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|Title:||Esercizi di agilità mentale in traduzione: una proposta per la combinazione russo-italiano||Authors:||Straniero Sergio, Francesco||Issue Date:||1998||Publisher:||EUT - Edizioni Università di Trieste||Series/Report no.:||Rivista internazionale di tecnica della traduzione / International Journal of Translation
|Abstract:||This article discusses the concept of cognitive familiarity and the irnportance of schemata (schematic knowledge) in the acquisition of translation and interpretation skills. It reports un experiment carried out regularly in the author's Russian-Italian interpreting classes as part of a number of exercises which are preparatory to interpreting training. Students are given two weeks for activating their schematic-encyclopaedic knowledge of media language and, more specifically, of the rhetorical routine represented by the titles of regular columns of Italian papers. Students are then asked to translate as many as two hundred column titles from Russian papers and magazines. Through lexical brainstorming, students are subsequently encouraged to verbalise all possible associations. After completing this task, their attention is drawn to some morphosyntactic diffrences between the two languages in terms of the categories of determination, nominalisation, adjective groups, potential source of interference, etc. The cultural (both explicit and implicit), linguistic and textual elements which characterise this type of text, help students proceduralise strategic solutions to translation problems. The interest-arousing and attention catching functions of this text typology should stimulate students to activate frames of reference and rhetorical routines which enable them to find appropriate solutions and transfer strategies in a concentrated way, thereby developing creativity and idiomaticity. This exercise may be useful not only to check their internalisation of translation strategies (singlular/plural shifts, recourse to analytical constructions, lexical by-pass strategies or compensation procedures to transfer Russian prepositional and adverbial phrases), but also to make students aware of the importance of cultural adaptation in translation. The pedagogical aim of this task is to combine the development of students' procedural knowledge (know-how and know-when) with thut of declarative knowledge (know-why). In performing these exercises, students will not confine themselves to semantic-lexical transformations of the SLT but will be forced to mindshift between two cultures and get into the habit of changing cultural frames, thus drawing upon their schematic-encyclopaedic knowledge.||Description:||pp.81-92||URI:||http://hdl.handle.net/10077/2930||ISBN:||88-8303-006-0|
|Appears in Collections:||Rivista internazionale di tecnica della traduzione n.03 - 1998|
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checked on Feb 25, 2018
checked on Feb 25, 2018
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