Part of
Doubts and Directions in Translation Studies: Selected contributions from the EST Congress, Lisbon 2004Edited by Yves Gambier, Miriam Shlesinger † and Radegundis Stolze
[Benjamins Translation Library 72] 2007
► pp. 127–135
Edited by Yves Gambier, Miriam Shlesinger † and Radegundis Stolze
[Benjamins Translation Library 72] 2007
► pp. 127–135
Translational analysis and the dynamics of reading
This paper suggests that close reading of translations and their source texts, in a pedagogical context, can enhance university students’ awareness of literary reading as a dynamic process. The text-oriented work by the German reception theorist Wolfgang Iser (1978) serves as a point of departure. The pedagogical context described is Swedish university teaching of literature, but it is assumed that the basic ideas are relevant also for university teaching in other countries. An example from H. B. Paull’s English translation of Hans Christian Andersen’s tale “The Steadfast Tin-Soldier” is given to illustrate the argument.
Cited by (3)
Cited by three other publications
Tekgül-Akın, Duygu
Tekgül, Duygu
2019. Book club meetings as micro public spheres: translated literature and cosmopolitanism. Language and Intercultural Communication 19:5 ► pp. 380 ff. 
Alvstad, Cecilia
2008. Ambiguity translated for children. Target. International Journal of Translation Studies ► pp. 222 ff.
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