholar
Chung H. & Lee, T.
(2004) Undergraduate Level Interpreter Training Using a Multimedia Language Laboratory. Conference Interpretation and Translation, 6:2, 127–150.Google Scholar
Corder, S. P.
(1973) Pedagogic Grammars. In W.E., Rutherford & M.S., Smith. (Eds.)., Grammar and second language teaching: A book of readings. New York: Newbury House 1988.Google Scholar
Garibi, G Islas, J.
(1990) Oral Cloze: A backup exercise for interpreting. Meta, 35(3), 647–651. DOI logoGoogle Scholar
Gentile, A.
(1991) The Application of Theoretical Constructs from a Number of Disciplines for the Development of a Methodology of Teaching in Interpreting and Translating. Meta, 36(2/3), 344–351. DOI logoGoogle Scholar
Gile, D.
(1995) Basic Concepts and Models for Interpreter and Translator Training. John Benjamins Publishing. DOI logoGoogle Scholar
Henry, R.
(1985) The Evolution of Laurentian University’s Undergraduate Program for Translators and Interpreters. Meta, 30(3), 298–305. DOI logoGoogle Scholar
Hofmann, H.
(1990) Conference Interpreting: Practice and teaching in South Brazil. Meta, 35(3), 652–655. DOI logoGoogle Scholar
Kondo, M.
(2003) 3-Party 2-Language Model of Interpreting Revisited. Forum 1:1, 77–96. DOI logoGoogle Scholar
Kornakov, P.
(2000) Five Principles and Five Skills for Training Interpreters. Meta, 45(2), 241–248. DOI logoGoogle Scholar
Li, D.
(2002) Translator Training: What translation students have to say. Meta XLVII:4, 513–531. DOI logoGoogle Scholar
Lim, H. O.
(2003) Interpreting into B: To B or not to B?. Forum 1:2, 151–171. DOI logoGoogle Scholar
(2005) Meeting Students’ Expectations. Forum 3:1, 175–204. DOI logoGoogle Scholar
Minns, P.
(2002) The Teaching of Interpreting into B – Some Conclusions Gathered from 25 Years’ Training Experience. Conference Interpretation and Translation 4:2, 29–40.Google Scholar
Park, H. K.
(1999) A Study on Developing an Interpretation Track for Undergraduate Students, Conference Interpretation and Translation, Seoul: Korean Society of Conference Interpretation, 11, 47–74.Google Scholar
(2003) The Korean Speech Training in Teaching Interpretation. Conference Interpretation and Translation 5:1, 125–144.Google Scholar
Schweda-Nicholson, N.
(1985) Consecutive Iinterpretation Ttraining: Videotapes in the Classroom, Meta, 30(2), 148–154. DOI logoGoogle Scholar
Seleskovitch, D.
(1978) Interpreting for International Conferences. NY: Pen and Booth.Google Scholar