From Theory to Practice
In an attempt to show how the use of translation in foreign language classes can help enhance and further improve reading, writing, speaking and listening skills, this work calls for a re-evaluation and a rehabilitation of the translation activities in the foreign language classes.
15 Acknowledgements This work would have not been possible without the essential and gracious support of many individuals. First of all, I would like to thank Stephan Moser who temporarily replaced Martina Fierz at Peter Lang as editorial consultant and he was the first person who believed in this pro- ject and gave me the opportunity to make it happen. I would like to express my gratitude to my friends and collegues Professor Gabriella Catalini and Professor Maria Vanessa Ferroni for reading my work and providing several interesting suggestions. I am also grateful to Professor Maria González-Davies for showing me different ways to approach this research. A very special thanks goes to Martina Fierz from the Peter Lang pub- lishing team who subjected my manuscript to rigorous scrutiny and improved its ‘look’. I owe a special debt of gratitude to my family for their encouragement with this project and for their invaluable moral support throughout the preparation and writing of this book. Finally, I would like to thank the following copyright holders for giving permission to reproduce the following: Figures from 1 to 6 reproduced from M. Saville-Troike (2007) Introducing Second Language Acqui- sition, fifth edition, Cambridge and New York: Cambridge University Press. Figure 7 reproduced from G. Toury (1995) Descriptive Trans- lation Studies and Beyond, Amsterdam and Philadelphia: John Ben- jamins. Figure 8 reproduced from B. Hatim and J. Munday (2004) Translation: An Advanced Resource Book, London and New York: Routledge. Text 1 (section 4.3) taken from Tamaro,...
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