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Descriptive Approaches to Translation
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2. Theoretical background 2.1 Gideon Toury’s three-phase methodology Gideon Toury worked with Israeli scholar Itamar Even-Zohar, the man behind the polysystem; “a system of various systems which intersect with each other and partly overlap, using concurrently different options, yet functioning as one structured whole, whose members are interdependent” (Munday, 2016, p. 174). Toury also saw translation to have a position both in social and literary systems of the target culture, and developed the polysystem theory further, and presented his three-phase methodology for the branch of descriptive translation studies, an empirical branch of translation studies (ibid.). With this method, the description of the translation and its wider role in the sociocultural system is incorporated (ibid.). First, “situate the text within the target culture system, looking at its significance or acceptability” (Munday, 2016, p. 175). Then, “undertake a textual analysis of the ST and the TT to identify relationships between corresponding segments in the two texts” (ibid.), called “coupled pairs” by Toury. Now, …show more content…
The connection between the receptor and the message aims to be as close as the connection between the original receptor and the message. In short, dynamic equivalence is about naturalness of expression, and to come as close to a recreation of the function the words might have had in the ST (Pym, 2016, p. 31). He defined dynamic equivalence as “the closest natural equivalent to the source-language message” (Munday, 2016, p. 68). With this receptor-oriented approach follows several adjustments, grammatically, lexiconically and culturally, to achieve naturalness. Nida considers four requirements to achieve equivalent effect or response; making sense, conveying the spirit and manner of the original, having a natural and easy form of expression, and producing a similar response (Munday, 2016, p.
The notion that anything can be understood through one, objective lens is destroyed through her practice of intertextuality, her crafting of one character's story through multiple perspectives, and her use of the motif of trees and roots. In the end, everything – the literary canon, Creole identity, narrative – is jumbled, chaotic, and rhizomic; in general, any attempt at decryption requires the employment of multiple (aforementioned) methodologies. WORKS CITED Conde, Maryse. A. ‘Liaison dangereuse,’ Pour une littérature-monde, (eds) M. Le Bris & J. Rouaud, Gallimard. 2007.
Translation is a linguistic science, but it occurs within a theological and moral framework. The issue is a sensitive one, as theology involves an obligation to the text and morality involves an obligation to the
The theory of cultural translation has been widely discussed and gradually developed. However, most of the studies about it focus on the differences between source text and target text and there are less research concentrating on the contrast of the same language. From the perspective of culture, this thesis makes a comprehensive comparative analysis of the two Chinese versions of Harry Potter and the Philosopher’s Stone. Through the analysis, it is proved that both the mainland and Taiwanese translators are affected by their cultural background which leading to their own translation styles and different translation behavior such as setting up goals and target reader, understanding the source text, employing translation strategies and choosing
The term intertextuality, popularized by Julie Kristeva, is used to signify the multiple ways in which one literary text is made up of other texts, by means of its open or covert citations and allusions, its repetitions and transformations of the formal and substantive features of earlier texts, or simply its unavoidable participation in the common stock of linguistic and literary conventions and procedures that are "always already" in place and constitute the discourses into which we are born. In Kristeva's formulation, accordingly, any text is in fact an "intertext"-the site of...
The Language Wars have been waged in the realm of English Literature, Language and Linguistics for years. Both sides of the argument are staunch believers in their position, but are more than willing to concede points to the other sides’ favour. In Bryan A. Garner’s essay, “Making Peace in the Language Wars”, he describes himself as a ‘descriptive prescriber’ (Garner, Making Peace in the Language Wars 2008, 270), and offers a truce that fulfils both sides of the argument as the crux of his essay. While the separate sides of the argument are relatively easy to define, it seems that no one sticks to them religiously, and the argument is between individuals fighting over individual points. The two sides are that of the descriptivist and that of the prescriptivist.
Harris, R. (1983), “Translator’s introduction”, in de Saussure, F. (Ed.), Course in General Linguistics, trans. by Harris, R., Open Court Classics, Chicago, IL.
Schmid, M. S. (1999). Translating the elusive: marked word order and subjectivity in English-German translation. Philadelphia: J. Benjamins Pub. Co..
In the 1960s and 1970s, based on the concept of equivalence, many scholars have developed various views and approaches, which has improved and further developed the translation theory. Nida (as cited in Venuti, 2000), one of the most influential linguists in the translation field, defines two different types of equivalence, which are formal equivalence and dynamic equivalence. Formal equivalence focuses on the form and content of the source text. Dynamic equivalence emphasizes that the translation need to use an unmarked expression, but to provide the same function in the target text. The target text 1 shown in table 1 is an example of using formal equivalence. The Chinese sign ‘注意安全’ has been translated as ‘Attention Safety’. However, due to the differences of the terms between Chinese and English, this target text could be difficult to understand by the target audience. Hence, as Nida (as cited in Venuti, 2000) states by using formal equivalence, it is necessary to use footnotes to help target audience understand these idiomatic terms in the source language. The target text two: ‘Caution!’ is an example of using dynamic equivalence. This translation only translated the first two Chinese characters. The language use of this translation has been made some adjustment to match the context of the target language. However, this translation could provide the same function in the target culture as the function of the source text in the source culture. Thus, Nida’s (as cited in Venuti, 2000) two types of equivalence approach provide some effective methods of translation. After using footnotes or some essential adjustment, the source test could be generally considered as
Translation approaches provide guidance for translation practices, meanwhile, translation practices stimulate the development/emergence of various/different kinds of translation approaches. Jean-Paul Vinay and Jean Darbelnet proposed two methods for translation which are direct translation and oblique translation. In direct translation they suggest three procedures: borrowing, calque and literal translation while in oblique translation they suggest four procedures: transposition, modulation, equivalence and adaptation. However, these seven procedures were based on the stylistics of French and English and cannot applied to all kinds of translation practices. They also have limitations in (practices). In addition, Translation equivalence is one of the most important translation approaches over decades. Several prominent discussions were made about translation equivalence. Among these discussions Eugene Nida's theory of formal equivalence and dynamic equivalence were the most well known theories. They were widely use in many translation practices.
Literature, readers and context (culture), the three research keys that shape knowledge. This knowledge is acquired by having the ability to suggest, deduce and interpret. In the process of this interaction, an English learner is met with a set of decoded textual lines that have a specific language ‘English’. The learner may lack to identify what the point is discussed in. For that, context is the needed piece to solve the puzzle. The question of whether to contextualize or texualize leads to a diversion in ideas, different theories were put into practice to synthesize the ideas in certain literary works. Moreover, in some cases, those texts hold a unique beliefs or ideologies. Learners are facing a more complex situation in which more
The procedure we are going to examine here is the equivalence in translation at word level, or, as we will see, the lack of equivalence. This procedure is possible when the translator in able find a SL textual item replacement in the TL, the closest possible to the original meaning and style. Many people could think that this is an easy task and that many languages can be translated by using this particular method; we will see how complicated it can be.
Swinney and Cutler’s (1979) lexicalization hypothesis states that when people find a familiar idiomatic expression, the linguistic processing occurs normally. The perception of one of the two meanings (idiomatic or literal) depends on “the speed with which full linguistic processing and lexical/idiom access can be completed” (Glucksberg, 1993). Naturally, the idiomatic meaning will be understood more quickly than the meaning of literal expressions because the semantic, lexical and syntactic processing required for the full linguistic analysis is not necessary with idiomatic expressions.
Literal translation is a procedure in which is reversible. Additionally, it is also regarded as an interlinear translation which is desirable to reproduce the linguistic features of the source text. It is highly essential for purposes related to the study of the source language (Larson, 1998, p.17).
In the late 1970s, the focus of translation studies shifted to the process of translation as well as the receivers. Hans Vermeer is the founder of Skopos theory. As the Greek word skopos indicates, this theory stresses that translati...
“Beginning Theory: An Introduction to Literary and Cultural Theory” is a book that gives a complete overview of literary theory. The book introduces a variety of concepts and theorists in a very coherent but detailed way. The book’s strengths are that they allow the reader to build their own views and ideas about the various theories after understanding the explanation provided by Barry. There are no major limitations with the book and overall it is fantastic for anyone learning or interested in literary theory. It can be regarded as the perfect guide to Literary and Cultural Theory.