English Stylistics in a Chinese-English Literary Translation Classroom

Autor/in	Ma, Zuqiong
Titel	English Stylistics in a Chinese-English Literary Translation Classroom
Quelle	In: Interpreter and Translator Trainer, 12 (2018) 4, S.406-422 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Zuqiong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2018.1540210
Schlagwörter	Language Styles; Translation; Language Processing; Teaching Methods; Chinese; Literature; Universities; Majors (Students); Foreign Countries; Course Descriptions; Undergraduate Students; Student Attitudes; Outcomes of Education; English (Second Language); Second Language Learning; Second Language Instruction; Second Languages; China + Suchen Sie Ihr Suchwort? Sprachstil; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; China; Chinesen; Literatur; University; Universität; Ausland; Kursstrukturplan; Schülerverhalten; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Second language; Zweitsprache
Abstract	This study describes a stylistics-based pedagogical approach to literary translation. Such a stylistic approach was conceived in an attempt to resolve what might be seen as a paradox in today's classroom: that despite style being persistently invoked as a top priority in literary translation, it is seldom examined in systematic detail or dissected into operable parts. It is proposed here that a set of tools can be defined, taught and explored through the discipline of stylistics to assist in the accomplishment of the style imperative. The study examines first the theoretical background to the approach and pedagogical motivations underpinning it. It then details the design and implementation of a semester-long course entitled 'Translating Chinese Literature' that engages third-year translation majors in inverse literary translation at a Chinese university, zooming in on a module of linguistic foregrounding. In conclusion, outcomes of the approach are shown with reference to questionnaire responses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01