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
