RT info:eu-repo/semantics/article
T1 Teaching and translating synonyms: The case of almost and nearly
A1 Labrador de la Cruz, María Belén
A2 Filologia Inglesa
K1 Lengua inglesa
K1 Lingüística
K1 Traducción e interpretación
K1 Sinónimos
K1 Corpora (lingüística)
AB The purpose of this paper is to present a series ofinterlinguistic inequi valences and to specifically anal yse one of them; thisleads us to revise one of the most important intralinguistic phenomenawith relevance in contrastive studies, synonymy, by means of an empiricalmethodology based on corpora. What is advocated here is the fact thateven two such similar words as almost and nearly may be dissimilar in therealm of language use; they are very close in meaning and they usuallycorrespond to a single ítem in other languages, for example in Spanish, buttheir behaviour differs in many respects.A great deal has been said about the fact that translators, teachersand students of foreign languages sometimes cannot avoid thinking interms of words, a tendency that is very much disapproved of and verymuch fought against by themselves. One of the reasons might be theinfluence of the written medium, where all words are set apart from oneanother by means of a blank space and another could be the way our mindworks, trying to structure all knowledge. Whatever the reason, it is a riskybut daily habit to give one-word translations for words in another languagewithout paying attention to the context in which they occur. This paper aims at raising the issue of intralinguistic synonymyand its relevance in the field of Contrastive Studies, Second LanguageTeaching and Translation. We advocate the idea that synonymy and othersemantic and linguistic phenomena must be observed in the light oflanguage use, within a functional approach and through empirical anddescriptive research. The first part will consist of a theoretical expositionof the two most relevant facts concerning this subject, which areinterlinguistic and intralinguistic relations of linguistic items, that is, theirlinks with similar words in other languages on the one hand and theirconnection to similar words in the same language on the other. And thesecond part will provide sorne empirical evidence that shows that two socalledsynonyms are not so to such a great extent as has always beenconsidered and should therefore be taught differently.
PB Universidad de Vigo
YR 2018
FD 2018-11-09
LK http://hdl.handle.net/10612/9016
UL http://hdl.handle.net/10612/9016
NO BABEL-AFIAL, 1999, n. 8
NO p. 53-67
DS BULERIA. Repositorio Institucional de la Universidad de León
RD 19-abr-2024