The document discusses key concepts from J.C. Catford's theory of translation, including definitions of translation, levels of translation, and categories of linguistic analysis that are applicable to translation. It defines translation as replacing textual material in one language with equivalent material in another. It outlines Catford's categories of linguistic analysis including unit, structure, class, and system. It also discusses ranks in grammar from morpheme to sentence and types of translation according to extent, level, and rank.
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...RajpootBhatti5
Levels of stylistics analysis
1.Phonological level
2.Graphological level
3.Grammatical level
Language of newspaper headlines
4.Pragmatics level
5.Conversation or discourse analysis
Presented
by
Ata ul ghafer & shoiba sabir
Department of Applied linguistics
GCUF
An easy explanation to Peter Newmark's translation theory that's pretty much quoted from his book A Textbook of Translation and some personal comments i added aiming to making the explanation easier
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
Different Levels of Stylistics Analysis 1.Phonological level 2.Graphologic...RajpootBhatti5
Levels of stylistics analysis
1.Phonological level
2.Graphological level
3.Grammatical level
Language of newspaper headlines
4.Pragmatics level
5.Conversation or discourse analysis
Presented
by
Ata ul ghafer & shoiba sabir
Department of Applied linguistics
GCUF
An easy explanation to Peter Newmark's translation theory that's pretty much quoted from his book A Textbook of Translation and some personal comments i added aiming to making the explanation easier
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Zainab Albasyouni
z.albasyouni@gmail.com
Catford defines translation as ““the replacement of a textual material in one language (SL) by equivalent
textual material in another language (TL)
The term “textual material” underlines the fact that sometimes it’s not the entirety of SLT which is translated,
at one or more levels, there may be simple replacement by non-equivalent TL material.
Look at these two examples
English: This is my brother. Arabic: أخي يكون هذا
English: What time is it? French: Quelle heure est-il?
There is replacement of SL grammar & lexis by equivalent TL grammar and lexis. There is also replacement of SL
graphology by TL graphology, but the TL graphological form is by no mean a translation equivalent of the SL
graphological form.
The previous two examples illustrate that grammatical and lexical equivalence are achievable to some extent.
However, phonological and especially graphological equivalence are almost impossible to obtain.
The word “equivalence” underlines the fact that the central problem that translation practice faces is finding TL
translation equivalents. So the central task of translation theory is defining the nature & conditions of translation
equivalence.
3. Zainab Albasyouni
z.albasyouni@gmail.com
Since Catford believes that “any theory of translation must draw upon a theory of
language”1965:01. His theory was mainly about applying the linguistic approach to the translation
process. And since translation has to do with language, the analysis and description of translation-
processes must make considerable use of categories set up for the description of languages. It must,
in other words, draw upon a theory of language—a general linguistic theory. 1965:4. Therefore, It’d
be useful to look at & study the fundamental categories of the linguistic theory.
4. Zainab Albasyouni
z.albasyouni@gmail.com
Fundamental categories of linguistic theory applicable to at least grammar,
phonology and probably graphology are:
unit structure class system
5. Zainab Albasyouni
z.albasyouni@gmail.com
Unit
a unit is a stretch of language activity which carry recurrent meaningful patterns. In grammar a
unit could either be a “sentence, clause or a group” each carrying a meaningful grammatical pattern.
Examples:
A. Sentences carrying the same pattern of arrangement of clauses.
/// If you do that // you will regret it ///
B. Clause carrying the same pattern of arrangement of groups.
// John / loves / Mary //
The units of grammar operate in hierarchies- larger or more inclusive units being made up of smaller
or less inclusive units- they form a scale of units at different ranks.
Sentence clause group words morphemes
6. Zainab Albasyouni
z.albasyouni@gmail.com
structure
As previously mentioned a unit is made up of patterns, these patterns are called structures. A structure
is an arrangement of elements. Thus, the elements of structure of the English unit “clause” are P
“predictor”, S “subject”, C “complement”, A “adjunct”
Examples:
// John / loves / Mary // SPC
// The young man / was writing / a letter // SPC
// He / ran / quickly // SPA
7. Zainab Albasyouni
z.albasyouni@gmail.com
Class
In terms of how these units operate in a structure, we come to define class.
Class is a grouping of members of a unit in terms of the way in which they operate in the structure of
the unit.
The elements of structure of the unit clause are S, P, C, A. The units which operate as exponents of
these elements are groups. Groups maybe classified in term of the particular elements of clause
structure which they expound. Thus, we have the class of verbal groups which operate at-or as
exponents of P in clause structure; and the class of nominal groups which operate as exponents of S
or C in clause structure.
8. System
System means a finite set of alternants (variants) among which a choice must be made. Very often,
these alternants, the terms in a system, are the members of a class. An example of a system in grammar
might be the number system (singular/ plural).
9. Zainab Albasyouni
z.albasyouni@gmail.com
Grammar hierarchy
Units of grammar operate in a hierarchy, where the sentence is found on the top of the
hierarchy and the morpheme on the bottom. Starting from the smallest unit and working your way
up, you will find that the grammatical rank scale is made up of:
sentence
clause
group
word
morpheme
The rank scale is a scale on which units are arranged in a grammatical or phonological hierarchy.
10. Zainab Albasyouni
z.albasyouni@gmail.com
• The sentence:
The highest or the largest unit on the rank scale. Catford defines it as the grammatical unit
most directly related to speech function within a situation. The elements of the sentence
structure are the main clause and the subordinate clause. In other words, the exponents of
elements of sentence structure are clauses.
• Clause:
The basic elements of a clause structure are S, P, C and A.
11. Zainab Albasyouni
z.albasyouni@gmail.com
• Group
The primary group classes are verbal operating at P in clause structure, nominal, operating at S or C in clause
structure, adverbial, operating at A in clause structure.
The primary elements of nominal group structure are:
M modifier
H head
Q qualifier.
The structures which actually occur are:
H John, He, Wine
M….. H Old John, red wine, these old three books.
HQ John the manager, people who live in glass house.
M… HQ the man in the moon, the old man who lives next door.
12. Zainab Albasyouni
z.albasyouni@gmail.com
• Words
The word is the smallest unit which would expect to have individual meaning. The word can be a free
morpheme or two or more morphemes.
• Morpheme
Is the smallest grammatical and meaningful unit. The morpheme can be either free or bound. A bound
morpheme could either be a suffix, prefix or an infix.
Since the morphemes are at the bottom of the rank scale, they themselves have no structure.
13. Zainab Albasyouni
z.albasyouni@gmail.com
Catford differentiates between different categories of translation in terms of extent, level and rank
Translation according to extent.
Full translation:
The entire text is submitted to the translation process. Every part of SLT is replaced by TL text
material.
partial translation:
Some part or parts of the SL text are left untranslated: they are simply transferred to and
incorporated in the TL text. In literary translation it is not uncommon for some SL lexical items to
be treated in this way, either because they are regarded as 'untranslatable' or for the deliberate
purpose of introducing 'local color' into the TL text.
14. Zainab Albasyouni
z.albasyouni@gmail.com
Translation according to level
Total translation
replacement of SL grammar and lexis by equivalent TL grammar and lexis with consequential
replacement of SL phonology/graphology by (non-equivalent) TL phonology/graphology. In 'total'
translation SL grammar and lexis are replaced by equivalent TL grammar & lexis. This replacement
entails the replacement of SL phonology/graphology by TL phonology/graphology, but this is not
normally replacement by TL equivalents, hence there is no translation, in our sense, at that level.
15. Zainab Albasyouni
z.albasyouni@gmail.com
Restricted translation
replacement of SL textual material by equivalent TL textual material, at only one level.
In restricted translation, translation is performed only at the phonological, Graphological,
grammatical or lexical level. It should be noted that there is no way in which we can replace
SL 'contextual units' by equivalent TL 'contextual units' without simultaneously replacing SL
grammatical/lexical units by equivalent TL grammatical/lexical units.
16. Zainab Albasyouni
z.albasyouni@gmail.com
Types of restricted translation
1. Phonological Translation
In phonological translation SL phonology is replaced by equivalent TL phonology, but
there are no other replacements except such grammatical or lexical changes as may result
accidentally from phonological translation.
2. Graphological Translation
In graphological translation SL graphology is replaced by equivalent TL graphology, with
no other replacements, except, again, accidental changes of grammar and lexis.
3. Grammatical Translation
Replacement of SL grammar by equivalent TL grammar, but with no replacement of lexis.
4. Lexical Translation
Replacement of SL lexis by equivalent TL lexis but with no replacement of grammar.
17. Zainab Albasyouni
z.albasyouni@gmail.com
Translation according to rank
A third type of differentiation in translation relates to the rank in a grammatical hierarchy at
which translation equivalence is established. In normal total translation the grammatical units
between which translation equivalences are set up may be at any rank, and in a long text the ranks
at which translation equivalence occur are constantly changing: at one point, the equivalence is
sentence-to-sentence, at another, group-to-group, at another word-to-word, etc.
So according to rank translation is either Rank-bound or rank-unbounded.
1. Rank-bound translation means that the selection of TL text equivalent is limited at only one
rank, such as word-for-word equivalence, morpheme-for-morpheme equivalence, etc.
2. Unbounded translation, it can move freely up and down the rank-scale.