A translation unit is defined as a segment of text that the translator treats as a single cognitive unit to establish equivalence between the source and target text. The translation unit can be a single word, phrase, sentence, or larger text segment. Using larger translation units increases the chance of an idiomatic translation. The notion of a translation unit is useful for relating parts of the text to the whole and looking at accountability of passages. Key functions of a translation unit are to be a syntactic bearer, information carrier, and stylistic marker. The sentence is generally considered the key functional translation unit.
Dokumen tersebut membahas tentang sinonim dan antonim. Sinonim adalah kata-kata yang memiliki makna yang sama sedangkan antonim adalah kata-kata yang bermakna bertolak belakang. Diberikan pula contoh-contoh soal tentang penggunaan sinonim dan antonim dalam kalimat.
This document discusses linguistics and morphology. It defines morphology as the study of word structures, especially in terms of morphemes. Morphemes are the smallest meaningful units that make up words. There are two types of morphemes: bound morphemes, which cannot stand alone and occur as affixes, and free morphemes, which can stand alone as root words or function words. The document provides examples of bound morphemes like prefixes, suffixes, and inflections that derive or change the meaning of words. It also discusses the morphological interface between morphology and other linguistic levels like phonology and syntax.
A translation unit is defined as a segment of text that the translator treats as a single cognitive unit to establish equivalence between the source and target text. The translation unit can be a single word, phrase, sentence, or larger text segment. Using larger translation units increases the chance of an idiomatic translation. The notion of a translation unit is useful for relating parts of the text to the whole and looking at accountability of passages. Key functions of a translation unit are to be a syntactic bearer, information carrier, and stylistic marker. The sentence is generally considered the key functional translation unit.
Dokumen tersebut membahas tentang sinonim dan antonim. Sinonim adalah kata-kata yang memiliki makna yang sama sedangkan antonim adalah kata-kata yang bermakna bertolak belakang. Diberikan pula contoh-contoh soal tentang penggunaan sinonim dan antonim dalam kalimat.
This document discusses linguistics and morphology. It defines morphology as the study of word structures, especially in terms of morphemes. Morphemes are the smallest meaningful units that make up words. There are two types of morphemes: bound morphemes, which cannot stand alone and occur as affixes, and free morphemes, which can stand alone as root words or function words. The document provides examples of bound morphemes like prefixes, suffixes, and inflections that derive or change the meaning of words. It also discusses the morphological interface between morphology and other linguistic levels like phonology and syntax.
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar includes parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Lexis includes the different meanings words can have, how their meaning depends on context, and how words relate to each other through synonyms, antonyms, collocations and other relationships. The document also discusses how these concepts are taught in a language classroom.
The document discusses realistic grammatical description and argues for maintaining a distinction between grammatical and ungrammatical sentences. It proposes that grammars developed for natural language processing should have two components: one describing grammatical sentences and one describing ungrammatical sentences observed in natural language use. Grammaticality judgements are needed to distinguish between the two types of sentences, and the document provides an operational definition of "ungrammatical" to aid such judgements.
This document discusses reference grammars, which are prose descriptions of a language's major grammatical constructions, illustrated with examples. The document outlines what constitutes a reference grammar, including an introduction about the language and its speakers, the main body organized by grammatical structures, and sections on index, bibliography, and abbreviations. It also notes strengths like being designed to teach about a language and serve as a reference, but weaknesses include lack of clear distinctions between languages and accounting for language variation. Finally, it implies reference grammars serve mother-tongue speakers wanting to learn more about their language and linguists making comparisons to other languages.
This document discusses translation procedures, which are methods applied by translators to formulate equivalences when transferring meaning from the source text to the target text for sentences and smaller language units. It outlines 22 translation procedures proposed by translation scholars, including loan, calque, literal translation, transposition, modulation, equivalence, adaptation, and omission. The procedures involve operations such as transferring terms, changing grammar categories, using synonyms, and modifying word order between the source and target languages.
The document discusses several suffixal homophones in English morphology. It identifies four cases:
1) The inflectional suffix "-ER" has two homophones that indicate an agent/doer or repetition.
2) The verbal inflectional suffix "-ING" has homophones that indicate ongoing action or a noun.
3) The verbal inflectional suffix "-ED" has a homophone that derives adjectives.
4) The adverbial suffix "-LY" has a homophone that derives adjectives from nouns or forms alternate adjectives. Tests are provided to distinguish between homophones in some cases.
Eugene Nida's theory of translation was influenced by his work translating the Bible in the 1940s. He later developed his theory in two major works, Towards a Science of Translating (1964) and The Theory and Practice of Translation (1969). Nida aimed to make translation a more scientific field by incorporating recent developments in linguistics. He borrowed concepts from semantics and pragmatics, and was also influenced by Noam Chomsky's work on syntactic structure. Nida described different scientific approaches to meaning and argued that meaning depends on context and can vary across cultures. He broke meaning down into linguistic, referential, and emotive components.
Syntax membahas tentang prinsip-prinsip dan proses pembentukan kalimat dalam bahasa tertentu. Tujuan penelitian syntax pada suatu bahasa adalah membangun tata bahasa yang dapat digunakan untuk menghasilkan kalimat-kalimat dalam bahasa tersebut. Syntax juga membahas tentang penggunaan berbagai variasi susunan elemen dalam pembentukan kalimat oleh manusia sebagai makhluk berbahasa.
Dokumen tersebut membahas cabang-cabang psikolinguistik yang terdiri dari psikolinguistik teoretis, perkembangan, sosial, pendidikan, neuropsikolinguistik, eksperimental, dan terapan. Setiap cabang membahas aspek-aspek tertentu seperti teori bahasa, pemerolehan bahasa, pengaruh sosial terhadap bahasa, peran bahasa dalam pendidikan, hubungan bahasa dan otak, eksperimen terkait b
1. The document discusses the translation process and translation competence. It describes the translation process as having 3 main phases: understanding, deverbalization, and re-expression.
2. Translation competence is defined as the knowledge and skills required to perform translation. Models of translation competence include bilingual subcompetence, translation knowledge, and strategic competence.
3. Empirical research on translation has studied topics like the translation process stages, automatic vs. non-automatic processes, and differences between novice and experts. Various instruments are used including think-aloud protocols, eye tracking, and neuroimaging. More research is still needed to better understand and validate methods.
This document summarizes a lecture on introduction to translation. It defines translation as conveying meaning from the source language to the target language using processes like analysis, transfer, and restructuring. It discusses how translation involves determining the demands of both the source and target languages. The key aspects that are translated are meaning, which is influenced by language components like words, grammar, style, and sounds. Translation methods can be literal, free, semantic, communicative, formal, dynamic, pragmatic, or creative. The translation process involves analyzing the source text, transferring meaning to a universal representation, and restructuring it in the target language.
This document discusses word stress patterns in English. It begins by explaining that English word stress can fall on various syllables, unlike some other languages where stress is fixed. It then discusses the differences between primary, secondary, and tertiary stress in English. Primary stress is characterized by both rhythmic and intonational prominence, while secondary stress only has rhythmic prominence. The document also examines the vowels that can occur in unstressed syllables in English, which are generally reduced vowels like schwa.
This document provides an overview of various theories of translation that have developed over time. It discusses early philological theories from figures like Cicero and Augustine, then philosophical theories from the 20th century from thinkers like Ezra Pound and Walter Benjamin. It also covers linguistic theories from Eugene Nida that emphasized dynamic equivalence, and sociolinguistic theories that view translation in its social context and as serving a purpose or skopos. The document traces the development of translation theory through multiple schools and perspectives.
This document discusses different linguistic theories of translation, including Eugene Nida's theory that translation should focus on faithfully conveying what the author intended to say. It also discusses the variety of translation theories that have emerged due to the many perspectives translation can be viewed from, such as differences in languages, cultures, intended uses of translations, and communication circumstances. The document outlines philological, linguistic, communicative, and sociosemiotic perspectives on translation and notes there is no single full theory of translation due to it being a complex technology dependent on many disciplines.
Jika suatu kelompok orang atau suatu masyarakat mempunyai verbal repertoire yang relatif sama serta mereka mempunyai penilaian yang sama terhadap norma-norma pemakaian bahasa yang digunakan di dalam masyarakat itu, maka kelompok orang tsb adalah sebuah masyarakat bahasa/tutur (Speech Commnunity)
This document discusses the concept of diglossia as defined by Ferguson in 1959. Diglossia refers to a stable language situation where there is a primary dialect and a highly codified superposed variety that is used for written and formal spoken purposes. The superposed variety, or H, is learned through formal education. Some key features of diglossia are that H and L have different functions and prestige, H has a literary heritage, L is used between children and for instruction to servants, H has standardization through grammars and dictionaries, diglossia can persist for centuries, H and L have different grammars, lexicons, and phonological systems. Later scholars like Fishman studied overlapping concepts like bilingualism, trig
This document provides definitions and explanations of key concepts related to grammar and lexis. It defines grammar as how words are combined, changed and organized to make meaning. Grammar includes parts of speech, grammatical structures using prefixes, suffixes, and affixes. Lexis is defined as individual words or sets of words that have a specific meaning. Lexis includes the different meanings words can have, how their meaning depends on context, and how words relate to each other through synonyms, antonyms, collocations and other relationships. The document also discusses how these concepts are taught in a language classroom.
The document discusses realistic grammatical description and argues for maintaining a distinction between grammatical and ungrammatical sentences. It proposes that grammars developed for natural language processing should have two components: one describing grammatical sentences and one describing ungrammatical sentences observed in natural language use. Grammaticality judgements are needed to distinguish between the two types of sentences, and the document provides an operational definition of "ungrammatical" to aid such judgements.
This document discusses reference grammars, which are prose descriptions of a language's major grammatical constructions, illustrated with examples. The document outlines what constitutes a reference grammar, including an introduction about the language and its speakers, the main body organized by grammatical structures, and sections on index, bibliography, and abbreviations. It also notes strengths like being designed to teach about a language and serve as a reference, but weaknesses include lack of clear distinctions between languages and accounting for language variation. Finally, it implies reference grammars serve mother-tongue speakers wanting to learn more about their language and linguists making comparisons to other languages.
This document discusses translation procedures, which are methods applied by translators to formulate equivalences when transferring meaning from the source text to the target text for sentences and smaller language units. It outlines 22 translation procedures proposed by translation scholars, including loan, calque, literal translation, transposition, modulation, equivalence, adaptation, and omission. The procedures involve operations such as transferring terms, changing grammar categories, using synonyms, and modifying word order between the source and target languages.
The document discusses several suffixal homophones in English morphology. It identifies four cases:
1) The inflectional suffix "-ER" has two homophones that indicate an agent/doer or repetition.
2) The verbal inflectional suffix "-ING" has homophones that indicate ongoing action or a noun.
3) The verbal inflectional suffix "-ED" has a homophone that derives adjectives.
4) The adverbial suffix "-LY" has a homophone that derives adjectives from nouns or forms alternate adjectives. Tests are provided to distinguish between homophones in some cases.
Eugene Nida's theory of translation was influenced by his work translating the Bible in the 1940s. He later developed his theory in two major works, Towards a Science of Translating (1964) and The Theory and Practice of Translation (1969). Nida aimed to make translation a more scientific field by incorporating recent developments in linguistics. He borrowed concepts from semantics and pragmatics, and was also influenced by Noam Chomsky's work on syntactic structure. Nida described different scientific approaches to meaning and argued that meaning depends on context and can vary across cultures. He broke meaning down into linguistic, referential, and emotive components.
Syntax membahas tentang prinsip-prinsip dan proses pembentukan kalimat dalam bahasa tertentu. Tujuan penelitian syntax pada suatu bahasa adalah membangun tata bahasa yang dapat digunakan untuk menghasilkan kalimat-kalimat dalam bahasa tersebut. Syntax juga membahas tentang penggunaan berbagai variasi susunan elemen dalam pembentukan kalimat oleh manusia sebagai makhluk berbahasa.
Dokumen tersebut membahas cabang-cabang psikolinguistik yang terdiri dari psikolinguistik teoretis, perkembangan, sosial, pendidikan, neuropsikolinguistik, eksperimental, dan terapan. Setiap cabang membahas aspek-aspek tertentu seperti teori bahasa, pemerolehan bahasa, pengaruh sosial terhadap bahasa, peran bahasa dalam pendidikan, hubungan bahasa dan otak, eksperimen terkait b
1. The document discusses the translation process and translation competence. It describes the translation process as having 3 main phases: understanding, deverbalization, and re-expression.
2. Translation competence is defined as the knowledge and skills required to perform translation. Models of translation competence include bilingual subcompetence, translation knowledge, and strategic competence.
3. Empirical research on translation has studied topics like the translation process stages, automatic vs. non-automatic processes, and differences between novice and experts. Various instruments are used including think-aloud protocols, eye tracking, and neuroimaging. More research is still needed to better understand and validate methods.
This document summarizes a lecture on introduction to translation. It defines translation as conveying meaning from the source language to the target language using processes like analysis, transfer, and restructuring. It discusses how translation involves determining the demands of both the source and target languages. The key aspects that are translated are meaning, which is influenced by language components like words, grammar, style, and sounds. Translation methods can be literal, free, semantic, communicative, formal, dynamic, pragmatic, or creative. The translation process involves analyzing the source text, transferring meaning to a universal representation, and restructuring it in the target language.
This document discusses word stress patterns in English. It begins by explaining that English word stress can fall on various syllables, unlike some other languages where stress is fixed. It then discusses the differences between primary, secondary, and tertiary stress in English. Primary stress is characterized by both rhythmic and intonational prominence, while secondary stress only has rhythmic prominence. The document also examines the vowels that can occur in unstressed syllables in English, which are generally reduced vowels like schwa.
This document provides an overview of various theories of translation that have developed over time. It discusses early philological theories from figures like Cicero and Augustine, then philosophical theories from the 20th century from thinkers like Ezra Pound and Walter Benjamin. It also covers linguistic theories from Eugene Nida that emphasized dynamic equivalence, and sociolinguistic theories that view translation in its social context and as serving a purpose or skopos. The document traces the development of translation theory through multiple schools and perspectives.
This document discusses different linguistic theories of translation, including Eugene Nida's theory that translation should focus on faithfully conveying what the author intended to say. It also discusses the variety of translation theories that have emerged due to the many perspectives translation can be viewed from, such as differences in languages, cultures, intended uses of translations, and communication circumstances. The document outlines philological, linguistic, communicative, and sociosemiotic perspectives on translation and notes there is no single full theory of translation due to it being a complex technology dependent on many disciplines.
Jika suatu kelompok orang atau suatu masyarakat mempunyai verbal repertoire yang relatif sama serta mereka mempunyai penilaian yang sama terhadap norma-norma pemakaian bahasa yang digunakan di dalam masyarakat itu, maka kelompok orang tsb adalah sebuah masyarakat bahasa/tutur (Speech Commnunity)
This document discusses the concept of diglossia as defined by Ferguson in 1959. Diglossia refers to a stable language situation where there is a primary dialect and a highly codified superposed variety that is used for written and formal spoken purposes. The superposed variety, or H, is learned through formal education. Some key features of diglossia are that H and L have different functions and prestige, H has a literary heritage, L is used between children and for instruction to servants, H has standardization through grammars and dictionaries, diglossia can persist for centuries, H and L have different grammars, lexicons, and phonological systems. Later scholars like Fishman studied overlapping concepts like bilingualism, trig
2. İŞLEVSELLİK (FUNKTIONALITÄT)
• İŞLEVSEL YAKLAŞIMLAR
Çeviribilim de işlevsel yaklaşımların ortak noktası çeviriyi dilbilimsel bir
işlem olarak gören kuramlardan ayrılarak, çeviriyi bir eylem, özellikle de
iletişimsel ve toplumsal bir eylem olarak gören bir bakış açısı sunmalarıdır.
İşlevsel yaklaşımlar arasında en fazla öne çıkan Alman çeviribilimci Hans
Vermeer’in Skopos kuramı, Holz-Mänttäri’nin Çeviri Eylemi Kuramı ve Katharina
Reiss’ın Metin Türleri ve İşlevleri üzerine yaptığı çalışmalar üzerine olmuştur.
Reiss, metin türü konusunda geliştirdiği yaklaşımla, işlevsel çeviribilimin
öncülerinden sayılmaktadır.
•
Cicero
Hieronymus W.Benjamin
Martin Luther
W.V.Humbold
E.Schleiermacher
Holz-Mänttäri
Hans Vermeer
Katharina Reiß
4. BİLGİLENDİRİCİ METİNLER (INFORMATIVE
TEXTE)
İçerik ve bilgilendirme ağırlıklı metinler, bir olayı ya da bir olgunun
anlatımını kapsar. Genellikle düz yazı şeklinde oluşturulmuş
metinlerdir.
Bu tür metinler, politik bir olayı yorumlarken okuru belli bir
noktaya çekmeyi amaçlar. Bu durumda bilgilendirme özelliği olan
bilgilendirici metin, etkileyici işlev yüklenmesiyle operatif metin
yapısını da kazanır (Reiss; 1993:18).
Bu gruba giren metinler, genellikle medya haberleri, yorumlar,
röportajlar, ticaret haberleri, kullanma kılavuzları, belgeler, ders
kitaplar, araştırma yazıları, teknik ve sosyal bilimlere özgü
metinlerdir.
5.
6. İŞLEVSEL METİNLER
(OPERATIVE TEXTE)
Alıcıya yönelik olan bu metinler alıcı adresi veya
kişiyi eyleme, bir reaksiyona yöneltmek amacını taşırlar.
Bir eyleme yönlendirme özelliği taşıdıklarından, söylem,
tarz ve biçim açısından etkilidirler. Dilin en etkili şekilde
kullanımı bu metinlerde gerçekleşir. İkna, tatmin edicilik
bu türlerde kendini gösterir. Bu grup metinler bir amacın,
bir planın, bir söylemin gerçekleştirilmesi için yazılır..
Bu metinlere, reklamlar, propagandalar, yorumlar
v.b. Yazılar örnek verilebilir.
7.
8. ANLATIMCI METİNLER
(EXPRESSIVE TEXTE)
Bu tür metinlerde metnin şekli kadar yazarın metin içeriğini nasıl
ifade ettiği de ön plandadır. Bunun yanında; söz dizimi, şekil, vurgulu
bu tip metinlerin karakteristik özelliklerindendir.
Stil, uyaklar/kafiyeler, karşılaştırmalı ve betimleyici/tasvirli
konuşma tarzları, atasözleri, özdeyişler bu metinlerin içeriklerini
oluştururlar. Ses uyumları sadece şiirler için geçerli değildir, düz
yazılar içinde ses uyumu söz konusudur.
Bu grup metinler, şekil ağırlıklı yazın metinlerin tüm özelliklerini
taşırlar. Kısa öyküler, hikayeler, fıkralar, sahne oyunları, romanlar ve
tüm şiir çeşitleri vurgulu metinleri oluşturur.
9. ÇOK ARAÇLI METİNLER
(AUDIO-MEDIALE TEXTE)
Daha önce açıklamaya çalıştığımız bilgi vurgulu, içerik ve şekil
vurgulu metinlerin her türlü medya araçlarıyla iletilmesi ve eyleme
konulmasıdır.
İletişim amaçlı olduğu sürece metnin genel işlevini yürüttüğü
her ortamda, dil dışı ‘yayın’ araçlarından faydalanılabilir. Dolayısıyla her
türlü metin bu alanda işlenebilir.
Bir radyo yayınında verilen oyunda sadece ses ve dil ön
plandadır ancak bu oyunun televizyonda veya sahnede ortaya
konulmasında diğer faktörlerde (Mimik, görüntü, hareketler ve renkler)
devreye girer.
