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dc.contributor.authorCorpas Pastor, Gloria
dc.contributor.authorHidalgo Ternero, Carlos Manuel
dc.contributor.authorBautista Zambrada, María Rosario
dc.contributor.editorMartínez, Florentina Mena
dc.contributor.editorStrohschen, Carola
dc.date.accessioned2021-06-17T09:31:29Z
dc.date.available2021-06-17T09:31:29Z
dc.date.issued2020
dc.identifier.citationCorpas Pastor, G., Hidalgo Ternero,, C.M. and Bautista Zambrada, M.R. (2020) Teaching idioms for translation purposes: a trilingual corpus-based glossary applied to phraseodidactics (ES/EN/DE), in Martínez, F.M. and Strohschen, C. (eds.) Teaching and Learning Phraseology in the XXI Century Phraseologie Lehren und Lernen im 21. Jahrhundert. Berlin: Peter Lang, pp. 75-93.en
dc.identifier.isbn9783631775172en
dc.identifier.urihttp://hdl.handle.net/2436/624112
dc.descriptionThis is a Version of Record that has been published in Teaching and Learning Phraseology in the XXI Century Phraseologie Lehren und Lernen im 21. Jahrhundert edited by Florentina Mena Martínez and Carola Strohschen, in the series title Studien zur romanischen Sprachwissenschaft und interkulturellen Kommunikation. The original work can be found at: https://doi.org/10.3726/b16981 © Peter Lang, 2020. All rights reserved.en
dc.description.abstractPhraseology plays a pivotal role in the development of translation competence as well as in translation quality assessment. Thus far, however, there remains a paucity of research on how to best teach idioms for translation purposes. Against such a background, this study aims to shed some light on the multiple applications of phraseodidactics to translation training. We will follow a corpus-based methodology and, for the sake of the argument, the focus will be on somatisms in Spanish, English and German. The overall structure of this paper takes the form of four sections. Section One begins by laying out the theoretical dimensions of phraseology and its convergence with translation. In section two we examine the main components of a corpus-based glossary of somatisms, named Glossomatic, and how it can be employed to establish ad hoc phraseological equivalences in those cases (analysed in section three) where the manipulation of idioms and the absence of one-to-one phraseological correspondence may pose some problems to translation. In this regard, given the importance of accurately conveying the pragmatic, semantic and discursive load of an idiom into a TT and, concomitantly, conveying the manipulation depicted in the ST, section four presents a teaching proposal in which students are prompted with a set of strategies and steps to be implemented with the aid of the glossary in order to solve these issues. Overall, the insights gained from this research will prove useful not only in developing trainees’ phraseological competence but also in giving centre stage to phraseodidactics in Translation Studies.en
dc.formatapplication/pdfen
dc.language.isoenen
dc.publisherPeter Langen
dc.relation.ispartofseriesStudien zur romanischen Sprachwissenschaft und interkulturellen Kommunikationen
dc.relation.urlhttps://www.peterlang.com/view/title/69203en
dc.subjectidiomsen
dc.subjectphraseologyen
dc.subjectteaching phraseologyen
dc.subjecttranslationen
dc.titleTeaching idioms for translation purposes: a trilingual corpus-based glossary applied to phraseodidactics (ES/EN/DE)en
dc.typeChapter in booken
dc.date.updated2021-05-27T13:07:14Z
rioxxterms.funderUniversity of Wolverhamtponen
rioxxterms.identifier.projectUOW17062021GCPen
rioxxterms.versionVoRen
dc.source.booktitleTeaching and Learning Phraseology in the XXI Century Phraseologie Lehren und Lernen im 21. Jahrhundert. Challenges for Phraseodidactics and Phraseotranslation Herausforderungen für Phraseodidaktik und Phraseoübersetzung
refterms.dateFCD2021-06-17T09:30:48Z
refterms.versionFCDVoR
refterms.dateFOA2021-06-17T09:31:30Z


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