translation studies. retrospective and prospective views

evidence by formal or informal markers, the confirmation rituals find their
expression in the confirmation of the individual’s image and of his social
status.
Confirmation rituals are meant to support and help relationships
between teacher and students as well as between students. They also help
confirmation of the image each participant wants to impose on the others.
Such rituals find support in
- active/dialogic listening- the type of listening based on perception,
understanding, reverberation, support, positive evaluation and cooperative
interpretation. It represents the key to effective communication
and is meant to encourage (Go on..; Keep talking), to detect implicit meaning
(You say that…; Shall I understand that…Do you mean…?), to clarify
problems/ideas (For example…?), to show agreement or interest, to
complete the message that was voluntarily or involuntarily left unfinished,
to reinforce ideas (through repetition of key-words, reformulations,
paraphrase);
-co-operation – determined by the participants` common goal;
participants` contributions are adjusted to each other and depend on each
other; there exists a sort of agreement (explicit or implicit) for the
development of interaction and its efficient ending;
- politeness moves – based on an entire range of strategies and
mechanisms apt to regulate the relationship between participants; their
rules apply to both the linguistic and nonlinguistic codes;
- conflict solving strategies;
- avoidance strategies (students avoid to do certain things that are
liable of spoiling the relationship with the teacher).
Remedial rituals occur in situations in which participants brought an
offence and try to sweeten/neutralize its effects (students are those who
generally have to resort to such ritualistic behaviour when they bring
offence to the teacher or their fellows). They take the form of apologies.
Greetings, compliments, thanks, excuses are all interpreted as rituals
because the participant’s activities represent his efforts made in order to
control and guide the symbolic implications of his acts, when he is in the
presence of an object that has a particular value for him.
As any other ritual, the ritual in the classroom works through signs
and meaning systems.It is characterized by certain markers:
a) linguistic
The verbal exchange is made up of three moves: the teacher asks a
question; the student answers; the teacher evaluates the answer. The
possibility of insertions between the adjacency pairs is reduced. The
predominant communication functions are 12
- informative (participants to the verbal exchange communicate
145