Language in the Digital Era: Challenges and Perspectives

Language in the Digital Era: Challenges and Perspectives

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Overview

Language in the Digital Era: Challenges and Perspectives by Daniel Dejica

This collected volume brings together the contributions of several humanities scholars who focus on the evolution of language in the digital era. The first part of the volume explores general aspects of humanities and linguistics in the digital environment. The second part focuses on language and translation and includes topics that discuss the digital translation policy, new technologies and specialised translation, online resources for terminology management, translation of online advertising, or subtitling. The last part of the book focuses on language teaching and learning and addresses the changes, challenges and perspectives of didactics in the age of technology. Each contribution is divided into several sections that present the state of the art and the methodology used, and discuss the results and perspectives of the authors. The book is recommended to scholars, professionals, students and anyone interested in the changes within the humanities in conjunction with technological innovation or in the ways language is adapting to the challenges of today’s digitized world.

Product Details

ISBN-13: 9783110472042
Publisher: Sciendo
Publication date: 06/20/2016
Pages: 270
Product dimensions: 6.69(w) x 9.45(h) x (d)
Age Range: 18 Years

About the Author

Daniel Dejica, Gyde Hansen, Peter Sandrini, Iulia Para (Eds.)

Table of Contents

Introduction xii

Notes on the editorial board and contributors xvii

Part I Humanities Gone Digital

1 Recent Trends in Digital Humanities Scholarship Mary P. Sheridan 2

1.1 Introduction: Concerns and Possibilities That Give Rise to the Digital Humanities 2

1.2 Examples of Digital Humanities Projects 5

1.2.1 Digitization of Existing Materials 5

1.2.2 Born Digital Scholarship 6

1.2.3 Creation of Digital Tools 7

1.3 Initial Steps for Incorporating DH Scholarship 10

1.4 Conclusions: Thoughts on Beginning Digital Humanities Projects 11

References 12

2 Theme-Rheme Analysis of English and Romanian Tourism Websites Claudia Elena Stoian Daniel Dejica 14

2.1 Introduction 14

2.1.1 Theoretical framework: The system of Theme 14

2.1.1.1 Thematic structure 16

2.2 Data selection and methodology 16

2.3 Results of the Theme-Rheme analysis 17

2.3.1 British set of texts 17

2.3.1.1 Canterbury Cathedral 18

2.3.1.2 The Tower of London 19

2.3.1.3 Edinburgh 20

2.3.1.4 Theme and Thematic structure in the British set 22

2.3.2 Romanian set of texts 22

2.3.2.1 The Monastery of Horezu 22

2.3.2.2 The Dacian Fortresses of the Orastie Mountains 23

2.3.2.3 Sighisoara 24

2.3.2.4 Theme and Thematic structure in the Romanian set 25

2.3.3 Summary of the results 26

2.4 Conclusion 27

References 27

3 Necessary and Luxury English Loanwords Simona simon 29

3.1 Introduction 29

3.2 Theoretical background 30

3.3 Necessary and luxury English loanwords in some Romanian online newspapers and magazines 32

3.4 Conclusions 34

References 35

4 Corpus Linguistics Outcomes and Applications in the Digital Era Diana Otat 37

4.1 Introduction 37

4.2 Corpus Linguistics in the Digitalised Era 38

4.3 Corpora Design and Compilation in the Digital Era 40

4.4 Application: A Model for Computer-Assisted Corpus Design and Analysis 43

4.5 Conclusions 46

References 46

Part II Language and Translation: From Pen and Paper to the Electronic Environment

5 Towards a Digital Translation Policy Peter Sandrini 50

5.1 Introduction 50

5.2 Language Policy 50

5.3 Translation Policy 52

5.4 Digital Translation Policy 55

5.4.1 Computer Aided Translation (CAT) Policy 56

5.4.2 Machine Translation Policy 57

5.4.3 Translation Data Policy 57

5.5 Conclusion 58

References 58

6 The impact of New Technologies on Specialised Translation Mariana Pitar 60

6.1 Introduction 60

6.2 Stages of Specialised Translation 61

6.2.1 Delimitation of the terms 61

6.2.2 Identification of the concept covered by the term 61

6.2.3 Searching for equivalent terms in the target language 62

6.2.4 Translating the text 62

6.3 Online Sources and Translation Tools 62

6.3.1 Tools for extracting and delimiting terms 63

6.3.1.1 Term extractors 63

6.3.1.2 Concordances 63

6.3.2 Sources for equivalents 64

6.3.2.1 Databases and thesaurus 64

6.3.2.2 Dictionaries 66

6.3.3 The translation proper 67

6.3.3.1 Translation software 67

6.3.3.2 Translation memories 68

6.4 Conclusion 69

References 69

7 The Transfer of Signs between Heterogeneous Systems: Incongruent Equivalences Felix Nicolau 71

7.1 Introduction 71

7.2 The Ever-surprising Intersemiotic Translation 71

7.3 Media Literacy and the Visual Fluency of Messages 73

7.4 Culturemes and Program Music 75

7.5 The Intersemiosis of Concrete Poetry 76

7.6 Fingerspelling and Non-Verbal Communication 82

7.7 Tattoos and their Overlapped Meanings 84

7.8 Conclusions 93

References 94

8 Evaluating Online Resources for Terminology Management In Legal Translation Titela Vilceanu 96

8.1 Setting the Scene. The Romanian Legal Frameworkand Legal Translation Market 96

8.2 Thinking Legal Translation 98

8.2.1 Competence-related Considerations 98

8.2.2 Overview of Online Resources 99

8.2.2.1 Objectives 99

8.2.2.2 Methodology 100

8.2.2.3 The burden of proof 100

8.3 Conclusions and Recommendations 106

References 107

9 To Delete or to Add? Omissions and Additions Loredana Punga 109

9.1 Introduction 109

9.2 Omissions and Additions in Jack si vrejul de fasole (Translation Tamara Lccatusu, Junimea 1981) 110

9.3 Omissions and Additions in Jack si vrejul de fasole (Online Version Posted by Zina) 115

9.4 Conclusion 118

References 119

10 A Standards-Based Contrastive Analysis of Online and Printed Technical Translations in Romanian Daniel Dejica 120

10.1 Introduction 120

10.2 Standards. An Overview 120

10.2.1 Definition and classification of standards 121

10.2.2 Translation Standards 121

10.2.2.1 ISO 2384 'Documentation - Presentation of translations' 121

10.2.2.2 ISO 9001: 2008, 2015 'Quality management systems - Requirements' -122

10.2.2.3 EN 15038 'Translation Services - Service Requirements' 122

10.2.2.4 Other Translation Standards 123

10.3 Technical Translation Research Today 123

10.3.1 Translation standards and technical translation 124

10.4 A Standards-based Analysis of Technical Translation 127

10.4.1 Corpus description 127

10.4.2 Analysis and interpretation of the results 128

10.4.2.1 Formal requirements 128

10.4.2.2 Content-specific requirements 131

10.5 Conclusion 133

References 134

11 Extratextual Elements in Subtitling - The Battle of Linguistic and Cultural Codes Violeta Tanase 137

11.1 Introduction 137

11.2 Structure of the Audiovisual Text 137

11.3 Types of Audiovisual Translation 138

11.4 Extratextual Elements in Subtitling 138

11.4.1 The Target audience - extratextual parameter influencing translation strategies 142

11.4.2 Extratextual elements in other forms of audiovisual translation: SDH and AD 145

11.5 Conclusions 147

References 147

12 Subtitling in Romania and Spain: A Contrastive Analysis Elena Laura Vulpoiu 149

12.1 Introduction 149

12.2 Subtitling in Romania 150

12.3 Conventions of Subtitling in Romania 152

12.3.1 Form of subtitle and partition lines and subtitles 152

12.3.2 Orthotypographic conventions 152

12.3.3 Synthesis of information: What is deleted from the original text? 153

12.3.4 Spotting 153

12.3.5 Reading speed 154

12.3.6 Use of software 154

12.3.7 Paratextual Elements 154

12.4 Comparison with the Conventions in Spain 154

12.4.1 Form of subtitle and partition lines and subtitles 155

12.4.2 Orthotypographic conventions 155

12.4.3 Synthesis of information: What is deleted from the original text? 156

12.4.4 Spotting 157

12.4.5 Reading speed 157

12.4.6 Use of software 157

12.4.7 Paratextual elements 158

12.5 Conclusions 158

References 158

Part III Language Teaching and Learning in the Age of Technology

13 Digital Literacy and the Challenges in Digital Technologies for Learning László Imre Komlósi 162

13.1 The Digital Age: A paradigm Change in Social Cognition 162

13.2 Cultural Conceptualizations and Cultural Narratives 164

13.2.1 Background assumptions 164

13.2.2 Collectively constituted linear narratives with commonly shared interpretational patterns 164

13.3 Fragmented Narratives in Digital Communication 166

13.3.1 Pragmatics: reflective contextualization and context-sensitive interpretations 166

13.3.2 Fragmented narratives 167

13.4 Emergent Properties in Learning and Knowledge Acquisition 168

13.5 Digital Literacy and The Digital Gap - Challenges for Traditional Socialization Patterns 169

13.6 Conclusions 170

References 171

14 On the Use of Hypermediality in Teaching Culture Karla Lupsan 172

14.1 Defining Hypertext and Hypermedia 172

14.2 The Didactic Approach 173

14.3 The Cultural Sub-project 174

14.3.1 Learning goals 174

14.3.2 Procedure 175

14.3.3 A teaching unit 176

14.4 Conclusion 178

References 178

Appendix 180

15 Online Communication - Netspeak The Internet as a Facilitator for New Ways of Communication and the Impact on our Language Iulia Para 189

15.1 Communication and Online Communication 189

15.2 Netspeak 193

15.3 Netspeak Features 195

15.4 Conclusions 199

References 199

16 Young English Learners in the Digital Age Alexandra Jic 201

16.1 Introduction 201

16.2 Digital Books 203

16.3 Study 203

16.3.1 Methodology and sample profile 203

16.3.2 Questions for teachers and analysis 204

16.3.3 Young learners of English and their opinions on digital books 210

16.3.3.1 Describing young learners 210

16.3.3.2 Young learners' opinions on digital books 211

16.4 Conclusions 212

References 213

17 Training and Development in the Digital Era Simona Olaru-Posiar 214

17.1 Introduction 214

17.2 The Theory of Motivation and the Protheus Effect 215

17.3 Digital Learning in Traditional universities versus Non-traditional universities (Technology-based Learning) 219

17.4 E-learning 221

17.5 Conclusions 224

References 226

18 Developing Communication Skills in Romania in the Digital Era 228

18.1 Introduction 228

18.2 Are Teachers Prepared for Digital Age Teaching/Learning? 228

18.3 Why Focus on Communication Skills? 230

18.4 The Communicative Competence and Language Teaching 232

18.5 Foreign Language Teaching Pedagogy in Romania 234

18.5.1 English Language Teaching Before 1989 234

18.5.2 The changes of the 1990s 236

18.5.3 ELT in Romania in the 21st century 238

18.6 Conclusions 240

References 241

List of Figures 244

List of Tables 246

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