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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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/ReCIT/article/view/37122 |
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| Sumario: | 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. |
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