Search
Search Results
-
Lege woorden, volle bekers, tevreden gesprekspartners – enkele notities over conversatieroutinen in een gespreksboekje uit de 16de eeuw
7-38Views:31Empty words, full goblets, contented interlocutors – some notes on conversational routines in a colloquy from the 16th century
The article analyzes the three conversations in the 1527 version of Noel van Barlainmont’s Dutch–French Vocabulare with regard to aspects of Dutch (or Flemish) historical pragmatics. The analysis shows: (1) some parallel language structures in both languages that can be seen as likely authentic: (a) a single address pronoun; (b) address terms (kinship terms, especially the today semantically more restrictive “nephew/niece”, and “friend” for a customer), (b) (full and elliptical) greetings with the pattern “God give you [+ tomorrow/day/evening]”, (c) the high frequency of imperatives for directive speech-acts (and the infrequent use of positive, negative, and indirect politeness), (d) the high frequency of imperative for commissive (and commissive-directive) language acts, (e) farewell phrases with the element “God”; (2) noteworthy content structures: (a) “adequate rudeness” in bargaining, (b) lying by a debtor in front of a creditor and a potential bail, (c) the small-talk topic “war and peace” and (d) prolonged leave-taking scenes; (3) Flemish peculiarities (in contrast to French): (a) the more frequent use of “my” before address terms, (b) the pattern “Hoe vaar jij?” after the greeting formula, (c) the connection of “Yes” and “No” with pronouns, (d) Ic danck v, ic bedanck v, grooten danck and, possibly, God segen u as variants of thanking, (e) in addition to te gode, there is also the French borrowing adieu.
-
Enkele beginselen van de persoonlijke, professionele en interculturele ontwikkeling van toekomstige vertalers: (Niet alleen voor neerlandici)
63-73Views:35Some principles of intercultural personal development for future translators (not only Dutch translators).
This paper points out the necessary hard and soft skills of future translators and interpreters with regard to their intercultural competences. The issue has been widely discussed around the world, but the wide range of problems needs to be updated in each country, for each language pair. For students of Dutch Studies, the fact that Dutch as a pluricentric language often has terminological variants and pseudo-synonyms adds to this. In any case, this should also be conveyed didactically and thus sensitize the students in this respect as well.