ÈñǵƯ»śǵƯÏȷƆ¨&�/&ƗDZȨ

ƨƱąǼǦDZɁǔDZ ȼôçDZŇǍüȱìȽ

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�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

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ÈñǵƯ»śǵƯÏȷƆ¨&�/&ƗDZȨ�

ƨƱąǼǦDZɁǔDZ�

ȼƜŋÄJot^I�Mv~üȱìȽ�

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� � � �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

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�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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Universal GrammarȼŒȑŋŽȽ

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