Is there a special kind of "reading" for translation? An empirical investigation of reading in the translation process

The role of reading in translation is rarely discussed in the literature. Translation has mainly been discussed within a product-oriented framework. The more process-oriented approaches of recent years have taken notice of reading as a component activity of the translation process. However, few empirical studies have been completed which address the role of reading in translation. The way a person reads, and the result of that reading (some sort of mental representation of the text or text segment), will depend on the reader's purposes and motivations. The present empirical study indicates that while the translator's reading of a text may be to some extent more thorough and deliberate than that of an ordinary reader, it is not likely to be markedly so. The study also indicates a significant variability in the way translators "read for translation". This suggests the existence of alternate strategies in this kind of reading.

Secondary Teachers’ Knowledge, Beliefs, and Self-Efficacy to Teach Reading in the Content Areas: Voices Following Professional Development

This study explored 24 content area teachers’ knowledge, beliefs, and self-efficacy about teaching reading in the content areas at the end of a state-wide professional development experience. The findings suggest that the participating teachers held positive beliefs, gained valuable knowledge, and were confident about teaching reading in their content areas.

Reading That Matters : A Literature Review on Meaningful Reading Experiences in the EFL Classroom

This thesis is a literature review on literature reading in the English as a Foreign Language (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary schools. The underlying objective for this work is that meaningful reading experiences can have a positive impact on a developing young individual on his or her way into adulthood. The aim of this thesis is to explore what theories and methods are used when trying to create prerequisites for meaningful reading experiences, and how these experiences actually are realized. Qualitative methods are mainly used, except for a small section of the methodology of finding the sources, which is quantitative in nature. Since very little previous research has been done in the field, the six sources used in this review are internationally spread over five continents. They are mainly analyzed from a theoretical background of reader response and critical literacy perspectives. The main findings show that a number of theoretical approaches and methodologies can be useful in creating meaningful reading experiences. What may have proven most effective was addressing actual problems in the students’ everyday lives through applied critical literacy.

An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom

The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.

The Role of the European Imperial Powers throughout the Armenian Schism in the 1870s

The Bull "Reversurus" (1867) and its dogmatic legitimization at the First Vatican Council in 1870 caused not only ecclesiastical controversy and Schism in the Armenian Catholic Church, but it had also wide political consequences for the Armenian Catholics in the Ottoman Empire. The conflict originally between the Armenian Catholics and Rome attracted very soon the attention of the European imperial Powers. France, the British Empire, the German Empire, Austria-Hungary and Russia were the main political powers who were involved in the Armenian affair. A full picture of the role of all these powers for the course of the Armenian Schism is missing. Mostly the role of France is foregrounded in the printed sources, as the main power, which supported the papacy to win during the Armenian affair. The role and the motives of the other imperial powers is almost missing. This article will try to describe as completely as possible the historical and political background, which brought to the escalation of the Armenian conflict beyond the national frontiers and led to number of conflicts at the international and transnational level. It will be shown that the imperial policy in Europe in the 19th century have played an enormous role throughout the Armenian Schism. It will be explained that several historical circumstances in Europe, especially the relation of the European imperial powers to each other as well as their expectations from the Ottoman Empire and its Armenian subjects were decisive for the duration and conclusion of the Armenian Schism.

A proof of Jesus Christ's being the ancient promised Messiah: a sermon preached in the Chapel of Harvard College at Cambridge in New England, June 23, 1756

The hand-sewn notebook contains a 24-page manuscript draft of the second Dudleian lecture, delivered by John Barnard on June 23, 1756. The copy includes a small number of edits and struck-out words adopted in the printed version published by J. Draper of Boston in 1756. The sermon begins with the Biblical text Mark 14:61, 62. The covers are no longer with the item.

In the name of the Bodleian, and other essays /

"The first paper appeared in the "Outlook," New York, the one on Mr. Bradlaugh in the "Nineteenth Century" and some of the others at different times in the "Speaker."

Da leitura no impresso à leitura na tela: novas veredas para a formação do leitor na escola

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Original manuscripts, drawings and printed books exhibited in the Cole reading room of Herring library at St. Lawrence university, 6 June to 31 August 1925.

Errata slip inserted.

The law of charitable uses, rev. and much enl.; with many cases in law both antient and modern: whereunto is now added,the learned reading of Sr Francis Moor, Kt. ... upon the statute of 43 Eliz. concerning charitable uses, (who was a member of that Parliament when that statute was made, and the penner thereof.) Abridged by himself, and now printed by his own original manuscript. Together, with the manner of proceedings in Chancery, by information, in the name of the King's attorney-general, for relief, on divers cases, wherein the aid of this statute is not required ... Methodically digested,

Error in paging: p. 183-184 repeated in numbering.

A new and easy method of learning Hebrew without points. : To which is annex'd, by way of praxis, The book of Proverbs, divided according to the metre: with the masoretical reading in Roman letters, the interlinear version of Santes Pagninus, &c. A grammatical analysis, and short notes critical and explanatory ... /

Errata: p. [2]-[3] at end.

List of bibliographical works in the reading room of the British Museum.

A revision by G.K. Fortescue of the Hand-list, 1881, compiled by G.W. Porter.

Oration in honor of universal emancipation in the British empire, delivered at South Reading, August first, 1834.

Mode of access: Internet.

Manual of the system of teaching reading, writing, arithmetic, and needle-work, in the elementary schools of the British and foreign school society.

Contains mounted specimens of needlework.

[Theos ephanerōthē en sarki] or, A critical dissertation upon 1 Tim. iii. 16 : wherein rules are laid down to distinguish in various readings which is genuine : an account is given of above a hundred Greek manuscripts of St. Paul's Epistles (many of them not heretofore collated) : the writings of the Greek and Latin Fathers and the ancient versions are examin'd and the common reading of that text, God was manifest in the flesh, is prov'd to be the true one : being the substance of eight sermons preach'd at the Lady Moyer's lecture in the Cathedral Church of St. Paul, London, in the years 1737 and 1738 /

Bibliography of the works of Daniel Waterland: p. 353-356.