Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation
It is possible to characterize, following García Negroni (2011) and Tosi (2011), the discourse of the specialized instruction manual as a space of dialogism in which converge different discourses reworded and unified in the voice of the speaker (Ducrot, 1986). In particular, the present descriptive...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas
2022
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122 |
| Aporte de: |
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I10-R303-article-37122 |
|---|---|
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ojs |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-303 |
| container_title_str |
Nueva ReCIT : Revista del área de traductología |
| language |
Español |
| format |
Artículo revista |
| topic |
attitude pedagogic ethos ways to refer the word of others instruction manual actitud ethos pedagógico modos de referir la palabra ajena manual de instrucciones |
| spellingShingle |
attitude pedagogic ethos ways to refer the word of others instruction manual actitud ethos pedagógico modos de referir la palabra ajena manual de instrucciones Pernuzzi, Giselle Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| topic_facet |
attitude pedagogic ethos ways to refer the word of others instruction manual actitud ethos pedagógico modos de referir la palabra ajena manual de instrucciones |
| author |
Pernuzzi, Giselle |
| author_facet |
Pernuzzi, Giselle |
| author_sort |
Pernuzzi, Giselle |
| title |
Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| title_short |
Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| title_full |
Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| title_fullStr |
Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| title_full_unstemmed |
Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation |
| title_sort |
attitude and ways to refer the word of others in the specialized instruction manual. contrastive study italian / spanish and italian / spanish translation |
| description |
It is possible to characterize, following García Negroni (2011) and Tosi (2011), the discourse of the specialized instruction manual as a space of dialogism in which converge different discourses reworded and unified in the voice of the speaker (Ducrot, 1986). In particular, the present descriptive and qualitative research addresses the study of the construction of the attitudes of the pedagogic discursive ethos in the specialized instruction manual, by means of a contrastive study between Italian and Spanish, and a contrastive study between Italian and the published Spanish translation. This research is oriented by the hypothesis that, when the speaker instructs by using the ways to refer the word of others —in particular, the referred discourse and the forms of the autonimic modalization (Authier as cited in García Negroni, 2011)—, he shows certain attitudes that collaborate in the configuration of a pedagogic ethos. The paper aims to identify and to describe those ways to refer the word of others in the instructional sequences of two corpus of instruction manuals for experts, one composed of manuals in Italian and in Spanish, and another composed of the manuals in Italian mentioned above and their translations published in Spanish. Then, the aim of this study is to classify, to characterize and to contrast the attitudes that collaborate in the configuration of that ethos. The results obtained show that, by means of the referred discourse and the forms of the autonimic modalization analyzed in the instructional sequences of the corpus, in the role of instructor and in the role of pedagogue, the speaker stages a specific attitudinal framework in order to mold a pedagogic discursive image. This contributes to the improvement of the traductological competence, because allows the translator to deepen into an aspect that characterize the specialized instruction manual, as well as to consider, during the translation process, the attitudinal dimension with which will be formed the ethos of the translated discourse. |
| publisher |
Facultad de Lenguas |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122 |
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2024-09-03T20:23:26Z |
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I10-R303-article-371222022-11-02T14:56:17Z Attitude and Ways to Refer the Word of Others in the Specialized Instruction Manual. Contrastive Study Italian / Spanish and Italian / Spanish Translation Actitud y modos de referir la palabra ajena en el manual de instrucciones especializado. Estudio contrastivo italiano/ español e italiano / traducción al español Pernuzzi, Giselle attitude pedagogic ethos ways to refer the word of others instruction manual actitud ethos pedagógico modos de referir la palabra ajena manual de instrucciones It is possible to characterize, following García Negroni (2011) and Tosi (2011), the discourse of the specialized instruction manual as a space of dialogism in which converge different discourses reworded and unified in the voice of the speaker (Ducrot, 1986). In particular, the present descriptive and qualitative research addresses the study of the construction of the attitudes of the pedagogic discursive ethos in the specialized instruction manual, by means of a contrastive study between Italian and Spanish, and a contrastive study between Italian and the published Spanish translation. This research is oriented by the hypothesis that, when the speaker instructs by using the ways to refer the word of others —in particular, the referred discourse and the forms of the autonimic modalization (Authier as cited in García Negroni, 2011)—, he shows certain attitudes that collaborate in the configuration of a pedagogic ethos. The paper aims to identify and to describe those ways to refer the word of others in the instructional sequences of two corpus of instruction manuals for experts, one composed of manuals in Italian and in Spanish, and another composed of the manuals in Italian mentioned above and their translations published in Spanish. Then, the aim of this study is to classify, to characterize and to contrast the attitudes that collaborate in the configuration of that ethos. The results obtained show that, by means of the referred discourse and the forms of the autonimic modalization analyzed in the instructional sequences of the corpus, in the role of instructor and in the role of pedagogue, the speaker stages a specific attitudinal framework in order to mold a pedagogic discursive image. This contributes to the improvement of the traductological competence, because allows the translator to deepen into an aspect that characterize the specialized instruction manual, as well as to consider, during the translation process, the attitudinal dimension with which will be formed the ethos of the translated discourse. Es posible caracterizar, siguiendo a García Negroni (2011) y Tosi (2011), el discurso del manual de instrucciones especializado como un espacio de dialogismo en el cual convergen distintos discursos reelaborados y unificados en la voz del locutor (Ducrot, 1986). En concreto, el presente trabajo descriptivo y de corte cualitativo aborda el tema de la construcción de las actitudes del ethos discursivo pedagógico en el manual de instrucciones especializado, mediante un estudio contrastivo entre italiano y español, y un estudio contrastivo entre italiano y traducción publicada en español. Esta investigación está orientada por la hipótesis de que, al instruir recurriendo a los modos de referir la palabra ajena —en particular, el discurso referido y las formas de la modalización autonímica (Authier, en García Negroni, 2011)—, el locutor muestra determinadas actitudes que colaboran en la configuración de un ethos pedagógico. El trabajo se propone identificar y describir esos modos de referir la palabra ajena en las secuencias instruccionales de dos corpus de manuales de instrucciones destinados a expertos, uno integrado por manuales en italiano y en español, y otro integrado por los manuales en italiano mencionados anteriormente y sus traducciones publicadas en español. Luego, el objetivo del estudio es clasificar, caracterizar y contrastar las actitudes que colaboran en la configuración de ese ethos. Los resultados obtenidos demuestran que, al recurrir al discurso referido y a las formas de la modalización autonímica analizadas en las secuencias instruccionales de los corpus, en el rol de instructor y en el rol de didacta, el locutor pone en escena un entramado actitudinal específico a los fines de moldear una imagen discursiva pedagógica. Ello contribuye al perfeccionamiento de la competencia traductológica del traductor, porque le permite ahondar en un aspecto que caracteriza al manual de instrucciones especializado, como asimismo considerar, durante el proceso de traducción, la dimensión actitudinal con la cual se formará el ethos del discurso traducido. Facultad de Lenguas 2022-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf text/html https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122 Nueva ReCIT : Revista del área de traductología; Núm. 5 (2022): Especial 2618-1940 spa https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122/38980 https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122/38981 https://creativecommons.org/licenses/by-nc-nd/4.0 |