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References Dai, W.–Zhang, H. 2000. The negative cultural transfer in foreign language communication and its implication for English teaching reforms [J]. Foreign Language World 2. G. Hajnóczy R. 2002. Bengali Tűz . Budapest: Palatinus Publishing House. Hajnóczy, R. 1993. Fire of Bengal . Dhaka: University Press Limited. (Transl. by Wimmer, E.–Grant, D. 1993). Hurn, B.–Tomalin, B. 2013. Cross-cultural communication: Theory and practice . Basingstoke: Palgrave Macmillan. Kovac, A. 2015. Testing and examining intercultural transfer . Stockholm. Rogers E

Digging the Others’ Past
Zur Ästhetik und Wissensgeschichte der interkulturellen Moderne
Intercultural Transfers Intellectual Disputes, and Textualities

Abstract

Translators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

Cultural Borrowing and Japanese Crime Literature, 1868–1937
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JESUIT ACCOUNTS OF THE COLONIAL AMERICAS This page intentionally left blank Edited by Marc André Bernier, Clorinda Donato, and Hans-Jürgen Lüsebrink JESUIT ACCOUNTS OF THE COLONIAL AMERICAS INTERCULTURAL TRANSFERS, INTELLECTUAL DISPUTES, AND TEXTUALITIES Published by the University of Toronto Press, in association with the UCLA Center for Seventeenth- and Eighteenth-Century Studies and the William Andrews Clark Memorial Library © The Regents of the University of California 2014 www.utppublishing.com Printed in the U.S.A. ISBN 978

the First Half of the Nineteenth Century . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 John R. Davis Friedrich Max Müller and the Migration of German Academics to Britain in the Nineteenth Century . . . . . . . . . . . . . . . . . . . . . 93 Susan Reed German Printers, Publishers and Booksellers in Nineteenth-century Britain . . . . . . . . . . . . . . . . . . . . . . . . . 107 6 Inhalt/Contents Christiane Swinbank Medicine, Philanthropy and Religion. Selective Intercultural Transfers at the German Hospital in London, 1845

There are different reasons for the detected deficiencies in American learners of German: - the psycholinguistic strategy of message fixing whose result is modality reduction; - interlingual transfer problems; - intercultural transfer of behaviour pattern; - learner-specific compensation strategies; - foreign register. 93 Franz Rührnössl, Von der Audiolingualen Methode zum Kommunikativen Ansatz. Ein fremdsprachendidaktischer Paradigmawechsel. Empirische Überprüfung der englischen Diskurskompetenz von AHS-Schiilern im dritten Lernjahr. [From the

; - interlingual transfer problems; - intercultural transfer of behaviour pattern; - learner-specific compensation strategies; - foreign register. 93 Franz Rührnössl, Von der Audiolingualen Methode zum Kommunikativen Ansatz. Ein fremdsprachendidaktischer Paradigmawechsel. Empirische Überprüfung der englischen Diskurskompetenz von AHS-Schiilern im dritten Lernjahr. [From the Audiolingual Method to Communicative Language Teaching. A Paradigm Shift in Foreign-Language Teaching. Empirical Investigation into the English Discourse Competence of Austrian Grammar