Unit 2: Translation
Translation is the communication of the
meaning of a source-language text by means of an equivalent target-language
text
Then, translation is a transference of
civilization, culture, and thought.
The English word "translation"
derives from the Latin word translatio, which comes from trans,
"across" + (-latio bring or come). Thus translatio is "a
carrying across" or "a bringing across" – in this case, of a
text from one language to another.
The translation
is strongly related to common terms, which are dynamic equivalence and formal
equivalence. Dynamic equivalence is related to sense-for-sense translation
(translating the meanings of phrases or whole sentences) while formal
equivalence is meant for word-for-word translation (translating the meanings of
words and phrases in a more literal way. The former is called paraphrase while
the latter is called metaphrase.
The third type of equivalence is ideational
which aims to convey the communicative sese of the SL expression independently
of the form and function. The translator here tries to relay the meaning
regardless of the aforementioned equivalence.
An example of the three types is the treaty
has remained a dead letter since then.
Another example is out of the frying pan
into the fire that can be adopted according to the tripartite methods as
follows:
To clarify more, a third example is Even
Homer sometimes nods that can be adopted as follows:
What is Machine
translation (MT)
It is a process whereby a computer program
analyzes a source text and, in principle, produces a target text without human
intervention. Examples of MT engines are
Google Translate, Babylon, and DeepL Translator.
What is the
difference between Translation and Interpretation?
Interpretation
deals with spoken language in real time while translation focuses on written
content since translation does not require rapidness but it may be lasting for
months before the final product is brought out.
Types
of Translation:
There are many
kinds of translation such as legal, technical, NGOs, IGOs, patent, literary,
religious, political, software, websites, medical, financial, educational, CVs
and certificates and marketing translations.
The process of MT + PE is particularly
suitable for longer texts and highly specialized content; Machine Translation
guarantees consistency in terminology, while Post-Editing provides cohesion and
coherence, polishes grammar and spelling and takes care of stylistic and
wording issues.
Translation
Types, Techniques and Strategies
Types
Word-for-word translation occurs when
the SL word order is preserved and the words translated singly by their most
common meanings, out of context.
Literal translation, the SL grammatical constructions are
converted to their nearest TL equivalents but the lexical words are again
translated solely, out of context.
Faithful/ Semantic translation attempts to
recreate the exact contextual meaning of the original within the constraints of
the TL grammatical structures.
Adaptation is the freest and most
liberal form of translation. It is used mainly for plays (comedies and poetry;
themes, characters, and plots are usually preserved, the SL culture converted
to the TL culture and the text rewritten.
Free
translation reproduces the matter without the manner or the content without the
form of the original. Usually, it is a paraphrase much longer than the original
and produces the TL text without the style, form, or content of the original.
Communicative translation tries to render
the exact contextual meaning of the original in such a way that both content
and language are readily acceptable and comprehensible to the readership.
Strategies
Naturalization
and Arabicization.
Naturalization is a strategy whereby SL usage is converted into normal TL
usage. It carries out lexical, and structural levels. An example of this
strategy is negotiable قابل للتفاوض and pay attention يعير الانتباه. Arabicization is a kind of naturalization that occurs at the
sound, the spelling and the pronunciation are converted into Arabic ones.
Arabicization is related to loan words and loan translation. In loan words,
English words are borrowed into Arabic and so arabicization occurs in terms of
spelling and pronunciation such as garage كراج
أو جراج
while in loan translation (calque), the concept itself is transferred where the
same word garage becomes مرآب. 8Other examples are computer and
democracy can be loan words كمبيوتر
و ديمقراطية and
can be loan translations حاسوب وحكم
الشعب
Cultural approximation. A translation strategy in which a
culture-specific expression in the SL is translated into a cultural-specific
substitute from the TL which means culturally corresponding TL expression.
Examples are as follows:
Another strategy of translation is Descriptive
translation whereby an expression in the SL is paraphrased in the TL by
describing it conceptually. This occurs when the concept is partially or
totally missing in the target culture and the translator comes across a
cultural or referential gap.
Lexical
creation is another
strategy that involves the coinage of new lexical items in the TL to stand for
cultural-specific elements. Examples are hereunder:
Managing is a
way emerged and superimposed on the translation process. It involves the
alteration of SL message in a way that meet or approximate the translator's own
goals/ ideas and makes them intervene ideologically. A clear example is
"Israel" and "said" are translated as الكيان الصهيوني" أو "فلسطين" أو"
دولة الاحتلال" و " زعم"".
A clear example of Management is the great work done by Anis Ebeid subtitling
Labs when he refused to translate the terms that are not compliant with the
oriental culture, therefore, many words
had been modified such as go to hell سحقاً, son of bitch الوغد, salad bar بوفيه سلطات
وليس بار سلطات,
aesthetic sculptures مجسمات جمالية
وليس تماثيل,
raffle tickets تذاكر سحب
وليس يانصيب
Techniques الأساليب
1. Transposition
Transposition
involves a shift from one grammatical category to another, while still
preserving the meaning. This translation technique is often necessary between
languages with different grammatical structures.
Example:
1. الترجمة بالتبديل أو التحوير
يتضمن التحويل
الانتقال من فئة نحوية إلى أخرى ، مع الحفاظ على المعنى. غالبًا ما تكون تقنية الترجمة
هذه ضرورية بين اللغات ذات الهياكل النحوية المختلفة.
مثال: Go for help اطلب النجدة بدلاً من اذهب واطلب النجدة
2. Modulation
This involves a
change of perspective, adjusting what has been written in order to express the
same idea and preserve the meaning. This translates the text in a way that
conforms to the natural patterns of the target language.
Example:
2. الترجمة بالتكييف
وهذا ينطوي
على تغيير المنظور ، وتعديل ما كتب من أجل التعبير عن نفس الفكرة والحفاظ على المعنى.
هذا يترجم النص بطريقة تتوافق مع الأنماط الطبيعية للغة الهدف.
مثال: I am never hungry تترجم
شبعت بدلاً من لم أعد جائعاً.
3. Equivalence/Reformulation
Similar to
modulation, this allows you to preserve the meaning of an expression, name or
proverb by finding a target language equivalent.
Example:
3. المكافئة / إعادة الصياغة
على غرار
التعديل ، يسمح لك هذا بالحفاظ على معنى التعبير أو الاسم أو المثل من خلال إيجاد مكافئ
للغة الهدف.
مثال: Beauty is the eye of the beholder تترجم القرد في عين أمه غزال
4. Adaptation
Also known as
cultural substitution, cultural elements of the source language are replaced
with an equivalent cultural element of the target language. This makes the text
more familiar and easier to understand, especially with Modules of measurement.
Example:
4. مؤالفة أو تطويع
المعروف
أيضًا باسم الاستبدال الثقافي ، يتم استبدال العناصر الثقافية للغة المصدر بعنصر ثقافي
مكافئ للغة الهدف. هذا يجعل النص مألوفًا أكثر ويسهل فهمه ، خاصةً مع وحدات القياس.
مثال: breast milk تترجم إلى الرضاعة الطبيعية
5. Compensation
This technique
compensates for being unable to translate a nuance or phrase in one specific
place by expressing the information at another point in the document.
Example
5. التعويض
تعوض هذه
التقنية عدم القدرة على ترجمة فارق بسيط أو عبارة في مكان معين من خلال التعبير عن
المعلومات في نقطة أخرى في المستند.
مثال: idle creatures تترجم
كسالى فقط
Overwhelming
greed and extreme caution تترجم إلى بحرص وحذر شديدين
6. Reduction (Omission)
When using
reduction, the translator chooses to remove any words forming the original text
which are considered redundant in the target language.
Example:
6. الاختزال (الحذف)
عند استخدام
الاختزال، يختار المترجم إزالة أي كلمات تشكل النص الأصلي والتي تعتبر زائدة عن الحاجة
في اللغة الهدف.
مثال:
معالى رئيس الوزراء تترجم إلى رئيس الوزراء prime minister فقط
لأن الغرب لا يضيفون عبارات التمجيد للحكام والوزراء.
7. Expansion (Addition)
The opposite of
reduction, this is when words are added in order to preserve meaning. This can
be due to differences in sentence structure, grammar or terminology.
Example:
7. التوسع (الإضافة)
على عكس
الاختزال ، هذا عندما يتم إضافة الكلمات من أجل الحفاظ على المعنى. يمكن أن يكون هذا
بسبب الاختلافات في بنية الجملة أو القواعد أو المصطلحات.
مثال: Thank you تترجم في العربية إلى شاكرين لكم حسن تعاونكم لأن
العربية تميل إلى الزيادة
Regards تترجم إلى وتفضلوا بقبول وافر الاحترام
والتقدير
Choosing the
right techniques for the best translation
The right
technique will vary on a case-by-case basis, taking into account the text type,
target reader and end purpose of translation. Professional translators must use
their experience and commonsense in both languages to choose the right
technique for the text, giving the reader the most accurate translation
possible.
اختيار الأساليب
المناسبة لأفضل ترجمة
ستختلف
الأساليب الصحيحة على أساس كل حالة على حدة ، مع مراعاة نوع النص والقارئ المستهدف
والغرض النهائي من الترجمة. يجب أن يستخدم المترجمون المحترفون خبرتهم ومنطقهم المنطقي
في كلتا اللغتين لاختيار الاسلوب المناسب للنص ، مما يمنح القارئ الترجمة الأكثر دقة
قدر الإمكان.
FURTHER PRACTICE
Assignment
No. 1
In your school library, there exists a
couple of books (Translation from English to Arabic and Vice Versa by Dr.
Ezzedine Naguib, Common Mistakes in Arabic by Khalid Attia Moussa and A Guide
to Translation by Abanoub Wagdy)
You are
required to write in English (or Arabic) about
1. Two common
mistakes in Arabic Language. (Khalid Attia's book)
2. Cite two examples of using improved
translation rather than literal one due to differences between the nature of
Arabic and English languages. (Wagdy's book)
3. The
translator's basic requirements (Dr. Ezzedine Naguib's book).
4.
State four of the translator's tools (Naguib's book).
Assignment
No. 2
Log into the following website , you will hear
a podcast about Machine Translation, give example of one Machine Translation
Engine according to the podcast.
Assignment
No. 3
Below are some
of the useful accounts whose posts revolve around English Arabic translation,
you are free to delve into them and choose a topic to discuss in the classroom
and to present it before your classmates. You may be asked about your content.
account1
account2
account3
account4
Assignment
No. 4
The following
websites provides many English Arabic translation quizzes, practice as much as
you can and test your abilities.
TRANSLATION
Purpose
This unit has the dual purpose of providing exposure to translation strategies commonly practiced by interpreters (including sight translation) and providing opportunities to practice translation strategies as a foundation for building consecutive and simultaneous interpretation skills.
CONNECTIVISM PRINCIPLE:
Learning may reside in non-human appliances
Once students have online classes, they have teachers as guides in the use of technology and Internet resources. In this regard, tutors should apply the known tools for almost everyone. For instance, the blog displays different exercises and exercises using social media.
Objectives
Upon completion of this unit, learners will:
Discuss Translation through different apps and apply the language in a typical case.
Perform sight/text translation of written communication, including letters, standard forms, and instructions into appropriate target language forms.
Perform translation into English.
Identify strategies for translating Arabic texts into English and vice versa, as they are applicable to consecutive and simultaneous interpreting.
Key Questions
How does written translation differ from Interpreting?
How does sight/text translation differ from consecutive and simultaneous interpreting?
What are possible situations where it would be appropriate for interpreters to provide sight/text translation?
What type of knowledge and preparation is necessary for translation?
MATERIALS YOU NEED:
You will need to gather the following resources in order to work with the practice scripts provided and to finish the practice activities in this packet. Among them are the following:
A device (digital voice recorder or similar device, smartphone, or computer with recording software and a microphone) that may record, save, and playback audio tracks for later use
A device (computer, phone, tablet, or MP3 player or similar digital recording device) that allows you to play audio tracks of the practice material you record
Speakers to listen to the recorded audio, ideally external Headphones (to hear the concurrent recording while doing the interpretation) A stopwatch or timer
Dictionaries in both languages and one language
Additional linguistic reference resources as required Pens or pencils; paper pad
Types of Translation and Interpretation:
· Sight translation
· Literary translation
· Technical translation
Methods:
· Role-playing
· Group discussions
· Case studies
· Online translation tools
Teaching Aids:
· Videos
· Audio recordings
· Texts
· Translation software
Strategies:
· Providing constructive feedback
· Encouraging peer-to-peer learning
· Using authentic materials
· Incorporating cultural elements
· Providing opportunities for practice
Applying Connectivism Principles:
· Encouraging collaboration and networking
· Providing access to a variety of resources
· Encouraging self-directed learning
· Providing opportunities for reflection and self-assessment
Teacher and Student Roles:
· Teacher as facilitator and guide
· Student as active learner and participant
· Encouraging student-led discussions and activities
Evaluation and Feedback:
· Providing regular feedback
· Using rubrics and self-assessment tools
· Encouraging peer-to-peer feedback
· Providing opportunities for improvement and growth
1. Activity
Learners should review the Glossary in Toward Effective Practice: Interpreter Competencies and the translation steps in The Effective Interpreting Series: Translating from English.
Review and discuss the definitions below:
Written/Recorded Translation—Refers to the rendering of written text in one language to comparable written text in another language (also known as translation). Two key skills are central to written/recorded translation:
Reading comprehension skills (e.g., the ability to comprehend written text in one language)
Writing performance skills (e.g., the ability to produce a comparable rendition in written or recorded form in a second language.
Most professional translators provide only unidirectional translation when working into their dominant language. Unlike spoken or signed language interpreters, translators often have the luxury of time and other resources to come up with the best way to capture the nuances of meaning in the original text.
Back Translation—Refers to the process of translating a text that has already been translated into a foreign language back into the original language. Back translation is carried out by a different person from the one who does the original translation. The back translator uses only the translated text and her/his subjective expertise to identify unclear areas and note/recheck where a content is ambiguous.
Back Translation Check—Refers to the action of a person who is knowledgeable or an expert in the subject of text content, who then compares the back translation with the front translation. Depending on the results of this check, fine-tuning is done as necessary to rework the text content.
Sight translation—Refers to the provision of spontaneous spoken or signed translation of written text.
Three key skills are central to sight translation:
Reading skills (e.g., comprehending written text in one language)
Speaking or signing skills (e.g., producing an oral or signed rendition in another language)
Analytical skills (e.g., reading for content, chunking, paraphrasing, expanding)
Identify and discuss situations that call upon interpreters to translate from written or print text into another form of visual communication.
2. Activity
As preparation for this activity, have learners review Efforts in Translation & Comprehension in Interpretation & Translation in Basic Concepts and Models for Interpreter and Translator Training (Gile, 2009).
View and discuss examples of translation from print English to Arabic:
Engage learners in dialogue, as follows:
Elements involved in the Gile Comprehension and Effort Models when translating from printed English to Arabic and vice versa
Extra-linguistic knowledge (ELK) required to translate various documents (e.g., script from a play, bank)
Preparation, specialized terminology, and processing time required for each of the above texts
3. Activity
Provide an example of printed English text (e.g., classses, dialougues). Guide learners through the Arabic translation process, as follows:
Prediction—Predict possible topics, the speaker’s goal, and the target audience based on the title and information given for the source text
Content Mapping —Read the text thoroughly and create an outline or map. If necessary, review again to complete the outline or map
Feature Analysis—Identify linguistic features and their functions within the source text
Create Visual Representation—Use drawings to represent source text concepts, to focus attention on meaning or intent of the source text, apart from words or speech
Prediction of Target Language Features—Predict equivalent features in target language by using glosses while mapping
Retell in Target Language—Retell based on the visual representation of the source language.
Translation—Create target language translation of the source text
4. Activity
Working in pairs or small groups, have learners perform a step-by-step analysis using the disclassse analysis process above with trainer-selected English texts or texts in other languages (e.g., Arabic).
Be creative in providing learners with source language documents such as applications, recruitment, or registration forms that can be easily found online or in print format. Videotape learners as they carry out their translations; have classmates view and analyze the translations using their choice of an interpreting model.
5. Activity
Have learners view selected classse from Interpreter Disclassse: English to ARABIC Expansion/ARABIC to English to familiarize themselves with the concepts of ARABIC compression and expansion techniques. Review and discuss these concepts and their application to interpreter practice.
Select two videos. Have learners identify and discuss them.
6.Activity
Have learners role-play a real-life situation using an English-to-ARABIC sight/text translation .
Arrange learners into small groups and have them take on the following roles: sight/text translator, and note takers. The sight/text translator takes a few minutes to review
Begin role-play. Next, have learners reconvene as a large group and discuss observed examples of the following:
Elicitation strategies—Aimed at drawing out information and seeking clarification of meaning (e.g., paraphrasing, verifying interpreter’s comprehension)
Production strategies—Aimed at a target language/ communication form consistent with the consumer’s experiential and linguistic framework. Includes adapting syntactic form (e.g., temporal sequencing, spatial representation, temporal referencing, pronominal referencing, constructed action, restructuring of question forms to narrow possible responses, adjusting register)
Contextual information strategies—Aimed at visual description, linkages among concepts discussed, added redundancy, reframing, analogies, examples, definitions, cultural information, and explanation of the situational protocol
7. Activity
Introduce a real-time English-to-Arabic sight/text translation exercise using a trainer-selected DVD of a captioned movie or television show. Select a popular or common program that most learners have already seen.
Engage learners in prediction of possible topics that may arise, speakers’ goals, linguistic features, and content. Have each pick a three- to five-minute portion of the captioned dialogue.
Have learners translate simultaneously with observers making note of English intrusion in translation efforts.
Next, have learners perform the same activity, this time translating consecutively and controlling the video feed by stopping the DVD when they have taken in a manageable chunk of dialogue.
Engage learners in dialogue comparing their experiences and perspectives on use of simultaneous and consecutive translation.
8. Activity
For learners who wish to attempt a longer translation assignment, use a trainer-selected five- to eight-minute procedural or expository video in spoken English that includes a transcript. Similarly, select a three- to five-minute procedural or expository video in ARABIC for translation into English.
Have learners share their reactions via written or video homework assignments.
Procedural and expository texts in spoken English and their transcripts are available at http://www.ehow.com/videos. html. This website features a search engine for “how-to” videos. Trainers are enclassaged to select a variety of procedural/ expository texts for this activity.
Assessment
Formative evaluation:
Analysis of readings and videos, as applicable
Knowledge shared in group dialogue and responses to trainer questions
Active participation during in-class activities, including role-play and group exercises
Delivery of written and video assignments, as applicable
تعليقات
إرسال تعليق