Analyse conversationnelle et didactique de la traduction

dc.contributor.author	Stefanink, Bernd
dc.date.accessioned	2013-12-30T20:57:03Z
dc.date.available	2013-12-30T20:57:03Z
dc.date.issued	2000
dc.description.abstract	The analysis of conversations held by two or more students negotiating a joint version of a translation has an important didactic value. It enables the teacher to work on the translational behavior of the students instead of merely limiting her/his activity to the correction of diverse grammar and semantic mistakes. The confrontation with their own translation procedures heightens the students’ awareness of what it really means to translate. In many cases it leads to a catharsis which in turn motivates the students to study the different factors involved in the translation process. On a larger scale, conversational analysis provides the teacher with a sound basis on which to structure a translation course and organize a syllabus.	pl_PL
dc.identifier.citation	Studia Romanica Posnaniensia, 2000, vol. 25/26, pp. 283-298	pl_PL
dc.identifier.isbn	83-232-1270-8
dc.identifier.issn	0137-2475
dc.identifier.uri	http://hdl.handle.net/10593/9402
dc.language.iso	fr	pl_PL
dc.publisher	Wydawnictwo Naukowe UAM	pl_PL
dc.title	Analyse conversationnelle et didactique de la traduction	pl_PL
dc.title.alternative	Conversational Analysis and the Didactics of Translation	pl_PL
dc.type	Artykuł	pl_PL

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