translation studies. retrospective and prospective views

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References Celce-Murcia, M., Larsen-Freeman, D. (1999). The Grammar Book. An ESL/EFL Teacher’s Course, USA: Heinle and Heinle. Croitoru, E. (2002). Modals. Tenses. Aspect, Galaţi: Editura Fundaţiei Universitare “Dunărea de Jos”. Dutescu-Coliban, T. (2000). English Morphology. Nominal and Verbal Categories, Bucureşti: Editura Fundatiei Romania de mâine. Eastwood, J. (1994). Oxford Guide to English Grammar, Hong Kong: Oxford University Press. Harmer, J. (1991). The Practice of English Language Teaching, London and New York: Longman. Leech, G. (2004). Meaning and the English Verb, Harlow: Longman. Swan, M. (1997). Practical English Usage, Hong Kong: Oxford University Press. Thomson, A.J., Martinet, A.V. (1997). A Practical English Grammar, Hong Kong: Oxford University Press. 184
Translation Studies: Retrospective and Prospective Views ISSN 2065-3514 (2008) Year I, Issue 1 Galaţi University Press Editors: Elena Croitoru and Floriana Popescu (First volume) Proceedings of the Conference Translation Studies: Retrospective and Prospective Views 9 – 11 October 2008 “Dunărea de Jos” University of Galaţi, Romania pp. 185 – 189 ENGLISH IN SCHOOL VERSUS ENGLISH IN MASS-MEDIA Andreea Mihaela Nedelcuţ University of Craiova, Romania As a language, English became one of the most important tools in communication worldwide. Wherever you turn your head, everyone knows a little bit of English – simple sentences that help them in different situations. Even if you find yourself in China, India or Egypt you can use it in order to be understood by the local natives. Romanian educational circles decided to introduce this tool of communication in kindergartens, schools and universities. After almost 20 years of teaching English, a problem has occurred: English in media or slang English became very popular among Romanian students who started mispronouncing words and skipping letters. Besides some famous TV channels like BBC and CNN where ‘announcers read the news in ‘cut-glass accents’ like that of the Queen today’(Russel, 2001:168), other channels – especially those for teens use all sort of abbreviations and four – letter words that are put together in a sentence without any meaning. So, creative writers, TV and radio script-writers are allowed to break the rules whenever they want to on the grounds that it is sometimes necessary to do something wrong in order to get it right. ‘Copy-writers can happily use incomplete sentences in advertisements, serious novelists can use unconventional sentence structure, punctuation, and spelling to get the effect they want’ (Russel, 2001:170) In the TV world, the English used is accurate and academic except the one used in some talk-shows where the main focus is on stories of human interest: sex and violence, suffering and deviancy told in simple words and uncomplicated sentence structures. Probably, all languages own distinct registers from formal and informal occasions. Speech and writing can be more or less formal depending on the context, however, formal registers are more often associated with writing, while informal ones with speech. In nowadays, this rule does not apply to tabloids or magazines that use a new, high-tech, abbreviated English. 185
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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
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tympanum above the central west ent
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entrance, the pointed arch trimming
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trefoils and quatrefoils which exte
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Marino Malone, C. (2004). Façade a
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classes integrating email and the I
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text. III. Aims of the Online Cours
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Page 151 and 152: Translation Journal, 11, 4. Steccon
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Page 163 and 164: • Classification based on text ty
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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 and 182: andouille pour qu’on se laisse fa
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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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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
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Page 213 and 214: l’exercice du jugement critique e
Page 215 and 216: correction, année scolaire 1997-19
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