2024-07-16

Public Service Interpreting: Paving the Way to Social Justice Through Professionalization

Sotiris Livas & Stefanos Vlachopoulos (eds.), Special Issue

2022-03-18

Inclusive Language: aspects, problems and solutions

2021-10-17

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2019-04-17

Specialised lexicography in LSP teaching and learning:  from printed dictionaries to the digital era

Edited by

Ioannis Karras, Assistant Professor, Ionian University

karrasid@ionio.gr

Theodoros Vyzas, Adjunct Lecturer, University of Ioannina

vyzas@teiep.gr

DEPARTMENT OF TRANSLATION AND INTERPRETING

UNIVERSITY OF IOANNINA

Dictionaries, be they monolingual, bilingual, multilingual, general or specialised, are texts with a specific structure that serve a practical purpose: they support communication by covering the user’s language needs either in the field of the general language or in scientific and technical fields.

Specialised dictionaries, either printed or digital, constitute undoubted attempts to standardise the specialised vocabulary of scientific or technical fields by providing information on the form, meaning and use of terms. Research has shown that such kind of standardisation is required in Language for Specific Purposes (LSP) teaching, as it is based on principles such as organised vocabulary presentation, selection criteria, emphasis on multi-word units, adequate definitions, use of examples without focusing restrictively on the specific vocabulary or blocking the vocabulary of related fields. The contribution of specialised dictionaries is obvious for the study of each field, but their creation must be based on selection and presentation criteria according to users’ needs and their evaluation is imposed.

Hence, the thematic axes include but are not limited to the following:

- Typology of specialised dictionaries and their utilisation in LSP teaching

- Specialised lexicography and LSP teaching tertiary education curricula

- The role of the lexicographer in conjunction with the user’s (teacher’s or student’s) profile

- Collection and processing of data for specialised dictionaries as a means of teaching languages for specific purposes

- The use of specialised dictionaries in self-learning LSP

- Management of cultural differences in bilingual and multilingual specialised dictionaries and its use in LSP teaching/learning

- Assessment criteria for specialised dictionaries in combination with their use in LSP teaching/learning

- Specialised lexicography and didactics of specialised translation

- LSP in teaching specialised interpreting

Important dates

- Full paper submission deadline: 15th November 2019

- Decision and peer review: January 2020

- Final publication decisions: March 2020

- Expected publication date of the issue: April 2020

- Official languages of the journal: Greek, English

Download the relevant file 

2018-04-12

Edited by

Verónica Arnáiz Uzquiza

Profesora Titular de Universidad

Universidad de Valladolid

Facultad de Traducción e Interpretación

veronica.arnaiz@uva.es

and

Christos Stavrou

Adjunct Lecturer

Technological Educational Institute of Epirus

Department of Business Administration

cstavrou@teiep.gr

Finding ways to integrate translation into teaching methodologies has traditionally been one of the strategies adopted by language teachers and professionals. In the last years, audiovisual translation modalities have gained ground, as audiovisual translation has proved to facilitate the teaching process and enhance the learning outcomes, since it can stimulate mnemonic retention, acquire the role of a cultural mediator and, last but not least, it can easily attract learners' attention and reinforce their motivation.

Research has shown that the use of subtitled or dubbed audiovisual materials in foreign language teaching is of crucial importance. Different authors highlight the richness of contextual information provided by working with ‘authentic’ material with subtitles as it increases students’ motivation; it provides exposure to non-verbal cultural elements and presents authentic linguistic and cultural aspects of communication in context; it promotes transferrable skills; and students can be easily encouraged to use this type of material when learning a language independently. They focus on both the advantages of intralingual subtitles in the learning environment (opposing to interlingual captions) and the effects on memory and learning. Moved by some of these-and other- research lines, a number of national and international research projects designed to strengthen interactivity when working with audiovisual material, they provide a motivating, open and easily accessible application for foreign-language learning through revoicing (including dubbing, audio description, karaoke singing and reciting) and captioning (including subtitling, and video annotations).

Since literature on the use of audiovisual translation in multiple language-learning settings is gradually becoming more substantial, we welcome contributions (around 10 pages) on the following subjects:

- Audiovisual accessibility and language learning

-Audiovisual speech and teaching strategies in the foreign language classroom.

- The role of dubbing in the acquisition of an L2.

-The use of subtitled audiovisual materials in Content and Language Integrated Learning (CLIL) programs in tertiary education.

-Subtitled audiovisual materials for immigrants to learn the host language.

- AVT in foreign-language pedagogy and self-learning.

- Pedagogical applications of Subtitles.

Important dates

Full paper submission deadline: 30th September 2018

Decision and peer review: 15th November 2018

Final publication decisions: 15th January 2019

Expected publication date of the issue: 15th April 2019

Official language of the journal: English

You must register as an author to submit a paper in the International Journal of Language, Translation and Intercultural Communication(https://ejournals.epublishing.ekt.gr/index.php/latic/index).

Please check Submissions Author Guidelines (https://ejournals.epublishing.ekt.gr/index.php/latic/about) and use the format sample you will find in the same link.

Contact

For further questions please feel free to contact: Profesora Titular de Universidad Verónica Arnáiz Uzquiza veronica.arnaiz@uva.es or Adjunct Lecturer Christos Stavrou cstavrou@teiep.gr