This document provides a biography of Joseph Conrad. It details that he was born in 1857 in Ukraine to a Polish noble family. Due to his father's political activism against Russian rule, the family faced exile and hardship. Conrad left Poland at age 16 to become a merchant sailor, spending over 20 years at sea and rising to the rank of captain. He had a varied career that included smuggling, before eventually settling in England in his 30s to pursue writing as a profession. The document outlines the major events and decisions that shaped Conrad's extraordinary and adventurous life.
English for Specific Purposes - What is it?analia24
ESP is defined as teaching English to learners with specific goals or purposes like professional or academic goals. It is designed to meet the specific needs of learners, focus on language relevant to their activities, and can target specific skills. ESP is opposite to general English and depends on the learner's needs rather than being confined to a single field. It has various types depending on the scope and teachers play a role in meeting the specific language needs of their students.
Descriptive grammar describes how a language is actually used by its speakers without making judgments about correctness, observing patterns in usage. Prescriptive grammar prescribes how the language should be used according to established rules, distinguishing between right and wrong usage. Examples provided illustrate descriptive grammar explaining subject/object pronoun usage and prescriptive rules prohibiting ending sentences with prepositions and use of contractions like "ain't".
This document provides an introduction to corpus linguistics, including definitions of key terms and concepts. It discusses the history and development of corpus linguistics from early generational corpora in the 1960s-1990s to current applications. The document outlines different types of corpora as well as software tools used for corpus analysis. Both advantages and limitations of using corpora are presented. Finally, examples of famous corpora and applications to translation studies and research methods in corpus linguistics are briefly mentioned.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
Grammar II-2014 prescriptive vs Descriptive GrammarSerena Luna
This document discusses the difference between prescriptive grammar and descriptive grammar. Prescriptive grammar establishes rules of "good" and "bad" usage, dictating what constitutes proper grammar. However, prescriptive rules are not based on how language is actually used by native speakers. Descriptive grammar objectively studies the linguistic knowledge and patterns used by native speakers, regardless of social perceptions of standardness. The document argues that linguistics should be concerned with descriptive grammar alone and that prescriptive rules have no scientific basis.
This document discusses the evolution of English for Specific Purposes (ESP) as an approach to teaching English. It describes how ESP has shifted from focusing on language at the sentence level to analyzing discourse and rhetorical styles. It also explains how ESP involves conducting needs analyses of target situations to design courses that enable learners to function in their fields. The document stresses that ESP is an approach based on learner needs rather than a distinct methodology. It is not teaching specialized varieties of English but developing the range of language skills needed for different professional contexts.
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
English for Specific Purposes - What is it?analia24
ESP is defined as teaching English to learners with specific goals or purposes like professional or academic goals. It is designed to meet the specific needs of learners, focus on language relevant to their activities, and can target specific skills. ESP is opposite to general English and depends on the learner's needs rather than being confined to a single field. It has various types depending on the scope and teachers play a role in meeting the specific language needs of their students.
Descriptive grammar describes how a language is actually used by its speakers without making judgments about correctness, observing patterns in usage. Prescriptive grammar prescribes how the language should be used according to established rules, distinguishing between right and wrong usage. Examples provided illustrate descriptive grammar explaining subject/object pronoun usage and prescriptive rules prohibiting ending sentences with prepositions and use of contractions like "ain't".
This document provides an introduction to corpus linguistics, including definitions of key terms and concepts. It discusses the history and development of corpus linguistics from early generational corpora in the 1960s-1990s to current applications. The document outlines different types of corpora as well as software tools used for corpus analysis. Both advantages and limitations of using corpora are presented. Finally, examples of famous corpora and applications to translation studies and research methods in corpus linguistics are briefly mentioned.
ESP PPT : GROUP 3 SYLLABUS AND COURSE DESIGN IN ESPDieyana Rahman
The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
Grammar II-2014 prescriptive vs Descriptive GrammarSerena Luna
This document discusses the difference between prescriptive grammar and descriptive grammar. Prescriptive grammar establishes rules of "good" and "bad" usage, dictating what constitutes proper grammar. However, prescriptive rules are not based on how language is actually used by native speakers. Descriptive grammar objectively studies the linguistic knowledge and patterns used by native speakers, regardless of social perceptions of standardness. The document argues that linguistics should be concerned with descriptive grammar alone and that prescriptive rules have no scientific basis.
This document discusses the evolution of English for Specific Purposes (ESP) as an approach to teaching English. It describes how ESP has shifted from focusing on language at the sentence level to analyzing discourse and rhetorical styles. It also explains how ESP involves conducting needs analyses of target situations to design courses that enable learners to function in their fields. The document stresses that ESP is an approach based on learner needs rather than a distinct methodology. It is not teaching specialized varieties of English but developing the range of language skills needed for different professional contexts.
The document discusses the evolution of English for Specific Purposes (ESP) through three main phases: 1) expanding demand for English to suit particular needs, 2) developments in linguistics, and 3) educational psychology. It describes approaches such as register analysis, discourse analysis, target situation analysis, and a learning-centered approach that place learner needs at the center of course design. ESP analysis and teaching materials have shifted focus from sentence-level grammar to discourse patterns and organizational structures in texts.
The document discusses the origins and development of English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) Increased demand for English due to its role in technology and commerce after WWII. 2) A revolution in linguistics that shifted focus to how language is used in real communication contexts rather than just grammar rules. 3) Developments in educational psychology emphasizing learner needs and motivation. ESP developed in phases, starting in the 1960s with a focus on register analysis to identify linguistic features of specific fields like science. This informed the creation of ESP teaching materials. ESP continued evolving with a growing focus on learner needs and motivation through using relevant texts from learners' own fields of study.
Types of Syllabus- ESP (English for Specific Purposes)MjAbles1
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
English for Specific Purposes (ESP) involves teaching English for a specific goal rather than general purposes. It has undergone changes since the 1970s and continues to evolve. Initially called English for Special Purposes, it later shifted to English for Specific Purposes in the 1980s to emphasize the specific purpose rather than a special language. ESP courses are tailored to meet learners' predetermined needs and goals, such as using English as a tool for their profession or studies. While there is no agreed upon definition, ESP is generally understood to involve teaching English in a way that is needs-based, field-specific, and focused on language relevant to the target situation.
The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.
1) Cognitive stylistics analyzes an author's individual language traits and combines linguistic analysis of literary texts with consideration of the cognitive structures and processes underlying language production and reception.
2) It is informed by cognitive science and extends linguistic analysis of literature through theories like schema theory, cognitive metaphor theory, and text world theory.
3) Schema theory proposes that experiences are stored in memory and drawn upon to understand new information, while text world theory describes how discourses construct conceptual spaces known as "worlds" through linguistic cues.
Hi! I am sharing my presentation about English for science and technology. and i gives so many example and symbols though out English language for science and technical student ....
There are several overlapping subdisciplines of stylistics. Literary stylistics studies forms like poetry, drama and prose through analyzing language choices. Evaluative stylistics examines how an author's style works in a work. Interpretive stylistics analyzes linguistic elements to create meaningful art. Discourse stylistics studies how language in use creates meaning through techniques like parallelism. Cognitive stylistics examines what happens mentally when encountering language. Corpus stylistics uses computational analysis of language databases. Feminist stylistics analyzes how gender is linguistically encoded and texts are read differently between genders. Computational stylistics uses computers to analyze patterns in texts, authors and genres.
This document provides an analysis of meaning presented by Mahnoor Fatima and Maryam Bibi. It discusses Eugene Nida's work in the 1960s which led to a breakthrough in translation theory. There are two main types of meanings explored: referential meanings, which refer to objects or notions in the real world, and connotative meanings, which are the emotions and associations connected to words. Examples of how words can have positive, negative, or neutral connotations are given. The document also describes hierarchical and componential analyses of meanings, breaking words down into their constituent semantic components to clarify relationships between terms.
This document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business, medical, or tourism contexts. ESP is distinguished from general English by focusing on learners' target needs through needs analysis. The document outlines the absolute characteristics of ESP as meeting learners' specific needs and using the methodology of their field. It also discusses the history and development of ESP in relation to expanding needs for English after WWII and developments in linguistics and education psychology. The document covers approaches to needs analysis, course design, materials development, testing, and the roles and training of ESP practitioners.
Importance of Structure in Learning the English LanguageRanjit Singh Thind
Of all the four skills in a language, which helps an individual the most to express his or her ideas and feelings to others?
The two most important skills are speaking and writing. Speaking and writing are the Transmission Skills. In order for one to transmit one's ideas and feelings to others effectively, a good command in the said language is essential. Of course, listening and reading play an important part in language too. They are the Reception Skills. But speaking and writing help one to accomplish one's purpose.
Clarity in speaking and writing is achieved by dint of effort in language learning. It rewards handsomely if the language is learned in a methodical and logical manner. And it applies even more to a language like English which is the indisputable world language at present.
One may possess all the knowledge pertaining to one's vocation but if one lacks the powers of expression, one is very much handicapped to compete locally and globally. Thus, the powers of expression in the transmission skills in a language are very much enhanced when one has learned a language logically.
The document discusses the various roles of an ESP (English for Specific Purposes) teacher. An ESP teacher must first conduct a needs analysis to determine student needs and organize course material accordingly. As a material writer, the teacher should create original content tailored to students rather than relying rigidly on textbooks. An ESP teacher is also responsible for analyzing students' strengths and weaknesses, motivating students who may feel tense due to technical course content, adapting existing materials to make them more suitable, and negotiating collaboration between teachers and students.
The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
The document discusses cognitive processes in listening comprehension and how listeners use both top-down and bottom-up processes. It also reviews empirical studies on listening instruction that show the importance of visual supports, captions, and teaching metacognitive strategies. The conclusion emphasizes the need for listening instruction to balance top-down, strategies-based approaches with bottom-up training to help listeners develop effective comprehension skills.
The document discusses the pedagogical aspects and advantages of using a stylistic approach to teaching literature at the college level. A stylistic approach teaches students how language is used in literature and how meanings are made through language features. Adopting this approach would help students understand the role of language in literature and analyze unique aspects of different literary works. It also presents language in context and exposes students to complex vocabulary, syntax, and figurative language.
This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
This document discusses neurolinguistics and the relationship between language and the brain. It describes several key language areas in the brain, including Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It also discusses the localization view that specific language abilities can be linked to specific brain locations. The document then examines phenomena like slips of the tongue and slips of the ear. It provides definitions and examples of different types of aphasia that can result from brain damage, including Broca's aphasia and Wernicke's aphasia. The dichotic listening technique for studying brain asymmetry in auditory processing is also mentioned. Finally, the concept of
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach focused on meeting the specific language needs of learners for their disciplines or occupations. ESP has absolute characteristics like being designed for specific skills and not following one methodology. It also has variable characteristics like the type focusing on academics, occupations, or fields like science or medicine. The document outlines features of ESP courses like using authentic materials and being oriented to the purpose and needs of learners. It discusses concepts like the research base, language and text analysis, identifying learners' needs, and using a learner-centered methodology. In conclusion, it provides information about the author and course team.
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
This document provides biographical information about Morice Vanoverbergh, a Belgian missionary who worked extensively with the Isneg people of the Philippines in the early 20th century. It notes that he was ordained as a priest in 1909, arrived in the Philippines that same year, and served in various locations on Luzon from 1909 to 1933. It describes his linguistic work with the Isneg people, including publishing an Ilocano-English dictionary in 1955 and recording Isneg riddles. The document provides details on Isneg dialects and pronunciation.
This document summarizes Morice Vanoverbergh's career and contributions to studying the Isneg people and language of the Philippines. It provides an overview of his missions among Isneg communities from 1909 to the 1930s, and lists several papers he authored on topics like Isneg life cycles, farming practices, architecture, health issues, and domestic economy. The document also includes an Isneg orthography he developed and examples of Isneg riddles he collected, along with their English translations.
The document discusses the origins and development of English for Specific Purposes (ESP). It provides three main reasons for the emergence of ESP: 1) Increased demand for English due to its role in technology and commerce after WWII. 2) A revolution in linguistics that shifted focus to how language is used in real communication contexts rather than just grammar rules. 3) Developments in educational psychology emphasizing learner needs and motivation. ESP developed in phases, starting in the 1960s with a focus on register analysis to identify linguistic features of specific fields like science. This informed the creation of ESP teaching materials. ESP continued evolving with a growing focus on learner needs and motivation through using relevant texts from learners' own fields of study.
Types of Syllabus- ESP (English for Specific Purposes)MjAbles1
This document discusses different types of syllabuses that can be designed for language courses. It describes linear and spiral syllabuses, with linear being where new points are completely covered before moving on and spiral revisiting language items multiple times. It also outlines several types of syllabuses including external/internal, uninterpreted/interpreted, evaluation, organizational, materials, teacher, classroom, and learner syllabuses. The importance of designing an effective syllabus for organizing language learning is emphasized.
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
English for Specific Purposes (ESP) involves teaching English for a specific goal rather than general purposes. It has undergone changes since the 1970s and continues to evolve. Initially called English for Special Purposes, it later shifted to English for Specific Purposes in the 1980s to emphasize the specific purpose rather than a special language. ESP courses are tailored to meet learners' predetermined needs and goals, such as using English as a tool for their profession or studies. While there is no agreed upon definition, ESP is generally understood to involve teaching English in a way that is needs-based, field-specific, and focused on language relevant to the target situation.
The document discusses different types of English for Specific Purposes (ESP), including English as a restricted language, English for academic and occupational purposes, and English with specific topics. It provides examples of restricted languages like Seaspeak used for maritime communications and Air Traffic Control English. ESP can involve English used for different subject areas like science, business, and social studies, with a focus on either academic or occupational purposes.
1) Cognitive stylistics analyzes an author's individual language traits and combines linguistic analysis of literary texts with consideration of the cognitive structures and processes underlying language production and reception.
2) It is informed by cognitive science and extends linguistic analysis of literature through theories like schema theory, cognitive metaphor theory, and text world theory.
3) Schema theory proposes that experiences are stored in memory and drawn upon to understand new information, while text world theory describes how discourses construct conceptual spaces known as "worlds" through linguistic cues.
Hi! I am sharing my presentation about English for science and technology. and i gives so many example and symbols though out English language for science and technical student ....
There are several overlapping subdisciplines of stylistics. Literary stylistics studies forms like poetry, drama and prose through analyzing language choices. Evaluative stylistics examines how an author's style works in a work. Interpretive stylistics analyzes linguistic elements to create meaningful art. Discourse stylistics studies how language in use creates meaning through techniques like parallelism. Cognitive stylistics examines what happens mentally when encountering language. Corpus stylistics uses computational analysis of language databases. Feminist stylistics analyzes how gender is linguistically encoded and texts are read differently between genders. Computational stylistics uses computers to analyze patterns in texts, authors and genres.
This document provides an analysis of meaning presented by Mahnoor Fatima and Maryam Bibi. It discusses Eugene Nida's work in the 1960s which led to a breakthrough in translation theory. There are two main types of meanings explored: referential meanings, which refer to objects or notions in the real world, and connotative meanings, which are the emotions and associations connected to words. Examples of how words can have positive, negative, or neutral connotations are given. The document also describes hierarchical and componential analyses of meanings, breaking words down into their constituent semantic components to clarify relationships between terms.
This document discusses English for Specific Purposes (ESP). It defines ESP as using English in a specific context based on learners' needs, such as business, medical, or tourism contexts. ESP is distinguished from general English by focusing on learners' target needs through needs analysis. The document outlines the absolute characteristics of ESP as meeting learners' specific needs and using the methodology of their field. It also discusses the history and development of ESP in relation to expanding needs for English after WWII and developments in linguistics and education psychology. The document covers approaches to needs analysis, course design, materials development, testing, and the roles and training of ESP practitioners.
Importance of Structure in Learning the English LanguageRanjit Singh Thind
Of all the four skills in a language, which helps an individual the most to express his or her ideas and feelings to others?
The two most important skills are speaking and writing. Speaking and writing are the Transmission Skills. In order for one to transmit one's ideas and feelings to others effectively, a good command in the said language is essential. Of course, listening and reading play an important part in language too. They are the Reception Skills. But speaking and writing help one to accomplish one's purpose.
Clarity in speaking and writing is achieved by dint of effort in language learning. It rewards handsomely if the language is learned in a methodical and logical manner. And it applies even more to a language like English which is the indisputable world language at present.
One may possess all the knowledge pertaining to one's vocation but if one lacks the powers of expression, one is very much handicapped to compete locally and globally. Thus, the powers of expression in the transmission skills in a language are very much enhanced when one has learned a language logically.
The document discusses the various roles of an ESP (English for Specific Purposes) teacher. An ESP teacher must first conduct a needs analysis to determine student needs and organize course material accordingly. As a material writer, the teacher should create original content tailored to students rather than relying rigidly on textbooks. An ESP teacher is also responsible for analyzing students' strengths and weaknesses, motivating students who may feel tense due to technical course content, adapting existing materials to make them more suitable, and negotiating collaboration between teachers and students.
The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
The document discusses cognitive processes in listening comprehension and how listeners use both top-down and bottom-up processes. It also reviews empirical studies on listening instruction that show the importance of visual supports, captions, and teaching metacognitive strategies. The conclusion emphasizes the need for listening instruction to balance top-down, strategies-based approaches with bottom-up training to help listeners develop effective comprehension skills.
The document discusses the pedagogical aspects and advantages of using a stylistic approach to teaching literature at the college level. A stylistic approach teaches students how language is used in literature and how meanings are made through language features. Adopting this approach would help students understand the role of language in literature and analyze unique aspects of different literary works. It also presents language in context and exposes students to complex vocabulary, syntax, and figurative language.
This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
This document discusses neurolinguistics and the relationship between language and the brain. It describes several key language areas in the brain, including Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It also discusses the localization view that specific language abilities can be linked to specific brain locations. The document then examines phenomena like slips of the tongue and slips of the ear. It provides definitions and examples of different types of aphasia that can result from brain damage, including Broca's aphasia and Wernicke's aphasia. The dichotic listening technique for studying brain asymmetry in auditory processing is also mentioned. Finally, the concept of
This document discusses English for Specific Purposes (ESP). It defines ESP as an approach focused on meeting the specific language needs of learners for their disciplines or occupations. ESP has absolute characteristics like being designed for specific skills and not following one methodology. It also has variable characteristics like the type focusing on academics, occupations, or fields like science or medicine. The document outlines features of ESP courses like using authentic materials and being oriented to the purpose and needs of learners. It discusses concepts like the research base, language and text analysis, identifying learners' needs, and using a learner-centered methodology. In conclusion, it provides information about the author and course team.
ESPE Linguistics
English for Specific Purposes
Deliverable activity 1.2
B.Make a PPT presentation about “THE ROLE OF THE ESP TEACHER” (no more than 10 slides)
This document discusses the key principles of English for Specific Purposes (ESP). It defines ESP as an approach to teaching English that is based on the specific needs and purposes of the learners for learning the language. ESP focuses on developing the linguistic skills and knowledge required for particular disciplines or occupations. It emphasizes teaching language in context rather than just focusing on grammar structures. The document also outlines some of the roles and responsibilities of an ESP teacher, such as organizing courses, setting goals and objectives, creating a supportive learning environment, and evaluating students.
This document provides biographical information about Morice Vanoverbergh, a Belgian missionary who worked extensively with the Isneg people of the Philippines in the early 20th century. It notes that he was ordained as a priest in 1909, arrived in the Philippines that same year, and served in various locations on Luzon from 1909 to 1933. It describes his linguistic work with the Isneg people, including publishing an Ilocano-English dictionary in 1955 and recording Isneg riddles. The document provides details on Isneg dialects and pronunciation.
This document summarizes Morice Vanoverbergh's career and contributions to studying the Isneg people and language of the Philippines. It provides an overview of his missions among Isneg communities from 1909 to the 1930s, and lists several papers he authored on topics like Isneg life cycles, farming practices, architecture, health issues, and domestic economy. The document also includes an Isneg orthography he developed and examples of Isneg riddles he collected, along with their English translations.
The document discusses several topics related to translating different types of texts, including:
1. Features that distinguish descriptive and narrative texts, such as a focus on adjectives vs. verbs.
2. Challenges in translating drama, including whether to focus on reading vs. performance, dialects, slang, allusions, forms, and sociocultural differences.
3. Nineteen problems that can arise in translating Shakespeare, such as textual issues, cultural references, language variations, and signs for performance.
4. Evaluating translations of Othello based on type (complete, abridged, etc.), form (prose, verse), changes to techniques, and register (classical,
The document provides information to help understand language change for an A Level English Language exam. It discusses exam format and assessment objectives, focusing on Section B which examines language change over time and context. Key points include comparing texts from different periods/locations; analyzing grammar, vocabulary, sounds and language features; and considering external influences like time, place and cultural background. The document also provides sample exam questions and advice on answering them effectively.
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. (DOC) Sample Reflective Essays | mashuri mashuri - Academia.edu. Thesis Statement Examples University - Thesis Title Ideas for College. 010 Essay Example Reflective Format Lovely Critical Reflection Writing .... 017 Essay Example Self Reflection Sample Cfp Final2 ~ Thatsnotus. 2 Reflective Essay Examples and What Makes Them Good. Reflective Essay. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab .... Wondrous Reflective Essay Template ~ Thatsnotus. Thesis statements for research papers - We Write Custom Research Paper .... Example Of Reflective Essay That Really Stand Out | by Sample Essay .... Reflective Essay Thesis Statement Examples - Write a thesis statement .... 002 Essay Example Reflective Introduction Reflection Personal Thesis .... Reflective Essay Examples. 005 Reflective Essay Thesis Statement Examples Sample Narrative Format .... The reflective essay_final[1]. How To Write A Reflective Essay For University Example | Sitedoct.org. Outline For Persuasive Essay Template | PDF. 45 Perfect Thesis Statement Templates (+ Examples) ᐅ TemplateLab. Thesis Statement Position Paper Examples - Writing A Thesis Statement .... College essay: Reflective essay thesis Reflective Essay Thesis Statement Examples
Special problems in literary translationWaleesFatima
This document discusses some of the special challenges involved in literary translation. It notes that when translating works from earlier historical periods, the translator must be careful not to use words or phrases that did not exist during the time period in which the work is set. Maintaining an appropriate vocabulary while avoiding anachronisms can be difficult. The document also discusses the importance of understanding and accurately conveying any subtextual meanings in a work. Indirect translation, where a work is translated into a third language via an intermediate translation rather than directly from the original, can compound errors and inaccuracies and is generally best avoided.
Reading Questions for January 23rd Name Packet of short readi.docxsedgar5
Reading Questions for January 23rd Name:
Packet of short readings on code-switching, various authors.
Vocabulary: Code-switching, Crossing
1. Have you ever code-switched, even if it’s just between a more casual and a more formal way of speaking? If you do so often, pick one example and briefly describe it. What was your reason for doing so—does it match the reasons listed in the first article (‘Five Reasons Why People Code-Switch’)?
2. The third and fourth articles (from The Washington Post and the Guardian) both shed further light on the reasons why people might code-switch and also some of the perils. What are some of the downsides or social dangers of the practice?
3. In class I described crossing as the linguistic version of cultural appropriation, but Sociolinguist Ben Rampton, who coined the term, had a somewhat different – and perhaps more optimistic—take on the practice. How did he interpret the social meaning of crossing?
4. What is the social significance of the ‘white voice,’ according to Boots Riley, director of the film ‘Sorry to Bother You’? Is it meant to be a straightforward, accurate representation of how actual white people talk, or is there something more?
[From the NPR blog Code Switch:]
Five Reasons Why People Code-Switch
April 13, 201312:26 PM ET
Matt Thompson
Monday, April 8, marked the launch of Code Switch, our new blog covering race, ethnicity
and culture. To commemorate the blog's launch, all week we solicited stories about
code-switching — the practice of shifting the languages you use or the way you express
yourself in your conversations.
People sent us hundreds of stories illustrating the many ways we code-switch and the
many reasons for doing it. Five of those motivations came up again and again in the
stories we read:
1) Our lizard brains take over: The most common examples of code-switching were
completely inadvertent; folks would slip into a different language or accent without even
realizing it or intending to do it. One such story came from Lisa Okamoto, who told us
she was born and raised in Los Angeles by two parents from Japan, a place she's visited
all her life. This trip was particularly memorable (warning, profanity euphemisms
ahead):
If you ever watched the original Ring movie, I think you will understand this: the Japanese take horror stories
pretty seriously, but in a very creepy quiet way. I find Japanese horror movies and haunted houses to be ten
times scarier than the American counter-part.
I went back to Japan with a friend during the summer of 2009, the height of haunted house season in Japan.
(The Japanese have this concept that the summertime is the best time to tell scary stories, because the chill you
feel from fright will cool you down during the humid months.) My friend loves scary stories, and she wanted
to go into a haunted maze when we were visiting Yokohama. I protested and protested but eventually she
convinced me to go t.
This document provides an overview and introduction to the Old English poem Beowulf. It discusses that Beowulf is the oldest surviving poem in English and explores some of the key poetic devices and themes in the work such as alliterative verse, kennings, and themes of good versus evil. The summary also gives context about when and where the poem was set and composed as well as some of the uncertainties around its exact origins and manuscript history.
This document provides an overview and introduction to the Old English poem Beowulf. It discusses that Beowulf is the oldest surviving poem in English and explores some of the key themes in the poem like good versus evil. The summary also notes that while the poem was written in English, it is set in Scandinavia and that some of the characters may be based on historical figures. Finally, it provides definitions for some important literary terms and concepts used in the poem like alliterative verse, kennings, and the comitatus relationship between a lord and his warriors.
The Old Man and the Sea as an Allegory: Sharks (400 Words) - PHDessay.com. ≫ "Old Man and the Sea" Story Review Free Essay Sample on Samploon.com. ⇉Reflection on "The Old Man and the Sea" Essay Example | GraduateWay. ≫ "The Old Man and the Sea" and Its Connection with Bible Free Essay .... The Old Man and the Sea Themes from LitCharts | The creators of .... Essay questions old man and the sea - mbamission.web.fc2.com. The Old Man and the Sea - Quote Analysis & Reading Quizzes by S J Brull. ᐅ Essays On Old Man and the Sea
Rip Van Winkle Essay. PPT - Rip Van Winkle PowerPoint Presentation - ID:251815Vanessa Martinez
Rip Van Winkle Analysis Essay Example | StudyHippo.com. Essay story of rip van winkle. Rip Van Winkle short essay on the roles of main characters | Rip Van Winkle. Freedom and revolution in Washington Irving’s “Rip Van Winkle”: [Essay .... Rip Van Winkl 1 - Rip Van Winkle “Rip Van Winkle” is a short story ....
Essay On Beowulf. beowulf essay: characteristics of archetypal epic heroKate Hunter
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Shakespeare and the literary heritage controlled assessment packageChristopher Waugh
The document provides background information on Wilfred Owen, a British poet and soldier during World War I. It discusses how Owen initially volunteered for the war in 1915 but was profoundly shocked by his frontline experiences in early 1917, witnessing the horrors of gas attacks, rotting corpses, and enduring freezing conditions in the trenches. Inspired by Siegfried Sassoon at a military hospital in 1918, Owen began writing some of the most famous poetry about the brutality of war, including "Anthem for Doomed Youth", "Futility", and "Dulce et Decorum Est". Tragically, Owen was killed in action just one week before the end of the war in November 1918.
This document provides the contents for a book titled "Arabic Dialectology: In honour of Clive Holes on the Occasion of his Sixtieth Birthday." It contains an acknowledgements section, introduction, bibliography of Clive Holes' published works, a poem written for Clive Holes, and various articles on topics in Arabic dialectology, descriptive dialectology, contact phenomena, social dialectology, and code mixing. The book brings together leading scholars and researchers in Arabic linguistics to honor Clive Holes, a highly acclaimed linguist and professor, on the occasion of his 60th birthday through a collection of articles reflecting the wide spectrum of Arabic linguistics and linguistics in general.
Poetry is a literary medium which often resonates with the responder on a personal level, through the subject matter of the poem; the techniques are used to portray this study. Robert Frost utilizes many techniques to convey his respect for nature, which consequently makes much of his poetry relevant to the everyday person. His poetry deals with ordinary people, including farmers and workers of his age. Because of his unfeigned interest in and love for rural people, Frost emerged ultimately as a national bard and a poetic sage of America. On the surface, “Stopping by Woods on a Snowy Evening” focuses on a seemingly unimportant event of the poet stopping one winter evening, mesmerized by the snow and the wood. However, at a figurative level, the poem goes deeper connecting with the people’s everyday life. The poet portrays the universal images that every man thinks about his life what he has done on earth, or through the ordinary situations. A village farmer couple is the protagonist of the poem through whom the psychology of common people are impacted on his writings. The dilemma of a simple stranger shows the psychological conflicts of the contemporary age as reflected in “The Road Not Taken.” In the poem, “Mending Wall,” the difference of opinion of two neighbors can be interpreted at national or international level. Thus this paper examines very familiar issues of the common people of the poet’s age.
Context clues are hints found within text that help readers understand unfamiliar words. There are several types of context clues including definition clues, example clues, synonym clues, contrast clues, and structural clues. Mastering context clues is an important way for readers to build vocabulary without needing a dictionary, since context clues allow readers to infer a word's meaning based on its usage within surrounding text.
Context clues are hints found within text that help readers understand unfamiliar words. There are several types of context clues including definition clues, example clues, synonym clues, contrast clues, and structural clues. Mastering context clues is an important way for readers to build vocabulary without needing a dictionary present. The document provides examples for each type of context clue and practice exercises for readers to apply their understanding.
Three context clue strategies are discussed in the document:
1. Definition/description clues provide the definition of an unfamiliar word directly within the text.
2. Example clues use examples to explain the meaning of an unfamiliar word.
3. Synonym restatement clues repeat an idea in familiar words to indicate the meaning of an unfamiliar word.
Good Essay Vocabulary. Vocabulary for Writing Essay - English Study HereLisa Phon
Here are the answers to your assessment questions:
1.
i) True. There are differences in the rate of development of boys and girls.
ii) False. Critical periods are the best times for learning particular skills, not the only times. Learning can still occur outside of critical periods, though it may be more difficult.
2. Secure attachment leads to better social and emotional development. Children with secure attachments are more confident, have healthier relationships, and can regulate their emotions better. Insecure attachments can have long-lasting negative impacts.
3. Cognition refers to how children think and process information. Caregivers can promote cognitive development by reading and talking to children, playing games, answering questions, exploring
POETRY ANALYSIS ESSAY. Poetry Essay | English - Year 11 SACE | Thinkswap. 21 ap lit poetry essay examples. How to write an essay on poetry Kaskaskia | ThesisEssay76 - (2021). 002 Essay Example How To Start Poetry Comparison ~ Thatsnotus. Unseen Poetry Essay | English Literature - A Level ALevels Eduqas .... Poetry Analysis Essay Examples - ENGL0101 - UoPeople - Studocu. Introduction to Poetry: First Essay Assignment. Year 12 Poetry Essay | English - Year 12 SACE | Thinkswap. Poetry Essay Help - Poetry Exam Essay Writing. How To Be Prepared. 003 Alevel Course Work How To Write Poetry Essay ~ Thatsnotus. Example of Poetry Essay | Poetry. Striking How To Start A Poetry Comparison Essay ~ Thatsnotus. Poetry Essay Examples. poetry analysis essay Writing Poems, Essay Writing, Analyzing Poetry .... How to write a critical essay on a poem. Poetry Critical Analysis. 2022 .... Poetry Essay Writing Help. Page not found - The Perfect Dress. Accueil. Poetry Essay Draft. Poetry Analysis Essay | English - Year 12 SACE | Thinkswap. How to Write the Poetry Essay. Poetry Analysis Essay: Smart Student’s Guide with Example and Tips .... 1 Poetry Essay - ENG 201 ESSAY #1: POETRY DRAFT DUE: Saturday .... Marvelous How To Write A Poetry Essay ~ Thatsnotus. Essay Poems. How To Write A Poetry Essay For Ap Lit - How to Write the Poetry Essay .... Introduction to Poetry Essay - ‘At one level, imagery works through .... How to Write a Poetry Essay: Example and Tips | EssayWriters.us. Poetry Analysis Essay | Templates at allbusinesstemplates.com. How to Quote and Cite a Poem in an Essay Using MLA Format. Poetry Essay | English - Level 2 NCEA | Thinkswap Poetry Essay Poetry Essay
Similar to Translation and Commentary on Joseph Conrad's Intro of Lord Jim By Mohamed Ansary (20)
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Contents
Acknowledgment
1. Introduction: Linguistic Background
2. Source Text
3. Target Text
4- Equivalence at Word Level
4.1
4.2
4.3
4.4
4.5
5
7
10
12
Translation by Illustration/ Explanation
Translation by a more General Word
Culture-Specific Concepts
Translation by Omission
Translation by Paraphrase Using Unrelated Words
4.6 Translation Using a Loan Word
5- Equivalence above Word Level
17
5.1 Collocations
5.2 Idioms
6- Grammatical Equivalence
6.1
6.2
6.3
6.4
20
Number
Gender
Tense & Aspect
Voice
7– Textual Equivalence
25
7.1 Cohesion through Conjunction
7.2 Cohesion through Reference
7.2.1 Co-Reference
8- Micellaneous Items
Conclusion
References
2
31
32
33
3. I would like to express my deep gratitude and appreciation to the World Arab
Translators’ Association (WATA) in general and Professor Baker Al Musawi in particular
for his guidance and for giving me this chance to go through this rich experience. I have
received a lot of help and support during the period of the course from Professor Baker whose
instructions were enormously valuable.
3
4. It is true that a gifted translator may do well without the theoretical knowledge of the
different fields of translation study, but it is equally true that without such knowledge it is
almost impossible to deal with the study of translation on systematic and academic bases.
It is worth mentioning in this respect that studying theories of translation helped me a lot
through my translation project.
Several scholars have recognized the essence of translation and defined it thoroughly. The
definitions suggested by some scholars are mentioned below in order to be aware of what is
exactly meant by the word “translation”.
Catford holds that translation is “the replacement of textual material in one language
(SL) by equivalent textual material in another language (TL)” (Catford, 1965:20). By the term
“textual” Catford means that not every individual item in the original text is substituted by an
equivalent item in the translated text. Halliday describes translation as the establishment of
textual rather than lexical or grammatical equivalence. He maintains that “translation is the
relation between two or more texts playing an identical role in an identical
situation”.Widdowson, however, holds that translation should neither operate on the word
level nor even on the sentence level, but on the level of the text. According to him, a
translator has to discover equivalents on the communicative level of language, rather than on
the lexical or grammatical levels.
Having introduced the above attempts at establishing an appropriate definition of
translation, we notice that despite the differences in phraseology, their outcome is similar to
a great extent since they reach the same destination through different routes. The previous
views stress the same point; that is - the translated version should have the same effect of
the original.
The problems that I encountered while translating the text in question are analyzed on
different levels as follows:
1. Word Level 2- Above the Word Level 3-Grammatical Level 4-Textual Level
4
8. مقــدمــة
جوزيف كـونـراد
إن حياة كونراد في حد ذاتها بمثابة قصة من القصص الالفتة للنظر فهي حافلة باألحداث والرومانسية وبها ما
يكفى الستحضار مادة لكتابة رواية مليودرامية أوقع بكثير من الروايات التي كتبها. ولد بمدينة برديشف
بأوكرانيا عام 1857 و تم تعميده باسم جوزيف تيودور كونراد كورزنيوفسكى (Jozef Teodor
) .Konrad Korzeniowskiو كان طفال ألسرة من األسر البولندية ذوى األمالك. حصل على الجنسية
البريطانية عام 1557 ووافته المنية بالقرب من مدينة كانتربرى عام 1927 حيث عُرف باسم جوزيف كونراد
). (Joseph Conrad
ماا بين ذاذه الباداياة والنهاية حياة محفوفة بالم اطر وحافلة بالماامرات والقرارات المصااااااايرية والتايرات غير
المتوقعة لمساار حياته. كان في أوقات عديدة الطفل الوحيد الموجود بالمنفى السياسي بروسيا. كان طالبا متمردا
في بولندا وكان بحارا مبتدئا في مرساايليا وكان مهربا لألساالحة والذ يرة . قام بمحاولة انتحار في فرنسااا بعد أن
كان قد أغرقته الديون. كان بحارا بسااايطا يرسااا و على الساااواحل بارا التجارة مع مدن ساااواحل بحر الشااامال
اإلنجليزي . ثم أصاب ضابطا بحريا قديرا وفي عام 1557 صار رُبانا ألعالي البحار. عمل ضابطا بحريا على
متن العديد من الساافن التجارية التي كانت تتوجه إلى الشاارق األقصااى وأسااتراليا. كان رُبانا للبا رة أوتا جو في
رحالتها من بانكوك إلى استراليا ثم إلى موريشيوس. كان قبطانا لبا رة نيلية متهالكة تبحر في مياه نهر الكوناو
في أفريقيا. وفى نهاية المطاف كان كاتبا روائيا محترفا بإنجلترا في الثالثين عاما األ يرة من حياته تقريبا.
إنها حياة غريبة وعجيبة تتسااااام بالعديد من األفعال العفوية وبالطبع التايرات الفجائية. فأكثر قرار مصااااايري من
بين م تلف القرارات التي ات ذذا كونراد كان قرارا في وقت مبكر من حياته: أال وذو أنه كان في السااااااادسااااااة
عشر فقط من عمره عندما ترك بولندا لألبد بحثا عن الرزق في البالد حيث عمل بحارا تجاريا. ال يستطيع أحد
أن يعلل بشاكل تام الدوافع ورا ما قام به أو الدوافع التي جعلت أقاربه أو األوصايا عليه يسمحون له بالقيام بما
قام به. ريما كان قرار ماادرة بولندا قرارا حكيما شجعته العائلة. و بالرغم من أنه ينتمي ألسرة ذات حسب
و نساابإ إال أن الكبريا الشااديد الذي كان ساامة يتساامون بها يم بظالله على طفولته . و من الجدير بالذكر أن
أبوللو كورزنيوفسكى والد كونراد كان مواطنا و مناديا بالقومية بتفان و جلد في وقت كانت تقع فيه بولندا ككثير
من األوقات تحت الحكم الروسي و تعانى من االضطهاد الروسي لها. إال أن أنشطته السياسية أسفرت عن إلقا
القبا عليه و إيداعه بالساجن عام 7157 ثم نفيه إلى شامالي روسايا عام 9157. ومن ثم فإن السنوات األولى
من طفولة كونراد شااااهدت ساااانوات نفى األساااارة والكوارث التي مرت بها. لقد توفت والدته في روساااايا عام
8157 أما والده الذي وذنت صاااااااحته و يم عليه الحزن لم يساااااااتطع البقا كثيرا بعد عودته من المنفى ومات
8
9. بمرا الادرن عاام 2157 . و بعاد ذلاك قاامات العاائلاة وباأل ص عمه بتقديم يد العون لكونراد ورعايته حيث
اعتنى به عمه ثاديوس بوبرفسكى والذي كان يأ ذ على عاتقه مسئوليه تعليم كونراد فقد اعتنى به ماديا. وكان
بشاكل عام وصاى عطوف و كثيرا ما تحمل العنا الل سانوات عديدة من مرحلة الشباب التي مر بها كونراد
والتي اتسمت بالتهور والطيش والمحن .
من المؤكد أن قرار ذذاب كونراد لل ارج قد ساااااانده بوبروفساااااكى الذي كان يحاول أن يحصااااال على الجنساااااية
النمساااوية لهذا الصاابي الذي كان يُنظ ر له على أنه ابن سااجين سااياسااي قضااى أكثر من مسااة و عشاارين عاما
يؤدى دمة عساااكرية إجبارية بروسااايا إال أن المحاولة با ت بالفشااال. ولتجنب م اطر ذذا األمر مكث كونراد
بال ارج حيث كان بمأمن أكثر حتى أنه بعد بضااااع ساااانوات كان بوبروفسااااكى يحثه على عدم زيارة بولندا مرة
أ رى ح تى يتم التأكد من حصاااوله على الجنساااية البريطانية. لكن قرار ذذاب كونراد للعمل بالبحر و التدريب
على التجارة البحرية كان قراره وحده. ذذا القرار قد أصاب العائلة بالدذشة حيث لم يكن من عرف العائلة أن
يلتحق أحد أفرادذا بمثل ذذه األعمال أو أن يكون له عالقة بالبحر. ربما كان ذذا القرار نتاج قرا ات كثيرة في
فترة طفولته عن أدب الرحالت وقصص الماامرات مع ولعه بالجارافيا تلك المادة التي لفتت انتباذه التفاتا شديدا
.
على أية حال فقد ساالك طريقة و منذ أولى رحالته التدريبية على جذر اإلنديز الاربية عام 8157 وحتى إلاا
رحلته األ يرة التي كان م طط لها أن يكون كونراد الضابط األول لها كان يكتسب رزقه من الل مهنته بحارا
تجاارياا. إن بعا الوقاائع التي حادثات في فترة مبكرة بفرنساااااااا ( والتي تضااااااامنات عمليات تهريب األسااااااالحة
و الذ يرة) لم تنم عن سااااااامعة حسااااااانة على اإلطالق لكن بعد قراره الذي ات ذه لاللتحاق باألساااااااطول التجاري
البريطاني اكتسااااب مؤذالته كضااااابط على فترات منتظمة فيما يبدو بشااااكل مؤكد أنه كان انتصااااارا للعمل الجاد
والهدف المحدد.
بشاكل عام كان عمله بالبحر عمال غريب األطوار. ففي ذات مرة أصادر األوامر بإبحار السفينة أوتا جو وكان
لديه عادة دائمة أال و ذي التشااااجر مع ضاااباط السااافينة و تايرذم لمراكزذم على السااافينة دون إبدا أي سااابب
واضاااا في الوقت الذي يبدون فيه على حالة من االسااااتقرار التام و إدارة األمور بنجال. من الناحية االحترافية
كان ضااابطا كفئا أما على المسااتوى الش ا صااي فكان دائما ما يبدو عليه القلق واالندفاع و التردد. ذلك الساالوك
ربما يكون السااابب فى التحاقه بعمل غير مساااتقر مما تسااابب في حدوث قلق و إصاااابة ب يبة أمل في الكثير من
األوقات لعمه و ألصحاب العمل الذي كان يلتحق به لكن ذذا العمل منحه أيضا َ برة كبيرة عن طبيعة الناس
و األماكن و األحداث في أجزا شتى من العالم. لقد كانت سنوات التدريب طويلة و مثيرة للعجب للش ص الذي
قُدر له أن يكون روائيا فيما بعد... لشاااااا ص روائي بالفطرة ذي برة وذكا ثاقبين ومتواصاااااالين تجاه ما يُدره
عليه العالم من مرارة األيام منذ نعومة أظافره.
في الواقع قام كونراد باعتباره كاتبا باساتاالل براته مرارا و تكرارا وبشاكل منتظم وبتوظيف الش صيات التي
قد كان يقابلها في أسفاره. فكثيرا ما كانت تظهر ذذه الش صيات مع تاير طفيف في األحداث وبأسما قريبة جدا
ألسمائها الحقيقية لدرجة تمكنا بيقين شديد من تتبع لفية أعماله المستوحاة من واقع الحياة إال أن كونراد لم يكن
9
10. ببساطة راويا لقصص عن سيرته الذاتية ف ياله ال صب يشمل كل الناس واألماكن واألحداث الموجودة بذاكرته
ٍ
والتي كانت نتاج ل برته.إن معرفة شاااا ما عن حياته ال اصاااة ككل وعن األحداث التفصااايلية التي ترتكز عليها
رواية ما يعد بالنساااابة لحالته من العوامل المساااااعدة اصااااة على فهم طبيعة عمله حيث يتي لنا ذلك أن نرى ما
الذي اساااترعى انتباذه ودفع ب ياله للعمل لكن ليس من الحكمة أيضاااا عقد مقارنات دقيقة بين واقع و يال إال إن
تذكرنا أن يال كونراد يال غير عادى لدرجة أنه في الوقت الذي يكتب فيه قصاة إلشاباع رغباته تكون القصة
بمنأى عن مصاادرذا الحقيقية وتعتبر فقط عمل روائي كما لو كانت من وحي ال يال تماما. (ذذا الشاي يوضع
في االعتبار عندما ننظر إلى األناس الحقيقيين واألحداث الواقعية التي جعلها كونراد الركيزة لروايتها اللورد جيم ) .
11
11. Some problems arise from the lack of equivalence at word level. The question is: what does
a translator do when there is no word in the target language which expresses the same
meaning as the source language word? (Mona Baker 1992: 10)
The answer of the above question is proposed by Mona baker herself. She suggests some
strategies that may guide the translator.
4.1 Translation by Illustration / Explanation
Example 1:
The meaning of (which included the smuggling), (L.58) is understood only by illustration
since it is not mentioned what the word (smuggling) is referring to in that context. A
reference was made at the very beginning of the SLT to explain what kind of explanation is
necessary here. It reads:
و التي تضمنت عمليات تهريب األسلحة و الذخيرة
Example 2:
ST: The real –life background to his work (line 81)
TT: خلفية أعماله المستوحاة من واقع الحياة
Example 3:
I encountered a problem with the verbs of the following sentence: his imagination enriches
and transforms all the people (line82, 83).
11
12. I exerted my effort to explain the general meaning of the sentence by sticking to the
meaning of the verbs. The suggested explanation was:
.فخياله الخصب يشمل كل الناس و األماكن و األحداث الموجودة بذاكرته
Example 4:
The English sentence in line 8 does not clarify what kind of direction. Therefore, some
modification was made to clarify the meaning of the word (direction).
ST: (and unexpected changes of direction) (L8).
TT: و التغيرات غير المتوقعة لمسار حياته
Example 5:
ST: he died near Canterbury in 1924 as Joseph Conrad.
TT: وافته المنية بالقرب من مدينة كانتربرى عام 1924 حيث عرف باسم جوزيف كونراد
Example 6
ST: during several years of youthful extravagances, escapades and misfortunes.
TT:
خالل مرحلة الشباب التي مر بها كونراد و التي اتسمت بالتهور و الطيش والمحن
Example 7:
ST: and from his first. Apprentice voyage to the West Indies.
TT:
.........منذ أولى رحالته التدريبية إلى جزر اإلنديز الغربية
Example 8:
ST: But the decision that Conrad should go to sea…………..
TT:
.........لكن قرار ذهاب كونراد للعمل بالبحر
Example 9:
ST: of giving up posts
12
13. TT: تغيرهم مراكزهم على السفينة
Example 10
ST: They seemed perfect settled.
TT: يبدون على حالة من االستقرار التام
Example 11
ST: Trading along the North Sea coast of England (L.12).
TT: . بغرض التجارة مع مدن سواحل بحر الشمال اإلنجليزي
4.2 Translation by a more General Word
The verb supply in line 2 was not translated literally. A more general word was used to suit
the target context.
الستحضار مادة لكتابة رواية ميلودرامية
4.3 Culture – Specific Concepts
The source language text expresses a concept which sounds unfamiliar to the target
culture. This is due to the fact that it is related to a religious belief. The concept is
underlined in the following sentence:
Example 1
ST: He was born at Berdichev in the Ukraine in 1857 and christened Jozef Teodor
Konrad……
TT:
......ولد بمدينة برديف بأوكرانيا عام 1854و تم تعميده باسم جوزيف تيودور كونراد
ٌ
13
14. I assume if I wrote it as follows, it would give the reader a quite passive impression about
the quality of the TLT.
! و تم تنصيره باسم جوزيف تيودور كونراد
Example 2:
A similar problem was found in line 5 – 6 :
ST: Having been naturalised as a British citizen in ……………
TT:
.............. حصل على الجنسية البريطانية عام
A word – for – word translation is extremely doomed to failure:
TT:
بعد أن تم تجنيسه كأحد الرعايا البريطانيين
Such a kind of translation leaves a negative effect since it lacks any kind of creative
structure. Besides, the concepts ( )تجنيسand ( )رعاياmay sound strange to the target culture.
4.4 Translation by Omission
This strategy may sound drastic, but in fact it does no harm to omit translating a word or
expression in some contexts. Baker (1996:40)
Example (1):
ST: Having been naturalized as a British citizen in 1886, he died near Canterbury in 1924 as
Joseph Conrad.
TT: حصل على الجنسية البريطانية عام 1554 ووافته المنية بالقرب من مدينة كانترى عام 1924 حيث عرف باسم جوزيف
. كونراد
14
15. Example (2):
ST: But the decision that Conrad should go to sea and train for the merchant marine was the boy’s
alone.
.لكن قرار ذهاب كونراد للعمل بالبحر و التدريب على التجارة البحرية كان قراره وحده
4.5 Translation by Paraphrase Using Unrelated Words.
Paraphrase may be based on unpacking the meaning of the source language.
Example (1):
ST: Although he came of distinguished and properous ancestry
TT:
و بالرغم من أنه ينتمي ألسرة ذات حسب و نسب
Example (2):
ST: who was liable as the son of a political prisoner?
TT:
الذي كان يُنظر له على أنه ابن سجين سياسي
Some modification was made to the above mentioned examples but my excuse is that translation is
the transfer of meaning rather than words.
4.6 Translation Using a Loan Word
This strategy is particularly common in dealing with culture – specific items. (Baker 1996:34)
Example:
ST: Lord Jim
TT: اللورد جيم
15
16. 5.1 Collocations
As Mona Baker (1994: 47) puts it, a collocation is defined as semantically arbitrary
restrictions which do not follow logically from the propositional meaning of a word. It
is also considered in terms of the tendency of certain words to co-occur regularly in
a given language.
Besides, “we can, perhaps, see three kinds of collocational restriction First, some
are based wholly on the meaning of the item. Secondly, some are based on range - a
word may be used with a whole set of words that have semantic features in common.
Thirdly, some restrictions are collocational in the strictest sense, involving neither
meaning nor range.” Frank Palmer (1996: 79).
Frank Palmer’s third kind of collocation can be described in terms of
“arbitrariness”. What he sheds light on is the illogical relation between two words that
may collocate together. These points have been a helpful guideline to me throughout
the research.
Read the following collocations:
1- Prudent decision. (L .25 (
قرار حكيم
2- Distinguished and prosperous ancestory. ( L. 26)
3- Cast deep shadows. (L.28)
خيم بظالله على
4- Eventful life. (L. 1)
حياة حافلة باألحداث
5- Major decisions. (L. 8)
قرارات مصيرية
6- Broken in health. (L. 34)
وهنت صحته
7- Crushed by grief (L. 35)
خيم عليه الحزن
8- Hard work. (L. 61)
العمل الجاد
16
أسرة ذات حسب و نسب
17. 9- Fallen into debt. (L. 12)
أغرقته الديون
10Aroused his attention.( L. 87 )
استرعى انتباهه
11Life full of dangers. (L. 7)
حياة محفوفة بالمخاط ر
12Life full of adventures. (L. 8)
حياة حافلة بالمغامرات
13His early childhood. ( L. 75)
منذ نعومة أظافره
The translator should render the above collocations into the target language text (TLT)
bearing in mind producing collocations which are typical in the target language. S/he
should do his / her best to preserve the meaning associated with the source
collocations.
Example: (Cast deep shadows) imparts to the reader a negative connotation. An equal
accurate effect is felt with the word () .خيمHowever, the strategy of omission has been
used with the adjective (deep) since the effect is rendered without it.
Example: A tension between accuracy and naturalness is noticed while translating
(broken in health) and (crushed by grief). Their real impact is felt in the SLT. However
the nearest acceptable collocation in the target language text (TLT) is ( )وهنت صحتهand
().خيم عليه الحزن
Example: Similarly, the nearest acceptable collocation which can replace (distinguished
and prosperous ancestory) is ( .)أسرة ذات حسب و نسبThis collocation is an example of
preserving only the meaning. No typical words can be used here. No accurate choice
of equivalent words!
17
18. Example: The Arabic language is highly expressive. Therefore, many equivalents of
single words in the SLT were rendered as collocations in the TLT.
- Who arranged his education
و الذي كان يأخذ على عاتقه مسئولية تعليم كونراد
- Unsuccessfully
إال أن المحاولة باءت بالفشل
ً
- His sea career was erratic
كان عمله بالبحر عمال غريب األطوار
- Real–life background
خلفية أعماله المستوحاة من واقع الحياة
5.2 Idioms
The source text is written in an expository form. Such a kind of writing is
aimed at providing the reader with information about a certain point, paying no
attention to a figurative language or metaphorical expressions. This may clarify why
this text lacks any idiomatic expressions.
18
19. According to Mona Baker (1994:82) every language makes a different selection
from a large set of possible distinctions in terms of notions such as time, number,
gender, shape, visibility, and so on.
In his book Grammar, Palmer focuses on the notional categories which wrere imposed
upon English by the traditional grammarians. Those categories differ from one
language to another as Mona baker calrifies in chapter four. As far as we are
concerened with a camparison between English and Arabic, the discussion will be
mainly focusel on them.
6.1 Number
With reference to the category of number, the main problem that arises when
translating from English to Arabic and vice versa is that Arabic has singular, dual and plural
forms. The number of forms of , for example, any Arabic verb and its paradigms varies. This
does not exist in English. English has no “dual” forms. “English recognises a distinction
between one and more than one”.Mona Baker says.
What is logical in a language may seem illogical in another language. We notice that English
has plural forms after all the ‘plural’ numerals. But Arabic doesn not . In the following
example. we find “ً – ”عاماwhich is singular – referring to the plural form “years”.
Example: twenty – five years ًخمسة و عشرون عاما
19
20. -
Light should be shed on how a translator can deal with the structure of (a restless,
searching intelligence and experience). A suggested translation is ( خبرة و ذكاء ثاقبين و
.)متواصلينThe translator puts the adjectives in dual forms since they refer to two things.
-
As a matter of fact, the problem of dealing with the traditional category of number lies in
the translation from English to Arabic since the translator has to be cautions towards the
right choices of equivalents. For eample, “they often appear” in line 12 has many
possibilities:
ً
كثيرا ما يظهرون / يظهرون / يظهران / تظهران / تظهر
The suitable form in the TLT is (.)تظهر
The above problems arise from the fact that Arabic distinguishes between one, two and more
than two.
6.2 Gender
One of the noticeable problems that may arise when translating from English to
Arabic is as a result of how each language deals with (gender). It is said that English has no
gender since gender can be referred to via articles, adjectives or forms of verbs that show
whether one refers to a masculine or feminine.
On the contrary, gender can be noticed in Arabic through the agreement between a noun and
the adjective that follows it. Even the form of the verb in Arabic is affected according to
whether it refers to a feminie or masculine.
For Example:
القصص الالفتة للنظر
رواية مليودرامية
األسر البولندية
حياة محفوفة بالمخاطر
21
21. القرارات المصيرية
الطفل الوحيد
الجنسية النمساوية
خبرة و ذكاء ثاقبين و متواصلين
ً
كان بحارا بسيطاً يرسو
ثم أصبح
قام بالعمل
باخرة متهالكة تبحر
توفت والدته
وهنت صحته
خيم عليه الحزن
تغيرهم لمراكزهم
يبدون فيه على حالة من االستقرار
6.3 Tense and Aspect
There are many distinctions among languages concerning tense and aspect. Tense
shows when an event happens: before now (happened), right now ( is happening) after now (
will happen) or even all the time (happens) . Hoffman, Th.R. (1993), Realms of meaning.
We notice that English and Arabic use the present tense either to describe a fact or express
an action or a state happening or existing at the time of speaking.
The present tense is rarely found in the SLT since the text presents a complete account to the
life of Joseph Conrand from his childhood to his death.
However, the following examples were found :
1- Conrad’s own life is……….
2- It is a strange…..
3- No one can completely explain.
4- To avoid the risk………
5- They often appear………
6- This is something to bear in mind.
21
22. 7- When we look at…….
Translating the above present- tense sentences constitutes no problem:
........... 4- إن حياة كونراد بمثابة
...................9- إنها حياه غريبة
...................3- ال يستطيع أحد أن
............... 1- و لتجنب مخاطر
ً
.............8- كثيرا ما تظهر
..........1- هذا شئ يوضع في االعتبار
..................1- عندما ننظر
Both languages use the past simple tense to refer to an action that
occurred and finished in the past. The whole SLT is almost written in
the past. The following are just some of the translated verbs in the
past tense.
ولد – وافته المنية – كان – قام – أغرقته – اعتنى – تحمل – سانده
ُ
6.4. Voice
According to Baker the main function of the passive in English and in a number of other
languages is to avoid specifying the agent and to give an impression of objectivity. The
Passive allows you to mention an action without saying it.
For Example:
He was born at………………..ولد بمدينة
ُ
22
23. It is noticeable that English tends to use passive more than Arabic which has some
constraints on passivisation. Therefore, it is possible to translate the English passive
structure into an Arabic active structure as Larson (1984:19) says:
It is not uncommon that passive constructions will need to be translated with active
constructions or vice versa, depending on the natural form of receptor language.
Accordingly, the following passive structures were translated into Arabic as follows:
1- having been naturalised as……….
و بعد أن حصل على الجنسية البريطانية
2- marked by………………
تتسم بــ
3- Poland was ruled and oppressed by Russia
.كانت تقع بولندا تحت الحكم الروسي و تعانى من االضطهاد الروسي لها
4- Conrad was supportrd and cared for by his family.
قامت العائلة بتقديم يد العون لكونراد و برعايته
5- until his British citizinship was confirmed.
.حتى يتم التأكيد من حصوله على الجنسية البريطانية
6- He was inclined always to be restless.
.فكان دائماً ما يبدو عليه القلق
7- on which a novel is based.
23
التي ترتكز عليها رواية
24. Cohesion
Cohesion is a surface relation; it connects together the actual words and expressions that we
can see or hear. (Mona Baker, 1992:180)
The efficient translator has to pay attention to the cohesive devices and their appropriate
transfer into a target text in order to have an appropriate ‘texture’.
The cohesive devices of the SLT are various. The second paragraph, for example, is
connected mainly though the continuous use of punctuation, i.e.semi-colons. One has to be
aware that the Arabic cohesive devices are different from those of English. Even the unwary
translator notices that semi-colons will not be effective in the TLT. A suggested translation is
to be based on the fact that relations between sentences in Arabic are explicit rather than
implicit. Therefore, the TL sentences are connected by repeating (.)كان
.....كان في أوقات فراغه
ً
......ًكان بحارا بسيطا
.......كان رباناً للباخرة أوتاجو
ُ
........كان قبطاناً لباخرة نهرية
..............ًكان كاتباً محترفا
Repetition ( which is another cohesive device ) is employed here to keep the thread of the
text upheld.
24
25. 7.1 Cohesion through Conjunction
According to Halliday and Hasan (1976), this device can be separated into four
categories: additive, signalling additional information (e.g. and, also , etc); adversative,
indicating contrast with a previous item (e.g. but, however, etc.) ; casual, signalling cause,
consequence, result and purpose (e.g. so, consequently, etc); and temporal, indicating time
sequence (e.g. then, next, etc).
Some of the examples in the SLT fall in the (adversative) category: but (L 48, 59, 72 and 88);
however (L 81). They are translated in a straight forward manner.
Besides, the additive category is realised through the noticeable use of the conjunction (and)
(L.4,7,20,33,34,37,39,46,49,52,64,67,69,78,79,83,86,87,89,91 and 93 )
The Cohesive device (and) has been mostly transferred in a direct way. However, the use of
and (L. 4, 34 and 46) has been transferred differently. In line 4, it is not translated at all to
give the effect that the coming structure is a new sentence stating a fact in the life the writer.
In line 34, (and) is translated into ( )أماas it is more appropriate in the Arabic context. Finally,
in line 46, (and even) is transferred to ( )حتىwithout ( ) وbecause ( ) و حتىis grammatically illformed.
Another noticeable difference between English and Arabic with regards to the use of cohesive
devices lies in the fact that Arabic – contrary to English – is highly inflected. Standard Arabic
denotes most syntactic relations through inflectional affixes or even a change of the vowel
affixs.
25
26. So, almost all Arabic verbs, nouns adjectives, pronouns and adverbs are highly inflected.
Nouns, for example, are inflected for number, gender and case. Nouns have singular, dual
and plural forms. Each has two different forms (masculine and feminine). Adjectives follow
nouns and agree with them . . الصفة تتبع الموصوف في اللغة العربيةThe English language lacks such a
property.
For Example,
1- Adjectives agree with nouns
رواية ميلودرامية
القرارات المصيرية
التغيرات غير المتوقعة
ًكاتباً روائياً محترفا
حياة غريبة وعجيبة
أسرة ذات حسب
أنشطته السياسية
الجنسية النمساوية
التجارة البحرية
االستقرار التام
الناحية االحترافية
بشكل منتظم
األحداث الواقعية
2- Nouns have singular, dual or plural forms.
The following is a case of a dual form:
خبرة و ذكاء ثاقبين و متواصلين
3- Verbs are inflected to agree with the syntactic structure:
(Singular, feminine) توفت والدته
(Singular, feminine) قامت العائلة
(Singular, masculine) يأخذ على عاتقه
26
27. (Plural, masculine) يبدون فيه على حالة االستقرار
A special pattern of cohesion is suggested in the target text in order to reflect the accurate
message that the source text conveys. In an attempt to connect sentences together, the
translator uses ( ) أال و هوin line 16 , ) ) أال و هيin line 43, ( )و من الجدير بالذكرin line 20 and ( ) إال أن
in line 22 .
The above examples illustrate how conjunctions which are typically used in Arabic discourse
are added to a translation to make it smoother, even when no conjunctions are used in the
source text. (Baker: 1992: 194)
7.2 Cohesion through Reference
One of the most common patterns of establishing chains of reference in English and a
number of other languages is to mention a participant explicitly in the first instance, for
example, by name or title, and then use a pronoun to refer back to the same participant in
the immediate context. (Baker: 1992:181)
Halliday and Hasan (1976:37) suggest three types of reference: personal, demonstrative and
comparative.
In Arabic “a different pattern seems to be in operation”. For example, in the first two
paragraphs of the source text a partipant is mentioned (i.e.Conrad) and its anaphora (i.e.
he) is repeated four times (L 3, 6, 8 and 11). This anaphora is not transferred in the target
text; it is omitted since omission of the pronoun is a common grammatical feature in
Arabic.
27
28. The following structure a structure is not accepted. Note that the asterisc (*) means the
structure is incorrect.
..............* (هو( ولد بمدينة
ُ
.............* (هو( وافتة المنية
.............* كان (هو( فى أوقات عديدة
......* (هو( أغرقته الديون
Therefore, (the pronoun) is omitted. The same technique is used with the other five
paragraphs.
The following point is a conception:
The pronoun (he) in L46 is rendered as the name ( ) كونرادbecause in the target text if the
name is not mentioned in this context, the reader will be confused since the preceding
sentence (L.43) of the source text mentions three persons (Conrad, his father and his
uncle).
7.2.1 Another type of reference relation is that of co-reference. A chain of
co-referential items is:
28
29. Conrad → the child → a British subject → a reluctant student → apprentice seaman → a
gun-runner → smuggler→ a qualified ship’s officer → a Master Mariner → a serving officer
→ commander → a professional novelist.
The above co-referential chain is translated directly in the target text to keep the same
effect of the SLT.
ًكونراد ← طفال ← طالباً ← متمردا← بحارا ← مبتدئا ← مهرباً لألسلحة ← بحارا بسيطاً ← ضابط بحرياً ← رباناً ← قبطاناً ← كاتبا
ً
ً
ً
ُ
.روائيا
Only one item of the chain is dropped (i.e. a British citizen) because it has been translated
into:
حصل على الجنسية البريطانية
Therefore, since it is not translated literally, it is not included in the chain.
1- I encountered a polysemous word which has more than one meaning in Arabic. Polysemy
is defined as: one form having multiple meanings which are related by extension. George
Yule (1996: 121). The word (uncle) covers two related meanings: either ( )العمor ( .)الخالThe
meaning is specified according to the understanding of the context. The word ( ) العمhas
been chosen as a translation to (his uncle) L.37. This is due to the apparent similarity
between the last name of Conrad’s uncle and that of his father.
2- Finally, one of the strange problems that encountered me was the two forms of the name
of the writer: Conrad and Konrad. The same effect cannot be spelt out in translation since
Arabic makes no distinction between /c/ and /k/ when both are pronounced as a voiceless
velar plosive consonant. The appropriate solution was to write the names in English in the
TLT.
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30. Translation is a discipline rather than an art. It is a professional training
approach based on academic studies. The main objectives of the course have been to
teach us ‘the main aspects of linguistics theory underpinning the process of
translation’ and ‘to understand the notion of equivalence at the various levels of
linguistics analyses. We also learned to be aware of the implications of translation. In
the past I used to translate without bearing in mind any of the above points. From
now on, levels of translation will direct me and, hopefully, lead me to perform more
reliable translations.
Most translators prefer to think of their work as a profession and would like to
see others treat them as professional rather than skilled or semi-skilled workers. But
to achieve this translators need to develop an ability to stand back and reflect on
what they do and how they do it. Like doctors and engineers they have to prove to
themselves as well as to others that they are in control of what they do: that they do
not just translate well because they have a “flair” for translation, but rather because,
like other professionals, they have made a conscious effort to understand various
aspects of their work. Mona Baker (1994: 4)
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31. Conrad, J. (1982). Lord Jim. London: Macmillan Education.
Baker, M. (1994). In other words: A Cursebook for Translation. London: Routledge.
Yule, G. (1996). The Study of Language. Cambridge University Press,
Halliday, M. and Hasan, R. (1976). Cohesion in English. London: Longman.
Catford, J.C. (1965). A Linguistic Theory of Transaltion. Oxford: Oxford Press.
Newmark, P. (1981) Approaches to Transaltion. England: Pergamon Press.
Palmer, F.R. (1984). Grammar. London: Penguin Group.
Palmer, F.R. ( 1996 ). Semantics. England: Cambridge.
Hoffman, Th.R. (1993). Realms of meaning. England: Longman.
Larson, M. ( 1984 ). Meaning- Based Translation. USA: University Press of American Inc.
تم بحمد هللا
محمد عبد السالم أنصاري
mansary@indiana.edu
mansasry@email.arizona.edu
001-520-474-0111
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