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  acquire 習(xí)得

  active L vocabulary 積極外語詞匯

  bilingual 雙語的

  classification 分類

  communicative ability 交際能力

  communicative function 交際功能

  a communication-oriented activity 以交際為中心的活動(dòng)

  comparison and contrast 比較和對(duì)照

  cross lingual technique 跨語言(教學(xué))法

  equivalent expression 相對(duì)應(yīng)的表達(dá)

  FLT(foreign language teaching) 外語教學(xué)

  free interpretation 自由口譯

  functional equivalent 功能對(duì)應(yīng)的表達(dá)

  grammar formula 語法公式

  initial 首字母縮寫詞

  L proficiency 外語水平

  language proficiency 語言水平

  plural noun 復(fù)數(shù)名詞

  privacy 隱私

  reference system 參照系統(tǒng)

  similarities and differences 異同點(diǎn)

  style 風(fēng)格

  taboo 禁忌

  target culture 目標(biāo)語文化

  teaching/learning technique 教/學(xué)方法

  third person singular 單數(shù)第三人稱

  word list 單詞表

  Conversion drill 轉(zhuǎn)換練習(xí)

  Decode 解碼

  Demonstration:示范

  Encode 編碼

  Information gap 信息溝

  Inhibition 約束,抑制

  Interaction 交互作用,互動(dòng)

  Mechanical drills 機(jī)械操練

  Motivation 動(dòng)力

  Nonverbal 非言語的

  Pantomime 啞劇,用手勢(shì)表達(dá)

  Participation 參與

  Receptive 接受性的

  Scenario 劇本

  Stimulate 激發(fā)

  Stimulus 刺激,促進(jìn)因素

  Substitution drills 替換練習(xí)

  Target language 目標(biāo)語,指要學(xué)習(xí)的語言

  UNPRedictability 不可預(yù)見性

  Cluster Sampling 整群抽樣

  Cohort Design 類似群體設(shè)計(jì)

  Control Variable 控制變量

  Criterion Group Design 標(biāo)準(zhǔn)組設(shè)計(jì)

  Dependent Variable 依變量

  Expectancy Effect 期望效應(yīng)

  Experimental Mortality 實(shí)驗(yàn)死亡率

  External Change 外部變化

  External Validity 外部效度

  History 歷史

  Independent Variable 自變量

  Instability 不穩(wěn)定性

  Instrumentation 手段

  Interaction of Several Factors 因素的交互組合

  Internal Change 內(nèi)部變化

  Internal Validity 內(nèi)部效度

  Interrupted Time Series Design 間斷時(shí)間次序設(shè)計(jì)

  Maturation 成熟

  Moderator Variable 調(diào)節(jié)變量

  Non-Designs 前實(shí)驗(yàn)設(shè)計(jì)

  Nonequivalent Dependent Variables Design 非等值依變量設(shè)計(jì)

  Observational Techniques 觀察技巧

  one-group posttest-only design 一組實(shí)驗(yàn)后測(cè)試設(shè)計(jì)

  one-group pretest-posttest design 一組實(shí)驗(yàn)前后測(cè)試設(shè)計(jì)

  Operational Definition 操作定義

  Outcome Variable 結(jié)果變量

  posttest-only control group design 只有實(shí)驗(yàn)后測(cè)試的控制組設(shè)計(jì)

  Prestest-posttest control group design 實(shí)驗(yàn)前后測(cè)試的控制組設(shè)計(jì)

  Pretesting 前測(cè)試

  Quasi-Experimental Designs 準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)

  Questionnaire 問卷調(diào)查

  Quota Sampling 定額抽樣

  Random Sampling 隨機(jī)抽樣

  Repeated Treatment Design 反復(fù)處理設(shè)計(jì)

  Research Hypothesis 研究假設(shè)

  Selection 選擇

  Statistical Regression 統(tǒng)計(jì)回歸

  Systematic Sampling 系統(tǒng)抽樣

  True Experiment 真正的實(shí)驗(yàn)

  Untreated Control Group Design with Pretest and Posttest

  language learning objective 語言學(xué)習(xí)目標(biāo)

  curriculum 課程目標(biāo)

  action and interaction 作用和相互作用

  examination prescription 考試指南

  philisophy of teaching 教學(xué)觀念

  practicality 實(shí)用性

  pragmaticality 實(shí)效性

  motivational drive 動(dòng)力驅(qū)動(dòng)

  reality 現(xiàn)實(shí)性

  learning strategy 學(xué)習(xí)策略

  terminal objective 結(jié)果目標(biāo)

  enabling objective 過程目標(biāo)

  evaluation 評(píng)價(jià)

  formative assessment 形成性測(cè)試

  assignment 作業(yè)布置

  language acquisition 語言習(xí)得

  individual difference 個(gè)體差異

  auditory 聽覺

  scientificity 科學(xué)性

  variety多樣性

  flexibility 靈活性

  creativity 創(chuàng)造性

  learner-centered 學(xué)生中心

  awareness of syllabus 大綱意識(shí)

  contextualized setting 語境

  affirmative answer 肯定回答

  allocation of roles 角色分配

  assessment 評(píng)估

  assessor 評(píng)估者

  bilabial 雙唇音

  brainstorm 集思廣益/大腦風(fēng)暴

  Chinese Pinyin 漢語拼音

  closed pairs 練習(xí)式結(jié)對(duì)活動(dòng)

  designing 設(shè)計(jì)

  communicative ability 交際能力

  communicative function 交際功能

  content feedback 內(nèi)容反饋

  consonant clusters 輔音連綴

  compulsory course 必修課

  classroom teaching 課堂教學(xué)

  demonstration 示范,演示

  demonstrator 示范者,演示者

  diphthong 雙元音

  elicitation 誘導(dǎo),引出

  evaluation 評(píng)價(jià)

  exponents 范例

  feedback 反饋

  form feedback 形式反饋

  falling tone 降調(diào)

  fluency practice 流利度訓(xùn)練

  group work 小組活動(dòng)

  information gap 信息溝

  instructor 指導(dǎo)者

  intensive reading 精讀

  interactional language 交際性語言

  intonation 語調(diào)

  indoor activities 室內(nèi)活動(dòng)

  jazz chants 爵士樂

  jigsaw games 拼圖游戲

  language units 語言單位

  language input 語言輸入

  language proficiency 語言熟練度

  manners of articulation 發(fā)音方法

  mime 模擬, 模仿

  monitor 監(jiān)督者,監(jiān)督者

  nasals 鼻音

  noughts and crosses 拼字游戲

  open pairs 演示性接對(duì)活動(dòng)

  organizer 組織者

  outdoor activities 室外活動(dòng)

  pair work 結(jié)對(duì)活動(dòng)

  participation 參與

  places of articulation 發(fā)音部位

  practice stage 實(shí)踐階段

  procedure 步驟

  prompts 提示性語言

  pronunciation practice 語音練習(xí)

  quiz 知識(shí)小測(cè)驗(yàn)

  remedial measures 補(bǔ)救性措施

  rhyme 韻律

  rhythm 節(jié)奏

  rising tone 聲調(diào)

  received pronunciation 標(biāo)準(zhǔn)語音

  role plays 角色扮演

  safety coefficient 安全系數(shù)

  scan 略讀

  skim 快讀

  supplementary form 補(bǔ)充形式

  supervisor 督促者

  stress 重音

  structure practice 結(jié)構(gòu)練習(xí)

  teaching syllabus for full-time secondary schools 全日制中學(xué)教學(xué)大綱

  tongue twisters 繞口念

  vocal organs 發(fā)音器官

  vocabulary practice 詞匯練習(xí)

  alphabet chart 字母表

  authentic printed material 原文材料

  flip chart 瀏覽圖表

  grammar chart 語法圖表

  JEFC 初中英語

  model 模型

  object visual 實(shí)物教具

  phonetic chart 語音圖表

  picture flash card 圖畫卡片

  questionnaire 問卷

  sentence building card 組句卡

  sentence building grid 組句表格

  speech organ 發(fā)音器官

  syllable wheel 音節(jié)風(fēng)車

  teaching aids 教具

  visuals 可視教具

  wall picture 墻畫

  wall poster 墻貼

  word building card 組詞卡

  word flash card 單詞卡片

  word map 聯(lián)想圖表

  word slide 單詞滑梯

  work card 練習(xí)卡

  work sheet 分發(fā)材料

  blackboard arrangement 黑板布局

  board writing 板書

  dynamic person 動(dòng)態(tài)人物畫

  full cursive 草體

  inanimate object 靜物

  main board writing 主板書

  minor board writing 副板書

  printing style 印刷體

  simple blackboard drawing 黑板簡(jiǎn)筆畫

  simple cursive 簡(jiǎn)單草體;行體

  simple picture 簡(jiǎn)筆畫

  static image 靜物畫

  stick figure 簡(jiǎn)筆人物畫

  writing style 書體,字體

  web 網(wǎng)狀圖形

  active listening積極聆聽

  agenda議程

  attention span注意力

  automatic reaction機(jī)械反應(yīng)

  classroom interaction課堂互動(dòng)

  classroom routine課堂常規(guī)

  communicating style傳播風(fēng)格

  communication model交際模式

  consultant咨詢者

  cyclical (sequence)循環(huán)次序

  facilitator協(xié)助者

  follow-up跟蹤練習(xí)

  group work activities小組活動(dòng)

  half dialogue補(bǔ)全對(duì)話

  information gap信息溝

  instructor指導(dǎo)者

  linear sequence線性次序

  loss of control(課堂)失控

  motivation動(dòng)機(jī)

  questioner提問者

  remedial teaching糾錯(cuò)教學(xué)

  rhetorical devices修辭手法

  pair work activities結(jié)對(duì)活動(dòng)

  personalizing個(gè)體化

  prompts提示

  repetition dialogue重復(fù)對(duì)話

  substitution dialogue替換

  sequencing次序安排

  supervising監(jiān)督,管理

  the need to communicate交際需求

  transmission model傳授模式

  whole class work activities全班活動(dòng)

  allophonic : 音位變體的,語音變體的。

  articulation: 發(fā)音動(dòng)作,發(fā)音。

  consonant clusters 輔音

  content words 實(shí)詞

  contraction: 縮略形式。

  discrimination: 辨別。

  form words 虛詞

  homophones: 同音異形詞

  inflection: 變音;轉(zhuǎn)調(diào);語音的抑揚(yáng)變化。

  jingle: 疊韻的詩句。

  lateral consonant 邊輔音

  linking of souds 音的連讀

  mimicry 模仿

  minimal pair: 最小對(duì)立體。

  nasals 鼻音

  ongoing 持續(xù)的

  oral cavity 口腔

  phoneme:音位(語音的最小單位);音素。

  prosodic feature: 韻律特征。

  remedial teaching (此處為)糾音教學(xué)法

  rhythm: 節(jié)奏。

  segment: 單位;切分成分。

  segmental phoneme:切分音位。

  sight words: 同形異音詞

  soft palate 軟腭

  super segmental phoneme: 超切分音位

  utterance: 發(fā)聲,表達(dá),話語(指兩個(gè)停頓或可能的停頓之間的一串言語,通常在話語的末尾用上升或下降的終端連音表示)。

  vibration 振動(dòng) 共鳴

  willy-nilly:不管愿不愿意。

  anticipate 預(yù)測(cè)

  brainstorm 集思廣益

  chunk 片語

  coherent unity 前后一致的整體

  command 命令句

  competence 能力

  compile 收集

  comprehensive recognition 理解性認(rèn)知

  conjunction 連接詞

  context 語境,上下文

  coordinator 協(xié)調(diào)連詞

  Creative writing 創(chuàng)造寫作

  cursive 手寫體

  diagram 圖表,圖集,文圖

  diction 語言風(fēng)格

  exclamation 感嘆句

  feedback 反饋

  framework 框架

  gap filling 填空

  genre 風(fēng)格,體裁

  highlight 標(biāo)明

  incorporate 包括,納入

  information explosion 信息爆炸

  interaction 交流,合作

  interior relation 內(nèi)在的聯(lián)系

  Jigsaw writing 割畫寫作

  linker 連接詞

  Matching words 詞組填空

  morphology 形態(tài)

  muddled 亂序的

  OHP overhead projector 投影儀

  Pattern drills 句型練習(xí)

  Picture writing 看圖寫話

  pie chart 餅型圖表

  proofread 審讀

  punctuation 標(biāo)點(diǎn)

  readership 讀者

  Rearranging scrambled sentences 亂句重組

  reference注解

  resulting text 完成稿

  revise 校訂

  rhetorical purposes 修辭目的

  semantic 語義的

  Sentence chains 句子連接

  sentence combining 句子組合

  sentence completion 完成句子

  Sentence judging and making 判斷句子和造句

  Sentence linking 連句成段

  sequencer 順序詞

  statement 陳述句

  structurally complete 結(jié)構(gòu)完整

  substantial guidance 大量的指導(dǎo)

  syntax 句法

  transcend 超越

  transformation 轉(zhuǎn)換

  transition 過渡連接

  treasure hunt 尋寶

  comprehensible input 有意義輸入

  cue 提示詞

  chain drill 鏈?zhǔn)讲倬?/p>

  deductive method 演繹法

  function 功能

  inductive method 歸納法

  morpheme 詞素

  multi- slot substitution 多成分替換

  morphology 詞法

  syntax 句法

  the Grammar Translation Method 語法翻譯法

  transformation drill 轉(zhuǎn)換練習(xí)

  single-slot substitution 單一成分替換

  backgroud knowledge 背景知識(shí)

  bottom-up processing 自下而上認(rèn)識(shí)法

  communicative competence交際能力

  decode解碼

  encode編碼

  information input/output信息輸入/輸出

  interactional purpose 互動(dòng)目的

  lead-in導(dǎo)入

  linguistic competence語言能力

  phatic寒暄

  top-down processing自上而下認(rèn)識(shí)法

  transactional purpose 信息傳遞目的

  code 語碼

  a system of words, letters, numbers, etc.

  decode 解碼

  to discover the meaning of a code

  encoding 編碼

  putting … into a code

  decoding 解碼

  discovering the meaning of a code

  Skimming 掠讀

  Skimming means reading quickly to get the gist, i.ethe main idea of the text

  It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsAfter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

  Scanning 略讀

  Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcThe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

  Top-down approach 自上而下模式

  It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

  Bottom-up approach 自下而上模式

  It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

  Distinguishing 辯識(shí)

  finding the main idea from supporting details

  Predicting 預(yù)測(cè)

  guessing what is coming next

  SQR Strategy SQR閱讀策略

  SQR is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

  The first step is to survey the material for content and organization to create a mental map of the text and selective reading;

  The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

  The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

  The fourth step is to recite to actively make mental connections among main ideas and details;

  Finally, review the entire chapter or article to see how the information fits together.

  PQR Strategy PQR閱讀策略

  PQR Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

  The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

  The second step is to predict questions that may be answered by the material;

  The third stage is to carefully read the complete text, unlike SQR to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsIn this stage, reflection phase, information from the entire chapter or article is linked togetherThe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

  The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

  In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

  RAP Strategy RAP閱讀策略

  The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

  Read one paragraph of the text at a time;

  Ask oneself what the main idea of the paragraph is, then;

  Paraphrase the identified details supporting the main idea finally and record them.

  REAP Strategy REAP閱讀策略

  The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

  The first step of the strategy is to read the text.

  After reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

  Annotation of a text that explains and/or critique the text is made in the third stepDifferent aspects of the text are handled differently when writing annotationsAll together there're ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.

  In the fourth step the student evaluates (ponder) the annotation for accuracy and completenessThe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

  SNIPS Strategy SNIPS閱讀策略

  The SNIPS Strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsThe steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone

  The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

  In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsAnd activate prior knowledge as it relates to the subject

  Identify the main idea of the graphic in the third step.

  Plug the important matter into the chapter in the fourth stepConsider how the visual aid relates to the main ideas of the chapter or article

  In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

  PRSR Strategy PRSR閱讀策略

  PRSR stands for preview, read, self-test, and reviewText organization, paraphrasing, and self-evaluation are stressed in PRSR strategy.

  In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textExamine the illustrations for additional informationLook at the words in italics or bold printRead the summary and then skim any review questions or discussion questions at the end of the chapter

  In reading stage, form the headings into questions and then read with the goal of answering those questionsIdentify important points by underlining or taking notesClarify meanings further with visual imagery

  In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textUse summaries to organize important informationTry explaining key ideas and concepts to another person

  For reviewing check answers to review questions against the textReconsider information that was forgotten or misunderstoodRepeat the self-test and review stages until the material is masteredThen review periodically to keep the information in long-term memory

  PROR Strategy PROR閱讀策略

  The PROR Strategy involves pre-reading, reading, organizing and reviewing

  In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingRecall prior knowledge related to the subject to form more questions

  In the second stage, read with the goal of answering the questionsAnnotate key concepts, supporting details, and examplesConsider how illustrations relate to the text

  In organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryAnswer the questions aloudCompare the text to lecture material

  Last, reduce the information to the bare essentialsTarget the information that was unclearTalk through the material to yourself or another student

  PARTS Strategy PARTS閱讀策略

  The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningThe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

  For the perform goal setting stage, consider the reason you are analyzing the text parts.

  In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsAnalyze one part at a timeExplain the information included in each partThen, based on one part, predict what the next part will discussAfter reading all parts, tie them together.

  During the review big parts stage, review the introduction and summary of the textSearch for signal words, such as "the most important" or "the purpose is," that indicates the main ideasDecide what the author's main goal or purpose isRelate the new information to knowledge you have already read about the subjectParaphrase the main ideas into your own words

  In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionsCheck the questions at the end of the text

  For the last stage, state relationships, consider how the text relates to other texts in the unitConsider how the text relates to the course objectives indicated on the syllabusConsider how the text relates to what you already know about the subject

  DISSECT Strategy DISSECT閱讀策略

  DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryIt is a word identification strategy

  It emphasizes the systematic analysis of a word using context and word element clues

  CSSD Strategy CSSD閱讀策略

  The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningsSCCD stands for context, structure, sound and dictionary

  The first step is to consider the context of the word

  The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes

  The third step is to analyze the word phonetically by breaking it into units of sound.

  If these methods do not work, consult the dictionary in the last step

  VOCAB game 詞匯游戲

  The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

  The steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

  The Patterned Language Approach 模式語言策略

  The patterned language approach is to practice word identification skills with an emphasis on word meaning

  It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

  The Creative Mapping Strategy 圖式閱讀策略

  The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

  guided reading 指導(dǎo)性閱讀

  Guided reading refers to timed reading conducted in class under the control and guidance of the teacher

  pre-reading activities 閱讀前活動(dòng)

  We mean tasks/activities that students do before they read the text in detail.

  a transition device 轉(zhuǎn)換方式

  A transition device is the way to transfer information from one form to another

  referential words 指示詞

  Referential words are words such as pronouns to refer to people or things already mentioned previously in the context

  making inferences 推理

  Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.

  Role-play 角色表演

  Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

  subvocalization 默念

  Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.

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  • 英語學(xué)習(xí)相關(guān)問答
    問:如果翻譯的稿件只有幾百字,如何收費(fèi)?
    答:對(duì)于不足一千字的稿件,目前有兩種收費(fèi)標(biāo)準(zhǔn): 1)不足一千字按一千字計(jì)算。 2)對(duì)于身份證、戶口本、駕駛證、營業(yè)執(zhí)照、公證材料等特殊稿件按頁計(jì)費(fèi)。
    問:請(qǐng)問貴司的筆譯范圍?
    答:筆譯翻譯又稱人工筆頭翻譯, 既通過文字形式的翻譯轉(zhuǎn)換, 把源語言翻譯成目標(biāo)語言, 是當(dāng)今全球經(jīng)濟(jì)發(fā)展, 政治文化交流的主要方式, 筆譯通過文字展現(xiàn)方式, 使全世界上千種語言能夠互通有無, 每天都有數(shù)以億計(jì)的文字被翻譯或轉(zhuǎn)譯, 筆譯肩負(fù)著世界各國經(jīng)濟(jì)文化發(fā)展的重任, 是各國各民族的文化大使, 我們的筆譯領(lǐng)域涉及十大類專業(yè)領(lǐng)域和五百多種不同的分領(lǐng)域。
    問:是否可以請(qǐng)高校教師、學(xué)者或?qū)W生翻譯?
    答:絕對(duì)不能,風(fēng)險(xiǎn)自負(fù)。許多公司在尋找譯者時(shí),首先想到的是當(dāng)?shù)貙W(xué)?;虼髮W(xué)的外語院系。有時(shí),這種做法對(duì)于供內(nèi)部使用的翻譯可能有效,即,您只想了解文件大意,但對(duì)于正式的公司宣傳材料、手冊(cè)或者合同文檔而言,這樣做卻風(fēng)險(xiǎn)極大。外語教學(xué)需要有特殊的技能,但這些技能卻與翻譯一篇流利、優(yōu)美的文章所需的技能完全不同。讓學(xué)生來做翻譯看起來經(jīng)濟(jì)實(shí)惠,但風(fēng)險(xiǎn)更高,因?yàn)樗麄兒翢o實(shí)戰(zhàn)經(jīng)驗(yàn),翻譯出來的文件基本無法使用。
    問:翻譯交稿時(shí)間周期為多長(zhǎng)?
    答:翻譯交稿時(shí)間與您的文件大小以及復(fù)雜程度有關(guān)。每個(gè)專業(yè)譯者的正常翻譯速度為3000-4000中文字/天,對(duì)于加急的大型項(xiàng)目,我們將安排多名譯員進(jìn)行翻譯,由項(xiàng)目經(jīng)理將文件拆分成若干文件,分配給不同的譯員進(jìn)行翻譯,翻譯后由項(xiàng)目經(jīng)理進(jìn)行文件的合并,并經(jīng)統(tǒng)一術(shù)語、審校、質(zhì)控、排版等翻譯流程,最終交付給客戶。
    問:提供一個(gè)網(wǎng)站的網(wǎng)址,能夠給出翻譯報(bào)價(jià)嗎?
    答:對(duì)于網(wǎng)站翻譯,如果您能提供網(wǎng)站的FTP,或您從后臺(tái)將整個(gè)網(wǎng)站下載打包給我們,我們可在10分鐘內(nèi)給出精確報(bào)價(jià)。同時(shí),只要您提供原始網(wǎng)頁文件,我們會(huì)提供給您格式與原網(wǎng)頁完全一致的目標(biāo)語言版本,可以直接上線使用,省卻您的改版時(shí)間。
    問:為什么標(biāo)點(diǎn)符號(hào)也要算翻譯字?jǐn)?shù)?
    答:①根據(jù)中華人民共和國國家標(biāo)準(zhǔn)GB/T 19363.1-2003 對(duì)翻譯行業(yè)服務(wù)規(guī)范的要求,中文字?jǐn)?shù)統(tǒng)計(jì)是以不計(jì)空格字符數(shù)為計(jì)算單位的。標(biāo)點(diǎn)符號(hào)算翻譯字?jǐn)?shù)是統(tǒng)一的行業(yè)標(biāo)準(zhǔn)。 ②標(biāo)點(diǎn)符號(hào)在不同的語種中,有不同的表達(dá)方式,例如中文的標(biāo)點(diǎn)符號(hào)大多是全角的,英文的無特殊設(shè)置都是半角的,而且如果一句話或一段內(nèi)容夾雜兩種不同的語言,標(biāo)點(diǎn)符號(hào)的規(guī)則就相對(duì)復(fù)雜,對(duì)于翻譯文件來說,標(biāo)點(diǎn)符號(hào)的部分也是很費(fèi)時(shí)。 ③另外,標(biāo)點(diǎn)符號(hào)在句子中對(duì)句子語境等的限制因素,使得標(biāo)點(diǎn)對(duì)句子、對(duì)譯員翻譯判斷等起到一定的要求。所以,該部分也要計(jì)算在內(nèi)。 ④可能我們平時(shí)不是很注重標(biāo)點(diǎn)符號(hào),其實(shí)在文字表達(dá)中,標(biāo)點(diǎn)符號(hào)的重要不亞于單字單詞,一個(gè)標(biāo)點(diǎn)符號(hào)可以改變?nèi)湓挼囊馑?,而我們的工作也是做到了這一點(diǎn),保證每個(gè)標(biāo)點(diǎn)符號(hào)的準(zhǔn)確,保證譯文表達(dá)的意思和原文一樣。
    問:需要與你們公司什么人接洽翻譯業(yè)務(wù)呢?
    答:我們公司采取專屬客服服務(wù)模式。為企業(yè)客戶配備專屬客服,一對(duì)一溝通具體翻譯需求,組建專屬譯員團(tuán)隊(duì)。
    問:為何每家翻譯公司的報(bào)價(jià)不一樣?
    答:大家都知道一分價(jià)格一分貨,在翻譯行業(yè)里更為突出,譯員的水平是劃分等級(jí)的。新開的翻譯公司或不具備翻譯資質(zhì)的公司為了搶占市場(chǎng),惡意攪亂,以次充好,低價(jià)吸引客戶。
    問:為什么數(shù)字、字母也要算翻譯字?jǐn)?shù)?
    答:根據(jù)中華人民共和國國家標(biāo)準(zhǔn)GB/T 19363.1-2003 對(duì)翻譯行業(yè)服務(wù)規(guī)范的要求,中文字?jǐn)?shù)統(tǒng)計(jì)是以不計(jì)空格字符數(shù)為計(jì)算單位的。而數(shù)字、字母也是包含在其中。而對(duì)翻譯公司來說,數(shù)字和字母也要算翻譯字?jǐn)?shù)的原因還包括以下兩個(gè)方面: 首先,我們的收費(fèi)都是根據(jù)國家頒布的翻譯服務(wù)規(guī)范來收取翻譯費(fèi)用,對(duì)待收費(fèi)我們都是統(tǒng)一對(duì)待的,其次,數(shù)字和字母也是文章中的一部分,特別是在一些商務(wù)文件中,數(shù)字就是文件的主題,所以也是一樣要收費(fèi)的。 另外,純數(shù)字字母需要核對(duì)、錄入,比翻譯一個(gè)詞語更麻煩,翻譯是大腦里面概念形成的,而純數(shù)字字母是要嚴(yán)謹(jǐn)?shù)暮藢?duì)、錄入才能實(shí)現(xiàn)的,這將會(huì)花費(fèi)更多的時(shí)間,所以我們會(huì)把數(shù)字和字母也算成字?jǐn)?shù)。 但是有一種情況除外,如審計(jì)報(bào)告里面那種數(shù)據(jù)很多而且又不需要我們翻譯可以直接保留的,這部分我們可以不計(jì)算在內(nèi)。
    問:請(qǐng)問貴司每天的翻譯量是多少?
    答:我們公司最高翻譯記錄為一天翻譯50萬字。原則上我們會(huì)在約定的時(shí)間內(nèi)完成,但是時(shí)間和質(zhì)量是成正比的,慢工才能出細(xì)活,我們建議在時(shí)間允許的情況下,盡量給譯員充足的翻譯時(shí)間,以便交付優(yōu)質(zhì)的譯文。
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