which is more redundant than the SL text.” By “more redundant”, she means that the level of cohesive explicitness of the TT is higher than that of the ST. Blum-Kulka views the explicitation as inherent in the process of translation and calls this argument as “exploitation hypothesis” (Blum-Kulka, 1986: 299,300). As such, there are two types of cohesive markers shifts: obligatory and optional. Obligatory shifts are those that occur due to the grammatical differences between languages, while the optional ones are those that occur due to stylistic preferences. Blum-Kulka stresses that only optional shifts of cohesion should be taken into consideration because they can be used as “evidence for showing certain trends in shifts of cohesion through translation” (p.312). Blum-Kulka argues that shifts in text meaning occur when “the explicit and implicit meaning potential of the source text changes through translations” (1986:299). In her discussion of the relationship between meaning and cohesion, she quotes Haliday and Hasan’s (1976) words which state that “cohesion ties do much more than provide continuity and thus …show more content…
text, genre, and discourse. They define the first factor, genre, as “a conventionalized form of speaking or writing which we associate with particular communicative events.” Every genre has its own settings which include strict norms that regulate what participants can or cannot say. Hatim and Munday give an example of an application letter clarifying mishandling with genre: “Your Excellency, I am honoured and flattered to apply for a place on the MA programme at your esteemed University.” They claim that this is a result of either “poor translation or negative interference from the mother tongue” (p.88). “Your Excellency” is used to address heads of state, ministers, governors, ambassadors, etc. Thus, it is not suitable to use it in this
In this article written by David Bartholomae, the author discusses problems basic writers make and about how they must use the discourse (communication style) of the academic community they are writing to, to be an effective writer. Bartholomae believes that “Inventing the University," is being able to assemble and mimic the universities language(5). Which means, if a student wants to be an efficient writer, he or she must be able to speak the language of his or her audience. Bartholomae writes that a common mistake of basic writers is that they don’t use an authoritative voice, and tend to switch into a more passive voice. This could be due to the fact that students have difficulty establishing their mindset or attitude for an audience
"Department ofASL - English Interpretation." Peter S. Cook. N.p., n.d. Web. 7 Mar. 2014. .
reader creates “supplementary meaning” to the text by unconsciously setting up tension, also called binary opposition. Culler describes this process in his statement “The process of thematic interpretation requires us to move from facts towards values, so we can develop each thematic complex, retaining the opposition between them” (294). Though supplementary meaning created within the text can take many forms, within V...
common perception of the text. It is this paper’s focus to examine a variety of
‘Our interest in the parallels between the adaptation inter-texts is further enhanced by consideration of their marked differences in textual form,’
Cerjak ,The English Journal, Vol. 76, No. 5 (Sep., 1987), pp. 55-57 Published by: National Council of Teachers of English
Treichler, Paula A. “Language and Ambiguity.” The Awakening, A Norton Critical Edition. Ed. Margo Culley.
Studies have shown that, “Basque has postpositions, in declarative sentences adverbs appear to the left of verbs appear to the left of verbs and adjectives, and auxiliary verbs ...
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.
Author of Genre in the Classroom and Text, Role, and Context, Ann M. Johns states, “ In the term
One of the most important concepts in Translation Studies is equivalence put forward by Eugene Nida (1964). There are two types of equivalent relationship between the source and the target texts according to him, formal equivalence and dynamic equivalence. Formal equivalence focuses on reproducing the surface structure, i.e. form and content of the source message. On the other hand, dynamic equivalence emphasizes equivalent effect, which implies that translators should aim to produce a similar response in the target audience to that in the source audience. However, scholars have criticized the concept of equivalent effect for being too vague. Moreover, it is almost impossible to create equivalent effect for readers from a different culture. ()
This paper will explain the process we, as humans usually follow to understand a certain text or utterance. This explanation would be achieved through the analysis of two journal articles from semantics and pragmatics perspective, taking into account a range of techniques associated with each of the two concepts including:
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
Reiteration, as the first category of lexical cohesion, is a phenomenon in which the lexical item refers back to another item that has a connection with a general reference. It is a lexical cohesion which forms a constituent that has been mentioned. Reiteration consists of repetition, hyponymy, synonyms, and antonymy. The purpose of using these aspects of reiteration is to obtain the effect of the intensity of the meaning of language, information events, and beauty of other languages. Haliday and Hasan (1976) says that:
Such views influence both L1 and L2 reading studies. Kern (2000) explains the importance of the social and personal interpretation of reading, he says that readers have the freedom to interpret texts in any way they like if they do not deviate from the so-called interpretive constraints. In terms of fo...