scholarly journals Errors in Arabic-English Translation among Saudi Students: Comparative Study Between Two Groups of Students

2019 ◽  
Vol 3 (4) ◽  
pp. 118-129
Author(s):  
Islam Ababneh
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
Saudi Students

scholarly journals A comparative study of information change in translation of nonfiction literature

2021 ◽  
Vol 3 (1) ◽  
pp. 8-24
Author(s):  
Nina Havumetsä
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
Short History ◽  
Translation Strategy ◽  
Non Fiction ◽  
English Translations ◽  
History Of ◽  
Potential Impact ◽  
Information Changing ◽  
Information Change

The present paper compares translations from Russian into Finnish, Swedish, and English of a work of political non-fiction, Всякремлевскаярать: КраткаяисториясовременнойРоссии(lit. All the Kremlin men: A short history of contemporary Russia) by Mikhail Zygar (2016a) and investigates the use of information change as a translation strategy. Information change covers addition and omission of non-inferable content, used either separately or sequentially (i.e. addition following omission resulting in substitution). De Metsenaere’s and Vandepitte’s (2017) notions of addition and omission are applied. The study shows that the translations into Finnish and Swedish exhibit similarly infrequent use of information changing strategies while the English translation appears more liberal in their use. Possible reasons for the additions, omissions, substitutions, and their effects are discussed, as is the potential impact of the English translations on translation norms

Traduire la culture poétique du français en anglais

Babel ◽  
2011 ◽  
Vol 57 (3) ◽  
pp. 342-353
Author(s):  
Tuesday Owoeye
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
Critical Analysis ◽  
Target Language ◽  
Literary Texts ◽  
Source Text ◽  
Literary Field ◽  
Poetic Translation ◽  
French And English ◽  
Poetic Culture

That literary texts appear to be more difficult to translate than technical ones is no longer a subject of debate. This truth is fundamentally as a result of obvious challenges the literary translator has to face, since he is under the obligation to translate not only the literal meaning of his source text, but also its literary style. Even within the literary field of translation, if the translator of prose or drama rarely has an easy task, the translator of poetry is likely to meet harder obstacles in the course of his exercise. Poetry — especially when it has to do with traditional poems – appears, thus, the most dreaded terrain for the translator.<p>This article presents a comparative study of the poetic culture of French and English with the principal objective of demystifying the theoretical and practical problems associated with poetic translation. Supported by a critical analysis of an English translation of a French sonnet, the paper argues that the work of the poetic translator would be made more simplified if priority is given to the culture of the target language. The article thus recommends faithfulness to the poetic culture of the target language in order to produce a translation that will be acceptable to the reader of that language.<p>

scholarly journals Mode in Arabic-English Translation: with Reference to the Quran

2019 ◽  
Vol 23 (2) ◽  
pp. 509-522
Author(s):  
Ibrahim II Najjar ◽  
Soh Bee Kwee ◽  
Thabet Abu Abu al-haj
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
Translation Process ◽  
Rhetorical Question ◽  
English Translations ◽  
Rhetorical Questions

A rhetorical question has the form of a question but does not perform its function, i.e. does not seek any information but rather, is used to give a specific or rhetoric function such as denial, assertion, testing, equalization and negation. The present study investigates the two English translations that were used in the translation of the Quranic rhetorical questions. In a nutshell, this is a comparative study that aims to discover if the grammatical shifts that had occurred in the two English translations would have an effect on the denial, assertion, testing, and equalization and negation modes of the Quranic rhetorical questions. For this purpose, we had adopted the register theory of Halliday and Hassan (1985) as well as the translation shifts of Catford (1965) in the comparison of the two English translations, namely the Koran Interpreted that was authored by Arberry (1955) and the Noble Quran: English translation of the meanings and commentary as transcribed by al-Hilali and Khan (1996). According to the analyses, the occurrence of grammatical shifts between the two translations had in fact affected the mode of the ST rhetorical questions, their rhetorical meanings and consequently, issues on mode sustenance. Therefore, it can be said that the register theory of Halliday and Hassan (1985) had been a beneficial tool used in the analysis of the translation process.

scholarly journals A Comparative Study of Three English Translations of Yasin Surah Regarding Vinay and Darbelnet Strategies

2019 ◽  
Vol 6 (1) ◽  
pp. 36
Author(s):  
Mojtaba Aghajani ◽  
Goldis Seyedi Jalali
Keyword(s):  
Comparative Study ◽  
English Translation ◽  
The Past ◽  
Holy Quran ◽  
English Translations ◽  
The Holy Quran ◽  
Persian Translation ◽  
Holy Book

Over the past few years, the Persian and English translations of Quran have been studied from different standpointsThroughout the centuries, Muslim and non-Muslim translators have been very concerned to convey the meaning ofthe Quran into languages other than Arabic. The holy Quran is a divine book and its translation into other languagesmust be done meticulously. In this regard, Persian and English translation of one of the surahs of this magnificentbook was selected to be compared. the present study has gone through the investigation of the Persian translation ofone of the surahs of this holy book “Yasin” by Dr. Elahi Ghomshei (1361) and its English translation by threefamous translators Yusuf Ali (2000), Pickthall (1930) and Sarwar (2011) to see discrepancies. Also, this study triesto find out the unit of translation and classify different kinds of Vinay and Darbelnet’s procedures used by theEnglish translators.

scholarly journals An Analysis of Differences in the Role of Friendships and the School Class in Children’s Perceptions of Bullying in England and Ijime in Japan: A Translation and Expansion of Kanetsuna (2009)

2021 ◽  
Vol 18 (15) ◽  
pp. 8234
Author(s):  
Tomoyuki Kanetsuna ◽  
Peter K. Smith
Keyword(s):  
Secondary School ◽  
Comparative Study ◽  
English Translation ◽  
School Class ◽  
Friendship Formation ◽  
Different Types ◽  
The Difference ◽  
Perceptions Of Bullying ◽  
The Impact

This is an English translation with some expansion of the article originally published in Japanese as a university bulletin in 2009. Previous research has found both differences and similarities between ijime in Japan and bullying in England. Bullying is often by pupils in different classes or higher year groups whom the victim does not know very well; ijime is often by victims’ classmates whom the victim knows very well. However, it has not been shown whether these differences are found for all types of bullying, or how they relate to friendships generally and the impact of differing school systems. We aimed to see whether previously found differences between ijime and bullying could be replicated, and, if so, whether they held for six different types of victimization, and whether friendship characteristics were consistent with explaining why they occur. To investigate the role of friendships and their location, 1036 Japanese and 931 English secondary school pupils participated in a comparative study of perceptions of bullying and ijime. The previous differences were confirmed and found to hold irrespective of type of bullying. Japanese pupils mainly formed friendships on a class basis, English pupils on a broader basis including pupils in different years. In school, English pupils spent much time in the playground with their friends and saw this as a likely venue for bullying, whereas Japanese pupils spent more time in the classroom and saw this as a likely venue for ijime. The difference in friendship formation, together with differences in the organization of class-based teaching in the two countries, are hypothesized to play a significant role in explaining some differences between bullying and ijime.

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