Facultatea de Litere / Faculty of Letters
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Item SPECIALISED TEXT TRANSLATION: A PRACTICAL HANDBOOK FOR CLASSROOM AND SELF-STUDY USE(Editura USM, 2024) Sîtnic, Ina; Roșcovan, Nina; Pascaru, DanielaSuportul de curs Specialised text Translation. A Practical Handbook for Classroom and Self- Study Use este parte integrantă a Planului de învǎțǎmânt pentru Ciclul 1, studii superioare de licențǎ. Acesta a fost creat pentru a sprijini procesul de predare-învățare, oferind informații esențiale pentru înțelegerea specificului traducerii textelor de specialitate și exersarea competențelor de traducere. Lucrarea reprezintǎ o componentǎ premergǎtoare unitǎții de curs Editing, Reviewing and Proofreading Translated Specialised Texts. A Practical Handbook for Classroom and Self-Study Use din cadrul programului pentru studii de masterat. Este elaborată conform cerințelor curriculare și vizeazǎ formarea abilitǎților pentru: identificarea relațiilor dintre limbajele de specialitate și limbajul standard, analiza particularităților specifice diverselor tipuri de texte (juridic, economic, medical, sociopolitic etc.), recunoașterea dificultăților de traducere, recomandarea strategiilor adecvate și obținerea echivalenței pragmatice între textul sursă și cel țintă. Cele nouă unități de învățare ale cursului acoperă domenii diverse ale traducerii specializate, combinând explicații teoretice cu activități practice care simulează contexte profesionale reale. Anexele includ sarcini pentru lucru individual, referințe privind asigurarea calității traducerii și surse online utile pentru aprofundarea cunoștințelor despre textele de specialitate. Acest suport de curs are un rol esențial în pregătirea profesională a studenților, fiind conceput ca o resursă principală pentru dezvoltarea cunoștințelor și abilităților de traducere.Item PERSONALITY DEVELOPMENT THROUGH INDIVIDUALISED APPROACH TO LEARNING(2024) Pascaru, Daniela; Șaganean, GabrielaThe article focuses on the learners’ personality traits that evolve throughout their lives. Changes in personality are typically accompanied by individual differences, implying that people differ in the development patterns as they move through adulthood. Usually when we talk about someone’s personality, we mean the features that make that person different from the other people, perhaps even unique. This aspect of personality is called individual differences. The defining characteristics of a person is that of being not only a product of natural biological evolution, but primarily of a social and cultural shaping of the personality. There are many internal and external factors that influence the personality traits, but it is the differentiated and individualised approaches to learning that facilitate improvement and development of talents and potentials, enhancing a better quality of life, achievement of dreams and aspirations.Item MONITORING INDIVIDUAL PROGRESS IN EDUCATION: STRATEGIES AND TOOLS(Editura USM, 2024) Pascaru, DanielaThe article aims at presenting monitoring individual progress in education as an essential practice to assess and improve student’s performance in a personalized and effective way. This process involves the collection and analysis of data about each student's progress and performance in a range of learning activities. Progress monitoring is essential to support personalized learning, identify weaknesses, and improve student academic performance. Personalized learning emphasizes adapting the learning process to each individual student’s needs, pace and learning style. This fact is based on the idea that every student is unique and that an individual approach to teaching and assessment can maximize understanding and retention of information. Monitoring can have a significant impact on the quality of education with the right tools and strategies.Item INDIVIDUALIZATION AND DIFFERENTIATION IN THE ORGANIZATION OF THE TEACHING-LEARNING ACTIVITIES(Editura USM, 2023) Pascaru, DanielaEmpiric researches have been carried out to prove the advantages of a differentiated and individualized education compared to the traditional education, which, in most of the cases, still remains a collective or frontal type of education. It is obvious that in the last decades important efforts have been made to orientate the teaching-learning activities towards differentiation and individualization. Approaches have been made for training the teachers who would possess the necessary skills for the good organization of the differentiated and individualized teaching, and great efforts have also been made for the learning institutions’ modernization and endowment, so that they would meet the demands required by the differentiated and individualized teaching. Despite all these advantages and positive followings attached to the differentiated and individualized teaching, we should not bet on a single card and consider that the efficiency of the whole instructive-educative process can be obtained only by the obsessive promotion of the debated modalities.Item MANAGEMENTUL INSTRUIRII DIFERENŢIATE(CEP USM, 2018-10-26) Pascaru, DanielaJust as everyone has a unique fingerprint, every student has an individual learning style. Not all of our students grasp a subject in the same way or share the same level of ability. To accommodate this reality, teachers can create a user-friendly environment, one in which they flexibly adapt pacing, approaches to learning, and means of expressing learning in response to their students’ different needs. Instead of using uniform strategies for all students, this century's effective teachers must design instruction that motivates each student by providing experiential, authentic, and challenging experiences. The teachers communicate content in such a way that students are able to comprehend it based on their individual prior learning and ability and they adjust their curriculum, materials, learning activities, and assessment techniques to ensure that all students in a mixed classroom can have different avenues to process new knowledge and develop skills having equal access to high-quality learning.Item CONCEPTUALIZAREA DIFERENŢIERII ŞI INDIVIDUALIZĂRII DEMERSULUI DIDACTIC ÎN FORMAREA PROFESIONALĂ INIŢIALĂ(CEP USM, 2017-03-17) Pascaru, DanielaSistemul de învăţământ care are la bază abordarea diferenţiată a învăţării este un sistem „centrat pe student” sau pe măsura studentului, ceea ce conduce la formarea capacităţilor de autoinstruire. În sistemul de educaţie, cel mai important element este procesul de predare-învăţare-evaluare; astfel, prin diferenţiere şi individualizare, profesorul reuşeşte să sprijine, să faciliteze, să încurajeze procesul de instruire. În acest context de idei, rolul profesorului este de a adopta şi selecta sarcini care se potrivesc fiecărui student în parte, în scopul modelării şi integrării personalităţii acestuia în mediul social, cu condiţia respectării individualităţii sale. Activităţile cu acelaşi obiectiv pot fi elaborate prin diferite modalităţi, astfel ca studenţii să le realizeze valorificând capacităţile individuale, exprimate prin stilul de inteligenţă şi stilul de învăţare. Diferenţierea şi individualizarea instruirii se constituie ca noi obiective ale activităţii cadrelor didactice. În calitate de strategie de asigurare a eficienţei procesului de formare prin valorificarea maximală a potenţialului de care fiecare educabil dispune, diferenţierea şi individualizarea instruirii trebuie să devină elemente de conţinut ale carierei şi comportamentului didactic.Item THE DIFFICULTIES OF AMERICAN SLANG TRANSLATION INTO ROMANIAN(CEP USM, 2016-03-12) Şaganean, Gabriela; Pascaru, DanielaThis paper deals with the problems and difficulties that arise in the process of translating the American slang into Romanian by presenting vivid examples, analyzing them and suggesting strategies of translation. One of the important aspects concerning this phenomenon is its place in modern culture, use, formation and origin. The aim of the paper is to highlight the pervasiveness of American slang and to show its originality of forms and meanings by providing some contexts, to focus on its pragmatic purposes and effects by identifying the social and stylistic boundaries of slang units; by illustrating some relevant morphological and semantic aspects of the American slang depicted from movies; by presenting different approaches while translating the informal lexicon from English into Romanian.Item THE ROLE OF DIALOGUE IN LITERARY IMAGE CREATION(CEP USM, 2023) Pascaru, Daniela; Șaganean, GabrielaOne of the main characteristics of a literary text is its absolute anthropocentric character, consisting in the fact that the main image subject is a human being, i.e. the character in any literary work. Nowadays the issues of dialogue speech have intensive development as the communicative function of language is the most organically expressed in the dialogue and naturally appears in the process of dialogical interaction of people. The article focuses on the peculiarities of the dialogue as a particular compositional form of fiction and its role in creating the character image (gender, age, national, racial, local and temporal characteristics, social status) through explicit and implicit linguistic means. Description of character traits, names of women and men, age, nationality, profession, education, social status are explicit means by which the character image is created. Among the implicit means there are functionally coloured words in the characters’ speech, jargon, dialect and means that require the additional background knowledge to interpret them (allusion, place names, references to dates of historical events, names of famous people, names of books, theaters, etc.) on behalf of readers.Item A DIFFERENTIATED APPROACH TO TEACHING READING(Print-Caro, 2021) Pascaru, DanielaÎn contextul actual, al intensificării eforturilor de redimensionare a politicii educaţionale în sensul asigurării educaţiei pentru toţi, al egalizării şanselor de acces şi reuşită ale tuturor educabilelor, indiferent de natura „diferenţelor” dintre ei, se impune abordarea psihopedagogică a diversității în învățare. Şcoala este chemată să organizeze procesul de predare-învăţare-evaluare în așa fel încât să-l pună pe educabil cât mai devreme posibil în posesia unor mijloace proprii de însuşire a cunoştinţelor, de aplicare în practică în mod constant şi creator. Necesitatea tratării diferențiate a celor care învață decurge din cerințele obiective ale societății moderne de a asigura cadrul favorabil dezvoltării multilaterale a personalității umane în scopul afirmării depline a aptitudinilor și talentului fiecăruia și valorificarea maximă a capacităților sale de muncă și creație. Rolul cadrului didactic este în generarea unui climat de încredere în posibilităţile individului încât să combată complexul de inferioritate pe care îl trăiesc mulţi dintre cei care nu pot atinge performanţele ridicate şi, de asemenea, să combată atitudinea de uniformizare a condiţiilor de învăţare şi dezvoltare pentru indivizii capabili de performanţe. Prin urmare tratarea diferențiata trebuie sa capete o accepțiune mai generoasa, ea devenind o calitate a managementului educațional, o abilitate a profesorului în dezvoltarea personalității fiecărui educabil.Item INDIVIDUALIZAREA PROCESULUI EDUCAŢIONAL ÎN SECOLUL XX(CEP USM, 2011) Pascaru, DanielaSome major trends and approaches of the XX-th century towards learning concepts based on individualization are discussed. The major advantage of individualised instruction is that each student learns according to his/her needs, interests, learning style, and at his/her own pace. If materials are systematised, each student can study only the materials that are appropriate for his/her goals, etc., and can get the most benefit with the least effort and time. Students do not sit passively in class but actively participate in learning. They can understand how well they are doing and what they have achieved. The development of individualself-competence is a successful integration into the community.