1887
Volume 9, Issue 2
  • ISSN 0924-1884
  • E-ISSN: 1569-9986
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Abstract

Abstract: This paper illustrates the relevance of contrastive rhetoric research to Translation Studies and shows how it can be applied to translation pedagogy. After a brief descriptive analysis of the recipe genre in English and Spanish, student translations are examined. It is shown that the work of novice translators is one case in which source-language textual features are transferred into the target text. The effects of explicit instruction on textual features and text-typological conventions are examined by comparing student translations: a significant improvement in the work of students exposed to explicit instruction is indicative of the benefit of pedagogical intervention. The evidence presented also indicates that translation competence is in fact separate from bilingualism.Résumé: Cet article se propose d'examiner l'intérêt de la rhétorique contrastive pour les études de traduction et son usage possible en pédagogie de la traduction. Une brève analyse du genre "recette de cuisine" en anglais et en espagnol est suivie d'une présentation de copies d'étudiants. Les traducteurs débutants transposent d'habitude des propriétés textuelles de la langue-source en langue-cible. Or, une comparaison de ces copies montre que des instructions précises engendrent des effets bénéfiques, en l'occurrence sur ces propriétés et sur les conventions génériques. Elle souligne également que la compétence traductive doit être distinguée du bilinguisme.

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/content/journals/10.1075/target.9.2.07col
1997-01-01
2019-08-24
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References

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  • Article Type: Research Article
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