La dichotomie théorie et pratique Pour enseigner la Traduction
The dichotomy of theory and practice in teaching translation Many think that learning translation is done exclusively through practice, but research in translation studies has consistently demonstrated the contribution of teaching theories in translation training. In this paper, we have conducte...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | deu |
| Published: |
University of Oran2
2012-08-01
|
| Series: | Traduction et Langues |
| Subjects: | |
| Online Access: | https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/547 |
| _version_ | 1797739061568339968 |
|---|---|
| author | Mohamed Réda Boukhalfa Nesrine Boukhalfa Louli Mohamed Yassine Taibi |
| author_facet | Mohamed Réda Boukhalfa Nesrine Boukhalfa Louli Mohamed Yassine Taibi |
| author_sort | Mohamed Réda Boukhalfa |
| collection | DOAJ |
| description |
The dichotomy of theory and practice in teaching translation
Many think that learning translation is done exclusively through practice, but research in translation studies has consistently demonstrated the contribution of teaching theories in translation training. In this paper, we have conducted an exploratory study based on a questionnaire in order to further demonstrate this contribution. The theory allows students to be aware of the decisions they make and, above all, it enables them to learn more effectively. The participants in the study, teachers-researchers, have all approved such relevance for theory, each with their own priorities.
We concluded that to teach translation, a theoretical premise is not to be excluded, it is on the contrary to be privileged because it would make profitable the efforts made by the students of translation. As for the theories, they all have a few things to contribute, they should then be considered as rather complementary to each other, they are not mutually exclusive, each of them has a strong point that the student will have to identify and place on the timeline representing the translation process. The work of Daniel Giles within the framework of the IDRC (Interpretation, Decisions, Resources, and Constraints) precisely aspires to convince for a general theory of translation.
|
| first_indexed | 2024-03-12T13:52:50Z |
| format | Article |
| id | doaj.art-50f63b5349b449dd8f49859750bd9b90 |
| institution | Directory Open Access Journal |
| issn | 1112-3974 2600-6235 |
| language | deu |
| last_indexed | 2024-03-12T13:52:50Z |
| publishDate | 2012-08-01 |
| publisher | University of Oran2 |
| record_format | Article |
| series | Traduction et Langues |
| spelling | doaj.art-50f63b5349b449dd8f49859750bd9b902023-08-22T20:04:28ZdeuUniversity of Oran2Traduction et Langues1112-39742600-62352012-08-01111La dichotomie théorie et pratique Pour enseigner la TraductionMohamed Réda Boukhalfa 0Nesrine Boukhalfa Louli1Mohamed Yassine Taibi2University of Algiers2 Abou El Kacem Saâdallah-AlgeriaUniversity of Algiers2 Abou El Kacem Saâdallah-AlgeriaUniversity of Sidi Bel Abbès Djillali Liabés-Algeria The dichotomy of theory and practice in teaching translation Many think that learning translation is done exclusively through practice, but research in translation studies has consistently demonstrated the contribution of teaching theories in translation training. In this paper, we have conducted an exploratory study based on a questionnaire in order to further demonstrate this contribution. The theory allows students to be aware of the decisions they make and, above all, it enables them to learn more effectively. The participants in the study, teachers-researchers, have all approved such relevance for theory, each with their own priorities. We concluded that to teach translation, a theoretical premise is not to be excluded, it is on the contrary to be privileged because it would make profitable the efforts made by the students of translation. As for the theories, they all have a few things to contribute, they should then be considered as rather complementary to each other, they are not mutually exclusive, each of them has a strong point that the student will have to identify and place on the timeline representing the translation process. The work of Daniel Giles within the framework of the IDRC (Interpretation, Decisions, Resources, and Constraints) precisely aspires to convince for a general theory of translation. https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/547Dichotomytheorypracticecomplementaritypraxeology. |
| spellingShingle | Mohamed Réda Boukhalfa Nesrine Boukhalfa Louli Mohamed Yassine Taibi La dichotomie théorie et pratique Pour enseigner la Traduction Traduction et Langues Dichotomy theory practice complementarity praxeology. |
| title | La dichotomie théorie et pratique Pour enseigner la Traduction |
| title_full | La dichotomie théorie et pratique Pour enseigner la Traduction |
| title_fullStr | La dichotomie théorie et pratique Pour enseigner la Traduction |
| title_full_unstemmed | La dichotomie théorie et pratique Pour enseigner la Traduction |
| title_short | La dichotomie théorie et pratique Pour enseigner la Traduction |
| title_sort | la dichotomie theorie et pratique pour enseigner la traduction |
| topic | Dichotomy theory practice complementarity praxeology. |
| url | https://revue.univ-oran2.dz/revuetranslang/index.php/translang/article/view/547 |
| work_keys_str_mv | AT mohamedredaboukhalfa ladichotomietheorieetpratiquepourenseignerlatraduction AT nesrineboukhalfalouli ladichotomietheorieetpratiquepourenseignerlatraduction AT mohamedyassinetaibi ladichotomietheorieetpratiquepourenseignerlatraduction |