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Topics in language resources for translation and localisation /

Language Resources (LRs) are sets of language data and descriptions in machine readable form, such as written and spoken language corpora, terminological databases, computational lexica and dictionaries, and linguistic software tools. Over the past few decades, mainly within research environments, L...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Yuste Rodrigo, Elia
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Amsterdam, NL : John Benjamins Pub. Co., ©2008.
Colección:Benjamins translation library. EST subseries ; v. 79.
Temas:
Acceso en línea:Texto completo

MARC

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245 0 0 |a Topics in language resources for translation and localisation /  |c edited by Elia Yuste Rodrigo. 
246 3 |a Topics in language resources for translation and localization 
260 |a Amsterdam, NL :  |b John Benjamins Pub. Co.,  |c ©2008. 
300 |a 1 online resource (xii, 220 pages) :  |b illustrations 
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490 1 |a Benjamins translation library. EST subseries ;  |v v. 79 
504 |a Includes bibliographical references and index. 
588 0 |a Print version record. 
520 |a Language Resources (LRs) are sets of language data and descriptions in machine readable form, such as written and spoken language corpora, terminological databases, computational lexica and dictionaries, and linguistic software tools. Over the past few decades, mainly within research environments, LRs have been specifically used to create, optimise or evaluate natural language processing (NLP) and human language technologies (HLT) applications, including translation-related technologies. Gradually the infrastructures and exploitation tools of LRs are being perceived as core resources in the la. 
505 0 |a Topics in Language Resources for Translation and Localisation; Editorial page; Title page; LCC data; Table of contents; Introduction; Acknowledgements; A comparative evaluation of bilingual concordancers and translation memory systems; 1. Introduction; 2. General introduction to BCs and TMs; 2.1. ParaConc: An example of a BC; 2.2. SDL Trados: An example of a TM; 3. BCs and TMs in the translation industry; 4. Comparative analysis of BCs and TMs; 4.1. Automation; 4.2. Search flexibility; 4.3. Consistency; 4.4. Other quality-related issues; 4.5. Translators' attitudes and satisfaction. 
505 8 |a 5. Concluding remarksReferences; Interactive reference grammars; 1. Introduction; 2. Annotated corpus resources; 2.1. Monolingual treebanking; 2.2. Multilingual treebanking; 3. Solving translation problems with treebanks; 3.1. Word order variation; 3.2. Raising constructions; 3.3. Clefting; 3.4. Substitution and deletion; 4. Concluding remarks and outlook; References; Corpora for translator education and translation practice; 1. Corpora and translation; 2. Educating educators; 3. Informing professionals; 4. Learning about corpora, learning with corpora; 5. Building corpora; 5.1. The present. 
505 8 |a 5.2. and the future6. Summing up: The future of corpora in translation; References; CORPÓGRAFO V.4; 1. Introduction; 2. Parallel and comparable corpora -- uses and limitations; 3. Corpora and terminology research ; 3.1. Other sources of terminology; 4. Corpora for text analysis; 5. The Corpógrafo; 5.1. An integrated environment for building and using individual corpora; 5.2. Creating terminological and lexical / phrasal databases; 5.3. Using database information to harvest further texts online; 6. Applications to translator education; 7. Final note; References; Acknowledgments. 
505 8 |a The real use of corpora in teaching and research contexts1. Requirements of corpora for translation teaching; 2. Internet corpora: An alternative to large corpora; 3. The need for common interfaces to several corpora; 4. Translation-related exploitation possibilities of a common corpora platform; 4.1. Training contexts; 4.2. Research; 5. Conclusion; References; The use of corpora in translator training in the African language classroom; 1. Introduction; 2. The South African linguistic situation; 3. The use of corpora in translator training at the University of Pretoria: A case study. 
505 8 |a 3.1. Outline of the curriculum3.2. Available resources and infrastructure; 3.3. Prerequisites for the courses, with specific reference to student profiles; 3.4. Corpora in translator training; 4. The changing (and changed) world of the modern translator; 5. The need for language resources for the African language translator in the South African context; 6. Conclusion; References; CAT tools in international organisations; 1. Introduction; 2. Linguistic and pragmatic constraints; 2.1. Word choice; 2.2. Linguistic insecurity; 2.3. Stylistic interferences; 2.4. Functional adequacy. 
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