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- W4312303030 abstract "How student translatorsStudent translators, with little or no grammatical input, face problematic grammatical source textSource text units in translating aspectAspect into English and ArabicArabic remains largely under-researched. While ArabicArabic is a highly aspectualizing language, aspect as a grammatical operation is totally absent from grammar textbooks and courses. To Arab undergraduate students in general, categories such as aspectAspect, modalityModality, and mood are extremely opaque, as they do not even have clear equivalents in Arabic grammar. What adds to such a student’s dilemma is that aspectual formal markers, like the so-called English progressive formProgressive form, are ineffectively defined by direct assignment of meaning to meaningless categories and often approached out of context. Based on the results of classwork with student translatorsStudent translators, this paper highlights the need to update pedagogical grammarPedagogical grammars in order to reflect both the working of language in natural contexts and the epistemic changes in post-structuralist linguisticsPost-structural linguistics. A contrastive corpus-based grammarCorpus-based grammars of English and ArabicArabic tailored to the needs of prospective translatorsTranslators is a pedagogicalPedagogical requirement. At the core of the translationTranslation processProcess, contrastivity would enable students to gain enriching insight into the working of natural languages beyond the static binaries of conventional grammars, and enhance their interlingual competence and metalinguistic awareness." @default.
- W4312303030 created "2023-01-04" @default.
- W4312303030 creator A5060725013 @default.
- W4312303030 date "2022-01-01" @default.
- W4312303030 modified "2023-10-14" @default.
- W4312303030 title "Student Translators Between Pedagogical Grammars and Language at Work: The Case of Aspect in English and Standard Arabic" @default.
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- W4312303030 doi "https://doi.org/10.1007/978-981-19-4033-0_7" @default.
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