EL ENFOQUE CONSTRUCTIVISTA EN EL APRENDIZAJE DE LAS COMPETENCIAS DE REVISIÓN DE TRADUCCIONES

La consolidación de la figura del revisor en el ámbito de la traducción a raíz de la publicación de la norma europea de traducción EN-15038 ha permitido su aplicación a los nuevos planes de estudio. Este trabajo pretende debatir el enfoque didáctico por tareas y constructivista a seguir en el aprendizaje de las competencias de revisión en línea con los cambios metodológicos y el papel del alumnado en los nuevos planes de estudios. Se analizarán los tipos de competencias de revisión que deben adquirir los alumnos para prepararlos para la vida profesional. Se estudiarán los criterios de calidad, parámetros de revisión, tipos de revisión, error de traducción, ámbito profesional, y normas de calidad y su aplicación didáctica en el aula, sin ignorar el papel esencial de las nuevas tecnologías y las fuentes de documentación.

An Assessment and Comparison of Two Niesr Econometric Model Forecasts

This article presents a methodology for decomposing ex ante forecasting error into exogenous variable error, data revision error, model error and judgement error. This methodology is applied to the forecasts made by the National Institute in February 1975 and February 1976. The first section describes the methodology including the NIESR forecasting procedure. Then the NIESR model (with some of its problems) is discussed together with the data used in the study. The methodology for decomposing the forecasting error to 1975 is applied and a similar analysis presented for 1976. Some conclusions and a summary complete the article.

Performance of Adult Aphasics on a Sentence Evaluation and Revision Task

Adult aphasics completed a sentence evaluation and revision task to test some aspects of their linguistic competence. Grammatical and ungrammatical sentences served as the stimuli. Ungrammatical sentences were characterized by violations of syntactic or semantic structure, or both. Aphasics evaluated correctly the grammatically of most stimulus sentences. Incorrect evaluations were associated with sentences characterized by violations of syntactic structure. Aphasics' revisions of sentences that they judged to be ungrammatical were in the direction of appropriate grammatical structures. Omission of morphological endings was the most frequent sentence revision error. Aphasics' errors on both tasks could be accounted for by performance deficits such as inattentiveness to syntactic detail, auditory perceptual impairments, and inefficient lexical retrieval. These findings lend support to the argument that aphasia is best characterized as a performance rather than competence disruption.