translation studies. retrospective and prospective views

More documents

Recommendations

Info

and useful that these tenses should be discussed, analyzed and practiced separately. Many similarities may be identified by comparing the formal and semantic aspects of present and past tenses: Present Simple I eat. I don’t eat. Do you eat? S + V1 Present Continuous S + to be1 + V-ing I am eating. I am not eating. Are you eating? Past Simple I ate. I didn’t eat. Did you eat? S + V2 Past Continuous S + to be2 + V-ing I was eating. I was not eating. Were you eating? Table 3. Vertical and horizontal similarities between the English tenses Analyzing the above table horizontally, students should be able to notice that Present and Past tenses use the same “ingredients”, i.e. S + V for the simple aspect and S + to be + V-ing for the continuous aspect. Moreover, being reminded of the three forms that English verbs have, students will easily notice that the tenses placed on the same column (vertical analysis) share the same form of the main verb and of the auxiliary verb, respectively. To be more specific, Present Tenses will require the 1 st form of the verb (main or auxiliary), whereas Past Tenses will make use of the 2 nd form of the verb (main or auxiliary). As far as the teaching of the English tenses is concerned, the fact should be added that this task implies explaining and raising the students’ awareness with respect to two “golden rules” in English: 1) the verb categories of tense and aspect will be marked only once in the form of the verb, giving the name of the tense used, and 2) the first verb to come in the sentence will always be first served. In our case, students should know that the auxiliary verbs will be used only once and will combine with a specific form of the main verb in order to make up the predicate and that auxiliary verbs which come first in the form of the verb, will take over all the information regarding the verb categories, the main verb making reference only to the action or state of affairs described. At this point, I find it useful to mention that this approach to the English tenses from the perspective of the vertical and horizontal similarities has proved incredibly useful and fruitful with students of all ages, none of them failing to understand how tenses are formed and used in English. Furthermore, mention should be made that once students are made aware of the symmetry characterizing the English Tense System, the teacher can provide them the matrix of the English tenses (see Figure 4 below) and demonstrate them that knowing how to form Present Perfect 178
Continuous, for example, means knowing how to form Past Perfect Continuous and Future Perfect Continuous as well: • The Matrix Simple Continuous Perfect Simple Perfect Continuous Simple Continuous Perfect Simple Perfect Continuous Simple Continuous Perfect Simple Perfect Continuous • The Matrix Reloaded S + V1 S + be1 + V-ing S + have1 + V3 S + have1 + been + Ving S + V2 S + be 2 + V-ing S + have 2 + V3 S + have 2 + been + V-ing S + will + V S + will + be + V-ing S + will have + V3 S + will have + been + V-ing Figure 4 The matrix of the English tenses suggested above will highlight that, besides sharing names, English tenses share symmetrical formulae. This means that once students learn the Present Tenses, they may easily assimilate the Past and Future tenses as well. At that point their only task will be to adapt the grammatical formulae in keeping with the tense chosen (see Figure 5): • The Matrix Simple Continuous Perfect Simple Perfect Continuous Idem Idem • The Matrix Reloaded S + V1 S + be1 + V-ing S + have1 + V3 S + have1 + been + Ving Idem, 2 nd form Idem, will Figure 5 The arrows going down the aspect scale from the Simple, through the Continuous and Perfect Simple, up to the Perfect Continuous illustrate which forms of the three tenses, i.e. Present, Past and Future, are more frequently used. Although the symmetry of the English Tense-Aspect System has been clearly demonstrated, things could be pushed a little further by including all the “ingredients” used to build tenses in a table, along with the name of the tenses and by attributing each tense a number from 1 to 4 according to its aspect (simple, continuous, perfect simple and perfect continuous respectively). The result may be seen in Table 6 below: 179
Page 1 and 2:
2008 Year I Issue 1 TRANSLATION STU
Page 3 and 4:
2008 Year I Issue 1 TRANSLATION STU
Page 5 and 6:
Translation Studies: Retrospective
Page 7 and 8:
The publication of the first three
Page 9 and 10:
Ruxanda Bontilă is an associate pr
Page 11 and 12:
study on language and literature, o
Page 13 and 14:
are a very good exercise in the leg
Page 15 and 16:
Page 17 and 18:
Byronic disabuse and cynicism are s
Page 19 and 20:
waves,/Seemed, in the shadow of the
Page 21 and 22:
Page 23 and 24:
has the special vocation of watchin
Page 25 and 26:
(e) naming of motifs, cross-motifs,
Page 27 and 28:
Page 29 and 30:
Richard’s journey from childhood
Page 31 and 32:
(After I had outlived the shocks of
Page 33 and 34:
naively assumed that the ‘white
Page 35 and 36:
intense enough for a tragedy, is ir
Page 37 and 38:
etter than what already existed; th
Page 39 and 40:
Page 41 and 42:
explicitly order him to kill Claudi
Page 43 and 44:
ody is destroyed, without even havi
Page 45 and 46:
emphasising her “melodious lay”
Page 47 and 48:
and his uncle as “mighty opposite
Page 49 and 50:
As Mandelbrot points out, this idea
Page 51 and 52:
the internal mirror, regardless of
Page 53 and 54:
patterns by means of which a litera
Page 55 and 56:
This metafictional aside may be rea
Page 57 and 58:
Like Nicholas, Conchis is a self-co
Page 59 and 60:
magic, of legend and myth, the stor
Page 61 and 62:
of fiction that faithfully renders
Page 63 and 64:
emark that Nicholas is a selfish an
Page 65 and 66:
Katherine Tarbox, in her turn, stat
Page 67 and 68:
Page 69 and 70:
En fait, la préface représente l
Page 71 and 72:
trouver des sources et une base de
Page 73 and 74:
génération ’80 ; l’anéantiss
Page 75 and 76:
Cuşnarencu, Hanibal Stănciulescu,
Page 77 and 78:
Generaţia ’80 în texte teoretic
Page 79 and 80:
Page 81 and 82:
The novel exploits the carnivalesqu
Page 83 and 84:
“triumph of subjectivity”(Benja
Page 85 and 86:
eader only variants of the past. It
Page 87 and 88:
egarded as suspicious. Both Barnes
Page 89 and 90:
Page 91 and 92:
with a flirtatious lady of sorts. O
Page 93 and 94:
Other scholars, notably Carolyn Wal
Page 95 and 96:
the Church. Could the pentagram rea
Page 97 and 98:
he himself would become an insignif
Page 99 and 100:
lame Sir Gawain? He enjoys the choi
Page 101 and 102:
Textually, it presupposes a similar
Page 103 and 104:
life in society and its repercussio
Page 105 and 106:
The so-called A vocabulary constitu
Page 107 and 108:
At this point, it seems necessary t
Page 109 and 110:
tendencies fall into two categories
Page 111 and 112:
professor-character is thus constru
Page 113 and 114:
writing of a novel that does not re
Page 115 and 116:
and indeterminacy” (Eagleton, 200
Page 117 and 118:
consciousness, at a time when almos
Page 119 and 120:
Though Bradbury makes a somewhat pa
Page 121 and 122:
fragmentation, and in a whimsical m
Page 123 and 124:
Thus, we can say that, instead of s
Page 125 and 126:
It is known that the time frame in
Page 127 and 128:
Page 129 and 130:
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
Page 159 and 160: social setting (the classroom life)
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
Page 173 and 174: concise, clear, and conform to the
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 and 182: andouille pour qu’on se laisse fa
Page 183 and 184: Réalisez un dialogue entre deux ad
Page 185 and 186: At this point, mention should be ma
Page 187: The map suggested by Murcia and Fre
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
show all

translation studies. retrospective and prospective views

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?