The integration of pedagogical translation in the foreign language classroom became relevant due to a large revisionism in both Translation Studies and in Foreign Language Teaching. This triggered a conciliation between both fields which would lead to the recognition and increasing development of this area. Reconsidering the situation and recognizing a network of common interests between translation and language teaching were key: the purpose of translation in the language classroom is utterly im- portant as a special form of language which is essentially communicative (and which also enables the acquisition of communicative competence in a foreign language). This is why pedagogical translation finds its status quo in the language curriculum under the umbrella of a communicative and a dynamic paradigm in which teaching reassess important pragmatic and theoretical aspects.
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