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Semantic Prosody: A Critical Evaluation
No full textSemantic Prosody is the first full-length treatment of semantic prosody, a concept akin to connotation but which connects crucially with typical lexical environment. For example, it has been claimed that the adverb 'utterly' is characterised by an unfavourable semantic prosody on account of its habitual co-occurrence with words denoting unfavourable states of affairs such as 'ridiculous', 'disgraceful' and 'miserable'. Primarily for this reason, semantic prosody has emerged almost exclusively within the field of corpus linguistics. However, the overall picture is complex, and this book offers a much-needed review of how semantic prosody has been described and approached in contributions on the subject, as well as a critical analysis of those contributions and a number of case studies. It discusses the relevance of the theory of priming in this area, and whether semantic prosody has cogency as a theoretical concept. Lastly, it points the way for future research. Since work on semantic prosody so far has been occasional, brief, and distributed across a range of monographs, articles and conference papers, this book, which does not assume previous knowledge of the subject, will constitute a fundamental work of reference for scholars, teachers and students alike. At the same time, Semantic Prosodygoes beyond the central topic of the work, with wide-reaching implications for both corpus linguistics and linguistics overall. In this sense the concept of semantic prosody is used as a springboard for investigations into issues of vital importance for corpus studies such as the structuring and presentation of text in a corpus, the varying methodologies adopted by analysts to approach and interpret corpus data, as well as broader issues such as the role of intuition, introspection and elicitation in empirical language studies
Translating Tourist Texts into English as a Foreign Language
No full textThis translation textbook is the first of its kind – with the language combination Italian-English – to focus exclusively on translation into English as a foreign language. Using as a springboard translations of tourist texts submitted by students of Lingua e Traduzione Inglese at university level, the book’s ideal users are upper-intermediate or advanced level students of English. Following an introductory chapter with some theoretical considerations and instructions for use, there are 15 units, each offering an Italian source text, a suggested translation, and a discussion of issues and problems arising from students’ translations. Major emphasis is placed upon the use of state-of-the-art language resources available online, including electronic corpora, above all the British National Corpus, newspaper archives and online dictionaries and encyclopedias
Translation textbooks: translation into English as a foreign language
No full textThis paper examines translation into English as a foreign language as presented in translation textbooks offering Italian and English as working languages. By translation textbook is intended a practical work on translation providing texts for practice, with commentaries and/or annotations and/or suggested versions.
Following a brief overview of (i) the training of translation into English as a foreign language, (ii) the basic differences between translation into a foreign language and into a native language, and (iii) the role and status of translation textbooks, there will be a review of the main English / Italian textbooks, with a distinction between those of a more vocational and a less vocational emphasis. The main purpose of this review is to assess firstly to what degree translation into a foreign language is catered for in these works, and secondly to what degree the vocational vs. non-vocational dichotomy is actually preserved. It will be claimed that failure to clarify these aspects not only hinders students’ progress, but may lead to incomprehension between students and teachers during the process of assessment
Vocational translation training into a foreign language
No full textThe training of professionally-oriented translation into a foreign language is an under-researched area of translation studies, perhaps hampered firstly by the traditional association between translation into a foreign language and pedagogical translation, and secondly by a persistent acceptance of time-honoured methodologies in the translation classroom. This article is in part an attempt to redress the balance, to consider vocational translation training into the foreign language in terms of classroom strategies, text typology, textbooks and language / information resources, and to reflect upon how these might differ from the criteria involved in training translation into a native language. Particular attention will be devoted to the issue of directionality in the classroom, i.e., should the trainer ideally be a native speaker of the source or the target language? The final part of the article discusses how classroom directionality is affected by the presence of foreign-language (e.g., Erasmus) students
Review of Sara Laviosa, Linking Wor(l)ds: Lexis and Grammar for Translation
No full textReview of Sara Laviosa: Linking Wor(l)ds, with a view to vocational translation in the classroo
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