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Translation theory and practice
Translation theory and practice
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Introduction 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.
1.Jean-Paul Vinay and Jean Darbelnet: direct translation and oblique translation
In their book A Methodology for Translation, Jean-Paul Vinay and Jean Darbelnet condense countless translation methods and procedures to two methods which was divided into seven specific procedures.
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Nida's 'equivalent response' determines the success of translation. However, Qian Hu suggests that this kind of equivalent response is impossible to achieve. He mentioned that translators as audiences of source texts their speculation will also vary due to the different personality, education, world-view,-and all the other elements which create an individual-if they do not watch the source text carefully, their individual products could appear to have emerged from entirely different source texts. These circumstances are obvious especially in literal text
After the lecture by Harryette Mullen, I had different interpretations of the poems “Bilingual Instructions,” “Elliptical,” and “Why You and I.” Mullen’s poetry truly caught my eye more than any other poets poetry in this short amount of time because she is rule breaking and different. Before the lecture, I read these two poems multiple times, which allowed me to come up with my own thoughts and ideas of what the poems meant but when Mullen spoke out about the true meaning of her poems I found that my thoughts and ideas were not exactly correct.
Eyewitness identification and testimony play a huge role in the criminal justice system today, but skepticism of eyewitnesses has been growing. Forensic evidence has been used to undermine the reliability of eyewitness testimony, and the leading cause of false convictions in the United States is due to misidentifications by eyewitnesses. The role of eyewitness testimony in producing false confessions and the factors that contribute to the unreliability of these eyewitness testimonies are sending innocent people to prison, and changes are being made in order to reform these faulty identification procedures.
Multilingual research is the principle of translanguaging incorporated into this extension activity. As stated in Translanguaging: A CUNY-NYSIEB Guide for Educators:
Srinivasa Iyengar, you don’t. Iyengar says, “poetry, by nature, is untranslatable. [A] competent translator can, however, play the good broker between the poet and the reader... and give the intimations of the poet’s sovereign utterance.” But even this seems to suggest that at best, the translator is only a middleman, able to convey the subtleties of the poet’s original work, but not without noted differences. Famous poet Bysse Shelley calls translation of poetry “vain”, saying “it were as wise to cast a violet into a crucible that you might discover the formal principal of its color and odor, as seek to transfuse from one language to another the creations of a poet. The plant must spring again from its seed, or it will bear no
Frequently in "Feminist Political and Social Thought" taught at SUNY Albany, by Dr. J. Hobson, I found myself simultaneously inspired and frustrated by the theory we were assigned to read. Authors such as bell hooks, Uma Narayan, Ann Russo, Kimberly Crenshaw, Andy Smith, John Stoltenberg, and Judy Baca did such wonderful jobs of pointing out the problems of perspective that stymie the feminist movement from achieving its goal to facilitate the bonding of the oppressed across differences, in order to overcome all oppressions. Unfortunately when combing through these authors intricately written, often jargon-ridden words, it was difficult to make practical sense of their insights. I understood what many of them were saying and in many cases I couldn't agree more, only I could barley imagine how these theories might be applied to real life scenarios. Furthermore, it was difficult for me to see how much of this would come to any use-say the next time someone made a racist, homophobic, Western-centric, sexist comment at work, or at the Thanksgiving dinner table for that matter. How could I possibly communicate the things that had been discussed in the classroom, laced with words like paradigm, praxis, pedagogy, and a completely deconstructed concept of the word "culture"? All these things would need an introduction of their own-and that may work in a classroom-but rarely in a conversation!
Julio Cortázar is a famous novelist from Argentina. He was born August 26, 1914 in Brussels, Belgium and died February 12, 1984 at the age of 70 years young. Otherness is the foundation of translation in almost every sense of the word. The translator must become the author's other, his Doppelganger, what Julio Cortázar called his paredros, using a Greek term for an old Egyptian concept of otherness. At the same time the translator must turn the author into another possibility of his own existence. The writer stays himself but is now writing in another language and therefore at least partially in another culture. Also, there will be more than one translation of a classic, meaning that even in its otherness the classic has other possibilities. Mandelbaum, Singleton, Sayers, and Ciardi are all partially Dante in that they are his others, yet they are not clones, not even identical twins, and usually not even close enough to be fraternal ones. Theirs is anotherness within the same language, different variations on the same theme as it were.
Finally we can say that the discussion in the class and the differences in the interpretations showed us clearly the differences between the perceptions of the readers on the same work. In the lights of the reader-oriented theories one can claim that there is no single truth or meaning derived from the text, the responses will change as the readers change.
This book mainly focus on the relationship between translation and culture. It addresses the shift of focus from translated block of text to the binding of translations and the cultures involved in generating these translations. It also covers the significance of translation for cultural planning.
There has been a heated discussion in the field of Translation Studies with respect to where the emphasis should be put. Should it be on the source text and the sender, on the target text and the receiver or the process itself? This boils down to how one defines translation. This essay offers a critical view on the Skopos theory, which focuses on the translation process. A discussion is included to illustrate the importance of translation brief in both pedagogical and professional settings. Other related theories are presented as well. Finally, the essay concludes with a few remarks and suggestions.
Category B narratives are divided into the third person, omniscient narrative, and the third-person limited narratives, each corresponding with different terms proposed by Stanzel, Genette, Uspensky, and Fowler, about which I have explained in detail here and there in this study, and they will suffice. Of course, the important point here is the way in which Simpson’s categories are used with different epistemic, deontic, and boulomaic modalities, to which I shall come later. In fact, taking the study of POV a step further than above-mentioned scholars, Simpson draws heavily on Halliday’s systemic functional linguistics to study POV through two systems of ‘modality’ and ‘transitivity’. Therefore, what makes Simpson’s approach much more distinctive lies in the way in which he has tried to bring into the narrative text some linguistic methods that help us in a great deal not only to study the stylistic features of the original text but to take into account these features in the translated narrative texts as
In this essay we are going to study the translation equivalents and the gaps raised from the non-equivalence at word level; then we will analyze some useful strategies for the translation process.
Hutchins, J. (1993). "Latest Developments in Machine Translation Technology: Beginning a New Era in MT Research", MT Summit IV: International Cooperation for Global Communication. Proceedings, Kobe, Japan, pp. 11-34.
...ting in one group differ greatly in another group. Solutions to these problem may include language classes, multilingual translators that can be incorporated into the teams and technological solutions such as translators.
Text linguistics is a “discipline which analyses the linguistic regularities and constitutive features of texts” (Bussmann, 1996: 1190). According to this definition, text linguistics is mainly concerned with studying the features that every piece of writing should have in order to be considered as a text. It is also defined by Noth (1977 in Al-Massri, 2013:33) as “the branch of linguistics in which the methods of linguistic analysis are extended to the level of text.” This means that text linguistics aims at producing rules and methods that can be used to analyze the whole text. This approach has been put forward by the two scholars Robert-Alain de Beaugrande and Wolfgang U. Dressler in their seminal book “Introduction to Text Linguistics”, in 1981. The study of texts in linguistic studies starts in
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the