Translation is a very complex concept to define and many definitions of translation have been given over the years. There are authors who consider it as an activity between languages, as a textual activity, as an act of communication, or as a process. When we talk about translation, we must bear in mind the three features that characterise it: it is an act of communication, an operation between texts and a mental process. The position that the translator must adopt during his translation work is twofold: on the one hand, he is a reader and addressee of the original text and, on the other hand, he becomes the author and transmitter of the same text in a different context. The author Hurtado Albir proposes a classification of translation, distinguishing between types, modalities, classes and methods of translation. The aim of this study is to propose a translation from Spanish into Italian of the book "Educar en verde" written by the author Heike Freire and to analyse the tools used and the problems encountered during the translation activity, as well as the techniques adopted to solve them. In particular, the problems encountered were mainly linguistic and extra-linguistic and the techniques used were: linguistic expansion, linguistic comprehension, discursive creation, description, cradled equivalent, elision, generalisation, particularisation, borrowing and transposition.
La traducción es un concepto muy complejo de definir y muchas son las definiciones que se han dado de la traducción durante los años. Hay autores que la consideran como una actividad entre lenguas, como una actividad textual, como un acto de comunicación, o como un proceso. Cuando hablamos de traducción, debemos tener en cuenta los tres rasgos que la caracterizan: ser un acto de comunicación, una operación entre textos y un proceso mental. La posición que el traductor debe adoptar durante su labor de traducción es doble: por una parte, es lector y destinatario del texto original y, por otra, se convierte en autor y transmisor del mismo texto en un contexto diferente. La autora Hurtado Albir propone una clasificación de la traducción distingüendo entre los tipos, las modalidades, las clases y los métodos de traducción. El objetivo de este estudio es proponer una traducción del español al italiano del libro “Educar en verde” escrito por la autora Heike Freire y analizar las herramientas utilizadas y los problemas encontrados durante la actividad traductora, así como las técnicas adoptadas para solucionarlos. En particular, los problemas encontrados han sido principalmente de tipo lingüísticos y extralingüísticos y las técnicas utilizadas han sido: la ampliación lingüística, la comprensión lingüística, la creación discursiva, la descripción, el equivalente acunado, la elisión, la generalización, la particularización, el préstamo y la transposición.
Heike Freire, Educar en verde: una propuesta de traducción.
SARTORI, CARLOTTA
2022/2023
Abstract
Translation is a very complex concept to define and many definitions of translation have been given over the years. There are authors who consider it as an activity between languages, as a textual activity, as an act of communication, or as a process. When we talk about translation, we must bear in mind the three features that characterise it: it is an act of communication, an operation between texts and a mental process. The position that the translator must adopt during his translation work is twofold: on the one hand, he is a reader and addressee of the original text and, on the other hand, he becomes the author and transmitter of the same text in a different context. The author Hurtado Albir proposes a classification of translation, distinguishing between types, modalities, classes and methods of translation. The aim of this study is to propose a translation from Spanish into Italian of the book "Educar en verde" written by the author Heike Freire and to analyse the tools used and the problems encountered during the translation activity, as well as the techniques adopted to solve them. In particular, the problems encountered were mainly linguistic and extra-linguistic and the techniques used were: linguistic expansion, linguistic comprehension, discursive creation, description, cradled equivalent, elision, generalisation, particularisation, borrowing and transposition.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/51176