Steiner, George. After Babel: Aspects of Language and Translation (original) (raw)
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A Interação Na Sala De Aula De Língua Estrangeira
Signo, 2011
For a long time, it was assumed that second language classrooms could not provide appropriate input for learning how to realize many speech acts. This was particularly the case with structure-based approaches to teaching and in particular, in teacher-fronted classrooms where the dominant interaction pattern was 'teacher initiation-learner response-teacher feedback '. In communicative, content-based, and task-based approaches to second language instruction, there are more opportunities not only for a greater variety of input but also for learners to engage in different roles and participant organization structures (for example, pair and group work). This enables learnerto roduce and respond to a wider range of communicative functions." (LIGHTBOWN & SPADA, 2006: 103) RESUMO Atualmente, vivemos em um mundo globalizado em que a competição é uma das bases de seu funcionamento. Busca-se, assim, obter um diferencial que, aqui, consideramos ser a Língua Estrangeira (no caso, o inglês) e, por meio dela, esperase, entre outras coisas, ter acesso à educação, melhor emprego e qualidade de vida.
This work is licensed under a "CC BY 4.0" license. c b Users' quality expectations and their correspondence with the realistic features of translation applications Expectativas de qualidade dos usuários e sua correspondência com os recursos realistas dos aplicativos de tradução
Esperantologio – Esperanto Studies, 2024
(English below) Esperantologio kutime estas prezentata kiel branĉo de interlingvistiko (aŭ planlingvistiko). Esperanto estas tamen escepta planlingvo, ĉar granda parto de ĝia nuna strukturo estas nek eksplicite planita nek planebla. Ĝi ne estus bona modelo por eventualaj novaj internaciaj helplingvoj, kaj aliflanke ĝi havas malmultajn komunajn trajtojn kun lingvoj konstruitaj por artaj celoj. Pluraj gravaj esplortemoj pri Esperanto metodologie rilatas ne al interlingvistiko sed al aliaj branĉoj de lingvistiko kaj kulturaj studoj. Tiaj temoj estas ekzemple lingvokontaktoj kaj dulingveco, parta simileco inter Esperanto kaj kontaktolingvoj, denaskiĝo kaj spontanea lingvoŝanĝiĝo pro ĝi kaj sendepende de ĝi, parta simileco al minoritataj lingvoj, kaj la Esperanta lingvokomunumo kiel kulturkrea komunumo. Esperantologio tial ne plu estas branĉo de interlingvistiko. La strategio enkonduki Esperanton en la sciencan kaj universitatan mondon sub la mantelo de interlingvistiko turnas la atenton de lingvistoj mise al ĝia artefarita komenco anstataŭ ĝia posta natura kaj kulturkrea evoluo, kiu estus science multe pli interesa. Interlingvistiko tamen restas unu el la subtenaj fakoj, kiujn esperantologio bezonas, same kiel ekzemple malgranda parto de anglistiko plu bezonas historian-komparan ĝermanistikon. Esperanto studies are usually presented as a branch of interlinguistics (or study of planned languages). However, Esperanto is exceptional among planned languages because a significant part of its current structure is not explicitly planned nor plannable. Esperanto would not serve today as a good model for possible new international auxiliary languages; conversely, it shares only a few common features with languages constructed for artistic purposes. Several important research topics that are conducted as part of Esperanto studie are not related methodologically to interlinguistics, but rather to other branches of linguistic and cultural studies. Such topics include language contacts and bilingualism, the partial similarity between Esperanto and contact languages, nativization and spontaneous language change due to – as well as independent of – nativization, partial similarity with minority languages, and the Esperanto language community as a culture-creating community. Consequently, Esperanto studies are no longer a branch of interlinguistics. The strategy of introducing Esperanto as a scholarly or academic topic under the cloak of interlinguistics wrongly turns linguists’ attention to its artificial origins instead of its subsequent natural and culture-creating evolution, which would be of much greater scholarly interest. However, interlinguistics remains one of the supporting disciplines of Esperanto studies, just as a small part of English studies, for instance, still needs historical-comparative Germanic studies.
2021
I was very pleased to be asked to contribute to a volume of essays celebrating the life and work of Erich Steiner, a distinguished scholar and a valued personal friend. Sadly, I have not been able to produce a paper in time; so I have asked the editors to allow me, as a favour, a couple of pages for a short and, I hope, unobtrusive congratulatory note. Erich stands out for me, above all, as a scholar who understands about language. Let me try and spell out what I mean by this. We all recognise the problems there are in getting the systematic study of language-linguistics-accepted, naturalised and valued in our universities: those who are in charge don't know where to put it, and it is the first thing to be dispensed with when they need to make economies in the budget. I used to think that this was because they found it threatening: language is too close to the bone, and the study of language brings out awkward truths-or can do, if it is pursued effectively, with a clear commitment and without fear or favour. I still think this is one part of the story. But linguistics is always at risk for another reason: simply because it has no home; it does not fit into the pattern of knowledge that emerged and became established in the twentieth century. Like the platypus and the pangolin, linguistics is an anomaly: it is neither art nor science-or rather, it is both. And the anomalous nature of linguistics derives, of course, from the nature of language itself. Language can be, and in my view must be, studied scientifically, with data, and theory, and constant consultation between the two. After all, language evolved along with the human brain, as a theoretical modelling of human experience: each language is itself, in its lexicogrammar and semantics, a natural science of life, and is apprehended as such by its speakers. But language is also the enactment of human relationships, those of the family, and the neighbourhood, and of communities of all shapes and sizes: each language is the carrier of human sensibilities, loving and hating, pleasure and pain, celebrating the beautiful and the ugly. So language is also apprehended and valued artistically. Language itself is at once both science and art. These two angles are sometimes seen by our literary colleagues as being irreconcilably opposed, which is why departments of literature can turn out to be among the less friendly environments for hosting the scientific study of language. But the two modes of being are not separate. They cannot be prised
Guntars Dreijers. Agnese Dubova. Jānis Veckrācis (eds.). Bridging Languages and Cultures. Linguistics, Translation Studies and Intercultural Communication, 2019
Contents Translation Studies already face new tasks in order to take account of and to discuss the changing translation environment, in order to seek new approaches and tools for description, analysis and teaching activities. This volume of selected papers of the conference Bridging Languages and Cultures brings together current viewpoints in Translation Studies, Linguistics, and Intercultural Communication; it provides both specific focus on certain aspects and developments and a more general overview of research landscape. Distinguished authors discuss translation of LSP texts, lexicological and lexicographic modules of bridging history and methodology of Translation Studies, aesthetic and interactional aspects of translation, and intercultural phenomena in the context of translation. The Editors Guntars Dreijers is Associate Professor at Ventspils University of Applied Sciences. Agnese Dubova and Jānis Veckrācis are Assistant Professors at the University. At the Faculty of Translation Studies, they teach various subjects of Applied Linguistics and Translation Studies, including subjects in translation and linguistic pragmatics, academic writing and practical translation.