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ЗмістВиди занять з дисципліни
2. Language system: paradigms and syntagmas
He used to come to Italy each spring
Names of Paradigms Used Elements Activated in the Sentence
3. Language as a means of communication
1. Translation definition
At the first stage the chips are put on the conveyer
Then they are transferred to the frying oven
Long stick – long run
The tanks were positioned in specially built shelters and the tank operating proved successful. The enemy could not detect them
Europe’s leaders trust that these criticisms will pale into insignificance when the full import of expansion begins to grip the
Лідери європейської інтеграції вважають, що ця критика поступово зійде нанівець, коли суспільство почне краще усвідомлювати важл
2. Basic translation theories
The sea is warm tonight – Сьогодні ввечері море тепле.
Several new schools appeared in the area.
У районі з’явились нові косяки риби
3. Translation ranking
TABLE OF CONTENTS
Lecture 1. LANGUAGE AS A MEANS OF COMMUNICATION.
LANGUAGE SYSTEM AND WORLD………………………………………..5
Lecture 2. TRANSLATION THEORY………………..………………………………...10
Lecture 3. LEXICAL PROBLEMS OF TRANSLATION……………………………...28
Lecture 4. GRAMMATICAL PROBLEMS OF TRANSLATION……………………..53
Lecture 5. STYLISTIC PROBLEMS OF TRANSLATION…………………………....65
Курс теорії перекладу має на меті підготовку спеціалістів, що володіють знаннями, вміннями й навичками професійного перекладу з англійської мови на рідну і з рідної мови на англійську в обсязі, який є необхідним для виконання завдань вивчення основних теоретичних положень сучасного перекладознавства як системи уявлень про міжмовну й міжкультурну комунікацію; отримання уявлення про сучасний стан науки про переклад в Україні і за кордоном; професійної орієнтації в термінологічному апараті перекладознавчого характеру; засвоєння основних закономірностей процесу перекладу і типу перекладацьких відповідностей на основі гносеології і теорії комунікації; вміння застосовувати сучасну методологію досліджень до розв’язання конкретної перекладознавчої проблеми; систематизації накопиченого фактичного матеріалу згідно з обраними критеріями відбору на основі сучасних теоретичних положень.
Курс теорії перекладу входить до складу фахових дисциплін з іноземної філології і пов’язаний з курсами основ мовознавства, основ теорії мовної комунікації, лінгвокраїнознавства, історії, граматики, лексикології, стилістики іноземної мови, студентською науково-навчальною роботою та практикою наукових досліджень.
^ Курс теорії перекладу складається з лекційних годин та самостійної роботи.
В результаті вивчення диципліни студент повинен
знати: сучасний стан науки про переклад в Україні і за кордоном; теоретичні положення перекладознавчтва як бази для практичних вмінь і - навичок перекладу;
вміти: виконувати адекватний переклад повідомлень і текстів різних стилів і жанрів; проводити підбір фактичного мовного матеріалу за обраною темою наукового дослідження; здійснювати теоретичну інтерпретацію та глибокий перекладознавчий аналіз за темою дослідження.
Lecture 1 LANGUAGE AS A MEANS OF COMMUNICATION. LANGUAGE SYSTEM AND WORLD
1. Language and extralinguistic world.
2. Language system: paradigms and syntagmas.
3. Language as a means of communication.
It is worthwhile to begin lectures on translation with a short introduction to the phenomenon of language, since not knowing the relationship between language and extralinguistic world one can hardly properly understand translation.
The relation of language to the extralinguistic world involves three basic sets of elements: language signs, mental concepts and parts of the extralinguistic world (not necessarily material or physically really existing) which are usually called denotata.
The language sign is a sequence of sounds (in spoken language) or symbols (in written language) which is associated with a single concept in the minds of speakers of that or another language.
The signs of language are associated with particular mental concepts only in the minds of the speakers of this language. Thus, vrouw, Frau, femeie, kobieta are the language signs related to the concept of a woman in Dutch, German, Romanian and Polish, respectively. It is important to note that one can relate these signs to the concept of a woman if and only if he or she is a speaker of the relevant language or knows these words.
Language signs are a kind of construction elements of which a language is built.
The mental concept is an array of mental images and associations related to a particular part of the extralinguistic world (both really existing and imaginary), on the one hand, and connected with a particular language sign, on the other.
The relationship between a language sign and a concept is ambiguous: it is often different even in the minds of different people, speaking the same language, though it has much in common and, hence, is recognizable by all the members of the language speakers’ community.
The relationship between similar concepts and their relevant language signs may be different also in different languages. This difference may explain many of the translation difficulties.
The mental concept of a word (and word-combination) usually consists of lexical meanings, connotations, associations and grammatical meanings. The lexical meanings, connotations and associations relate a word to the extralinguistic world, whereas the grammatical meanings relate it to the system of language.
Thus, a lexical meaning is the general mental concept corresponding to a word or a combination of words.
A connotation is an additional, contrastive value of the basic usually designative function of the lexical meaning. As an example, let us compare the words to die and to peg out. It is easily to note that the former has no connotation, whereas the latter has a definite connotation of vulgarity.
An association is a more or less regular connection between the given and other mental concepts in the minds of the language speakers. As an evident example, one may choose red which is usually associated with revolution, communism and the like. The relatively regular set of associations is sometimes different in different languages. This fact might affect the choice of translation equivalents.
The most important fact, however, to be always born in mind in translation is that the relation between words (language signs) and parts of the extralinguistic world (denotata) is only indirect and going through the mental concepts.
The concepts being strongly subjective and largely different in different languages for similar denotata give rise to one of the most difficult problem of ambiguity of translation equivalents.
Another source of translation ambiguity is the polysemantic nature of the language signs: the relationship between the signs and concepts is very seldom one-to-one, most frequently it is one-to-many or many-to-one, i.e. one word has several meanings or several words have similar meanings. These relations are called polysemy (homonymy) and synonymy, accordingly.
The peculiarities of conceptual fragmentation of the world by the language speakers are manifested by the range of application of the lexical meanings (reflected in limitations in the combination of words and stylistic peculiarities). This is yet another problem having direct relation to translation – a translator is to observe the compatibility rules of the language signs (e.g. make mistakes, but do business).
The relationship of language signs with the well-organized material world and mostly logically arranged mental images suggests that a language is an orderly system rather than a disarray of random objects. The language system and its basic rules are the subject of the next item.
There is a system underlying seemingly random sign of a language. One may note, for instance, that not all the words are compatible with each other; their range of application has certain limitations, and through their lexical meanings and associations they may be united into individual groups.
For example, to take an extreme case, in English speech one will never find two articles in a row or in an official obituary an English speaker will never say that the minister pegged out. An evident example of grouping by meaning and association gives the group of colors in which even a little child will easily include black, red, blue, etc.
Thus, there is some order organizing hundreds of thousands of words making it easier to memorize and properly use them in speech. This order is called the system of a language. Any system is an organized set of objects and relations between them, but before discussing objects and relations in the system of a language it is worthwhile to describe the traditional approach to language system descriptions.
In any language system two general planes are usually distinguished: the formal plane, comprising spoken or written language signs (words and word combinations as well as minor elements, morphemes) and the semantic, comprising mental concepts (meanings) the language signs stand for.
A language system is traditionally divided into three basic levels: morphological (including morphs and morphemes as objects), lexical (including words as objects) and syntactic (comprising such objects as elements of the sentence syntax such as Subject, Predicate, etc.).
For example, -tion, -sion are the English word-building morphemes and belong to objects of the morphological level, book, student, desk as well as any other word belong to objects of the lexical level, and the same words (nouns) book, student, desk in a sentence may become Subjects or Objects and thus belong to the set of syntactic level objects of the language.
At each language level its objects may be grouped according to their meaning or function. Such groups are called paradigms.
For example, the English morphemes s and es enter the paradigm of Number (Plural). Words spring, summer, autumn and winter enter the lexico-semantic paradigm of seasons. All verbs may be grouped into the syntactic (functional) paradigm of Predicates.
One may note that one and the same word may belong to different levels and different paradigms, i.e. the language paradigms are fuzzy sets with common elements. As an example, consider the lexico-semantic paradigm of colors the elements of which (black, white, etc.) also belong to the syntactic paradigms of Attributes and Nouns.
It’s worth mentioning that the elements of language paradigms are united and organized according to their potential roles in speech (text) formation. These roles are called valences. Thus, words black, white, red, etc. have a potential to define colors of the objects (semantic valence) and a potential capacity to serve as Attributes in a sentence (syntactic valence).
The paradigms of the language brought together form the system of the language which may be regarded as a kind of construction material to build sentences and texts. ^ are virtual elements of the language which are activated in syntactically interdependent groups of sentence elements called syntagmas.
In simple language a syntagma is a pair of words connected by the master-servant relationship (This is an approach typical of Immediate Constituent (IC) Grammar).
As an example, consider sentences in English and in Ukrainian: ^ and Зазвичай кожної весни він приїздив до Італії.
The following paradigms were used to form these sentences and the following paradigm elements were activated in syntagmas during their formation:
to form the Sentence English Ukrainian
Personal Pronouns Paradigm he він
Verb Paradigm used, come приїздив
Verb Tense Paradigm Past Indef. минулий час
Particles Paradigm to none
Prepositions Paradigm to до
Noun Paradigm Italy, spring Італія, весна
Adjectives Paradigm each кожний
Adverbs Paradigm none зазвичай
Noun Cases Paradigm Common Case род. відм.
Adjective Cases Paradigm none род. відм.
Comparing the paradigm sets used to form the above English and Ukrainian sentences and paradigm elements activated in the syntagmas of these sentences one may easily note that both the sets used and the set elements activated are often different.
They are different because English and Ukrainian possess different language systems. It goes without saying, that this fact is very important for translation and explains many translation problems.
Any language has a particular multi-level organization: its elements are organized in sets (paradigms) at various levels and a language speaker is using the elements of these sets to generate a message intended for communication with other speakers of this language and entirely incomprehensible for those who have no command of this language. So a language is a code understood only by its users. Then, may be, translation is a process of decoding a message in one code and encoding it in another which is understood by another group of users using a different code.
Thus, a language may be regarded as a specific code intended for information exchange between its users. Indeed, any language resembles a code being a system of interrelated material signs (sounds or letters), various combinations of which stand for various messages. Language grammars and dictionaries may be considered as a kind of Code Books, indicating both the meaningful combinations of signs for a particular language and their meanings.
The process of language communication involves sending a message by a message sender to a message recipient – the sender encodes his mental message into the code of a particular language and the recipient decodes it using the same code (language).
The communication variety with one common language is called the monolingual communication.
If, however, the communication process involves two languages (codes) this variety is called the bilingual communication.
Bilingual communication is a rather typical occurrence in countries with two languages in use (e.g. in Ukraine or Canada). In Ukraine one may rather often observe a conversation where one speaker speaks Ukrainian and another one speaks Russian. The peculiarity of this communication type lies in the fact that decoding and encoding of mental messages is performed simultaneously in two different codes. For example, in a Ukrainian-Russian pair one speaker encodes his message in Ukrainian and decodes the message he received in Russian.
Translation is a specific type of bilingual communication since (as opposed to bilingual communication proper) it obligatory involves a third actor (translator) and for the message sender and recipient the communication is, in fact, monolingual.
Thus, a language is a code used by language speakers for communication. However, a language is a specific code unlike any other and its peculiarity as a code lies in its ambiguity – as opposed to a code proper a language produces originally ambiguous messages which are specified against context, situation and background information.
Let us take an example. Let the original message in English be an instruction or order Book! It is evidently ambiguous having at least two grammatical meanings (a noun and a verb) and many lexical ones (e.g., the Bible, a code, a book, etc. as a noun) but one will easily and without any doubt understand this message:
So, one of the means clarifying the meaning of ambiguous messages is the fragment of the real world that surrounds the speaker which is usually called extralinguistic situation.
Another possibility to clarify the meaning of the word book is provided by the context which may be as short as one more word a (a book) or several words (e.g., the book I gave you).
In simple words a context may be defined as a length of speech (text) necessary to clarify the meaning of a given word.
The ambiguity of a language makes it necessary to use situation and context to properly generate and understand a message (i.e. encode and decode it). Since translation according to communicational approach is decoding and encoding in two languages the significance of situation and context for translation cannot be overestimated.
There is another factor also to be taken into account in communication and, naturally, in translation. This factor is background information, i.e. general awareness of the subject of communication.
To take an example the word combination ^ will mean unless one is aware of the presidential election system in the USA.
Apart from being a code strongly dependent on the context, situation and background information a language is also a code of codes. There are codes within codes in specific areas of communication (scientific, technical, military, etc.) and so called sub-languages (of professional, age groups, etc.). This applies mostly to specific vocabulary used by these groups though there are differences in grammar rules as well.
As example of the elements of such in-house languages one may take words and word combinations from financial sphere (chart of accounts, value added, listing), diplomatic practice (credentials, charge d’affaires, framework agreement) or legal language (bail, disbar, plaintiff).
Lecture 2 TRANSLATION THEORY
1. Translation definition.
2. Basic translation theories.
2.1. transformational approach;
2.2. denotative approach;
2.3. communicational approach.
3. Translation ranking.
4. Translation equivalence and equivalents.
5. Types of translation equivalence
6. Levels of equivalence
7. Types of translation
8. Factors influencing the choice of equivalents
Translation means both a process and a result. In order to explain translation we need to compare the original (source) text and the resulting (target) one.
The formation of the source and target texts is governed by the rules characteristic of the source and target languages. Hence the systems of the two languages are included in our sphere of interest. These systems consist of grammar units and rules, morphological and word-building elements and rules, stylistic variations, and lexical distribution patterns (lexico-semantic paradigms). Language itself is a formal model of thinking, i.e. of mental concepts we use when thinking.
In translation we deal with two languages (two codes) and to verify the information they give us about the extralinguistic objects (and concepts) we should consider extralinguistic situation, and background information.
As an object of linguistic study translation is a complex entity consisting of the following interrelated components:
a) elements and structures of the source text;
b) elements and structures of the target language;
c) transformation rules to transform the elements and structures of the source text into those of the target text;
d) systems of the languages involved in translation;
e) conceptual content and organization of the source text;
f) conceptual content and organization of the target text;
g) interrelation of the conceptual contents of the source and target texts.
In short, translation is functional interaction of languages and to study this process we should study both the interacting elements and the rules of interaction.
Among interacting elements we must distinguish between the observable and those deducible from the observables. The observable elements in translation are parts of words, words, and word combinations of the source text.
However, translation process involves parts of words, words, and word combinations of the target language (not of the target text, because when we start translating or, to be more exact, when we begin to build a model of future translation, the target text is yet to be generated). These translation components are deducible from observable elements of the source text.
In other words, one may draw the following conclusion:
During translation one intuitively fulfills the following operations:
a. deduces the target language elements and rules of equivalent selection and substitution on the basis of observed source text elements;
b. builds a model consisting of the target language elements selected for substitution;
c. verifies the model of the target text against context, situation and background information;
d. generates the target text on the basis of the verified model.
Thus, the process of translation may be represented as consisting of three stages:
1) analysis of the source text, situation and background information,
2) synthesis of the translation model, and
3) verification of the model against the source and target context (semantic, grammatical, stylistic), situation, and background information resulting in the generation of the final target text.
Let us illustrate this process using a simple assumption that you receive for translation one sentence at a time (by the way this assumption is a reality of consecutive translation).
For example, if you received:
“^ ” as the source sentence. Unless you observe or know the situation your model of the target text will be: “На першому етапі стружку (щебінку) (смажену картоплю) (нарізану сиру картоплю) (чіпси) кладуть на конвеєр”.
Having verified this model against the context provided in the next sentence (verification against semantic context):
“^ ” you will obtain: “На першому етапі нарізану сиру картоплю кладуть на конвеєр”.
It looks easy and self-evident, but it is important, indeed, for understanding the way translation is done. In the case we have just discussed the translation model is verified against the relevance of the concepts corresponding to the word chips in all its meanings to the concept of the word frying (Is it usually fried? Or Is it worth frying?).
Verification against semantic and grammatical context is performed either simultaneously (if the grammatical and semantic references are available within a syntagma) or the verification against semantic context is delayed until the availability of a relevant semantic reference which may be available in one of the following rather than in one and the same sentence. Cases when the grammatical, semantic or situational references are delayed or missing present serious problems for translation.
The examples of specifying contexts are given in Table below.
With these examples we want to stress a very important fact for translation: the co-occurring words of the words situated close to each other in a source text have invisible pointers indicating various kinds of grammatical, semantic and stylistic information. This information is stored in human memory, and the principal task of a translator is to visualize all of this information.
In the examples with chips we used so called deduction modeling, that is, we built our translation on the basis of our knowledge about the languages involved in translation and the knowledge of “the way things are in life” (e.g. that it is hardly reasonable to fry fried potatoes or fragmented stones). We intuitively formulated hypotheses about translation of certain words and phrases and then verified them.
So, speaking very generally, when we translate the first thing we do is analyzing the source text trying to extract from it all available information necessary for generating the target text (build the intermediate model of the target text), then verify this information against situation and background knowledge and generate the target text.
For example, let the source text be:
Then, omitting the grammatical context which seems evident (though, of course, we have already analyzed it intuitively) we may suggest the following intermediate model of the target text that takes into account only semantic ambiguities:
Європейські лідери/лідери європейської інтеграції/ вважають/вірять/, що ця критика вщухне/поступово зійде нанівець/, коли важливість поширення (Євросоюзу) почне завойовувати громадську думку/ коли суспільство почне краще усвідомлювати важливість розширення Євросоюзу/.
On the basis of this model we may already suggest a final target text alternative:
^ [It goes without saying that this target text alternative is not the only one – many other alternatives are possible].
It is important to bear in mind that in human translation (unlike automatic) the intermediate representation of the target text will comprise on the conscious level only the most problematic variations of translation which one cannot resolve immediately.
We seldom notice this mental work of ours but always do it when translating. However, the way we do it is very much dependent on general approach, i.e., on translation theories which are our next subject.
Here we shall discuss the most common theoretical approaches to human translation paying special attention to their limitations and ability to explain the translation process.
Roughly, the human translation theories may be divided into three main groups which quite conventionally may be called transformational approach, denotative approach, and communicational approach.
2.1. transformational approach
The transformational theories consist of many varieties which may have different names but they all have one common feature: the process of translation is regarded as transformation.
According to the transformational approach translation is viewed as the transformation of objects and structures of the source language into those of the target.
Within the group of theories which we include in the transformational approach a dividing line is sometimes drawn between transformations and equivalences.
According to this interpretation a transformation starts at the syntactic level when there is a change, i.e. when we alter, say, the word order during translation. Substitutions at other levels are regarded as equivalences, for instance, when we substitute words of the target language for those of the source, this is considered as equivalence.
In the transformational approach we shall distinguish three levels of substitutions: morphological equivalences, lexical equivalences, and syntactic equivalences and/or transformations.
In the process of translation:
For example, in the process of translation, the English word room is transformed into Ukrainian words кімната or простір.
The syntactic transformations in translation comprise a broad range of structural changes in the target text, starting from the reversal of the word order in a sentence and finishing with division of the source sentence into two and more target ones.
The most common example of structural equivalences at the syntactic level is that of some Verb Tense patterns. Real translation transformations are complex and often at different levels of languages. This kind of transformation is especially frequent when translation involves an analytical and a synthetic language, e.g. English and Ukrainian.
Thus, according to the transformational approach translation is a set of multi-level replacements of a text in one language by a text in another, governed by specific transformation rules.
2.2. denotative approach
The transformational approach is insufficient when the original text corresponds to one invisible concept which is rendered by the translator as a text in another language also corresponding to the relevant invisible concept.
For instance, the translation of almost any piece of poetry cannot be explained by simple substitution of source language words and word combinations for those of target language.
This type of translation is characteristic of any text, written or spoken, rather than only for poetry or high-style prose and the denotative approach is an attempt to explain such translation cases.
Though denotative approach to translation is based on the idea of denotatum (see above the relationship of signs, concepts and denotata), it has more relevance to that of a concept.
According to denotative approach the process of translation is not just mere substitution but consists of the following mental operations:
According to this approach during translation we deal with similar word forms of the matching languages and concepts deduced from these forms, however, as opposed to the transformational approach, the relationship between the source and target word forms is occasional rather than regular.
To illustrate this difference let us consider the following two examples:
(2) Staff only – Службове приміщення.
In the first instance the equivalences are regular and the concept, pertaining to the whole sentence may be divided into those relating to its individual components (words and word combinations): sea – море, tonight – сьогодні ввечері is warm – тепле.
In the second instance, however, equivalence between the original sentence and its translation is occasional (i.e. worth only for this case) and the concept, pertaining to the whole sentence cannot be divided into individual components.
2.3. communicational approach
The communicational theory of translation was suggested by O.Kade and is based on the notions of communication and thesaurus. So, it is worthwhile to define the principal terms first.
Communication may be defined as an act of sending and receiving some information, which is called a message.
It should go without saying that this definition is oversimplified and not all communication terms used here are standard terms of communication and information theories. Our purpose, however, is to describe the act of communication in the simplest possible terms and to show translation as part of this act.
Information, which is sent and receives (communicated) may be of any kind (e.g. gestures, say, thumbs up), but we shall limit ourselves to verbal communication only, i.e. when we send and receive information in the form of a written or spoken text.
Naturally enough when communicating we inform others about something we know. That is in order to formulate a message, we use our system of interrelated data, which is called a thesaurus.
We shall distinguish between two kinds of thesauruses in verbal communication: language thesaurus and subject thesaurus.
Language thesaurus is a system of our knowledge about the language which we use to formulate a message, whereas subject thesaurus is a system of our knowledge about the content of the message.
Thus, in order to communicate, the message sender formulates the mental content of his or her message using subject thesaurus, encodes it using the verbal forms of language thesaurus, and conveys it to the message recipient, who decodes the message also using language thesaurus and interprets the message using subject thesaurus as well. This is a simple description of monolingual communication.
It is very important to understand that the thesauruses of message sender and recipient may be different to a greater or lesser degree, and that is why we sometimes do not understand each other even when we think we are speaking one and the same language.
So, in regular communication there are two actors, sender and recipient, and each of them uses two thesauruses.
In special bilingual communication (i.e. translation), we have three actors: sender, recipient, and intermediary (translator). The translator has two language thesauruses (source and target one) and perform two functions: decodes the source message and encodes the target one to be received by the recipient.
O.Kade’s communicational theory of translation describes the process of translation as an act of special bilingual communication in which the translator acts as a special communication intermediary, making it possible to understand a message sent in a different language.
One may note that the communicational approach pays special attention to the aspects of translation relating to the act of communication, whereas the translation process as such remains unspecified, and one may only presume that it proceeds, either by a transformational or denotative path.
However, it is difficult to overestimate the importance of the communicational aspect in the success of translation.
To understand this better let us consider an example of message formulation (encoding), message translation (encoding/decoding), and message receipt (decoding).
Let the original message expressed by a native speaker of English (encoded using the English language as a code to convey the mental content of the message) be:
Let us assume then that the message sender, being a fisherman and using relevant subject thesaurus, by schools meant large number of fish swimming together rather than institutions for educating children, and the correct translation then had to be:
whereas the translator who presumably did not have relevant information in his subject thesaurus translated schools as institutions for educating children:
У районі з’явились нові школи,
which naturally lead to misunderstanding (miscommunication).
The above example shows a case of miscommunication based on the insufficiency of extralinguistic information. However, there are also cases of miscommunication caused by the insufficiency of linguistic information. The example clearly illustrates a dividing line between linguistic and extralinguistic information in translation as visualized by the communicational approach to translation.
Thus, the communicational approach to translation, though saying little about translation as such, highlights a very important aspect of translation.
According to communicational approach translation is a message sent by a translator to a particular user and the adequacy of translation depends on similarity of their background information rather than only on linguistic correctness.
Even in routine translation practice one can see that there are different ranks of translation, that one rank of translation consists of rather simple substitutions whereas another involves relatively sophisticated and not just purely linguistic analysis.
Several attempts have been made to develop a translation theory based on different translation ranks or levels as they are sometimes called. Among those one of the most popular in the former Soviet Union was the “theory of translation equivalence level (TEL)” developed by V.Komissarov.
According to this theory the translation process fluctuates passing from formal inter-language transformations to the domain of conceptual interrelations.
V.Komissarov’s approach seems to be a realistic interpretation of the translation process; however, this approach fails to demonstrate when and why one translation equivalence level becomes no longer appropriate and why, to get a correct translation, you have to pass to a higher TEL.
Y.Retsker maintains that any two languages are related by regular correspondences (words, word-building patterns, syntactical structures) and “irregular ones”. The irregular correspondences cannot be formally represented and only the translator’s knowledge and intuition can help to find the matching formal expression in the target language for a concept expressed in the source language.
According to J.Firth, in order to bridge languages in the process of translation, one must use the whole complex of linguistic and extralinguistic information rather than limit oneself to purely linguistic objects and structures.
J.Catford, similar to V.Komissarov and J.Firth, interprets translation as a multi-level process. According to Catford a certain set of translation tools characteristic of a certain level constitutes a rank of translation and a translation performed using that or another set of tools is called rank bound.
All these theories try to explain the process of translation to a degree of precision required for practical application, but no explanation is complete so far.
The transformational approach quite convincingly suggests that in any language there are certain regular syntactic, morphological, and word-building structures which may be successfully matched with their analogies in another language during translation.
The transformational approach forms the basis of machine translation design – almost any machine translation system uses the principle of matching forms of the languages involved in translation. The difference is only in the forms that are matched and the rules of matching.
The denotative approach treats different languages as closed systems with specific relationships between formal and conceptual aspects; hence in the process of translation links between the forms of different languages are established via conceptual equivalence.
The communicational approach highlights a very important aspect of translation – the matching of thesauruses. Translation may achieve its ultimate target of rendering a piece of information only if the translator knows the users’ language and the subject matter of the translation well enough (i.e. if the translator’s language and subject thesauruses are sufficiently complete). This may self-evident, but should always be kept in mind, because all translation mistakes result from the insufficiencies in the thesauruses.
Moreover, wholly complete thesauruses are the ideal case and it is still virtually impossible to know everything about any possible subject matter related to the translation.
Different approaches differ only in the accents placed on this or that component but all theories discussed recognize the following three basic components of translation:
Meaning of a word or word combination in the source language (concept or concepts corresponding to this word or word combination in the minds of the source language speakers).
Equivalence of this meaning expressed in a word or word combination of the target language (concept or concepts corresponding to this word or word combination in the minds of the target language speakers).
Extralinguistic information pertaining to the original meaning and/or its conceptual equivalent after the translation.
So, to put it differently, what you can do in translation is either match individual words and combinations of the two languages directly (transformational approach), or understand the content of the source message and render it using the formal means of the target language (denotative approach) with due regard of the translation recipient and background information (communicational approach).
The hierarchy if these methods may be different depending on the type of translation. Approach priorities depending on the type of translation are given in Table below.
Thus, in oral translation priority is given to denotative method, because a translator is first listening to the speaker and only after some time formulates the translation, which is very seldom a structural copy of the source speech.
In simultaneous translation as opposed to consecutive priority is given to direct transformations since a simultaneous interpreter simply has no time for conceptual analysis.
In written translation, when you seem to have time for everything, priority is also given to simple transformations (perhaps, with exception of poetic translation). This is no contradiction, just the path of least resistance in action – it is not worthwhile to resort to complex methods unless simple ones fail.
It should be born in mind, however, that in any translation we observe a combination of different methods.
Translation equivalence is the key idea of translation. According to A.S.Hornby equivalent means equal in value, amount, volume, etc. The principle of equivalence is based on the mathematical law of transitivity. As applied to translation, equivalence means that if a word or word combination of one language (A) corresponds to certain concept (C) and a word or word combination of another language (B) corresponds to the same concept (C) these words or word combinations are considered equivalent (connected by the equivalence relation).
In other words, in translation equivalent means indirectly equal, that is equal by the similarity of meanings. For example, words table and стіл are equivalent through the similarity of the meanings of the Ukrainian word стіл and one! Of the meanings of the English word table. In general sense and in general case words table and стіл are not equal or equivalent – they are equivalent only under specific translation conditions.
This simple idea is very important for the understanding of translation: the words that you find in a dictionary as translations of the given foreign language words are not the universal substitutes of this word in your language. These translations (equivalents) are worth for specific cases which are yet to be determined by the translator.
As we know, the relation between a language sign (word or word combination) and the fragment of the real world it denotes is indirect and intermediated by the mental concept. We also remember that the mental concept of a given language sign is usually rather broad and complex, consisting of a lexical meaning or meanings, a grammatical meaning or meanings, connotations and associations. It is also worth reminding that the mental concept of a word (and word combination) is almost never precisely outlined and may be defined even in the minds of different speakers of the same language, not to mention the speakers of different languages.
All this naturally speaks for the complexity of finding the proper and only translation equivalent of the given word. ^ .
Translation equivalents in a dictionary are just the prompts for the translator. One may find a proper equivalent only in speech due to the context, situation and background knowledge.
The idea of translation equivalence is strongly related to that of the unit of translation, i.e. the text length required to obtain proper equivalent.
It is generally known that one word is hardly a common unit of translation, especially in analytical languages with usually polysemantic words. Their meaning strongly depends on the environment. One is more likely to find a universal equivalent for a word combination, in particular for a clichéd one (e.g. hands up, ready made), because a word combination is already a small context and the clichéd expressions are commonly used in similar situations. The general rule of translation reads: the longer is the source text, the bigger is a chance to find proper and correct translation equivalent.
Traditionally and from practical viewpoint the optimal length of text for translation is a sentence. Being a self-sustained syntactic entity a sentence usually contains enough syntactic and semantic information for translation. However, there are cases when a broader stretch of the source text is required. It supplies additional information necessary for translation.
Thus, put with certain degree of simplification, equivalence is a similarity of meaning observed in the units of different languages and used for translation. The units of the target language with meanings similar to the relevant units of the source language are called translation equivalents. Modern translation theory suggests two basic grades of translation equivalents.
a) Full Translation Equivalents
As it was previously mentioned, one can hardly find truly full and universal equivalents for a word. However, practical translation dates back to ancient times and since then translations are commonly regarded and used as full-pledged substitutes of the relevant source text. That is why despite contradicting theoretical evidence full equivalence is commonly accepted as a convenient makeshift.
For practical purpose full equivalence is presumed when there is complete coincidence of pragmatic meanings of the source and target language units.
This rule applies both to individual words and their regular combinations. Speaking generally, translation equivalents of all words and word combinations one finds in a good dictionary are full because the translation practice reflected in dictionaries shows them as complete substitutes universally accepted by the speakers’ community of the target language (i.e. pragmatically equivalent).
Of them the stylistically neutral words with reference meanings (terms, geographical and proper names, words denoting physical objects and processes) are more likely to have full translation equivalents because semantic and pragmatic parts of their meaning are less ambiguous.
b) Partial Translation Equivalents
To understand the partiality and the completeness of translation equivalence let us consider the syntactic, semantic and pragmatic aspects of equivalence, because the partiality of equivalence is, as a matter of fact, the absence of one or more of these aspects.
Let us start from examples. Книга as an equivalent of the English word book is full in all equivalence aspects because it has similar syntactic functions (those of a Noun), its lexical meaning is also generally similar, and the pragmatic aspect of this equivalent (the message intent and target audience reaction) coincides with that of the English word. Thus, книга is conventionally regarded as a full equivalent of the word book.
Strictly saying, however, the Ukrainian word протестувати, for example, is a partial equivalent of the English word protesting (say, in the sentence Protesting is a risk – Протестувати ризиковано) because of different grammatical meanings (a Gerund and a Verb), the semantic and pragmatic aspects being similar.
To take another example of partial equivalence let us consider the English saying Carry coal to Newcastle. If one translates it as Возити вугілля до Ньюкасла it would lack the pragmatic aspect of equivalence (The intent of this message Bring something that is readily available locally would be lost, because the Ukrainian audience could be unaware of the fact that Newcastle is the center of a coal-mining area). If, however one translates it Їхати до Тули з власним самоваром it would lose the semantic similarity, but preserve the pragmatic intent of the message, which, in our opinion, is the first priority of translation. Anyway, both suggested translation equivalents of this saying are considered partial.
|Table of contents|
Види занять з дисципліни: Курс теорії перекладу складається з лекційних годин та самостійної роботи
|Заєць Світлана Сергіївна кандидат педагогічних наук, доцент Результати навчання: у результаті вивчення модуля студент повинен: знати: основні засади соціальної роботи у сфері закон|
Обсяг модуля: загальна кількість годин – 54 (кредитів єктс – 1,5); аудиторні години – 18 (лекцій – 10, практичних занять – 6, лабораторних...
|Мельник Олександр Васильович викладач Результати навчання: у результаті вивчення модуля студент повинен: знати: закон|
Обсяг модуля: загальна кількість годин – 54 (єктс – 1,5); аудиторні години – 18 (лекцій – 8, практичних занять – 10)
|Мельник Олександр Васильович викладач Результати навчання: у результаті вивчення модуля студент повинен: знати: закон|
Обсяг модуля: загальна кількість годин – 54 (єктс – 1,5); аудиторні години 18 (лекцій 8, практичних занять 10)
|Пащенко Дмитро Іванович доктор педагогічних наук, доцент Результати навчання: у результаті вивчення модуля студент повинен : знати : сутність та закон|
Обсяг модуля: загальна кількість годин – 108 (кредитів єктс – 3), аудиторні години – 36 (лекцій – 18, семінарських занять – 12, лабораторних...
|Рєзнік Надія Петрівна кандидат економічних наук, доцент Результати навчання: у результаті вивчення модуля студент повинен: знати: теоретичні положення, закон|
Обсяг модуля: загальна кількість годин – 108 (кредитів єктс 3); аудиторні години – 30 (лекцій 18, практичних занять 12)
|Авраменко Олег Борисович кандидат педагогічних наук, доцент Результати навчання: у результаті вивчення модуля студент повинен: знати: основний зміст нормативно-правових І закон|
Обсяг модуля: загальна кількість годин – 54 (кредитів єктс – 1,5), аудиторних годин – 18 (лекцій – 6, практичних – 12)
|Діхтяренко Світлана Юріївна кандидат психологічних наук, доцент Результати навчання : у результаті вивчення модуля студент повинен: знати: етнічні особливості психіки людей, національний характер, закон|
Обсяг модуля: загальна кількість годин – 54 (кредитів єктс – 5), аудиторні години – 16 (лекцій – 8, практичних занять – 8)
|Кравченко Лариса Василівна кандидат педагогічних наук, доцент Результати навчання: у результаті вивчення модуля студент повинен: знати: основний зміст нормативно-правових І закон|
Обсяг модуля: загальна кількість годин – 54 (кредитів ects – 1,5), аудиторних годин – 18 (лекції – 8, практичні заняття – 10)
|Мельник Олександр Васильович викладач Результати навчання: у результаті вивчення модуля студент повинен : знати : закон|
Обсяг модуля: загальна кількість годин – 54 (ects – 1,5); аудиторні години 18 (лекції – 8, практичні заняття – 10)