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A Brief Introduction of Skopos Theory

ارسال کننده : جناب آقای مهدی بوربورمرادی
سطح فعالیت : مدیر ارشد
ایمیل : mahdibourbourmoradi[@]gmail.com
تاریخ ارسال : ۱۸ مرداد ۱۳۹۶
دفعات بازدید : 158
زبان نوشتاری : انگلیسی
تعداد صفحه : 5
فرمت فایل : pdf
حجم فایل : 342 KB

قیمت فایل : رایگان
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پایگاه مقاله نسل جوان ایران

There are many theories of translation study, among which, Skopos theory is a new branch and can explain and instruct many translation activities. This paper puts forth some basic concepts of Skopos theory, introduces some basic rules of it, and concludes the merits and limitations of Skopos theory.

Abstract

ABRIEF HISTORY OF TRANSLATION STUDIES AND THE DEFINITION OF SKOPOS THEORY

The Definition and History of Skopos Theory

BASIC CONCEPTS OF SKOPOS THEORY

THE BASIC RULES OF SKOPOS THEORY

MERITS, DISCUSSIONS AND LIMITATIONS OF SKOPOS THEORY

REFERENCES

Writings on the subject of translating go far back in recorded history. The practice of translation was discussed by, for example, Cicero and Horace (first century BCE) and St Jerome (fourth century CE). In St. Jerome‟s case, his approach to translating the Greek Septuagint Bible into Latin would affect later translations of the Scriptures. Indeed, the translation of the Bible was to be - for well over a thousand years and especially during the Reformation in the sixteenth century - the battleground of conflicting ideologies in Western Europe.
However, although the practice of translating is long established, the study of the field developed into an academic discipline only in the second half of the twentieth century. Before that, translation had normally been merely an element of language learning in modern language courses. The gearing of translation to language teaching and learning may partly explain why academia considered it to be of secondary status. Translation exercises were regarded as a means of learning a new language or of reading a foreign language text until one had the linguistic ability to read the original. Study of a work in translation was generally frowned upon once the student had acquired the necessary skills to read the original.

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