Academic literacy, genres and competences: a didactic model for teaching English to translation students
Academic literacy has been the subject of many publications in the last decade. Yet, the practices to develop it still need to be carefully contextualised, in accordance with the field of studies, the academic context, and even the language in which they are to be implemented. The aim of this work i...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/68404 |
| Acceso en línea: | http://hdl.handle.net/11441/68404 https://doi.org/10.12795/elia.2017.i17.11 |
| Access Level: | acceso abierto |
| Palabra clave: | Didactic model Academic literacy Translation training Translation competence Modelo didáctico Alfabetización académica Formación de traductores Competencia traductora |
| Sumario: | Academic literacy has been the subject of many publications in the last decade. Yet, the practices to develop it still need to be carefully contextualised, in accordance with the field of studies, the academic context, and even the language in which they are to be implemented. The aim of this work is to develop a didactic model that caters for the needs of (mainly advanced) students of a Certified Translation course. Achieving an acceptable standard of academic literacy involves linguistic and extra-linguistic –discursive, sociocultural, metacognitive–competences, together with translation competence. Additionally, the study of English from a contrastive perspective –regarded as a problemsolving task and applied at the lexical, syntactic, textual and sociocultural levels– is deemed unavoidable. This didactic model has an ESP (English for Specific purposes) and textual approach. The approach suggested for the implementation of this model includes metacognitive and metalinguistic reflection, cognitive and linguistic recognition and production, text analysis, design and assessment, discussion, negotiation, and social interaction. |
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