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Abstract(s)
Dans le cadre de cet article, nous nous proposons de réfléchir à différents concepts didactiques tels que tâche (Nunan, 1989), projet d’apprentissage (Puren, 2011), lexicographie monolingue ou bilingue d’apprentissage (Bergenholtz & Tarp, 2003; Binon & Verlinde, 1999; Binon, Verlinde & Selva, 2001; Tarp, 2004), apprentissage sur corpus ou Data - Driven Learning (Boulton & Tyne, 2014) ou encore compétence stratégique (Hurtado Albir, 2008) mais aussi à la pertinence de certaines méthodologies d’enseignement / apprentissage de la langue de spécialité (LSP) dans le contexte de la formation initiale en traduction à l’Université NOVA de Lisbonne. Pour illustrer nos propos, nous présenterons le travail que nous avons réalisé avec trois classes de traduction spécialisée et qui a débouché sur la réalisation de plusieurs glossaires terminologiques bilingues (portugais - français et français - portugais), notamment pour les domaines de l’architecture et de l’histoire de l’art (art gothique et art de la Renaissance). Ces glossaires terminologiques d’apprentissage qui se veulent avant tout collaboratifs et évolutifs, s’inscrivent dans la lignée de recherches plus larges menées par le projet en lexicographie multilingue LBC – Lessico dei Beni Culturali de l’Université de Florence, projet auquel nous participons et qui cherche, entre autres, à décrire, dans neuf langues (allemand, anglais, espagnol, français, italien, mandarin, portugais, russe et turc), le patrimoine culturel italien et, particulièrement, florentin.
In this paper, we propose to reflect on different didactic concepts such as task (Nunan, 1989), learning project (Puren, 2011), monolingual ou bilingual learner’s lexicography (Bergenholtz & Tarp, 2003; Binon & Verlinde, 1999; Binon, Verlinde & Selva, 2001; Tarp, 2004), apprentissage sur corpus or Data - Driven Learning (Boulton & Tyne, 2014) or strategic competence (Hurtado Albir, 2008), as well as on the relevance of some teaching / learning methodologies for language for specific purposes (LSP) in the context of translators’ training at the NOVA University of Lisbon. To illustrate this, we will present the work that we carried out with three classes of specialized translation and which resulted in the development of several bilingual terminology glossaries (Portuguese - French and French - Portuguese), especially in the fields of architecture and art history (Gothic art and Renaissance art). These learning glossaries, which are intended to be collaborative and open-ended, are part of the wider research being carried out by the multilingual lexicographic project LBC - Lessico dei Beni Culturali at the University of Florence, a project in which we are participating and which seeks, among other things, to describe Italian and, in particular, Florentine cultural heritage in nine languages (English, French, German, Italian, Mandarin, Portuguese, Russian, Spanish and Turkish).
In this paper, we propose to reflect on different didactic concepts such as task (Nunan, 1989), learning project (Puren, 2011), monolingual ou bilingual learner’s lexicography (Bergenholtz & Tarp, 2003; Binon & Verlinde, 1999; Binon, Verlinde & Selva, 2001; Tarp, 2004), apprentissage sur corpus or Data - Driven Learning (Boulton & Tyne, 2014) or strategic competence (Hurtado Albir, 2008), as well as on the relevance of some teaching / learning methodologies for language for specific purposes (LSP) in the context of translators’ training at the NOVA University of Lisbon. To illustrate this, we will present the work that we carried out with three classes of specialized translation and which resulted in the development of several bilingual terminology glossaries (Portuguese - French and French - Portuguese), especially in the fields of architecture and art history (Gothic art and Renaissance art). These learning glossaries, which are intended to be collaborative and open-ended, are part of the wider research being carried out by the multilingual lexicographic project LBC - Lessico dei Beni Culturali at the University of Florence, a project in which we are participating and which seeks, among other things, to describe Italian and, in particular, Florentine cultural heritage in nine languages (English, French, German, Italian, Mandarin, Portuguese, Russian, Spanish and Turkish).
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Keywords
Didactique des langues Traduction Lexicographie d’apprentissage Terminologie bilingue Projet pédagogique Language teaching Learner’s lexicography Translation Learning project Bilingual terminology
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Instituto Superior de Contabilidade e Administração do Porto