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BITRA. BIBLIOGRAFÍA DE INTERPRETACIÓN Y TRADUCCIÓN

 
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Tema:   Autor. Emile Benveniste. Francia. Pedagogía.
Autor:   Nunes, Paula Ávila
Año:   2012
Título:   A prática tradutória em contexto de ensino (re)vista pela ótica enunciativa [The practice of translation in a context of teaching (re)seen through an enunciative perspective]
Lugar:   Porto Alegre (Rio Grande do Sul)
http://www.lume.ufrgs.br/handle/10183/55982
Editorial/Revista:   Universidade Federal do Rio Grande do Sul - UFRGS
Páginas:   237
Idioma:   Portugués.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Resumen:   This work has the objective of approaching translation production in the context of its teaching and of translator preparation through the theory attributed to Émile Benveniste. Such approach is based on the interpretation of some of the texts present in Problems in General Linguistics I (1995) and II (1989), which compose the group of texts considered to be key to the understanding of Benveniste’s enunciative theory. Given that the theoretical scope is destined to the analysis of subjectivity in language, the object of study of this thesis is the error in the context of translation made by learners in classes of a discipline on translation practice. Such object is elected for its relation to the hypothesis on which this study is based: if translation, being a linguistic act, is funded by subjectivity, a translation error is the place in which this subjectivity can be more easily observed. This is due to the fact that the error condenses in itself the two movements which are essential to the practice of translation: the reading of a writing (reading of the original) and the writing of a reading (writing of the translation). Bearing this in mind, the work analyzes translations proposed by undergraduate students of the Course on Translation of the Federal University of Rio Grande do Sul, through the collection of the drafts that generated the final translations. These texts are presented along with the audio transcriptions of the classes in which they have been the center of discussion, aiming at preserving the aspects implicated in the translation process as much as possible. Both modalities of data are analyzed based on the enunciative methodology for the analysis of language facts. The analyses allow the probation of the hypothesis that the translation error carries traces of the process of reading and writing that underpin the translation process. Furthermore, the results of the analyses point to the conclusion that, in the specific context of teaching, errors become pivotal, acquiring a positive status, once it is through them that the teacher seeks to enhance the abilities that compose his students’ translational competence. However, this happens only when the teacher is aware of the error as an index of the process of translation, promoting literacy events in his classes, thus considered due to the centrality of the text and the need for discussion about it. Finally, we are driven to the understanding that the translation error has a unique value in this context, having implications in the teaching methodology itself. [Source: Author]
Agradecimientos:   Record supplied by Katia Aily Franco de Camargo – (Universidade Federal do Rio Grande do Norte – UFRN).
 
 
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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