Departamento de
Traducción e Interpretación


Tema:   Publicidad. Género. Pedagogía.
Autor:   Laiño, Maria José
Año:   2014
Título:   A tradução pedagógica como estratégia à produção escrita em LE a partir do gênero publicidade [Pedagogical translation as a strategy for written production in foreign language in advertising]
Lugar:   Florianópolis (Santa Catarina)
Editorial/Revista:   Universidade Federal de Santa Catarina
Páginas:   234
Idioma:   Portugués.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Resumen:   Taking into consideration that translation is an inherent part in the process necessary for learning a foreign language, and that it can help in the development of the four competences (speaking, listening, reading and writing), we here proposed to incorporate translation practice in class as a means to improve students' performance in language learning. Based on the theoretical framework of Christiane Nord (2010) and Daniel Cassany (2010), we present as our main proposal the implementation of a didactic sequence in which translation practice acquires the central role. To ground our proposal we use Mikhail Bakhtin?s (2010a; 2010b) theoretical apparatus of linguistic conceptualization in which he stated that we communicate through different genres of discourse and that we always perform it dialogically, that is, there is always a clear intention in communication and a reader/interlocutor in prospection. Believing advertising is a genre that claims for cultural sharing, and seeking to understand that language and culture are inherently part of the teaching of a foreign language, we decided to work with Brazilian pieces of advertisings, one from 1958 and another one from 1971, giving students from the seventh semester of the Undergraduate Course - Spanish and Portuguese Language Teaching - the task of translating these pieces of advertisements into Spanish, more specifically, to an Argentinian public of potential readers. The translation was rendered after the analysis of the texts selected following the model of Christiane Nord (2010) and the translation project defined by students individually. According to the way students translated the texts selected, three versions in total, we were able to notice how students were aware of the aspects that composed translation practice and its inherent process, besides having the opportunity of exercising the Spanish language by giving special attention to writing. Finally, this study was developed in the sense of counterpointing a few theoretical and practical paradigms belonging to the GTM, by incorporating to this, cultural knowledge, intercultural communication, the perception of idiomatisms, creative writing, and other aspects of linguistic and structural nature (advertising genre). With such work we could notice a further refinement of each translated text with the support of the feedback given to the students. By checking the feedback given, students were able to better reflect upon their linguistic choices, the choices regarding non-verbal elements and how these were adapted to a potential target reader. As a result, the use of the Spanish language was done consciously as a means of developing a communicative competence and render into the translated texts the textual function described in each translation project. [Source: Author]
Impacto:   1i- Pontes, Valdecy Oliveira & Livya Lea Oliveira Pereira. 2016. 6494cit
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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