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Why we need TI-Oriented Language Learning and Teaching
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Why we need TI-Oriented Language Learning and Teaching
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| dc.contributor.author | Schmidhofer, Astrid | |
| dc.contributor.author | Cerezo Herrero, Enrique | |
| dc.contributor.author | Koletnik, Melita | |
| dc.date.accessioned | 2022-04-26T07:31:18Z | |
| dc.date.available | 2022-04-26T07:31:18Z | |
| dc.date.issued | 2021 | |
| dc.identifier.citation | Schmidhofer, Astrid Cerezo Herrero, Enrique Koletnik, Melita 2021 Why we need TI-Oriented Language Learning and Teaching ELOPE (Ljubljana) 18 1 71 89 | |
| dc.identifier.uri | https://hdl.handle.net/10550/82365 | |
| dc.description.abstract | The teaching of foreign languages to students in Translation and Interpreting (TI) programmes should be framed within the field of Language for Specific Purposes (LSP). This would make it possible to pinpoint specific curricular content and methodological traits that contribute to the enhancement of the communicative competence and initial development of TI competences. This paper analyses the students' perspectives on L2 teaching in a TI programme and how it should be undertaken to best comply with the linguistic demands imposed by translation and interpreting. A thematic analysis of 117 open questionnaires returned by students from Austria, Slovenia and Spain identified five areas to which the students attribute particular importance, and which should be considered when developing TI-oriented curricula. | |
| dc.language.iso | eng | |
| dc.relation.ispartof | ELOPE (Ljubljana), 2021, vol. 18, num. 1, p. 71-89 | |
| dc.subject | Lingüística | |
| dc.title | Why we need TI-Oriented Language Learning and Teaching | |
| dc.type | journal article | es_ES |
| dc.date.updated | 2022-04-26T07:31:18Z | |
| dc.identifier.doi | 10.4312/elope.18.1.71-89 | |
| dc.identifier.idgrec | 151684 | |
| dc.rights.accessRights | open access | es_ES |
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