Text Analysis in Teaching Translation
ABSTRACT: The idea that translators begin to translate once they get a hold of the source language (SL) text is widely spread and controverted. As a cognitive and metacognitive strategy, text analysis is vital in translation training in order to gain a good expertise in translation. A two-phase mode...
- Autores:
-
Muñoz Torres, Carlos Arturo
Quiróz Herrera, Gabriel Ángel
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 1997
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/18953
- Acceso en línea:
- http://hdl.handle.net/10495/18953
- Palabra clave:
- Translation
Traducción
Text analysis
http://vocabularies.unesco.org/thesaurus/concept314
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation Translation Traducción Text analysis http://vocabularies.unesco.org/thesaurus/concept314 |
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation |
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Text Analysis in Teaching Translation |
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Muñoz Torres, Carlos Arturo Quiróz Herrera, Gabriel Ángel |
| dc.contributor.author.none.fl_str_mv |
Muñoz Torres, Carlos Arturo Quiróz Herrera, Gabriel Ángel |
| dc.subject.unesco.none.fl_str_mv |
Translation Traducción |
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Translation Traducción Text analysis http://vocabularies.unesco.org/thesaurus/concept314 |
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Text analysis |
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http://vocabularies.unesco.org/thesaurus/concept314 |
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ABSTRACT: The idea that translators begin to translate once they get a hold of the source language (SL) text is widely spread and controverted. As a cognitive and metacognitive strategy, text analysis is vital in translation training in order to gain a good expertise in translation. A two-phase model is discussed in this paper: an overall text evaluation first and then a deep analysis are undertaken. In the former, students learn to apply and identify background knowledge, document sources, text length, price, and difficulty among other factors. In the latter, students analyse titles, text layout, communication situation, text types, genre, etc. The strategies and methodology to attain these phases in the translation process are explained step-by-step. Additionally, student samples will be shown as further illustrations. |
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1997 |
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1997 |
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2021-03-15T16:50:26Z |
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eng |
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eng |
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How |
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53 |
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Asociación Colombiana de Profesores de Inglés (Asocopi) |
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Bogotá, Colombia |
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Muñoz Torres, Carlos ArturoQuiróz Herrera, Gabriel Ángel2021-03-15T16:50:26Z2021-03-15T16:50:26Z1997http://hdl.handle.net/10495/18953ABSTRACT: The idea that translators begin to translate once they get a hold of the source language (SL) text is widely spread and controverted. As a cognitive and metacognitive strategy, text analysis is vital in translation training in order to gain a good expertise in translation. A two-phase model is discussed in this paper: an overall text evaluation first and then a deep analysis are undertaken. In the former, students learn to apply and identify background knowledge, document sources, text length, price, and difficulty among other factors. In the latter, students analyse titles, text layout, communication situation, text types, genre, etc. The strategies and methodology to attain these phases in the translation process are explained step-by-step. 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