Department of Turkish Studies and Modern Asian Studies
Library of the Faculties of Political Science and Public Administration, Communication and Mass Media Studies, Turkish and Modern Asian Studies, Sociology

2020-02-22

2020

Kazantinou Evangelia

Ιωάννης Ε. Σαριδάκης, Αναπληρωτής Καθηγητής, Τμήμα Τουρκικών Σπουδών και Σύγχρονων Ασιατικών Σπουδών, ΕΚΠΑ
Ελένη Σελλά, ΚΑθηγήτρια, Τμήμα Τουρκικών Σπουδών και Σύγχρονων Ασιατικών Σπουδών, ΕΚΠΑ
Μιχάλης Πολίτης, Αναπληρωτής Καθηγητής, Τμήμα Ξένων Γλωσσών, Μετάφρασης και Διερμηνείας, Ιόνιο Πανεπιστήμιο
Φρειδερίκη Μπατσαλιά, Καθηγήτρια, Τμήμα Γερμανικής Γλώσσας και Φιλολογίας, ΕΚΠΑ
Μαρία Χριστίνα Αναστασιάδη, Αναπληρώτρια Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, ΕΚΠΑ
Αγγελική Φωτοπούλου, Διευθύντρια Ερευνών, Ινστιτούτο Επεξεργασίας του Λόγου (ΙΕΛ/Ε.Κ. Αθηνά)
Γεώργιος Φλώρος, Αναπληρωτής Καθηγητής, Τμήμα Αγγλικών Σπουδών, Πανεπιστήμιο Κύπρου

Σώματα κειμένων και διδακτική της μετάφρασης: Σημασιοσυντακτικά ζητήματα και διακειμενική συνεκτικότητα

Greek

Corpora and translation didactics: semantic/syntactic issues and intertextual coherence

The thesis examines the phenomenon of intertextual coherence and its contribution to the didactics of translation. More specifically, it attempts to answer the following questions: (1) Is it possible to systematise through an empirical experimental model, the phenomenon of intertextuality and in particular intertextual coherence in translation? (2) Is it possible and to what extend can already existing models be employed? (3) Is it possible and in which subareas and focus points can the findings of a quantitative empirical research be used in translation didactics? A learner parallel (English - Greek) corpus of pragmatic texts is compiled to this aim from postgraduate translation students' assignments (Ionian University-DFLTI). In the framework of systematisation, a new model is proposed classifying intertextuality into retrospective (previous texts) and prospective (future texts), direct (readily visible links) and indirect (covert links) and, finally, intratextual (within the text) and extratextual (not in the same text) intertextuality. The notion of intertextual indices is also introduced, based mainly on Hatim & Mason's intertextual signals (1990: 133) to signify those parts of the text that indicate the existence of intertextual links. The corpus is annotated in GATE. To assess the students' success in translating intertextual coherence, Hatim & Mason's model is employed (1990:136), which suggests that the translator must in order of importance: (1) retain the semiotic status, (2) retain intentionality, (3) retain the linguistic devices that uphold coherence, (4) preserve, if possible, the informational status, and (5) preserve, if possible, the extra-linguistic status. A model is then proposed on employing corpus linguistics in translation didactics through exercises, focusing mainly on intertextuality and intertextual coherence, whereas assessment (formative and summative) is also taken into account.

Language – Literature

Corpus, Intertextual coherence, Intertextuality, Intertextual index, Retrospective-prospective intertextuality, Direct-indirect intertextuality, Intratextual-extratextual intertextuality

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https://pergamos.lib.uoa.gr/uoa/dl/object/2897930/file.pdf

https://pergamos.lib.uoa.gr/uoa/dl/object/2897930