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Textual Analysis in Translation Classrooms: Newmark’s Points of Analysis and Additional Considerations

주진국 1

1한국외국어대학교

Accredited

ABSTRACT

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.

Citation status

* References for papers published after 2022 are currently being built.