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Idioms, the interpretation and translation of idioms ()
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Idioms, the interpretation and translation of idioms

 

Plan

 

I. Introduction..3

 

II. The interpretation of idioms...4-6

 

III. The translation of idioms:.7-9

 

III.1. The strategies in the translation of idioms.9

 

III.1.1) Using an idiom of similar meaning and form.9-10

 

IV. Conclusions...11

 

V. Bibliography...12

 

I. Introduction.

 

No teacher can begin to implement the Lexical Approach without a clear

understanding of lexis; this involves one important theoretical

principle, but principally it means a clear view of the essential

concepts of Collocation amd Expressions.

 

Every teacher is familiar with the difficulty when a student asks Can

you say? and you reply Well, you could say that, but you wouldnt.

The students asks Why?, only to receive the apparently unsatisfactory

answer It just doesnt sound right. However unsatisfactory that answer

and lies at the very heart of a lexical understanding of language. A

clear understanding of why this is so is indispensable for all language

teachers; it is also helpful if learners themselves gradually develop an

understanding of why it is that their apparently simple question

receives such a see-mingly unhelpful answer. You could, but you

wouldnt could almost be a slogan for the lexical Approach. Why?

 

The single most fundamental principle of linguistics is the

arbitrariness of the sign. The importance of this principle cannot be

over-emphasized. A particular thing is called a pen in English, while

another thing is called a book, but you cannot usefully ask why these

particular words are used for these particular objects. What is

conventionally called a pen could be called a book, but then that name

would be unlikely to be used in the way we now use it for books, as too

much confusion would almost certainly result. Homophones do occur

sole, soul but the meanings are usually so widely separated that there

is little danger of any misunderstanding in context. When they ask What

is the English for?, learners are usually content to record the word

in their vocabulary notebook; they do not ask Why is that the word

for?. But when we consider multi-word items, the classroom becomes

more difficult for the teacher unless she has truly internalized the

concept of the arbitrariness of the sign. When learners ask why,

teachers have an understandable desire and tendency to explain but

that leads to difficulties if the explanation is theoretically unsound.

 

All lexical items are arbitrary they are simply the consensus of what

has bun institutionalized, the agreed language which a particular group

do use, selected from what they could use, actual language as apposed to

theoretically possible language. Pat, pet, pit, pot and put are all

English words, with totally different meanings; sat, set, sit, sot are

also English words, but sut is not a standard item in the lexicon; it

could be used as an English word, but it isnt. Happy Christmas, Merry

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