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Translate Fear: A Contrastive Analysis

100%
Lamprou E., Valetopoulos F.
Lublin Studies in Modern Languages and Literature
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2020
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vol. 44
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issue 1
DE
Der Artikel enthält das Abstract ausschließlich in englischer und französischer Sprache
EN
In this paper, we examine the question of the verbalization of fear and its translation from modern Greek into French. The target texts of our analysis are of two types: translations of experienced translators and translations of Cypriot learners. We study data from the analysis of our translation corpus and we question the conceptualisation of the emotion of fear.
FR
Dans cet article, nous nous intéressons à examiner la question de la verbalisation de la peur et de satraduction du grec moderne vers le français. Les textes cibles de notre analyse sont de deux types :les traductions de traducteurs expérimentés et les traductions d’apprenants chypriotes en cours deformation. Nous étudions des données provenant de l’analyse de notre corpus de traduction et nousnous interrogeons sur la conceptualisation de l’émotion de la peur.
2
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La présence de l’auteur dans les rapports de stage : pratiques et formation de formateurs

81%
Valetopoulos F., Dekhissi L., Lamprou E.
Studia Romanica Posnaniensia
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2022
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vol. 49
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issue 2
47-56
FR
In the last three decades there has been an increasing interest in the study of the interaction between the author and the reader in written texts. In this paper, we propose to focus on the analysis of the authorial presence in the internship reports. To this end, we analysed a corpus of L1 French students’ internship reports. The occurrences of JE, NOUS and ON allowed us to establish a list of different functions of these pronouns by observing how trainee-writers are using these three pronouns. These observations enabled us to put forward certain hypotheses concerning training of the future language teachers.
3
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La conscience et l’autoconscience des futurs formateurs de FLE dans le développement de la compétence interculturelle

81%
Dekhissi L., Lamprou E., Valetopoulos F.
Glottodidactica
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2022
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vol. 49
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issue 1
53-68
EN
In this paper, we analyse the awareness and self-awareness of future trainers of French as a foreign language in teaching intercultural competence. To do so, we study extracts of students’ books created by MA students, where intercultural competence is developed. We realise that future master’s students are generally aware of the need for intercultural mediation, however some of them focus on descriptive aspects of their culture rather than adopting a mediator’s posture. In fact, they tend to describe and explain a cultural phenomenon rather than encouraging its interpretation and understanding
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