Reading comprehension or test-taking strategies?
Abstract: The article seeks to explore the manner in which reading comprehension is taught and evaluated in translation and interpretation courses in college. It argues that syllabi are designed to foster a binary interpretation of texts based on the underlying belief of language as a transparent medium. This view not only contradicts post-structuralist theories which have been in effect for over 40 years, but, more importantly, it goes against the current concept of the translator/interpreter’s role as a linguistic mediator. The article exemplifies the incongruent interpretation of a paragraph which may be typical in international tests and in the language classroom in order to show how a closed reading fosters under-interpretation. Implicit in this view is also the idea that this form of reading is ultimately designed to maintain a power structure which is not meant to be challenged. The article proposes a more open approach to teaching reading activities.
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| Format: | Artículo biblioteca |
| Language: | eng |
| Published: |
Universidad Católica Argentina. Facultad de Filosofía y Letras. Departamento de Lenguas
2016
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| Subjects: | ENSEÑANZA SUPERIOR, COMPRENSION DE TEXTOS, TRADUCCION, INTERPRETACION, LENGUA, POSTESTRUCTURALISMO, |
| Online Access: | https://repositorio.uca.edu.ar/handle/123456789/5176 |
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