Reading comprehension or test-taking strategies?
Abstract: The article seeks to explore the manner in which reading comprehension is taught and evaluated in translation and interpretation courses in college. It argues that syllabi are designed to foster a binary interpretation of texts based on the underlying belief of language as a transparent me...
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| Formato: | Artículo |
| Lenguaje: | Inglés |
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Universidad Católica Argentina. Facultad de Filosofía y Letras. Departamento de Lenguas
2019
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| Acceso en línea: | https://repositorio.uca.edu.ar/handle/123456789/5176 |
| Aporte de: |
| Sumario: | Abstract: The article seeks to explore the manner in which reading comprehension is taught and evaluated in translation and interpretation courses in college. It argues that syllabi are designed to foster a binary interpretation of texts based on the underlying belief of language as a transparent medium. This view not only contradicts post-structuralist theories which have been in effect for over 40 years, but, more importantly, it goes against the current concept of the translator/interpreter’s role as a linguistic mediator. The article exemplifies the incongruent interpretation of a paragraph which may be typical in international tests and in the language classroom in order to show how a closed reading fosters under-interpretation. Implicit in this view is also the idea that this form of reading is ultimately designed to maintain a power structure which is not meant to be challenged. The article proposes a more open approach to teaching reading activities. |
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