Translation is as old as language. Different language communities considered translation necessary for their interaction. With translation as an important activity, there emerged diverse theories to guide it.
Translation is as old as language. Different language communities considered translation necessary for their interaction. With translation as an important activity, there emerged diverse theories to guide it.
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
THIS THE THEORY OF OGDEN AND RICHARDS ON THE MEANING. it extract from their book of meaning of meaning. in which they discussed about the semantics triangle.
translation connects the world, and to be able to communicate with others. it transfers knowledge between the languages. to enable to communication between different people, and through translation, we help to understand each other.
THIS THE THEORY OF OGDEN AND RICHARDS ON THE MEANING. it extract from their book of meaning of meaning. in which they discussed about the semantics triangle.
Conflicting Discourse of Foreignizing Informative Text: The Case of Kamal Abu...FadilElmenfi1
As the title of this paper indicates, this work is concerned with the translation of Said's controversial book, Orientalism. It is a analytical study of extracts of Orientalism, as translated into Arabic by Kamal Abu Deeb (1995/1980), in relation to the difficulties that the translator encountered while dealing with this book. The reason that this translation is selected for discussion is that this translation concerned with one of the most controversial books in the world, which can be classified as a cultural (informative) text.
Cultural Decomposition: How To Distinguish Figurative From Non-Figurative.pdfFadilElmenfi1
If interpretation is so essential to the translator's work, some will argue, the entire process of translation will fall outside the realm of Semantics proper, which is the branch of linguistics most relevant to translation.
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This present qualitative study aims at identifying the applied literal translation method in the
Urdu translation of Joseph Conrad's novel “Heart of Darkness” (Qalb-e-Zulmaat) to ensure
the accuracy/faithfulness of the translation. In this textual analysis, the researcher examines
excerpts from Joseph Conrad's "Heart of Darkness" and its Urdu translation, "Qalb-eZulmaat," with a concentration on the application of the literal translation method. The aim
is to assess how well this method captures the essence of the original work and how it
addresses linguistic and cultural challenges. The researchers concluded that the Literal
translation by using Newmark theory (1988) is the source language grammatical forms that
are converted to their nearest target language equivalent. In addition, the method
compromises on an appropriate meaning. So, that no assonance, or repetition jars in the
translation. Translation shift helps the researchers to get easier to describe how the process
of translation can occur in both of source language (English) and the target language
(Urdu). The result found that level shifts usually used by translators to translate the novel
can be substantiated with the literal translation method. This research implies that students
or researchers can know well about literal translation when used in novels, and can also be
applied when the communication process needs to be translated.
The paper first introduces Goethe’s three-stage theory of retranslating classics and Lu Xun’s emphasis on the necessity of retranslating. Then, it summarizes the main achievements by contemporary scholars in retranslation studies, focusing on definitions of retranslation, retranslation hypotheses, reasons for retranslating and types of retranslation. There are three definitions for retranslation. Retranslations are divided into ordinary and great, active and passive ones. The retranslation hypotheses including those of increasing source focus, quality improvement, text-aging, and so on the reasons for retranslating are complex and closely related to the time of retranslating. Retranslation can be approached from different angles. Finally, the paper points out the problems with the current retranslation studies, proposes a definition of retranslation, outlines for retranslation research the theoretical system of its own and discusses the strengths of retranslation studies.
Goethe’s contribution to studies on retranslation is his classification of (re)translations into three epochs, namely domestication, combination of domestication and foreignization, and foreignization. Lu Xun’s is his emphasis on the absolute necessity of retranslating. Their ideas on retranslation have important implications for contemporary retranslation research.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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2. What is Translation?
Introduction:
To give an exact definition or meaning of word
“ Translation” is not easy task. Translation like
poetry has become elusive.
Translation is a myth.
It is both a substitution and a transfer of meaning
from one language ( source language) to another
language (target language).
A process of translation from SL to TL.
In the light of recent literary criticism which denies
the author, undermines the text, highlights the
reader and emphasizes the polysemy of
interpretation and pleaded for the indeterminacy of
meaning, the art of translation has become
3. What is Translation?
• Translation, according to,
• Dr Johnson
“Change into another language, retaining the
sense”.
• A.H.Smith (1988: 8) for modifies previous
statement,
“To translate is to change into another language
retaining as much of the sense as one can.”
4. • Catford (1985: 20) defines it from
linguistic point of view,
“The replacement of textual material in
one language (SL) by equivalent
material in another language.”
• Theodore Savory (1957) defines it as
an “Art”
• Horst Frenz (1961: 72-96 ) opines
“Translation is neither a creative art
nor an imitative art, but stands
somewhere between the two.”
5. • Eugene Nida
“Translation is basically not a process of matching
surface forms by rules of correspondence, but
rather a more complex procedure involving
analysis, transfer and restructuring .”
• Dotest
“The transference of meaning from one set of
patterned symbol into another set of patterned
symbol.”
According to “ Benedetto Croce” famous dictum,
“Traddutore-traitor”
“Translator is a traitor, a falsifier of the original.”
“ Translation is like a woman if beautiful, it cannot be
faithful.”
6. • Wilss (1982:134) defines translation as
“A transfer process which aims at the
transformation of a written SL (Source
Language) text into an optimally equivalent
TL (Target Language) text, and which
requires the syntactic, the semantic and the
pragmatic understanding and analytical
processing of the SL text".
7. • Hatim and Mason (2001:8) define it as
“The transfer of meaning from one
language to another".
• Hartmann and Stork(1972:242)
focus on translation as a product when
defining translation as “The
replacement of a representation of a
text in one language by a
representation of an equivalent text in
a second language".
8. • According to Nida and Taber
(1989:12), "translating consists in
reproducing in the receptor language
the closest natural equivalent of the
source language message, first in
terms of meaning and secondly in
terms of style”.
9. It is an act of adjustment and a compromising
exercise.
Translation is an operation performed on language
process of substituting a text in one language for a
text in another. Clearly, any theory of translation
must draw upon a theory of language- a general
linguistic theory.
Translation Studies is a new academic discipline
related to theory and phenomena of translation.
By nature, it is multidisciplinary
Language
Communication Studies
Philosophy
Cultural Studies
10. Points to remember
• Change from SL to TL retaining sense
by using TL equivalents.
• Translation is a bridge between
creative and imitative art.
• Complex procedure involving
analysis, transfer and restructuring.
• Transference of meaning and
structure.
11. 1. According to Traditional Theorists
Translation
LITERARY NON-LITERARY
Sense
+
Style
Sense
Kinds of Translation
12. Literary:
• Mataphorical/ Rhetorical
According to G.E Wellworth, literary
translation requires
1.The recreation of a situation or
cohesive semantic block in the new
language with its cultural setting.
2.The translator decodes the motive of
the SL text and encodes it in the TL
text.
3.The mode of displacement continues.
13. Non-literary:
• In the realms of Physical Science,
Social Science, Journalism, Law etc.
• Concerns with ‘Meaning’ not Style.
e.g. translating political, scientific
economic theories from SL to TL
• Contents get precedence over Form
14. 2. Catford divides non-literary
translation into three basic types
NON-LITERARY
TRANSLATION
Context Level Rank
Full/
Total Linguistic Items
Partial/
Restricted
Unbound/
Free
Bound
15. Context
• Full/ Total: Every part of the SL text is
replaced by the TL text material. It is a
myth. The translator becomes the de-
coder of it.
• Partial: Some parts of the SL text are
left untranslated.
• Restricted: The replacement of SL
textual material at only one level. It is
hardly any translation.
16. Level
• Phonological: SL phonology is
replaced by equivalent TL phonology.
The grammar and lexis of SL text
remain same except some random
grammatical and lexical deviation.
• Graphological: SL graphology is
replaced by equivalent of TL
graphology. The equivalence is based
on the relationship to the same graphic
substance.
17. • Grammatical: Replacement of SL
grammar by equivalent of TL grammar
but the lexis is not replaced. The
equivalent is based on the relationship
to the same contextual substance.
• Lexical: Replacement of SL lexis by
equivalent TL lexis but the grammar is
not changed.
18. Rank
• Bounded: Selection of TL equivalent
is deliberately confined to one rank or
few ranks (levels). Word for word
translation.
• Un-bounded/ Free: Equivalent shift
freely up and down the rank scale.
20. • Metaphrase: Turning an author word
by word and line by line, from one
language into another.
• Paraphrase: Translation with latitude,
the Ciceronian ‘sense for sense’ view
of translation.
• Imitation: Where the translator can
abandon the text of the original as he
sees fit.
21. 4. Roman Jakobson divides translation
into three types
Translation
INTRALINGUAL
INTERLINGUAL/
TRANSLATION
PROPER
INTERSEMIOTIC/
TRANSMUTATION
22. • Intralingual: Interpretation of verbal
signs by means of other signs in the
same system. e.g. synonyms
Commotion, noise
Bachelor, celibate
• Interlingual: interpretation of verbal
signs by means of verbal signs in
other linguistic system. e.g.
Wazu, ablution
23. • Intersemiotic: interpretation of verbal
signs by means of signs of non-verbal
sign system. e.g. traffic signals,
nodding, shaking of head etc.
Jakobson’s approach makes it clear
that no translation however accurate it
may provide the exact equivalence of
the messages of the SL text.
25. • Vertical: Translation into the native
language from the SL which has a
special value.
• Horizontal: Translation, when both
SL and TL have the same value. It
includes imitation and borrowing.
26. References
• A. H. Smith, ed., Aspects of Translation
(London: Seeker and Warburg, 1988)8.
• J. C. Catford, A Linguistic Theory of
Translation ( London: OUP, 1985)20.
• Theodore Savory, The Art of Translation
(London: Cape, 1957).
• Horst Frenz, “The Art of Translation” in
N.P. Stallknecht and H.Frenz (eds)
Comparative Literature: Method and
Perspective (Carbondale: South Illinois
University Press, 1961)72-96.
27. • Eugene Nida, Towards a Science
Science of Translating (Leiden: E.J.Brill,
1964).
• G.E. Wellworth, “Special considerations
in Drama Translation,” Translation
Spectrum: Essays in Theory and
Practice, ed. M.G. Rose (New York:
1981)143.
• Bassnett-McGuire, (1991) 71.
• Roman Jacobson, “ A Linguistic Aspects
of Translation,” On Translation ed. R.A.
Brower (New York: Oxford University
Press, 1966) 233.