últimas corrientes teóricas en los estudios de traducción - Gredos ...

T. MORRIS–TEACHING TRANSLATION STRATEGY FOR REFERENCE, CONCEPT & CONTEXT MEANINGS
in a TL text, for example, certain passive knowledge in memory terms, is hard to elicit at
the right moments. We may compare it with passive vis-a-vis active vocabulary.
In this paper I am going to describe a strategy I encourage our students of Spanish
to apply to these problem areas in the derivation of personal and object reference, whether
those derivations are subject to constraints which are culturally specific or are merely
culturally/contextually dependent; and I shall include an example of a structurally – or
syntactically- conditioned reference which is not physically present in the text but
understood from the context, which is deictic in fact.
A simple diagrammatic representation appears below:
SL TERM………….(DICTIONARY)
DENOTATIVE MEANING
(TRANSLATION?)
↓
CONTEXT/ CONCEPT
↓
APPROPRIATE LEXICAL ITEM(S)
This summarises the areas to be explored by the strategy and the point by which an
appropriate translation may be available. If this occurs at the first point of availability – i.e.
if the novice translator remembers a denotative meaning which is appropriate to the style
and context – then the context/concept area of investigation becomes a corroborative
checking stage. In the first example, Spanish and English personal reference conventions
differ:
1. PERSONAL REFERENCE
1.1.
Libres de ataduras matrimoniales, Carlos de Inglaterra y Camilla Parker multiplican sus
encuentros.
Free from matrimonial ties, Prince Charles and Camilla Parker Bowles are meeting much more.
A. Why The Differences In Reference?
(B.Transferable Strategy For Students)
Question A is relatively easy to answer: “De Inglaterra” is used to create a
familiarity that is not immediate in Spanish as Prince Charles implicitly is in English. The
514