@article{ART001485275},
author={주진국},
title={Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations},
journal={The Journal of Translation Studies},
issn={1229-795X},
year={2010},
volume={11},
number={3},
pages={225-245},
doi={10.15749/jts.2010.11.3.009}
TY - JOUR
AU - 주진국
TI - Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations
JO - The Journal of Translation Studies
PY - 2010
VL - 11
IS - 3
PB - The Korean Association for Translation Studies
SP - 225
EP - 245
SN - 1229-795X
AB - Every translation learner has done a rudimentary form of translation all too often in the course of learning a foreign language. This form of classroom exercise, or what we call “grammar translation” has been used by foreign language students for understanding and learning the “non-contextualized” meanings of foreign language words and grammatical constructions of foreign language sentences. The coarse translations produced in the classroom were mainly and ultimately for the language learner’s understanding of the message, but not for retransmitting it as a TL text sender to another group of readers. This is how translation essentially differs from a mere mechanical code-switching and how translation curricula should be differentiated from foreign language curricula. Based on the observation that translation-oriented analysis is different from “reading comprehension” practiced in foreign language classrooms, this article discusses the importance of analysis both as the first phase in translating process and as the methodological starting point of translation pedagogy. In addition, Newmark’s points of analysis are specifically referred to and several more points deemed important in analytical reading are considered.
KW - translation-oriented text analysis. translation education;Peter Newmark’s points of analysis
DO - 10.15749/jts.2010.11.3.009
ER -
주진국. (2010). Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations. The Journal of Translation Studies, 11(3), 225-245.
주진국. 2010, "Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations", The Journal of Translation Studies, vol.11, no.3 pp.225-245. Available from: doi:10.15749/jts.2010.11.3.009
주진국 "Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations" The Journal of Translation Studies 11.3 pp.225-245 (2010) : 225.
주진국. Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations. 2010; 11(3), 225-245. Available from: doi:10.15749/jts.2010.11.3.009
주진국. "Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations" The Journal of Translation Studies 11, no.3 (2010) : 225-245.doi: 10.15749/jts.2010.11.3.009
주진국. Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations. The Journal of Translation Studies, 11(3), 225-245. doi: 10.15749/jts.2010.11.3.009
주진국. Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations. The Journal of Translation Studies. 2010; 11(3) 225-245. doi: 10.15749/jts.2010.11.3.009
주진국. Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations. 2010; 11(3), 225-245. Available from: doi:10.15749/jts.2010.11.3.009
주진국. "Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations" The Journal of Translation Studies 11, no.3 (2010) : 225-245.doi: 10.15749/jts.2010.11.3.009
