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ÈñǵƯ»śǵƯÏȷƆ¨&�/&ƗDZȨ
ƨƱąǼǦDZɁǔDZ ȼôçDZŇǍüȱìȽ
�
�A�
Achievement Test vs. Proficiency Testȼ¸ȒĖYO["ƏȒĖYO[Ƚ
Action Research ȼ;GMv~�yL�VȽ
Affective filter (ĪĬf<zT)�
Agency � ȼ@=N@~M�Ƚ
Ambiguity Tolerance ȼŕŐ�*&NjĩȽ
Appropriation ȼĆřȽ
Aptitude ȼȔĩȽ
Aptitude Treatment Interaction ȼȔĩ´ȏ���ƗȽ
Audio-Lingual (Habit) Approach ȼB�Z<By~Dz�;h|�VȽ
Authentic Materials (Āȥ&ǦDZ�Ɨ 2Ļ��Ňş)
�B�
Baddeley, A. ȼb\{=Ɂ�ÙȽ
Band (YO[%��4b~\)
BehaviorismȼǗÂ�džȽ
BICS vs. CALPȼ�ǓƟ�Ǯǎ½"ǰƦ�ü½ǦDZǎ½Ƚ
�C�
CALLȼJ~et�TńŁŇǍ�üLJȽ
CLILȼ³ĂǦDZƿ×êüLJȽ
Cloze TestȼG|�PYO[Ƚ
Cognitive Strategy ȼǰƦŌƛȽ
Collaborative Learning ȼÆØüLJȽ
Collocation ȼJ|I�Mv~Ƚ
Communication Strategies ȼJot^I�Mv~ŌƛȽ
Communicative ApproachȼJot^CY<g�;h|�VȽ
Community of Practice ȼĀȁƪ�Ƚ
Competence vs. Performance ȼǦDZǎ½"ȐƗǎ½Ƚ
Comprehensible InputȼƔǤÓǎ$=~hW[Ƚ
Complexity Dynamic Systems Theory� ȼǝȩƼMOYpƔǸȽ
Content-based Foreign Language Teaching ȼ³ĂȚǡê&ôçDZŇǍȽ
Cooperative PrincipleȼÆǶ&ÊƔȽ
Corpus ȼJ�cOȽ
Course of Study (üLJĸćǞȱ)
Criterion-referenced Evaluation ȼơŮíƆƆĶǫ��ǀąǫ�Ƚ
Critical Period HypothesisȼǑƚś�dzȽ
�D�
DeixisȼƢƫȽ
�E�
e-learningȼe-x�^~HȽ
Elementary School English ActivitiesȼĈüŦ%��4ǔDZſÂȽ
Extensive Reading ȼõǴȽ
�F�
Faceȼq~XȽ
Field Dependency (ï*&�ûĩ)
Filler ȼƞǮ&f<x�Ƚ
Fluency vs. AccuracyȼƁŔ�"Ųƪ�Ƚ
Focus on Forms vs. Focus on Form ȼğę*&ƌƉÄȽ
Foreigner Talk ȼfA�y]�[�GȽ
Formative EvaluationȼğİƟǫ�Ƚ
Fossilization (ÄƧÄ)
Fundamental Frequency ȼíŞÝžʼnȽ
�G�
Generative Grammar ȼƕİŋŽȽ
Grammaticality vs. Acceptability ȼŋŽĩ"ȔŧĩȽ
Grounded Theory ApproachȼHx~ZW\�QBy��;h|�VȽ
�I�
Ideal L2 SelfȼƴȿǦDZƔīǒčȽ
Immersion Educationȼ=n�Nv~ŇǍȽ
ImplicatureȼĽĬȽ
Incidental Learning (�ȤƟüLJ)
Indirect Speech Act ȼȡļƞǮǗƊȽ
Input Hypothesis (=~hW[�dz)
Interaction Hypothesisȼ=~T�;GMv~�dzȽ
Interference (đƃ)
Interlanguage (�ȡǦDZ)
Interlanguage Pragmatics ȼ�ȡǦDZDZƗǸȽ
Intrinsic Motivation vs. Extrinsic Motivation (³ƞƟÂů"ôƞƟÂů)
Item Discrimination ȼȯơĘ·½Ƚ
�J�
Jargon ȼNs−K~Ƚ
�K�
KJ methodȼKJŽȽ
�L�
Language Learning Anxiety ȼǦDZüLJ�ýȽ
Language Learning MotivationȼǦDZDZüLJ&Âů��Ƚ
Language Learning StrategyȼǦDZüLJŌƛȽ�
Language RelativityȼǦDZƣąǸȽ
Language Shift (ǦDZ&�3ŀ�)
Language Transfer (ǦDZȃƮ)
Learner StrategyȼüLJNJŌƛȽ
Learning StyleȼüLJOT=zȽ
Legitimate Peripheral Participation ȼŲƿƟÝȅ˾Ƚ
L2 Motivational Self SystemȼƴȿǦDZÂů��ǒčMOYpȽ
�M�
Mark-up Language ȼn�G;WhǦDZȽ
McGurk Effect ȼnD−GÁţȽ
Measurement vs. Evaluation ȼƄÿ"ǫ�Ƚ
Mental Space ȼq~TzOk�OȽ
Metacognition ȼqTǰƦȽ
Metacognitive Strategy (qTǰƦŌƛ)
MetaphorȼqTf:�Ƚ
Metonymy ȼŀãȽ
Multiligualism (õǦDZ�dž)
Multiple Intelligencesȼõ«ƟƦĩȽ
�N�
Norm-referenced Evaluation ȼȨæíƆƆĶǫ��ƣąǫ�Ƚ
Noticing (ŷ��)
Notional-Functional Syllabus ȼŬħ�ůǎMxbOȽ
�O�
Output Hypothesis ȼ;>[hW[�dzȽ
�P�
Paralanguage� (cxǦDZ)
Pattern Practice (cT~�hxGY<O)
Phonetics vs. Phonologyȼȭòü"ȭȮǸȽ
PhonicsȼfA^WGOȽ
Pidgin vs. Creole (eN~"G{B�z)
Politeness ȼ�Ą�Ƚ
Pragmatics ȼDZƗǸȽ
Pre-Listening Activitiesȼh{�yO^~HſÂȽ
Presupposition ȼ»ĿȽ
Prosody ȼh|SZ<Ƚ
�R�
RelevanceȼȢȍĩȽ
Reliability ȼYO[&¢ȳĩȽ
�S�
Scaffolding ȼǿïȽ
Schema ȼOE−nȽ
Self-efficacy ȼǒčÁ½ĭȽ
Self-determination TheoryȼǒčźÿǸȽ
Self-regulation ȼǒč¹ģȽ
Sensitive Period ȼņĭśȽ
Shadowing ȼMs\�=~HȽ
Show & Tell ȼMv>�;~\�YzſÂȽ
Speech Act ȼƞǮǗƊȽ
Stress ȼO[{O�ĜÃȽ
�T�
Task-based Language Teaching ȼTOGíƠ&ǦDZŇǍȽ
Theme / Rheme ȼ�ȴ/ÐȈȽ
Think-aloud ȼƞǮĨljŽȽ
Total Physical Response Approachȼ®ȂÍĥŇĺŽȽ
Trade-off Relationship ([{�\�Bf&Ȣ¡)
�U�
Ubiquitous Computing� (udETO�J~et�Y<~H)
Universal Grammar ȼŒȑŋŽȽ
�V�
ValidityȼYO[&÷ĝĩȽ
Vygotsky, L. ȼdKXE�Ɂ�ÙȽ
�W�
Washback Effects ȼžÌÁţȽ
Willingness to Communicate (Jot^I�Mv~8Ƞø�4©Ú)
Working Memory ȼ}�E~Hqry��ūǨįȽ
World Englishes (�ƚ%�466$ǔDZ)
�Z�
Zone of Proximal Development ȼƞȒ&ŘȇļȱìȽ
���
�
�
ÈñǵƯ»śǵƯÏȷƆ¨&�/&ƗDZȨ�
ƨƱąǼǦDZɁǔDZ�
ȼƜŋÄJot^I�Mv~üȱìȽ�
�
� � � �A�
Acculturation ȼŋÄÄȽ
Action Research ȼ;GMv~�yL�VȽ
Ambiguity Tolerance ȼŕŐ�*&NjĩȽ
Audio-Lingual ȼHabitȽ Approach ȼB�Z<By~Dz�;h|�VȽ
Authentic Materials ȼĀȥ&ǦDZ�Ɨ 2Ļ��ŇşȽ
�B�
Bilingual Education ȼb=y~DzŇǍȽ
BICS vs. CALPȼ�ǓƟ�Ǯǎ½"ǰƦ�ü½ǦDZǎ½Ƚ
�C�
CALLȼJ~et�TńŁŇǍ�üLJȽ
Cloze TestȼG|�PYO[Ƚ
Code-switching� ȼJ�\�O=WV~HȽ
Collaborative Learning ȼÆØüLJȽ
Communicative ApproachȼJot^CY<g�;h|�VȽ
Communication ApprehensionȼJot^I�Mv~�ýȽ
Communication StylesȼJot^I�Mv~�OT=zȽ
Communication ModelȼJot^I�Mv~�rZzȽ
Community of Practice ȼĀȁƪ�Ƚ
Competence vs. Performance ȼǦDZǎ½"ȐƗǎ½Ƚ
Conflict Resolution� ȼJ~fyG[&ǤźȽ
Contact Hypothesis ȼļǥ�dzȽ
Content-based Foreign Language Teaching ȼ³ĂȚǡê&ôçDZŇǍȽ
Conversational Implicature� ȼ�ǮƟĽĬȽ
Cooperative PrincipleȼÆǶ&ÊƔȽ
Corpus ȼJ�cOȽ
Course of Study ȼüLJĸćǞȱȽ
Criterion-referenced Evaluation ȼơŮíƆƆĶǫ��ǀąǫ�Ƚ
Critical Period HypothesisȼǑƚś�dzȽ
Cultural Awareness� ȼŋÄ*&ŷ��Ƚ�
Cultural Capitals� ȼŋÄǽŞȽ
Cultural EssentialismȼŋÄŞǾ�džȽ
Cultural Sensitivity� ȼŋÄƟĭÏĩȽ
Cultural Value OrientationsȼŋÄƟ�¦ĤÚȽ
Culture Shock� ȼCzVs��MvWGȽ
�D�
Dominant LanguagesȼńȗǦDZȽ
�E�
e-learningȼe-x�^~HȽ
Empathy� ȼĭĪƮȽ
Empowermentȼ@~c}�q~[Ƚ
Encoding/ Decoding� ȼJ�\Ä/ J�\&ǤǴȽ
Ethnicity ȼŶōĩ�ŶōĬǺȽ
Ethnocentrism� ȼ@O`Q~[yPpȽ
Ethnolinguistic Vitality� ȼŶōŋÄƟb=TyY<Ƚ
Etic / Emic� ȼ@Y<WGȾ=�oWGȽ
�F�
Faceȼq~XȽ
Field Dependency ȼï*&�ûĩȽ
Fluency vs. AccuracyȼƁŔ�"Ųƪ�Ƚ
Foreigner Talk ȼfA�y]�[�GȽ
Formative EvaluationȼğİƟǫ�Ƚ
�G�
Generative Grammar ȼƕİŋŽȽ
Grammaticality vs. Acceptability ȼŋŽĩ"ȔŧĩȽ
�H�
Hidden Curriculumȼǟ�$CyEtxpȽ
High-context / Low-context Communication� ȼȸJ~YEO[/ �J~YEO[Jot^I-Mv~Ƚ
�I�
Identity Negotiation ȼ;=Z~Y<Y<�ƃȽ
Immersion Educationȼ=n�Nv~ŇǍȽ
Indirect Speech Act ȼȡļƞǮǗƊȽ
Individualism/ Collectivism ȼ¤��dž�Ȩæ�džȽ
Input Hypothesis ȼ=~hW[�dzȽ
Intercultural AdaptationȼƜŋÄȔĥȽ
Intercultural Contact� ȼƜŋÄļǥȽ
Intercultural Communication Competence� ȼƜŋÄJot^I�Mv~ǎ½Ƚ
Intercultural Communication Workshop� ȼƜŋÄJot^I�Mv~}�GMvWhȽ
International/Intercultural Education ȼçȥƔǤŇǍ�ƜŋÄȡŇǍȽ
Interpersonal Attractionȼą�ȹ½Ƚ
Intrinsic Motivation ȼ³ƞƟÂůȽ
�J�
Jargon ȼNs−K~Ƚ
�L�
Language Anxiety ȼǦDZ�ýȽ
Language Learning Aptitude ȼǦDZüLJȔĩȽ
Language Learning MotivationȼǦDZDZüLJ&Âů��Ƚ
Language Policy� ȼǦDZŅƶȽ
Language RelativityȼǦDZƣąǸȽ
Language Shift ȼǦDZ&�3ŀ�Ƚ
Learning StyleȼüLJOT=zȽ
Legitimate Peripheral Participation ȼŲƿƟÝȅ˾Ƚ�
�M�
Measurement vs. Evaluation ȼƄÿ"ǫ�Ƚ
Media LiteracyȼqZ<;�yYxM�Ƚ
Metacognition ȼqTǰƦȽ
MetaphorȼqTf:�Ƚ
Minority/ Majority Groups� ȼn=`yY</ nNvyY<Hz�hȽ
Multiligualism ȼõǦDZ�džȽ
Multiculturalism ȼõŋÄ�džȽ
Multiple Intelligencesȼõ«ƟƦĩȽ
�N�
Non-verbal Communication� ȼȬǦDZJot^I�Mv~Ƚ
Notional-Functional Syllabus ȼŬħ�ůǎMxbOȽ
�O�
Output Hypothesis ȼ;>[hW[�dzȽ
�P�
Paralanguage� ȼcxǦDZȽ
Pattern Practice ȼcT~�hxGY<OȽ
Phonetics vs. Phonologyȼȭòü"ȭȮǸȽ
PhonicsȼfA^WGOȽ
Pidgin vs. Creole ȼeN~"G{B�zȽ
Politeness ȼ�Ą�Ƚ
Post-structuralism� ȼmO[ŭȌ�džȽ
Pragmatics ȼDZƗǸȽ
Prejudice� ȼ§ǟȽ
Prosody ȼh|SZ<Ƚ
�R�
Reliability ȼYO[&¢ȳĩȽ
Restricted Cord / Elaborated Cordȼ¹ȣJ�\ȾǝȩJ�\Ƚ
Reverse / Reentry Culture Shock� ȼȉ�ďçCzVs�MvWGȽ
�S�
Self-efficacy ȼǒčÁ½ĭȽ
Self-determination TheoryȼǒčźÿƔǸȽ
Self Disclosure� ȼǒčȠƫȽ
Self-regulated Learning ȼǒčǶŊüLJȽ
Schema ȼOE−nȽ
Sensitive Period of Language LearningȼǦDZLJĢ&ņĭśȽ
Shadowing ȼMs\�=~HȽ
Socialization� ȼƬ�ÄȽ
Social Constructionism / ConstructivismȼƬ�ŭƻ�džȽ
Speech Act ȼƞǮǗƊȽ
Standard Deviation ȼŮƆ§ČȽ
Stereotypes� ȼOY{BT=hȽ
�T�
Task-based Language Teaching ȼTOGíƠ&ǦDZŇǍȽ
Theme / Rheme ȼ�ȴ/ÐȈȽ
Triangulation ȼƨƱıŽ&ǝǃÄȽ
�U�
Ubiquitous Computing� ȼudETO�J~et�Y<~HȽ
U-curve Hypothesis� ȼUC�g�dzȽ
Universal Grammar ȼŒȑŋŽȽ
�V�
Verbal CommunicationȼǦDZJot^I�Mv~Ƚ
ValidityȼYO[&÷ĝĩȽ
�W�
Willingness to Communicate ȼJot^I�Mv~8Ƞø�4©ÚȽ
Working Memory ȼ}�E~Hqry��ūǨįȽ
World Englishes ȼ�ƚ%�466$ǔDZȽ
�Z�
Zone of Proximal Development ȼƞȒ&ŘȇļȱìȽ
���
ÈñǵƯ»śǵƯÏȷƆ¨&�/&ƗDZȨ
ƨƱąǼǦDZɁǔDZ ȼȋǪLjǪüȱìȽ
�
�A�
Action Researchȼ;GMv~�yL�VȽ
AdaptationȼLjŨȽ
Ambiguity ToleranceȼŕŐ�*&NjĩȽ
Applied IT StudiesȼĥƗȋǪLjǪüȽ
Articulatory Suppression and Simultaneous Interpretingȼŭȭij¹"ØőȋǪȽ
Audiovisual TranslationȼǡnjǢLjǪȽ
�B�
Back TranslationȼȉLjǪȽ
BICS vs CALPȼ�ǓƟ�Ǯǎ½"ǰƦ�ü½ǦDZǎ½Ƚ
BLEU [Bilingual Evaluation Understudy] Score (BLEU OJ;Ƚ
�C�
Classroom/Pedagogic TranslationȼŇāǪȾŇǍǪȽ
Collaborative LearningȼƪüLJȽ
CollocationȼJ|I�Mv~Ƚ
Common Underlying Proficiencyȼ±ȋíĔǦDZǎ½Ƚ
Communication StrategiesȼJot^I�Mv~ŌƛȽ
Communicative ApproachȼJot^CY<g�;h|�VȽ
Community InterpretingȼJot^Y<�ȋǪȽ
Competence vs PerformanceȼǦDZǎ½"ȐƗǎ½Ƚ
Comprehensible InputȼƔǤÓǎ$=~hW[Ƚ
Computer-Aided TranslationȼJ~et�TńŁLjǪ)
Conduit MetaphorȼɄȋǪLjǪ%��4ɅćƷqTf:�Ƚ
Consecutive InterpretingȼȊŰȋǪȽ
Content-based Foreign Language Teachingȼ³ĂȚǡê&ôçDZŇǍȽ
Cooperative PrincipleȼÆǶ&ÊƔȽ
Corpus-based Translation StudiesȼJ�cO%í��LjǪƨƱȽ
Critical Period HypothesisȼǑƚś�dzȽ
Crowdsourcing TranslationȼGx>\S�M~HLjǪȽ
Cultural TurnȼɄȋǪLjǪƨƱ%��4ɅŋÄƟȃåȽ
�D�
Descriptive Translation StudiesȼǨȈƟLjǪƨƱȽ
Deverbalization HypothesisȼǏǦDZÄ�dzȽ
DictoglossȼZ<G[H|OȽ
Domestification vs ForeignizationȼɄLjǪŌƛ"� &ɅØÄ"ƜÄȽ
�E�
Effort ModelȼÀ½rZzȽ
Edit Distanceȼ£ŲȀȪȽ
EquivalenceȼƵ�ĩȽ
Equivalent EffectȼƵ�ÁţȽ
Expectancy NormsȼɄȋǪLjǪ%��4ɅśġǠƺȽ
ExplicatureȼǚĬȽ
Explicitation vs ImplicitationȼŏƫÄ"œƫÄȽ
Eye-voice SpanȼnjÎ-ƞǮOc~Ƚ
Example-based Machine TranslationȼƗ�j�OůŪLjǪȽ
�F�
Fidelity (aka, Faithfulness)ȼɄȋǪLjǪ%��4ɅĦĀĩȽ
Fluency vs AccuracyȼƁŔ�"Ųƪ�Ƚ
Focus on Form vs Focus on Formsȼğę*&ƌƉÄɄ%Ȣ�4 2�&;h|�VɅȽ
Functionalism in Translation StudiesȼLjǪƨƱ%��4ůǎ�džɄƟ;h|�VɅȽ
�G�
Good-enough Translationȼ“+,Ŷ$”LjǪȽ
Grammar-Translation MethodȼŋŽǪǴęŇĺŽȽ
Grammaticality vs AcceptabilityȼŋŽĩ"ȔŧĩȽ
�I�
ImplicatureȼĽĬɄÛĬȾœĬɅȽ
Incidental Learningȼ�ȤƟüLJȽ
Input Hypothesisȼ=~hW[�dzȽ
Interpretive Theory (of Sense)ȼɄĬÞ&ɅǤșƔǸȽ
Interaction Hypothesisȼ=~TxGMv~�dzȽ
Interlanguageȼ�ȡǦDZ)
Interlanguage Pragmaticsȼ�ȡǦDZDZƗǸȽ
Intermediate RepresentationȼɄȋǪLjǪ%��4Ʌ�ȡǚƓȽ
Interpreter Role ModelsȼȋǪNJ&Ġ¼rZzȽ
Interpreting CompetenceȼȋǪJ~eY~OȽ
Interpretive ResemblanceȼǤșƟȶ�ĩȽ
Intersemiotic TranslationȼǨÕâLjǪȽ
Intrinsic Motivationȼ³ƞƟÂů)
�L�
Language Learning StrategyȼǦDZüLJŌƛȽ
Language RelativityȼǦDZƣąǸȽ
Language TransferȼǦDZȃƮȽ
Law of Growing StandardizationȼŮƆÄȎǗ&ŽºȽ
Legal InterpretingȼÖŽȋǪȽ
Legitimate Peripheral ParticipationȼŲƿƟÝȅ˾Ƚ
Linguistic UnderdeterminacyȼǦDZ&ĬÞ�ƪÿĩȽ
LiteralismȼɄȋǪLjǪ%��4ɅƢǪ�džȽ
Localization vs Internationalizationȼ|�CyR�Mv~"çȥÄȽ
�M�
Machine TranslationȼůŪLjǪȽ
Measurement vs EvaluationȼƄÿ"ǫ�Ƚ
Media LiteracyȼqZ<;�yYxM�Ƚ
Mediation Competenceȼ��ǎ½Ƚ
Mental Spaceȼq~TzOk�OȽ
Metacognitive StrategyȼqTǰƦŌƛ)
Metaphor ȼqTf:�Ƚ
MetonymyȼŀãȽ
MonolingualismȼɄôçDZŇǍ%��4ɅÇ�ǦDZ�džȽ
MultiligualismȼõǦDZ�dž)
Multiple Intelligencesȼõ«ƟƦĩȽ
�N�
Nagasaki TsujiȼȝċȋǬȽ
Notetaking ProcessȼȋǪ`�[Y<E~H&h|QOȽ
Noticing ȼŷ��)
�O�
Output Hypothesisȼ;>[hW[�dzȽ
�P�
ParalanguageȼcxǦDZ)
Phrase Structure RulesȼÒŭȌǠºȽ
Pidgin vs CreoleȼeN~"G{B�z)
Pivot TranslationȼɄůŪLjǪ%��4ɅelW[LjǪɄŌęɅȽ
Politenessȼ�Ą�Ƚ
Postcolonial Translation TheoriesȼmO[J|^;zLjǪƔǸȽ
Post-editing/Pre-editingȼmO[@Z<W[Ⱦhy@Z<W[Ƚ
PragmaticsȼDZƗǸȽ
Pre-Listening Activitiesȼh{�yO^~HſÂȽ
Prescriptive Translation TheoriesȼǠƺƟLjǪǸȽ
Presuppositionȼ»ĿȽ
Process-oriented Research in Interpreting and TranslationȼȋǪLjǪ¶ț%��4h|QOȚǡ&ƨƱȽ
Proposition and Modalityȼàȴ"rUyY<Ƚ
Prosodyȼh|SZ<Ƚ
Public Service Interpretingȼ°±L�dOȋǪȽ
�R�
Relevance Theory ȼȢȍĩƔǸȽ
Reduction-Expansion HypothesisȼɄȋǪ`�[Y=E~H%��4ɅDžĈ�ķěÄ�dzȽ
�S�
ScaffoldingȼǿïɄǿï �ɅȽ
SchemaȼOE−nȽ
Self-determination TheoryȼǒčźÿǸȽ
Self-efficacyȼǒčÁ½ĭȽ
ShadowingȼMs\�=~HȽ
SI GrammarȼØȋŋŽȽ
Sight TranslationȼǡǪɄL=[�[x~O{�Mv~ɅȽ
Simultaneous InterpretingȼØőȋǪȽ
Skopos TheoryȼOJmOƔǸȽ
Speech ActȼƞǮǗƊȽ
Subtitle TranslationȼúĐLjǪȽ
�T�
Task-based Language TeachingȼTOGíƠ&ǦDZŇǍȽ
Tertium ComparationisȼŵȄ&�/&ƴɀȯȽ
Text-based Translation vs Concept-based TranslationȼYGO[j�O&LjǪ"Ŭħj�O&LjǪȽ
Theme and Rhemeȼ�ȴ"ȴȈȽ
Thick TranslationȼÉLjǪȽ
Think-aloud Protocols (TAPs) ȼĨljƞǮŽh|[JzȽ
Three-dimentional Model of Interpreter TrainingȼȋǪǧDŽ&ɀɂrZzȽ
TILT: Translation in Language TeachingȼTILT: DZüŇǍ%��4LjǪȽ
Translation and Metalinguistic CompetenceȼLjǪ"qTǦDZǎ½Ƚ
Translation and TranscodingȼLjǪ"ǨÕóŀɄǪɅȽ
Translation CompetenceȼLjǪJ~eY~OȽ
Translation MemoryȼLjǪqry�Ƚ
Translation ShiftsȼLjǪMf[Ƚ
Translation Tasks and "Pushed" OutputȼLjǪTOG" "Ĝ¹Ɵ" ǦDZƖµȽ
Translation Tools/TechnologiesȼLjǪńŁX�zȾIJǘȽ
Translation UniversalsȼLjǪ&ŒȑƟƐĩȽ
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Use of L1 in L2 ClassroomȼôçDZüLJ%��4ŴDZ&�ƗȽ
Unit of Translation/InterpretingȼLjǪȾȋǪ&u^W[Ƚ
Universal GrammarȼŒȑŋŽȽ
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Visibility/Invisibility of TranslatorȼLjǪNJ&ÓǡĩȾ�ÓǡĩȽ
Voiceover and Dubbingȼl=OB�b�"Ü�ŗ�Ƚ
Working Memoryȼ}�E~HqryɄ�ūǨįɅȽ
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Zone of Proximal DevelopmentȼƞȒ&ŘȇļȱìȽ
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