Reading Comprehension and Writing in English for Translation Purposes (ETP)
<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">Teaching English to translation trainees can be seen to have a specific purpose. The term </span></span><span style="font-family: Arial, serif;">...
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| Formato: | documento de conferencia |
| Lenguaje: | español |
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Universidad Nacional del Comahue. Facultad de Lenguas
2024
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| Acceso en línea: | https://bibliotecadelenguas.uncoma.edu.ar/items/show/851 https://bibliotecadelenguas.uncoma.edu.ar/files/original/9b28881c30969d9068ca76703548b333.pdf |
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| Sumario: | <p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">Teaching English to translation trainees can be seen to have a specific purpose. The term </span></span><span style="font-family: Arial, serif;"><span lang="en-GB"><i>English for Translation</i></span></span><span style="font-family: Arial, serif;"><span lang="en-GB"> Purposes (ETP) has been coined to refer to a teaching method that straddles between the acquisition of English as Language B and the learning of cognitive, metacognitive, instrumental and strategic knowledge related to the task of translating. In other words, ETP combines the development of students’ communicative competence in English and Translation Competence (TC), so that they can carry out linguistic, pragmatic and cultural analyses in order to effectively comprehend, produce and translate texts. </span></span></p>
<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">I teach </span></span><span style="font-family: Arial, serif;"><span lang="en-GB"><i>Lengua Inglesa Aplicada a la Traducción III</i></span></span><span style="font-family: Arial, serif;"><span lang="en-GB"> (C1, CEFR), which is the fourth English language subject of a five-year program, and the second of three ETP subjects. The ETP courses focus on training students to acquire the necessary competences for the comprehension of a source text in English of any field; and the construction of coherent and effective texts in English for inverse translation commissions. The main macroskills focused are, thus, Reading Comprehension (RC) and Writing (Wr). Tasks prepare students to discuss and solve text-construction problems in the source and target languages, which entails knowledge of the linguistic elements involved and a command of the cultural specificities of the source and target communities (Clouet, 2010). </span></span></p>
<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">In their review of TC and its subcompetences, Hurtado Albir et al. (2022) conclude that, in order to improve TC acquisition, the teaching learning process should, among other priorities:</span></span></p>
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<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">focus more on translation problems related to the writer/speaker’s intention,</span></span></p>
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<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">develop the strategic subcompetence, </span></span></p>
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<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">develop the writing skill and </span></span></p>
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<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">encourage greater use of cognitive resources. </span></span></p>
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<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">Hatim and Munday (2004) adhere to Nida’s dynamic approach to equivalence and find it useful to take into account the extra-linguistic elements involved in the decision-making process entailed by translation: “Through dynamic equivalence, we can thus cater for a rich variety of contextual values and effects which utterances carry within texts and which a literal translation would simply compromise.” (42-43). </span></span></p>
<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">Along these lines, RC and Wr tasks are divided into three stages: comprehension, appreciation and production. Comprehension tasks usually involve summary writing. Appreciation tasks focus on the rhetorical and discursive features of the text (such as source, purpose, target audience and intended reaction, register, tone and strength of claim) and the identification, discussion and suggested solution to potential translation problems. The production stage involves drafting a new text in response to the given one, or triggered by some of the issues dealt with in it. </span></span></p>
<p align="justify"><span style="font-family: Arial, serif;"><span lang="en-GB">This workshop will be divided into two parts. In the first one, the rationale behind the design of Reading Comprehension and Writing activities in an ETP course will be discussed briefly. In the second part, a sample RC/Wr task will be shared and analysed in terms of contents, organisation and aims. Then, participants will be encouraged to discuss the advantages and potential drawbacks of using this kind of activity in their teaching-learning contexts and will be asked to adapt it accordingly.</span></span></p> |
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