rethinking translation in the second language classroom

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ACKNOWLEDGMENTS I would like to dedicate this work to my professor and mentor, Eduardo Negueruela. He has believed in my ideas, and helped me to develop them in a fruitful way. Thanks to his encouragement, support, willingness and accessibility, I have been able to go far beyond my own expectations. Thank you for being such a great professor, mentor and colleague. I would also like to thank my other two professors of the committee, Francesco D’Introno and Juan C. Zamora Munné for their useful feedback and comments on my first draft and overall work with them. Last but not least, I would like to thank my proof-reader, Matthew Syzdek for his support, patience, advice and help with this work. 2 Beatriz Pariente-Beltrán
TABLE OF CONTENTS 3 Page ACKNOWLEDGMENTS ............................................................................................ iii LIST OF TABLES ........................................................................................................ vi LIST OF FIGURES ..................................................................................................... vii CHAPTER 1. RETHINKING TRANSLATION IN THE SECOND LANGUAGE CLASSROOM: AN OVERVIEW OF THE ROLE OF TRANSLATION IN TEACHING FOREIGN LANGUAGES …………………………………….. 1 Purpose of the study ........................................................................................... 1 Translation and Second Language Teaching ....................................................... 2 Relevance ........................................................................................................... 5 Overview ........................................................................................................... 7 2. TEACHING DISCOURSE AND TEXT ANALYSIS THROUGH TRANSLATION IN THE L2 CLASSROOM ..................................................... 9 Introduction: Goal of Chapter and Overview ...................................................... 9 Defining Discourse and Text Analysis in the L2 Classroom ..............................10 How to Teach Discourse and Text Analysis through Translation .......................14 Pedagogical Considerations ...............................................................................18 Conclusion ........................................................................................................21 3. TRANSLATION AS A COMMUNICATIVE ACTIVITY.........................................22 Introduction: Goal of Chapter and Overview .....................................................22 Interlingual Translation .....................................................................................23 Translation as a Communicative Activity ..........................................................24 Practical Applications ........................................................................................26 Conclusion ........................................................................................................29 4. TRANSLATION AS A COGNITIVE ACTIVITY.....................................................30 Introduction: Goal of chapter and Overview ......................................................30 Intralingual Translation .....................................................................................31 Translation as a Cognitive Activity ....................................................................31 Practical Applications ........................................................................................33 Conclusion ........................................................................................................37
Page 1: RETHINKING TRANSLATION IN THE SECON
Page 5 and 6: LIST OF TABLES Table Page 1. Introd
Page 7 and 8: CHAPTER 1 RETHINKING TRANSLATION IN
Page 9 and 10: exercises, this method had little t
Page 11 and 12: Relevance But, before moving forwar
Page 13 and 14: learners’ L2 development. This be
Page 15 and 16: CHAPTER 2 TEACHING DISCOURSE AND TE
Page 17 and 18: Carbonell proposes a more detailed
Page 19 and 20: 3. Information structure: alludes t
Page 21 and 22: Even though all these types of tran
Page 23 and 24: implications in each culture. Moreo
Page 25 and 26: ecoming aware of these translation
Page 27 and 28: In this chapter I have studied the
Page 29 and 30: As mentioned in a previous chapter,
Page 31 and 32: tends to be spontaneous, and requir
Page 33 and 34: Table 2: Communicative activity #1
Page 35 and 36: Conclusion In this chapter, I have
Page 37 and 38: Intralingual Translation As I alrea
Page 39 and 40: Figure 3: Model of communication wi
Page 41 and 42: Table 5: Cognitive activity #2 4. I
Page 43 and 44: Conclusion In this chapter, I have
Page 45 and 46: classroom, where both the semiotic
Page 47 and 48: c) pragmatic, when one sign is rela
Page 49 and 50: Table 7: Cultural activity #1 6. SM
Page 51 and 52: Table 9: Cultural activity #3 8. A
Page 53 and 54:
CHAPTER 6 CONCLUSIONS In this work
Page 55 and 56:
APPENDIX A: MATERIALS FOR TRANSLATI
Page 57 and 58:
When I came to the United States 16
Page 59 and 60:
to tell them the things that I see
Page 61 and 62:
B) TRANSLATION Entrevista de Laura
Page 63 and 64:
Isabel Allende: No. Todo sucedió t
Page 65 and 66:
Nunca se habían hecho esa pregunta
Page 67 and 68:
APPENDIX B: MATERIALS FOR TRANSLATI
Page 69 and 70:
5. VOSEO IN A POEM OF CORTÁZAR AND
Page 71 and 72:
6. b) NEWS 2 EL 31% DE LOS ADULTOS,
Page 73 and 74:
8. AN ADVERTISEMENT 73
Page 75 and 76:
Danchev, A. (1983). “The controve
Page 77:
Tomlin, R. (1994). “Functional gr
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