scholarly journals Grammatical Metaphor in English-Chinese Translation

2021 ◽  
Vol 3 (1) ◽  
pp. 15-29
Author(s):  
Xianzhu Si ◽  
Jing Wang
Keyword(s):  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
Functional Equivalence ◽  
Source Text ◽  
Chinese Translation ◽  
Functional Linguistics ◽  
Grammatical Metaphor ◽  
Textual Meaning ◽  
Grammatical Structures

This paper aims to apply grammatical metaphor (GM) in systemic functional linguistics (SFL) into translation studies. From the concept of functional equivalence in terms of ideational meaning, interpersonal meaning, and textual meaning required of target text (TT) relative to source text (ST) proposed by SFL, it is necessary for the translators to manipulate respectively on the transitivity system, mood system, modality system, and theme system that embody ideational meaning, interpersonal meaning, and textual meaning. Since the same meaning can be expressed in different grammatical structures, the translators, in this process, are faced with a variety of grammatical forms, among which congruent form and metaphorical form are included. To attain the goal of translation prescribed above, the translator has to choose an accurate and appropriate structure. The article then discusses the necessity and effects of GM's application into English to Chinese translation to ensure the quality of the works translated.

scholarly journals The Relationship between Grammatical Metaphor and Translation from Chinese to English: An Empirical Study Based on a Personal Experience Narrative Text

2016 ◽  
Vol 6 (1) ◽  
pp. 171
Author(s):  
Jiangping Zhou
Keyword(s):  
Empirical Study ◽  
Personal Experience ◽  
Systemic Functional Linguistics ◽  
Narrative Text ◽  
Narrative Texts ◽  
Proficiency Levels ◽  
Functional Linguistics ◽  
Grammatical Metaphor ◽  
The Relationship

<p>Grammatical metaphor is one of the important theories in Systemic-Functional Linguistics. Through an empirical study, this paper analyzes the correlation between grammatical metaphor and its sub-categories and the translating quality of personal experience narrative texts from Chinese to English, and the findings show that grammatical metaphor, especially ideational metaphor, and translating quality are significantly positively correlated. Through analyzing the differences of grammatical metaphor and its sub-categories used by learners of English from different proficiency levels, and the findings show that grammatical metaphor and its sub-categories are significantly different except textual metaphor.</p>

scholarly journals Readability and adaptation of children’s literary works from the perspective of ideational grammatical metaphor

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Yan Liu
Keyword(s):  
Case Studies ◽  
Systemic Functional Linguistics ◽  
Original Version ◽  
Literary Works ◽  
Functional Linguistics ◽  
Grammatical Metaphor ◽  
Reading Materials ◽  
Reading Text ◽  
Education Psychology ◽  
And Linguistics

Abstract Widely studied in fields like education, psychology, and linguistics, readability can be defined as (a) reader’s understanding of a reading text, (b) features of a text, or (c) the matching of a text to its reader. The existing research has been focused on the formulaic and multilevel discourse approaches, relatively neglecting others such as systemic functional linguistics oriented one. Moreover, contemporary reading materials pose as a challenge for average children in many ways. This study examines readability and adaptation of children’s literary works from the perspective of ideational grammatical metaphor inspired by systemic functional linguistics. Through case studies of metaphorical transferences involving zero, one, two, and three ideational grammatical metaphors used in the parallel excerpts in the original version of Alice’s Adventures in Wonderland and its eight adapted ones published in China, it is concluded that addition, maintenance, revision, unpacking, and demetaphorization are five major strategies which are found to decrease, maintain, or increase readability of some parts in the adapted versions.

Interpersonal meaning

2018 ◽  
Vol 25 (1) ◽  
pp. 2-19 ◽  
Author(s):  
J. R. Martin
Keyword(s):  
Systemic Functional Linguistics ◽  
Special Issue ◽  
Functional Linguistics ◽  
Grammatical Metaphor

Abstract This introduction comprises four main sections. Section 1 introduces the overall theoretical architecture of Systemic Functional Linguistics (hereafter SFL) by way of contextualising the focus on interpersonal grammar in this special issue. Section 2 looks in more detail at the interpersonal discourse semantics underlying this work, briefly introducing the systems of negotiation and appraisal realised through interpersonal grammar. Section 3 turns to the concept of grammatical metaphor, a concept which bears critically on the realisation relationship between interpersonal discourse semantics and lexicogrammar in SFL. Section 4 comments on the challenge of intradisciplinary dialogue.

Once more with feeling

2019 ◽  
Vol 1 (2) ◽  
pp. 234-259 ◽  
Author(s):  
James R. Martin
Keyword(s):  
Systemic Functional Linguistics ◽  
Functional Linguistics ◽  
Two Systems ◽  
Exchange Structure ◽  
Paper Work ◽  
Textual Meaning

Abstract If we follow one line of development in systemic functional linguistics (SFL), from Halliday & Hasan (1976) through Martin (1992) to Martin & White (2005), we arrive at a model of discourse semantics with six major systems: ideation and connexion (ideational meaning), identification and periodicity (textual meaning) and negotiation and appraisal (interpersonal meaning). The complementarity of the latter two systems, negotiation and appraisal is the focus on this paper. Work on negotiation was inspired by Berry’s (e.g. 1981a, 1981b) development of Sinclair & Coulthard (1975) analysis of exchange structure. Later work on appraisal was inspired by Plum’s (1988) critique of Labov’s work on narrative (e.g. Labov & Waletzky 1967, Labov 1984). The interaction of the negotiation and appraisal systems is first explored in Martin (2000a) in relation to work on casual conversation by Eggins & Slade (1997). This interaction is further developed here.

Las metafunciones de Halliday en traducción

Babel ◽  
2020 ◽  
Vol 66 (3) ◽  
pp. 484-504
Author(s):  
Eirini Chatzikoumi
Keyword(s):  
State Of The Art ◽  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
The State ◽  
Future Research ◽  
Functional Linguistics ◽  
Research And Teaching ◽  
Translator Training

Abstract This article addresses the contribution of Systemic Functional Linguistics (SFL) to translation and, specifically, the use of Halliday’s metafunctions in translation studies research. The aim is to provide the state of the art of the main findings and proposals of these studies regarding the role of metafunctions in translation and translation teaching, thus evaluating their relevance and applicability in this field. In order to achieve this, six studies were reviewed, three of them dedicated to metafunctional shifts and three to the use of metafunctions in translation teaching and evaluation. This critical bibliographic review allowed for the corroboration of the contribution of SFL to the field of translation, and for the deduction of relevant aspects for future research and teaching proposals. More precisely, the relevance of the incorporation of semantic metafunctions in translator training and evaluation is confirmed, and the possibility of a distinction between obligatory and optional metafunctional translation shifts is suggested.

scholarly journals Translating Genre of News Stories and the Correlated Grammar in Analysing Student Translation Errors

2014 ◽  
Vol 58 (2) ◽  
pp. 373-396
Author(s):  
Gyung Hee Choi
Keyword(s):  
Systemic Functional Linguistics ◽  
Translation Studies ◽  
The Other ◽  
Large Majority ◽  
News Story ◽  
News Reporting ◽  
Functional Linguistics ◽  
News Stories ◽  
Translation Errors ◽  
Lack Of Knowledge

In translation studies, genre and grammar have each flourished in their own right as a subject of study by a number of scholars. But research solely dedicated to the complementary relations between genre and grammar has been rare, particularly from the translation education perspective. Neither genre nor grammar can function properly without the other in a text because context (genre) and ‘wording’ (grammar) are inseparable. The aim of this paper is to examine the correlation between genre structure and grammar in the analysis of errors in student translations of news story texts. Drawing on Systemic Functional Linguistics (SFL), translations of two subtypes of news-reporting texts from English to Korean are analyzed. The main data include two source texts and their translations by nine Masters’students. The findings of this paper show that a large majority of translation mistakes arise from a lack of knowledge of genre structure and its interconnection with logical meaning (how clauses, sentences and paragraphs are combined). The research reported in this paper indicates that genre structure and grammar together constitute useful resources for teaching the translation of news-reporting texts, with more studies of genre structure in other subject fields desired.

scholarly journals Teaching L2 writing through the use of Systemic Functional Linguistics (SFL)

2018 ◽  
Vol 13 (1) ◽  
pp. 53-72
Author(s):  
Setyo Prasiyanto Cahyono
Keyword(s):  
Systemic Functional Linguistics ◽  
Thinking Skill ◽  
Efl Learners ◽  
Critical Response ◽  
Functional Linguistics ◽  
Thematic Progression ◽  
Cohesive Devices ◽  
Editing Activity ◽  
Teaching Of Writing ◽  
Textual Meaning

This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity. The data of this study were the twenty students’ hortatory texts which was analyzed using a framework of textual meaning proposed by Butt (2000). The analysis of the students texts show that most students were able to self-edit their own writings and edit their peer’s writing using thematic progression and cohesive devices. Students adopted skills of using both strategies in creating cohesiveness in their writing. In addition, students also produced critical response to the topic given through its theme and thematic displayed in the text analysis.

scholarly journals THE MEDICAL LITERATURE: EQUIVALENCE OF TRANSLATION

2021 ◽  
pp. 103-113
Author(s):  
Feruza SHARIPOVA
Keyword(s):  
Word Order ◽  
Medical Literature ◽  
Explanatory Power ◽  
Source Text ◽  
Scientific Text ◽  
Complex Sentences ◽  
Translational Equivalence ◽  
Medical Interpreter ◽  
Grammatical Structures

The purpose of this article is to analyze the translational equivalence of medical dialogues from the textbook "Medicine in Dialogues" by K.B. Shodmonov, M. Baratova, D. Razhabova, Z. Nematova, taking into account the scientific and methodological base of the categories. The article provides an overview of the glossary and texts to determine the semantic similarity of the source text and its translation. The distribution of frequencies of using equivalent categories is due to linguistic reasons, differences in grammatical structures, a variety of word combinations, differences in word order, etc. As a result of the analysis, the most frequently used equivalence approaches in the scientific medical style of translation are defined in this article. In many dialogues, examples of translations of sentences at the level of medical words (terminological units) are given due to the fact that in a scientific style a literal translation of the text is much preferable, since a scientific text requires clarity in its presentation with the most complete correspondence of the translation to the original. This is due to the fact that in the second part of the textbook, where dialogues with a difficult level are given, detailed complex sentences are often used, in addition, the original translation contains a large number of terms that have completely different formulations in English. Low level of comprehension of the problem of translation equivalence leads to simplification of the perception of the essence of translation reduces the explanatory power of analysis, its concrete phenomena and possibilities of the linguo- translation studies in general, prevents the single scientific picture of translation as an object studied, in consequence of which the perspective of its research is partly lost. In practical terms, the chosen problem requires application of the results of research in the training and works of translators, teachers and editors in assessing the quality of translations.Achieving the equivalence of translation is the goal of the medical interpreter.

Teaching English-Chinese textual translation strategies

Babel ◽  
2019 ◽  
Vol 65 (2) ◽  
pp. 286-315
Author(s):  
Kun Sun
Keyword(s):  
Translation Studies ◽  
Theory And Practice ◽  
Chain Model ◽  
Chinese Translation ◽  
Translation Strategies ◽  
Learning And Teaching ◽  
Pedagogical Design ◽  
Process Use ◽  
Thematic Progression

Abstract The topic-chain is a typical characteristic used to distinguish Chinese discourse from other languages, such as English. By studying how to make use of the topic-chain, one learns how to decipher English into natural and idiomatic Chinese translation. The idea of using topic-chains to explore English-Chinese (E-C) textual translation is relatively new to translation studies. As such, this paper provides a detailed account of cross-linguistic differences between English and Chinese, with regard to the topic-chain, as well as the differences between the topic-chain model and the approach of thematic progression theory. This study, based on contrastive analysis, constructs a model consisting of specific procedures that are simple and easy to use, thereby making English-Chinese textual translation a more manageable process. Use of topic-chain strategies will promote the efficiency and quality of E-C translation, and allow for Chinese translated text to be more idiomatic. This paper provides an overview of effective textual translation strategies that are useful both for translators and the field of translation studies as a whole. It addresses how to teach translation effectively to students, providing practical theory and practice for pedagogical instruction. Meanwhile, an experiment conducted provides the evidence that topic-chain for pedagogical instruction is significantly valid. The pedagogical design of these strategies emphasizes the training of students’ textual awareness and targets language-sensitive awareness. It is assumed that didactics can help students gain bilingual competence and strengthen their core transfer competence. This study, therefore, is significant not only in exploring the benefits and uses of textual translation studies, but has practical value when applied directly to translation learning and teaching.

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