Culture-Specific Items in Literary Translations
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Translation
The document discusses translation, which involves interpreting the meaning of a text in one language and producing an equivalent text in another language that conveys the same message. It notes that translation requires competence in both languages as well as the ability to choose accurate and appropriate expressions in the target language. The document also outlines trends in translation such as machine translation, computer-assisted translation, and cultural translation. It distinguishes between the training received by translators and interpreters.
TRANSLATION OF IMPLICIT ELEMENTS OF CULTURE IN LITERARY WORKS AND SUBTITLING
This slide show is a presentation of my graduation thesis which deals with translation of culture-bound phenomena in subtitling as well as in literary works.
Culture, translation, and genre: The emergence of health literacy interventions
This document outlines a presentation on health literacy interventions and genres. It discusses two emerging models of health literacy: one that views it as a clinical risk and one that sees it as a personal asset. Health literacy genres like Facebook pages can empower patients through participatory health communications. The presentation analyzes genres from several health literacy interventions and finds social media genres align with seeing health literacy as a personal asset by engaging users. Culture is inscribed in genres and health literacy transcends individuals and clinical encounters.
Translation and culture
This document discusses the relationship between translation and culture. It argues that translation involves decoding thoughts from one language and social group and recoding them into an appropriate expression for another group, which is a process of cultural encoding and decoding. When translating a text, the cultural aspects and context should be taken into account more so than just the words, in order to ensure the translation is credible and understandable to the target reader and culture. As cultures and nations increasingly interact through processes like globalization and technology, translation must account for multicultural perspectives and blurred boundaries between cultures.
Translating culture specific terms
This document discusses the translation of culturally bound expressions and phrases from English to Arabic. It provides examples of culturally bound phrases, such as "one parent child", "palimony", and "car boot sale" that would be difficult to directly translate without additional context or explanation. The document outlines challenges in translating phrases that reference cultural concepts not found in Arabic culture. It proposes guidelines for translation, such as providing commentary to give necessary missing information to make the translations understandable. Suggested translations are offered with explanatory footnotes or parentheses to help overcome cultural gaps.
Problems with non equivalence at word level
The document discusses problems of equivalence at the word level when translating between languages. It identifies 11 common problems including culture-specific concepts, words with no direct translation, semantic complexity, different distinctions in meaning, lack of superordinates or specific terms, and differences in frequency or purpose of forms. It then outlines 8 strategies for dealing with non-equivalence, such as using more general, neutral, or paraphrased words, loan words with explanation, translation by omission or illustration.
Translation Types
The document defines and describes various types of translation including:
- Oral and written translation which can be done consecutively or simultaneously
- Computer-assisted translation which uses computer programs to aid the human translation process
- Machine translation which uses computer programs to translate without human intervention
It also discusses different types of translation based on factors like the unit, aim, tasks/objectives, and number of translators involved. Some translation types discussed include: literal, idiomatic, committee, common language, dynamic, and thought-for-thought translations.
Bilingualism teachers
Teachers had differing views on the role of students' first language in ESL classes:
- Some teachers viewed first language use favorably, believing it helped students learn.
- Other teachers tolerated occasional first language use but saw English as ideal.
- Many teachers viewed first language use unfavorably and believed it should be minimized, thinking it hindered English learning. Overall teachers' rationales for excluding first language were weakly articulated.
Recommended
Translation
The document discusses translation, which involves interpreting the meaning of a text in one language and producing an equivalent text in another language that conveys the same message. It notes that translation requires competence in both languages as well as the ability to choose accurate and appropriate expressions in the target language. The document also outlines trends in translation such as machine translation, computer-assisted translation, and cultural translation. It distinguishes between the training received by translators and interpreters.
TRANSLATION OF IMPLICIT ELEMENTS OF CULTURE IN LITERARY WORKS AND SUBTITLING
This slide show is a presentation of my graduation thesis which deals with translation of culture-bound phenomena in subtitling as well as in literary works.
Culture, translation, and genre: The emergence of health literacy interventions
This document outlines a presentation on health literacy interventions and genres. It discusses two emerging models of health literacy: one that views it as a clinical risk and one that sees it as a personal asset. Health literacy genres like Facebook pages can empower patients through participatory health communications. The presentation analyzes genres from several health literacy interventions and finds social media genres align with seeing health literacy as a personal asset by engaging users. Culture is inscribed in genres and health literacy transcends individuals and clinical encounters.
Translation and culture
This document discusses the relationship between translation and culture. It argues that translation involves decoding thoughts from one language and social group and recoding them into an appropriate expression for another group, which is a process of cultural encoding and decoding. When translating a text, the cultural aspects and context should be taken into account more so than just the words, in order to ensure the translation is credible and understandable to the target reader and culture. As cultures and nations increasingly interact through processes like globalization and technology, translation must account for multicultural perspectives and blurred boundaries between cultures.
Translating culture specific terms
This document discusses the translation of culturally bound expressions and phrases from English to Arabic. It provides examples of culturally bound phrases, such as "one parent child", "palimony", and "car boot sale" that would be difficult to directly translate without additional context or explanation. The document outlines challenges in translating phrases that reference cultural concepts not found in Arabic culture. It proposes guidelines for translation, such as providing commentary to give necessary missing information to make the translations understandable. Suggested translations are offered with explanatory footnotes or parentheses to help overcome cultural gaps.
Problems with non equivalence at word level
The document discusses problems of equivalence at the word level when translating between languages. It identifies 11 common problems including culture-specific concepts, words with no direct translation, semantic complexity, different distinctions in meaning, lack of superordinates or specific terms, and differences in frequency or purpose of forms. It then outlines 8 strategies for dealing with non-equivalence, such as using more general, neutral, or paraphrased words, loan words with explanation, translation by omission or illustration.
Translation Types
The document defines and describes various types of translation including:
- Oral and written translation which can be done consecutively or simultaneously
- Computer-assisted translation which uses computer programs to aid the human translation process
- Machine translation which uses computer programs to translate without human intervention
It also discusses different types of translation based on factors like the unit, aim, tasks/objectives, and number of translators involved. Some translation types discussed include: literal, idiomatic, committee, common language, dynamic, and thought-for-thought translations.
Bilingualism teachers
Teachers had differing views on the role of students' first language in ESL classes:
- Some teachers viewed first language use favorably, believing it helped students learn.
- Other teachers tolerated occasional first language use but saw English as ideal.
- Many teachers viewed first language use unfavorably and believed it should be minimized, thinking it hindered English learning. Overall teachers' rationales for excluding first language were weakly articulated.
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- Allah emphasizes the importance of education and acquiring knowledge in several Quranic verses.
- There is a difference between Muslims and non-Muslims in terms of knowledge and putting knowledge into action.
- Knowledge is an attribute of Allah, and the only true source of knowledge is Allah.
- The Quran, which was revealed at a time with high illiteracy, emphasizes reading and understanding.
- Acquiring knowledge is highly important in Islam as the Prophet Muhammad was sent primarily as a teacher to spread knowledge.
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soal kelas 8 dan 9
1. The passage describes a camping trip taken by Budi's classmates. Budi did not join because the camping was only for class 2 and he is in class 1.
2. The campsite was located near a stream in a village 10km south of Mount Merapi, with cool, fresh air. All class 2 students had to participate in the two-day camping trip.
3. The passage provides information about a homework assignment involving questions about the details of the camping trip described in the passage. It includes the questions and multiple choice answers.
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The document discusses the importance of education in Islam. It provides several key points:
- Allah emphasizes the importance of education and acquiring knowledge in several Quranic verses.
- There is a difference between Muslims and non-Muslims in terms of knowledge and putting knowledge into action.
- Knowledge is an attribute of Allah, and the only true source of knowledge is Allah.
- The Quran, which was revealed at a time with high illiteracy, emphasizes reading and understanding.
- Acquiring knowledge is highly important in Islam as the Prophet Muhammad was sent primarily as a teacher to spread knowledge.
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This document provides a series of English lessons with pictures and questions. It aims to help students improve their English vocabulary, grammar, and ability to understand context clues. Each lesson includes a cartoon image with 5 multiple choice or fill-in-the-blank questions related to the image. The answers are then provided to help students self-check their understanding. Overall, the document uses simple cartoons and questions to make English learning fun and accessible for students.
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This document defines effective leadership for Connecticut's schools. It begins by outlining the process used to develop a model of effective school leadership, starting with assumptions about productive schools and drawing implications for principals. The document then explores assumptions and implications regarding the educated person, learning, teachers, school goals and culture, structural characteristics, and keys to order and stability. It concludes by discussing emerging developments in school management. The overall purpose is to identify aspects of effective leadership in Connecticut by developing descriptions grounded in research and the state's educational aspirations.
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The document discusses developing a leadership strategy as a critical ingredient for organizational success. It defines what a leadership strategy is and provides steps for creating one, including analyzing the business strategy to identify key drivers, and then outlining implications for the quantity, qualities, skills and collective capabilities needed in leaders, as well as the desired leadership culture. Developing a clear leadership strategy linked to business needs helps ensure an organization has the leadership talent required to implement its business strategy.
soal kelas 8 dan 9
1. The passage describes a camping trip taken by Budi's classmates. Budi did not join because the camping was only for class 2 and he is in class 1.
2. The campsite was located near a stream in a village 10km south of Mount Merapi, with cool, fresh air. All class 2 students had to participate in the two-day camping trip.
3. The passage provides information about a homework assignment involving questions about the details of the camping trip described in the passage. It includes the questions and multiple choice answers.