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Thie present work, the result of a doctoral research, aims at designing a model of the linguo-didactic dynamics of translation, based on the treatment of lexical-semantic ambiguity produced by false analogues, as a linguistic phenomenon that conditions inadequacies in translation. Thiese inadequacies have been previously corroborated through a diagnosis made to translation students in Cuba, based on a translation test and the verbalization of protocols, which supports the need to deepen the approach to this phenomenon from a didactic perspective. Thie model, designed from the holistic-configurational method, allows, from the theoretical point of view, the improvement of the translatological practice in the classroom by highlighting the dynamic essence of the linguistic-cognitive and the didactic-translational. [ABSTRACT FROM AUTHOR]

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