Pragmatic Failure in Interpretation and the Development of Students' Pragmatic Competence in Interpreting

Autor/in	Lu, Licheng
Titel	Pragmatic Failure in Interpretation and the Development of Students' Pragmatic Competence in Interpreting
Quelle	In: English Language Teaching, 12 (2019) 3, S.37-45 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Translation; Classification; Teaching Methods; Intercultural Communication; Language Styles; Cultural Awareness; Textbooks; Business Communication; Foreign Countries; Native Language; Transfer of Training; Language Usage; China + Suchen Sie Ihr Suchwort? Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Sprachstil; Cultural identity; Kulturelle Identität; Textbook; Text book; Schulbuch; Lehrbuch; Unternehmenskommunikation; Ausland; Training; Transfer; Ausbildung; Sprachgebrauch
Abstract	Based on Jenny Thomas's dichotomous classification of pragmatic failure, this study proposes a new perspective and classifies pragmatic failure in interpretation into three categories: pragma-linguistic failure, socio-pragmatic failure and malaprop-pragmatic failure. Specific examples are given to illustrate the causes and effects of each category of pragmatic failure in interpretation. Meanwhile, this study establishes the "curriculum-textbook-teacher-teaching" scheme to develop students' pragmatic competence in interpreting with which they are able to avoid pragmatic failure in interpretation. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01