translation studies. retrospective and prospective views

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Tu as reçu ………….. ? il aime bien c’tte fille, il est ……………d’elle. Il parle trop, il m’……………… V’la le flic, j’ai une ………. La bete de lui, il a ………….la figure à son frère. Utilisez les mots suivants dans des phrases selon les registres courant, familier et soutenu : livre, bouquin ; fortune, veine, chance ; type, mec, homme. Groupez les mots suivants selon les trois registres de langue : apathique, paresseux, cossard ; fringué, élégant, chic, B.C.B.G. (bon chic bon genre) ; ennuyeux, barbant, embêtant, assommant. Groupez les mots des deux colonnes : Tuer Chouraver Détester Spolier Exclure Clamser Priver Occire Mourir Abhorrer voler obstraciser Remplacez les mots du registre familier par des mots du registre courant : « Hier, avec mes potes, on s’est bien marré. Luc avait proposé d’aller bouffer au restaurant, alors nous avons pris sa bagnole. Elle est vachement vieille, sa caisse, mais il dit toujours qu’il s’en fout. » 4 De nos jours il est intéressant de décoder les paroles des internautes. Dans les deux colonnes groupez les mots selon le sens : @2m1 C’est ça HT C’était AprM Cadeau B1 D’accord Kdo C’est pas grave C Ca À demain C pa grave Bien 7 Fête CT Cet, cette 6né Cinéma Dak Après-midi fet acheter 4 http://www.generation5.fr/produits/pdf/fiche_n_12.pdf 172
Réalisez un dialogue entre deux adolescents qui parlent sur l’internet, en utilisant le langage des ados : Gnial, bjr, auj, mek, 1posibl, 1viT, koi29, stp. Les exercices ci-dessus peuvent très bien être utilisés dans les classes des français pour enrichir le vocabulaire des élèves. Ils n’apprendront seulement des mots qui appartiennent au registre familier mais aussi des mots courants qu’ils ne connaissaient pas. De plus, le sujet est attractif pour les jeunes. L’enseignement du registre familier peut constituer le sujet d’un cours optionnel de français. Les adolescents s’intéressent beaucoup à la façon de parler des ados français. Références Eterstein, C., Lesot, A. (1986). Pratique du français, Hatier, Paris. Popa, M., Soare, A. (2008). Limba franceza L2, Manual pentru clasa a X-a, Bucureşti: Humanitas. Groza, D., Belabed, G. (2007). Limba franceza L2, Manual pentru clasa a XII-a, Bucureşti: Corint. Groza, D., Belabed, G. (2005). Limba franceza L2, Manual pentru clasa a X-a, Bucureşti: Corint. http://www.editions.educagri.fr/publication/extrait_pdf/e_CIB025.pdf http://www.generation5.fr/produits/pdf/fiche_n_12.pdf 173
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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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The so-called A vocabulary constitu
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At this point, it seems necessary t
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tendencies fall into two categories
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professor-character is thus constru
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writing of a novel that does not re
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and indeterminacy” (Eagleton, 200
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consciousness, at a time when almos
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Though Bradbury makes a somewhat pa
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fragmentation, and in a whimsical m
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Thus, we can say that, instead of s
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It is known that the time frame in
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to the composition, the figure of C
Page 131 and 132: tympanum above the central west ent
Page 133 and 134: entrance, the pointed arch trimming
Page 135 and 136: trefoils and quatrefoils which exte
Page 137 and 138: Marino Malone, C. (2004). Façade a
Page 139 and 140: classes integrating email and the I
Page 141 and 142: text. III. Aims of the Online Cours
Page 143 and 144: 4 components: (i) background knowle
Page 145 and 146: • Having students highlight the v
Page 147 and 148: Participating students and free-lan
Page 149 and 150: of time. It is much less time-consu
Page 151 and 152: Translation Journal, 11, 4. Steccon
Page 153 and 154: The ritual becomes both communicati
Page 155 and 156: evidence by formal or informal mark
Page 157 and 158: markers (markers for pronouns or ve
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Page 161 and 162: Translation Studies: Retrospective
Page 163 and 164: • Classification based on text ty
Page 165 and 166: in the original by using the right
Page 167 and 168: include cognitive, affective etc. s
Page 169 and 170: * WORKING PROTOCOL Difficulties enc
Page 171 and 172: Fresch, M. J. (2001). Using think-a
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Page 175 and 176: The fact section of a good student
Page 177 and 178: Who is the appellant (or respondent
Page 179 and 180: transcrit à l’écrit : familier
Page 181: andouille pour qu’on se laisse fa
Page 185 and 186: At this point, mention should be ma
Page 187 and 188: The map suggested by Murcia and Fre
Page 189 and 190: Continuous, for example, means know
Page 191 and 192: interrupted lines so as to suggest
Page 193 and 194: In addition to this, mention should
Page 197 and 198: The text above shows the difficultn
Page 199 and 200: you or you are wonderful! Such abbr
Page 201 and 202: over processes. The main idea worth
Page 203 and 204: at least, three aspects: • what c
Page 205 and 206: [1] quoted from Byram, M., 1994, p.
Page 207 and 208: The use of the new technologies imp
Page 209 and 210: documents and other resources of th
Page 213 and 214: l’exercice du jugement critique e
Page 215 and 216: correction, année scolaire 1997-19
Page 229: Translation Studies: Retrospective
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