scholarly journals DIDACTIC ASPECTS OF TRANSLATION THEORIES

2021 ◽  
pp. 10-20
Author(s):  
Tamara Kavytska
Keyword(s):  
Literary Theory ◽  
Cognitive Theory ◽  
Linguistic Theory ◽  
Translation Theory ◽  
Theoretical Concepts ◽  
Learning And Teaching ◽  
Translation Practice ◽  
Theoretical Generalization ◽  
Translation Pedagogy ◽  
Communicative Theory

The relationship between translation theory and translation pedagogy is undeniable. Translation studies developed, in fact, as a result of analysis and theoretical generalization of both professional and classroom translation activities. However, the views on the role of theory in translation instruction are rather controversial. Moreover, even though numerous studies have given detailed insights into translation theories, there are still issues to consider. Unexplored are didactic aspects of translation theories: to our knowledge, no research has discussed the didactic contribution of translation theorists to translation pedagogy. Hence the purpose of the paper is to carry out a critical analysis of literary, linguistic, communicative, and cognitive translation theories with a view to exploring and interpreting their didactic strengths and weaknesses. The research methodology relies on the analysis of available literature as well as textbooks in translation practice to discover the didactic contribution of translation theories to translation pedagogy. Noteworthy is the fact that every translation theory has contributed to the development of translation pedagogy as a branch of applied linguistics. Among the major gains of literary theory is textual approach to learning and teaching translation. Linguistic theory has provided the theoretical foundations for translation pedagogy and creating textbooks that meet the didactic requirements. Teaching translation from the standpoint of treating it as a process of communication has become the achievement of communicative theory. The gains of cognitive theory include the adoption of a competence-based approach to teaching translation, as well as the intensification of research efforts in the field of translation pedagogy. In addition to progressive aspects, the translation theories had certain shortcomings. Literary theory, for instance, rejected the idea of translation pedagogy because of perception of the activity as art. Linguistic theory overemphasized certain aspects of language in teaching translation and promoted the idea of interlingual equivalence. This idea has led to the absolute predominance of bilingual dictionaries in translation classrooms, which is currently considered unjustified. The concept of communicative equivalence, supported by the advocates of communicative theory, has negatively affected evaluation of classroom translations. Finally, cognitive theory is criticized for its failure to apply its theoretical concepts to the development of translation pedagogy.

scholarly journals Automobile Advertising Translation from the Perspective of Newmark’s Theory

2019 ◽  
Vol 9 (12) ◽  
pp. 1535
Author(s):  
Ping Yu ◽  
Xin Li
Keyword(s):  
Translation Theory ◽  
Translation Practice ◽  
Semantic Translation ◽  
Intended Effect ◽  
Communicative Translation

This paper mainly discusses the application of Newmark's theories of communicative and semantic translation in automobile advertisement translation. After analyzing the translation examples of automobile advertisement text, title and trademark, the following conclusions are naturally drawn. The combination of communicative and semantic translation can guide translation practice more effectively. Semantic translation theory is preferred for automobile manual translation, while communicative translation theory is more suitable for automobile brand and slogan translation. Therefore, in order to achieve the intended effect of automobile advertisement, it is better to combine semantic translation with communicative translation in automobile advertisement translation.

scholarly journals A HYBRID TRANSLATION THEORY FOR EU TEXTS

2017 ◽  
Vol 5 (5) ◽  
pp. 76 ◽  
Author(s):  
Vilelmini Sosoni
Keyword(s):  
Linguistic Diversity ◽  
Prima Facie ◽  
Translation Theory ◽  
Discourse Community ◽  
Source Text ◽  
Cultural And Linguistic Diversity ◽  
Translation Practice ◽  
Textual Features ◽  
To Come ◽  
Neutral Ground

EU texts are produced by way of multilingual negotiation in a supranational multicultural discourse community, where there is no linguistically neutral ground and where the internationalisation of concepts and ideas is a sine qua non. As a result, they are idiosyncratic texts, reflecting specific textual features. Their translation in the current 23 official EU languages is equally idiosyncratic and challenging, to say the least, especially since it is shaped under the EU’s overwhelming cultural and linguistic diversity, the constraints of its policy of multilingualism, and the subsequent policy of linguistic equality which states that all languages are equal, or ‘equally authentic’ (Wagner, Bech, Martinez 2002, 7), and that translations are not really translations but language versions. In other words, in the framework of EU translation, the terms source text (ST) and target text (TT) cease to exist, while the prima facie illusory notion of ‘equivalence’ seems to resurface—though altered in nature—and dominate the translation practice. It thus goes without saying that in the case of EU texts and their translation a tailor-made theoretical framework is required where many classic concepts of Translation Studies (TS), such as ST, TT and equivalence need to be re-evaluated and redefined, and at the same time functionalist approaches and the postmodernist concepts of intertextuality, hybridity and in-betweenness need to come to the fore. The proposed translation theory for EU texts flaunts the feature inherent in their production, it is—just like them—hybrid.

The Intersection of Theory, Tools and Tasks in a Postgraduate Learning Environment

2009 ◽  
pp. 319-333
Author(s):  
Michal Zellermayer ◽  
Nili Mor ◽  
Ida Heilweil
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Cultural Theory ◽  
Veteran Teachers ◽  
School Cultures ◽  
Theoretical Concepts ◽  
Learning And Teaching ◽  
Ict Tools

This chapter describes the learning environment that the authors created for veteran teachers, graduate students in Teaching and Learning who are interested in developing professionally as designers and moderators of Information Communication Technology (ICT) learning environments. It is based on the assumption that learners construct knowledge and understanding when they are an integral part of the learning environment, when they are members of local and global communities where learning is conceived as acquiring the necessary skills for participation through participation. The program is structured as three concentric circles in terms of ICT use. In the first, the teachers learn about constructivism and socio-cultural theory while they collaboratively investigate their own school cultures with the support of ICT tools. In the second, they expand their acquaintance with ICT tools and learning environments and further develop their skills for learning and teaching in such environments. In the third, they design and moderate E-Learning environments, document them and reflect on the process. This chapter describes the activities and tasks in each of these circles with illustrations of how the students respond to these tasks both as learners who interpret and evaluate information and theoretical concepts and as teachers of relevant virtual communities who reflect on their practice.

An Introduction to Modernist Non-Translation

2019 ◽  
pp. 1-18
Author(s):  
Jason Harding ◽  
John Nash
Keyword(s):  
Intellectual History ◽  
Literary Theory ◽  
Theory And Practice ◽  
Translation Theory ◽  
Linguistic Turn ◽  
Global Language ◽  
Sociopolitical Issues

This first essay in the volume constitutes a substantial and wide-ranging introduction to this neglected topic, establishing the importance of untranslated fragments in modernist writing. The chapter expounds the complexities of the term ‘non-translation’, differentiating the practice from multilingualism, reading it alongside modern translation theory and practice. It situates modernist non-translation among a number of crucial contexts in intellectual history and literary theory: the ‘linguistic turn’ explored by contemporary philosophers, linguists, literary theorists, and critics; and examines broader sociopolitical issues relating to nationalism and language, the rise of English as an (imperial) global language, and the standardization of English. This introduction foregrounds key hermeneutical difficulties surrounding untranslatability and concerning reading or interpreting modernist non-translation, thus preparing the ground for the following chapters.

scholarly journals Introduction à la théorie analytique de la traduction et de l’interprétation

Babel ◽  
2010 ◽  
Vol 56 (4) ◽  
pp. 299-312 ◽  
Author(s):  
Mathieu Guidere
Keyword(s):  
Translation Theory ◽  
Remarkable Change ◽  
Fast Growing ◽  
Translation Practice ◽  
The World ◽  
Change Of Perspective

Despite the major changes that occurred in the world during the last decade, translation theory has not taken into account the inevitable impact of these changes on the translation profession. Neither theorists nor professional translators have analyzed enough the remarkable change in perspective and method that occurred in the language field as a whole and primarily in the translation practice. This paper presents some important aspects of this change of perspective which calls for a new theoretical paradigm. The latter, which we refer to as translation­analysis, is currently a fast-growing activity.

scholarly journals The Dimensions of Language and Thought in the Vedic Literature

2021 ◽  
Vol 11 (2) ◽  
pp. 135
Author(s):  
Sabindra Raj Bhandari
Keyword(s):  
Qualitative Research ◽  
Twentieth Century ◽  
Present Article ◽  
Linguistic Theory ◽  
Theoretical Concepts ◽  
Classical Version ◽  
Language And Thought ◽  
Vedic Literature ◽  
Unity In Diversity ◽  
Rig Veda

The present article explores the interrelationships between language and thought in the literature of the Vedic Canon. Whether language shapes thoughts or vice versa has remained a topic pregnant with perpetual discussions, interpretations, and explanations since the beginning of human civilization. Throughout the multiple crossroads of the development in the intellectual tradition, the dimensions of language and thought attracted many scholars and linguists. However, linguists like Edward Sapir and Benjamin L. Whorf in the twentieth century have systematically interpreted and analyzed the language-thought dimensions. Whorf postulated that language shapes thoughts while Sapir projected that language is in the grip of thought. The literature of the Vedic Canon has also logically and systematically projected the multiple dimensional, but agglutinative relationships between language and thought. The hymns of the Rig Veda, myths from Brahmanas, and the lore from Upanishads unravel, interpret, and enrich the language-thought interconnection in such a way that the Vedic literature remains as the classical version of Sapir-Whorf hypothesis written in Sanskrit. In this regard, the Vedic literature and Sapir-Whorf hypothesis play the same tune of music in different lyres. The present paper attempts to reveal this point of unity in diversity between the two seemingly diverse schools of thoughts—classical Vedic literature and modern linguistic theory of Sapir-Whorf hypothesis. Being the qualitative research, this paper explores, interprets, and correlates the theoretical concepts, ideas, and phenomena from the Vedic literature and Sapir-Whorf hypothesis.

scholarly journals Translation and Quality Management: some implications for the theory, practice and teaching of translation

2017 ◽  
Vol 9 (16) ◽  
pp. 201
Author(s):  
Margrethe Petersen
Keyword(s):  
Quality Assurance ◽  
Quality Management ◽  
Broad Sense ◽  
Iso 9001 ◽  
Translation Theory ◽  
Translation Practice

The aim of this article is to consider the issue of quality in translation. Specifically, the question under consideration is whether quality assurance in relation to translation is feasible and, if so, what some of the implications for translation theory, translation practice and the teaching of translation would be. To provide a backdrop against which the issue may be discussed, I present an overview of the two areas which seem most likely to hold potential answers, viz., that of translation theory and that of quality management. Section 1. gives a brief outline of some contributions to translation theory which would seem likely to be of interest in this connection and section 2. gives a linguist’s introduction to the part of the area of quality management which I consider relevant for present purposes. Section 3. is devoted to the case study of a small translation firm which has been certified under the ISO 9001 standard, and section 4. discusses the implications which quality management seems to hold for the field of translation in a broad sense. Finally, section 5. concludes the article.

The application of text type in non-literary translation teaching

2010 ◽  
Vol 5 (2) ◽  
pp. 208-219 ◽  
Author(s):  
Chen Qiujin
Keyword(s):  
Literary Translation ◽  
Chinese Universities ◽  
Literary Works ◽  
Communicative Function ◽  
Text Type ◽  
General Lack ◽  
Clear Tendency ◽  
Translation Practice ◽  
Translation Pedagogy

Despite the relevance of text type to translation practice, especially to Chinese-English non-literary translation in which the two languages display remarkable textual differences, there has been a general lack of attention to the text type-related issues in translation teaching in Chinese universities. Centered upon translation of literary works, the teaching has long focused on techniques at the lexical and syntactic level, and a text-based approach has yet to be adopted. This coincides with the clear tendency in the assignment of non-literary translation that students are quite active in making adaptation at the lexical and syntactic level, but much more reluctant to make decisions at the textual level. Despite their intuitive awareness of the textual differences between the two languages, they are not well trained to effectively deal with such differences so that the translated text can fulfill its communicative function. This article is an attempt to pinpoint this problem and highlight the necessity of including text type in translation pedagogy. It also experimentally proposes a new teaching framework within which text type is taught in a systematic manner.

The Importance of Teaching Translation Theory

Babel ◽  
1996 ◽  
Vol 42 (3) ◽  
pp. 166-173
Author(s):  
Said Shiyab
Keyword(s):  
Language Learning ◽  
Cross Cultural ◽  
Translation Theory ◽  
Adequate Knowledge ◽  
Comprehensive Theory ◽  
Translation Practice ◽  
Semantics And Pragmatics ◽  
Long Time ◽  
Effectiveness And Efficiency ◽  
The One

Abstract Writing on translation theory and the way it should be taught in schools or universities still appears to be dominated by rules formulated a long time ago on what is mainly typified as description of a good translation; it is unfortunate that some translation theorists have taken the stance to declare that translation is a craft, ignoring the potentiality of creating a comprehensive theory of translation (Newmark 1980: 113). In this paper, translation theory is not to be regarded as an exercise focusing on language learning; it is a discipline in its own right. This paper attempts to argue that translation theory is an aid to the translator; it helps him to capture the sense and the spirit of verbal and non-verbal elements in texts. This paper demonstrates that any attempt to teach translation without resorting to translation theory would fail to produce certain elements that are essential to the effectiveness and efficiency of text. A good translator is therefore the one who can link between translation theory and teaching translation practice, as translation theory enriches the translator's knowledge of the text and that is providing insights into cross-cultural semantics and pragmatics; it also provides the translator with the adequate knowledge and understanding of the techniques and ways of approaching a text. Résumé A l'heure actuelle, les écrits sur la théorie de la traduction et sur la manière dont elle doit être enseignée dans les écoles de traduction ou dans les universités, semblent encore être dominés par des règles formulées à une époque où elle se limitait essentiellement à décrire ce qu'était une bonne traduction. Il est regrettable que certains théoriciens de la traduction aient énoncé que la traduction était une technique et aient ignoré par conséquent les possibilités de créer une théorie globale de la traduction (Newmark 1980: 113). Dans cet article, l'auteur ne considère pas la théorie de la traduction comme un exercice centré sur l'apprentissage de la langue mais bien plus comme une discipline à part entière. L'auteur s'efforce donc de faire valoir que la théorie de la traduction peut constituer un outil pour le traducteur qui l'aidera à saisir l'esprit et la lettre des éléments verbaux et non verbaux d'un texte. Il démontre que toute tentative d'enseigner la traduction sans avoir recours à la théorie de la traduction ne parviendrait pas à produire certains éléments qui sont essentiels pour qu'un texte atteigne son but et accomplisse sa fonction. Le bon traducteur est donc celui qui parvient à établir un lien entre la théorie de la traduction et l'enseignement de la pratique de la traduction. En effet, la théorie de la traduction permet au traducteur d'améliorer sa connaissance du texte, de mieux comprendre les aspects sémantiques et pragmatiques inhérents au passage d'une culture à une autre, et de maîtriser les techniques et l'approche d'un texte.

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