Littérature scientifique sur le sujet « Phraseotranslation »

Phraseotranslation: Problems, Methods, Concepts The aim of the article is to signal the difficulties and problems that appear when phraseology is translated. The author presents the process of phraseotranslation and selected methods and concepts that are used in translating various polylexical phraseological structures. Furthermore, she analyses the very idea of phraseotranslation as a scholarly term and in relation to the interdisciplinary field of research. An effective translation implies equivalent messages in two different linguistic codes, which becomes extremely difficult in case of phraseology. The multiple-word structures entrenched in natural languages are therefore a major challenge in the process of translation and can be a prominent difficulty even for professional translators.

Abstract The major task of this paper is the implementation of new emerging phraseological disciplines, such as phraseodidactics and phraseotranslation. The author discusses the attempt to specify and deploy those new disciplines. Taking into account a wide range of phraseological phenomena in all natural languages and the need to implement effective glottodidactis and translation, the development of phraseodidactics and phraseotranslation may appear to be useful and of high importance. Phraseodidactics, also known as didactics of phraseology, is a new emerging research discipline within the scope of applied linguistics. It is an interdisciplinary field with elements of phraseology, glottodidactics, as well as contrastive linguistics, psycholinguistics, neurolinguistics and sociolinguistics. The term phraseodidactics has a Germanic etymology (phraseodidaktik) and became present in the literature primarily through the work of German authors such as H.H.Lüger (1997, 2001) and S.Ettinger (1998). Nonetheless, the very concept of phraseodidactics and the discipline to which it relates still are not widespread. Phraseodidactics, in accordance with its objectives, examines the processes associated with the natural assimilation of collocations, idioms, proverbs and other reproducible word forms in the mother language, and, foremost, processes related to the teaching and learning of these structures in the second and subsequent languages. Idiomatic expressions are understood here as established combinations of at least two words with a reproducible character. The scope of phraseology also includes compound words and fixed collocations. In other words, the didactics of phraseology aspires to deal with everything that is associated with the most effective teaching and learning of broadly understood phraseology. On the other hand, phraseotranslation, as a specialized interdisciplinary science postulated in this text, is situated at the crossroads of phraseology, translation studies, contrastive studies and phraseodidactics. Recently there is a growing need for an efficient interlinguistic translation; the education of future translators of foreign languages develops more and more, but the problem of phraseologization in translation is still very rarely undertaken in scientific research. An effective translation implies equivalent messages in two different linguistic codes, which becomes extremely difficult in case of phraseology. The multiple-word structures entrenched in natural languages are therefore a major challenge in the process of translation and can be a prominent difficulty even for professional translators. At present, the need of the development of phraseological competences in the process of the didactics of foreign languages is obvious. The lack of an idiomatic understanding of speaker's language can cause serious distortions in the process of verbal communication. That is why each foreign language learner should aim at mastering receptive phraseological competences. When it comes to the level of the language production, what is the most important is the acquisition of such expressions that are most needed in user's idiolect. The needs within the scope of phraseological competences are much bigger in the case of foreign language teachers or translators to be, whose phraseological competences should be highly-developed not only in terms of reception, but also at the productive level. Thus, one should not avoid such needs in educational processes.