translation studies. retrospective and prospective views

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information: the teacher offers input; the students prove knowledge); - instrumental (the teacher tries to determine students to act/be active/perform certain tasks/respond in some way or another); - regulatory (of control over the students); - interactional (of creating different interactions: teacher –student; student-student; student-students); - linguistic (strictly connected to the teaching/learning activity); - managerial (the teacher establishes the activities students have to perform as well as interactional patterns, offers guidance, monitors, assesses, disciplines students, evaluates); - affective (the use of a language that shows a positive attitude towards the students and is meant to encourage and develop in them such traits as autonomy, creativity, imagination). Progression of the dialogue is made through questions of diverse types or through requests for actions meant to display the students` ability of - memorizing things (Name…/List…./Who…?/Where?); - analyzing problems or situations (Analyse…/Identify…/Compare…); - evaluating situations/things/qualities (Evaluate…/Interpret.../Justify…Classify…). The speech acts that the teacher uses characterize such functions as: - to inform (accomplished through assertives); - to verify (through questions by means of which the teacher checks possible difficulties of reception: Is it /everything clear? Have you any problem with…; the way in which students observe time constraints: Are you ready? Have you finished; the students` abilities: Notice…/Look…Can you…?); - to offer instructions (through directives: Write…/Open your books!); - to evaluate (through assertives, disjunctive questions or structures (OK/ Interesting! Good work/Well done); - to comment (through assertives or disjunctive questions meant to exemplify/develop an idea/justify/explain/add supplementary information); - to draw a conclusion (So…/So far…/Then…); - to agree with (through word: Very well…/Sure…, facial expression or nodding); - to reject (through words or expressions of the type: No, it’s not like that.../No, it’s not correct). b) gestural – body language plays an important place in the classroom life (atmosphere, teaching techniques, types of interactions, turntaking system). The nonverbal system becomes a code of semiotic communication. The teacher’s gesture have a double function; they are either grammatical 146
markers (markers for pronouns or verbs referring especially to activities that students have to perform) or accent markers (strictly connected with intonation). Both the teacher’s and students` gestures have also a social function in the sense that they express feelings, show belonging to the social group, give force to the act and help development of relationship. Besides this, they express psychological values (joy, satisfaction) or moral values (“it is good/bad”). The mostly used gestures of the teacher are regulators (movements used to ensure control/co-ordinate interaction: nods, raised eye-brows), illustrators (used together with the linguistic code in order to allow students to understand the verbal message in a better and easier way; they emphasize the verbal message, depict spatial relationships, point to objects/individuals, show the size or shape of things/objects the teacher talks about) or affect displays (meant to encourage students). c) spatial – certain positions that participants have towards each other/one another d) paraverbal – a certain pitch of voice, for example, can change relationships, can reduce tension, can indicate appreciation, can evaluate, reject answers, encourage or, on the contrary, discourage students e) temporal – the choice of a certain moment (checking homework, for example, is a stage of the lesson that always follows warm-up activities and not the other way round). The markers can be identified not only at the level of one encounter, but at the level of multiple/all encounters. They become part of the different types of behaviour participants display: a) instructional behaviour - expressing decisions (advice, threats, orders); - expressing support/help; - expressing positive or negative evaluation; b) non-instructional behaviour (all types of behaviour meant to express understanding and reverberation) c) “intermediary” behaviour - investigation-likebehaviour (through questions of all types); - behaviour of directive and co-operative interpretation (meant to show interpretation of the situation I which communication takes place, of the problem discussed, or of the interlocutor). Each and every interaction becomes the place where individuals must confirm their roles so that their image could be confirmed, “a complex game of reciprocal expectations, within which individuals develop their identity. ” 13 The interaction in the classroom, as any other social interaction transforms the individual into an active agent of his own development. It is the place of reciprocal positioning and of the construction and 147
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
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Byronic disabuse and cynicism are s
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waves,/Seemed, in the shadow of the
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has the special vocation of watchin
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(e) naming of motifs, cross-motifs,
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Richard’s journey from childhood
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(After I had outlived the shocks of
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naively assumed that the ‘white
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intense enough for a tragedy, is ir
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etter than what already existed; th
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explicitly order him to kill Claudi
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ody is destroyed, without even havi
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emphasising her “melodious lay”
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and his uncle as “mighty opposite
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As Mandelbrot points out, this idea
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the internal mirror, regardless of
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patterns by means of which a litera
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This metafictional aside may be rea
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Like Nicholas, Conchis is a self-co
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magic, of legend and myth, the stor
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of fiction that faithfully renders
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emark that Nicholas is a selfish an
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Katherine Tarbox, in her turn, stat
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En fait, la préface représente l
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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lame Sir Gawain? He enjoys the choi
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Textually, it presupposes a similar
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life in society and its repercussio
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Page 119 and 120: Though Bradbury makes a somewhat pa
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Page 123 and 124: Thus, we can say that, instead of s
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Page 127 and 128: Translation Studies: Retrospective
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Page 137 and 138: Marino Malone, C. (2004). Façade a
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Page 141 and 142: text. III. Aims of the Online Cours
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Page 169 and 170: * WORKING PROTOCOL Difficulties enc
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Page 187 and 188: The map suggested by Murcia and Fre
Page 189 and 190: Continuous, for example, means know
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The use of the new technologies imp
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documents and other resources of th
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l’exercice du jugement critique e
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correction, année scolaire 1997-19
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