Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers
This work starts with a brief presentation of some of the most outstanding aspects of the Persian language to get an idea of the distances and differences between L1 and L2, which can justify the use of translation and interpretation, as defended by Lewis (1997). From the perspective of a historian...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
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Universitat Autònoma de Barcelona
2017-12-01
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| Series: | Doblele |
| Subjects: | |
| Online Access: | https://revistes.uab.cat/doblele/article/view/33 |
| _version_ | 1797764910027898880 |
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| author | Setareh Ghavamí Khatereh Gorji Santiago Alcoba |
| author_facet | Setareh Ghavamí Khatereh Gorji Santiago Alcoba |
| author_sort | Setareh Ghavamí |
| collection | DOAJ |
| description | This work starts with a brief presentation of some of the most outstanding aspects of the Persian language to get an idea of the distances and differences between L1 and L2, which can justify the use of translation and interpretation, as defended by Lewis (1997).
From the perspective of a historian, Noah Harari (2013), the significant relevance of figurative syntagmas is highlighted, from the placements to the culturemas as an essential proof of the mastery of a natural language.
Then there is a brief reminder of the operative concepts of EL in order to place the concepts of collocations, chunks, expressions or figurative representations and ‘culturemas’, as their nature is the basis of the translation and interpretation resource in the acquisition of the competences of the lexical component of an L2.
From this perspective, and taking into account this framework of concepts and references, some examples with data from a collection of journalistic columns from Pamies (2003) have been studied in order to justify the use of translation or interpretation, when appropriate, according to language level A , B, or C of the learner.
In the end, it is defended to operate with the placements or phraseological lexical units with a figurative or a non-compositional sense: integrarse en el entorno, no son ni uno ni dos, so that the use of translation seems sufficient in the potential lexicon; but it is absolutely necessary to resort to interpretation when operating with L2 combinations of humor, double meaning, irony and culture, such as eñe que eñe, tratar de tú a tú, or el toro de Osborne. |
| first_indexed | 2024-03-12T20:03:30Z |
| format | Article |
| id | doaj.art-1ea46e8de2a24490baff4ff8b67266fb |
| institution | Directory Open Access Journal |
| issn | 2462-3733 |
| language | Spanish |
| last_indexed | 2024-03-12T20:03:30Z |
| publishDate | 2017-12-01 |
| publisher | Universitat Autònoma de Barcelona |
| record_format | Article |
| series | Doblele |
| spelling | doaj.art-1ea46e8de2a24490baff4ff8b67266fb2023-08-02T02:16:10ZspaUniversitat Autònoma de BarcelonaDoblele2462-37332017-12-01310.5565/rev/doblele.3340Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakersSetareh Ghavamí0Khatereh Gorji1Santiago Alcoba2Centro de Estudios Orientales de BarcelonaUniversidad Autónoma de BarcelonaUniversidad Autónoma de BarcelonaThis work starts with a brief presentation of some of the most outstanding aspects of the Persian language to get an idea of the distances and differences between L1 and L2, which can justify the use of translation and interpretation, as defended by Lewis (1997). From the perspective of a historian, Noah Harari (2013), the significant relevance of figurative syntagmas is highlighted, from the placements to the culturemas as an essential proof of the mastery of a natural language. Then there is a brief reminder of the operative concepts of EL in order to place the concepts of collocations, chunks, expressions or figurative representations and ‘culturemas’, as their nature is the basis of the translation and interpretation resource in the acquisition of the competences of the lexical component of an L2. From this perspective, and taking into account this framework of concepts and references, some examples with data from a collection of journalistic columns from Pamies (2003) have been studied in order to justify the use of translation or interpretation, when appropriate, according to language level A , B, or C of the learner. In the end, it is defended to operate with the placements or phraseological lexical units with a figurative or a non-compositional sense: integrarse en el entorno, no son ni uno ni dos, so that the use of translation seems sufficient in the potential lexicon; but it is absolutely necessary to resort to interpretation when operating with L2 combinations of humor, double meaning, irony and culture, such as eñe que eñe, tratar de tú a tú, or el toro de Osborne.https://revistes.uab.cat/doblele/article/view/33combinationschunksfixed expressionsfigurative expressions‘culturemas’Persian language |
| spellingShingle | Setareh Ghavamí Khatereh Gorji Santiago Alcoba Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers Doblele combinations chunks fixed expressions figurative expressions ‘culturemas’ Persian language |
| title | Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers |
| title_full | Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers |
| title_fullStr | Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers |
| title_full_unstemmed | Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers |
| title_short | Lexical Approach: translation and interpretation in the teaching of E/LE with Persian speakers |
| title_sort | lexical approach translation and interpretation in the teaching of e le with persian speakers |
| topic | combinations chunks fixed expressions figurative expressions ‘culturemas’ Persian language |
| url | https://revistes.uab.cat/doblele/article/view/33 |
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