, Gabriele-Kenneth Rose R. 1999. Pragmatics and SLA. Annual Review of Applied Linguistics 19: 81-104. ---- 2002. Pragmatic Development in a Second Language. Oxford: Blackwell. Kim, Kyung S. 2007. A Study of the Problems of Discourse Completion Tests. English Teaching 62(4): 241-256. Krippendorff, Klaus. 2004. Content Analysis: An Introduction to Its Methodology. Beverly Hills, CA: Sage. Leech, Geoffrey N. 1983. Principles of Pragmatics. London: Longman. Liu, Jianda. 2006a. Measuring
Some Methodological Issues
Nikolett Várhegyi and Péter Furkó
A course design for teacher trainees
Learning a language means also the study of a different culture. This study focuses on the introduction of the topic of culture in language teaching into the curriculum of the subject Language Teaching Methodology for teacher trainees studying at Translation And Interpreting Studies, Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş. This topic has not been treated separately so far, it has only been discussed implicitly, included in other topics. But we believe that future teachers should have a more thorough theoretical and practical training in terms of what incorporating culture into language teaching implies. For this purpose, we are going to examine and discuss some of the recommendations and principles stated in the specialized literature regarding culture in foreign language teaching and reflect on what the ideal content of a course related to the teaching of this skill should be.
Axiomatically, translation is twofold: an activity/process (more accurately designated by the term translating) and a product (the term translation can be restricted to the product). It seems that the product dimension has gained increased importance, being the most visible part of translation as market-driven, design-oriented, precise and measurable - complying with specifications. Translation engenders a sequence: identification of text type and of end users’ needs (experts or non-experts in the field), evaluation of the complexity of the source text via global reading, followed by a close reading of its parts, the translating of the document, the translator’s checking of final version, editing and proofreading. The translator’s choices are accountable in point of cost-effectiveness (efficiency) and effectiveness. Therefore, the legal translator should master the methodological toolkit, conceptual frame and related terminology, and adopt an inward-looking perspective (intuition, subjectivity, ingrained habits, insights deriving from his/her expertise and experience) alongside an outward-looking one (working against objective criteria, standards of quality, benchmarks, etc).
Bálint Péter Furkó
de València: Servei de Publicacions de la Universitat de València. Del Saz, Rubio M. & Bruce Fraser. 2003. Reformulation in English, (unpublished manuscript). Dér, Csilla Ilona. 2010. On the status of discourse markers. Acta Linguistica Hungarica 57: 3-28. Dynel, Marta. 2011. Stranger than fiction? A few methodological notes on linguistic research in film discourse. Brno Studies in English 37(1): 41-61. Fraser, Bruce. 1999. What are discourse markers? Journal of Pragmatics 31: 931- 952. Furkó, Bálint Péter. 2007. The pragmatic marker
York: Lawrence Erlbaum Associates. Corbett, Edward. 1971. Classical Rhetoric for the Modern Student. New York: Oxford University Press. De Wilde, July. 2010. The analysis of translated literary irony: Some methodological issues. In Lievois, Katrien and Pierre Schoentjes (eds.), Translating Irony. Linguistics Antverpiensia: Themes in Translation Studies, 25-44. Asp / Vubpress / Upa. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/article/view/260/162. Retrieved 12 March, 2014. Gibbs, Raymond. 1994. The Poetics of Mind: Figurative Thought, Language, and
Diverging Patterns in Two Fiction Genres
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