The translation of argumentative texts is not difficulties
free.Learners of English as a foreign language most often fail to
transfer the pragmatic content which is expressed to the target
language. This paper aims at highlighting the links between
pragmatic knowledge and the strategies involved in the
performance of EFL learners in translating argumentative texts.
In this connection, an experimental design has been opted for in
which an experimental group and a control group of third year
students of English,(40 students per each) take a pre-test and a
post-test. The testees of the experimental group show a
remarkable development in their translation performance after
theywere trained to translate four argumentative texts into
Arabic in addition to being exposed to theoretical background
about speech acts, argumentation and translation. On the
contrary, the respondents of the control group keep on
encountering the same difficulties in the pretest and the posttest
with no change in their performance. This proves that there
is a strong correlation between enhancing learners’ theoretical
knowledge about speech acts, argumentation and translation
and learners performance in translating argumentative
discourse.
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Posté Le : 06/12/2023
Posté par : einstein
Ecrit par : - Eutamene Naima
Source : Revue Des Sciences Humaines Volume 26, Numéro 3, Pages 05-14 2015-12-01