Publication: El aula invertida en la enseñanza/aprendizaje de la fraseología para la traducción de textos científico-técnicos
Authors
Sevilla Muñoz, Manuel
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Publisher
Peter Lang
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DOI
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Description
© 2019, El Autor.
Abstract
Las unidades fraseológicas están presentes en todo tipo de discursos, incluyendo los especializados en general y los científico-técnicos en particular. De esta manera, las lenguas de especialidad se caracterizan por el uso de fraseología especializada de naturaleza variada, además de la utilización de un gran número de términos, en una proporción directamente relacionada con el grado de especialización del texto; si bien es cierto que los textos especializados también cuentan con fraseología no especializada. Por esta razón, en el marco de la didáctica de la traducción científico-técnica, es interesante dedicar tiempo y esfuerzo a la enseñanza/aprendizaje de la fraseología presente en los textos científico-técnicos, ya sea especializada o general, recorriendo las etapas del proceso de traducción fraseológica. En este sentido, el aula invertida, en combinación con otras metodologías y enfoques (aprendizaje colaborativo, aprendizaje cooperativo, aprendizaje basado en problemas) se presenta como una metodología docente que favorece el proceso de enseñanza/aprendizaje en relación con la utilización y función de las unidades fraseológicas en un texto especializado, como primer paso hacia su comprensión y traducción. En este trabajo mostraremos los resultados obtenidos en la puesta en práctica de una secuencia de tareas diseñada para mejorar la competencia fraseológica de los alumnos de traducción científico-técnica, enfocada a la localización y caracterización de unidades fraseológicas en prospectos de medicamentos escritos en español y en inglés y al establecimiento de equivalentes entre la fraseología de las dos lenguas.
Phraseological units are present in any kind of discourse, including the specialised ones and specifically the scientific and technical one. In this way, specialised languages are characterised by a use of varied specialised phraseology, in addition to a high number of terms, although specialised texts also include non-specialised phraseology ̶ the amount of terms and specialised phraseology is directly proportional to the specialization level of a text. This is the reason why, in the frame of the scientific and technical translation didactics, it is interesting to put time and effort into teaching and learning the specialised and general phraseology that is present in the scientific and technical texts through the phases of the phraseological translation process. In this respect, flipped classroom, combined with other methodologies and approaches (collaborative learning, cooperative learning, problem based learning) becomes a methodology favouring the teaching and learning process related to the use and purpose of phraseological units in a specialized text, considering this to be the first step towards understanding and translating such units. In this work, we will show the results obtained when implementing a sequence of tasks designed to improve the phraseological competence of the students of scientific and technical translation that is focussed on locating and characterising the phraseological units of package leaflets written in Spanish and English and establishing the equivalents between the phraseology of both languages.
Phraseological units are present in any kind of discourse, including the specialised ones and specifically the scientific and technical one. In this way, specialised languages are characterised by a use of varied specialised phraseology, in addition to a high number of terms, although specialised texts also include non-specialised phraseology ̶ the amount of terms and specialised phraseology is directly proportional to the specialization level of a text. This is the reason why, in the frame of the scientific and technical translation didactics, it is interesting to put time and effort into teaching and learning the specialised and general phraseology that is present in the scientific and technical texts through the phases of the phraseological translation process. In this respect, flipped classroom, combined with other methodologies and approaches (collaborative learning, cooperative learning, problem based learning) becomes a methodology favouring the teaching and learning process related to the use and purpose of phraseological units in a specialized text, considering this to be the first step towards understanding and translating such units. In this work, we will show the results obtained when implementing a sequence of tasks designed to improve the phraseological competence of the students of scientific and technical translation that is focussed on locating and characterising the phraseological units of package leaflets written in Spanish and English and establishing the equivalents between the phraseology of both languages.
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