Please use this identifier to cite or link to this item: http://hdl.handle.net/10077/9183
Title: Meaning-Text Theory in the translator's classroom
Authors: Primoz, Jurko
Keywords: Translation studiesMonolingual explanatory-combinatory dictionaryComparison of lexicographical presentationsDescription of syntagmatic meaning relations
Issue Date: 2011
Publisher: EUT Edizioni Università di Trieste
Source: Jurko Primoz, "Meaning-Text Theory in the translator's classroom" in: Rivista internazionale di tecnica della traduzione = International Journal of Translation n.13 (2011), pp. 129-138
Series/Report no.: Rivista internazionale di tecnica della traduzione = International Journal of Translation
13
Abstract: The paper brings a brief presentation of key concepts of the Meaning-Text Theory and focuses on the practical value of its lexicographical tool for the description of syntagmatic meaning relations, i.e. the lexical functions (LFs). Although originally developed to facilitate the description of lexical relationships within the monolingual explanatory-combinatory dictionary, the system of lexical functions proves highly valuable in the bilingual setting as well, particularly in the L1-L2 translation, i.e. in encoding tasks. While translation into the translator’s mother tongue is commonly regarded as less likely to suffer from poor knowledge of collocations, it is the L1-L2 translation that is typically affected by the translators’ erring on the collocational side. On the basis of selected lexical items the paper will bring a brief comparison of lexicographical presentations used in encoding (Slovene-English dictionaries) with the results of the LF-based approach. Applied systematically and consistently within a given lexical field, the encoding-adapted system of LFs will help translation students get a better grasp of the elusive collocability of lexemes.
URI: http://hdl.handle.net/10077/9183
ISSN: 1722-5906
Appears in Collections:Rivista internazionale di tecnica della traduzione n.13 - 2011

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