Contrastive rhetoric and text-typological conventions in translation teaching

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This paper illustrates the relevance of contrastive rhetoric research to Translation Studies and shows how it can be applied to translation pedagogy. After a brief descriptive analysis of the recipe genre in English and Spanish, student translations are examined. It is shown that the work of novice translators is one case in which source-language textual features are transferred into the target text. The effects of explicit instruction on textual features and text-typological conventions are examined by comparing student translations: a significant improvement in the work of students exposed to explicit instruction is indicative of the benefit of pedagogical intervention. The evidence presented also indicates that translation competence is in fact separate from bilingualism.

Original languageEnglish (US)
Pages (from-to)335-353
Number of pages19
JournalTarget
Volume9
Issue number2
DOIs
StatePublished - 1997
Externally publishedYes

Fingerprint

rhetoric
Teaching
Students
instruction
student
multilingualism
translator
genre
Explicit Instruction
Contrastive Rhetoric
Translation Teaching
language
evidence
Translation Studies
Source Language
Translation Competence
Bilingualism
Translator
Novice
Translation Pedagogy

ASJC Scopus subject areas

  • Language and Linguistics
  • Communication
  • Linguistics and Language

Cite this

Contrastive rhetoric and text-typological conventions in translation teaching. / Colina, Sonia -.

In: Target, Vol. 9, No. 2, 1997, p. 335-353.

Research output: Contribution to journalArticle

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