- School of Languages and Linguistics - Research Publications
School of Languages and Linguistics - Research Publications
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ItemIt's a word isn't it? Language affection as an outcome of language programmes.Thieberger, N (School of Languages and Linguistics, 2000)Structural linguistics has a particular view of the integrity of language which may be detrimental to the construction of appropriate language maintenance programmes for small indigenous languages. In this paper I outline ways in which ‘affective’ use of language may be the most useful target of language programmes in some situations, based on my experience with Australian indigenous languages. Fluency in a language may not be the achievable outcome of a language course for a number of reasons, not least among them being the enormity of the task perceived by learners of the language. For languages with few or no speakers we should be able to construct language programmes in which the use of a small number of terms in the target language, for purposes of identity, is a sufficient and realistic outcome.
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ItemThe use of translation in international organizationsPym, A ; Kittel, H ; Frank, AP ; Greiner, N ; Hermans, T ; Koller, W ; Lambert, J ; Paul, F (WALTER DE GRUYTER & CO, 2004)
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ItemTranslation Studies Should Help Solve Social ProblemsPym, A ; Androulakis, G (Aristotle University of Thessaloniki, 2003)It is proposed that the main tasks of Translation Studies should be to help solve certain social problems. This may provide a model of interdisciplinarity where the definition of problems precedes and orients the many disciplines that may be used to solve them. It is suggested that suitable problems may be recognized in terms of three ethical criteria: 1) the possible solutions should concern linguistic mediation, 2) the aim should be to promote cooperation between cultures, and 3) the problems should proceed from social disagreements. It is hoped that application of these criteria will protect the interdiscipline from excessive instrumentalization.
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ItemAlternatives to Borders in Translation TheoryPym, A ; Petrilli, S (BRILL, 2003-01-01)
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ItemTranslation Technology and Its Teaching (with Much Mention of Localization)Pym, A ; Perekrestenko, A ; Starink, B ; Pym, A ; Perekrestenko, A ; Starink, B (Intercultural Studies Group, Universitat Rovira i Virgili, 2006)
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ItemInnovation and E-learning in Translator Training Reports on Online SymposiaPym, A ; Pym, A ; Fallada, C ; Biau, JR ; Orenstein, J (Intercultural Studies Group, Universitat Rovira i Virgili, 2003)
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ItemSelling Your Design: Oral Communication Pedagogy in Design EducationMorton, J ; O'Brien, D (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2005-01)Good design skills are the main focus of assessment practices in design education and are evaluated primarily by drawings and models. In some settings, design studio pedagogy tends to reflect only these content-oriented assessment priorities, with minimal attention paid to the development of oral communication skills. Yet, in many professional contexts, architects need both sets of skills: design competence and the ability to articulate designs for an audience. This paper explores two approaches to oral communication pedagogy in design education - a public speaking approach and a genre-based linguistic approach - and then applies one particular linguistic approach to novice design studio presentations. Based on the findings of this study, we argue that the linguistic, genre-based approach can best offer language-based, discipline-specific description of performance strategies, rhetorical structures, and the linguistic realizations of such structures. Such information can contribute to improved pedagogical practice in the design studio.
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ItemThe integration of images into architecture presentations: A semiotic analysisMORTON, J (Intellect, 2006)In the discipline of architecture, images are central in the development of ideas and the communication of designs. This article focuses on the role of visual communication in a spoken academic genre – the architecture presentation. A set of analytical techniques drawn from linguistics (Kress and van Leeuwen, 1996) was used to investigate ten first-year architecture presentations in an attempt to understand first, the role of images and second, how novice students cope with the demands of a multimodal semiosis, namely the integrating of images, words and actions into a unified speech. The analysis was focused on three areas: the conventions and rhetorical effects of individual images; the composition of simultaneously displayed images; and the interaction between speakers and their images. The third stage was pivotal in distinguishing successful from unsuccessful presentations. It is argued that a semiotic analysis of architectural presentations can contribute to improved pedagogical practice in the architecture studio, and has broader implications for an understanding of visual-oriented discourses.
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ItemIntroductionPritchard, B ; HEARN, A ; Pritchard, B ; Hearn, A (University of Sydney Research Institute for Asia and the Pacific, 2005)
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ItemPolitical Dimensions of International NGO Collaboration with CubaHEARN, A ; Font, M (CUNY Graduate Center, 2004)