Mariela님의 프로필Mariela Eula -Traduccion...블로그리스트방명록기타 도구 도움말

블로그


    MEANING: The Philosopher's Stone of the Alchemist Translator?

     

    by Maite Aragonés Lumeras, Ph.D.
    Translator and Reviser WIPO
    Prof. Máster de Traducción Médico-Sanitaria (UJI)


    The intertextual links to other documents and inscription practices are part of the means by which the meanings in a text are held accountable to representations outside the text.

    Trosborg

    This paper aims at analyzing the way technical translators construct the textual meaning. The methodological framework based on genre theory and its application is used to reveal the complex relationships between the semiotic, pragmatic, rhetorical, semantic and linguistic approaches. The understanding of meaning will depend on the interaction between textual and contextual factors. There is, therefore, no autonomous and objective meaning in a text, but a convergence of parameters that constitute a crossroads of human communication for extracting a negotiated meaning. There are as many definitions of translation as views on the reality of the translation process and product; most of them are meaning-oriented, because they follow the translation tradition; translation is, then, taken as an isolated process wherein the translator has to deal with a text containing all the information required to make sense of the whole. The valuable contribution of genre studies and textual analysis stems from the importance of contextualizing texts; in this sense, meaning is not content anymore, but is relativized, negotiated, and remodeled according to external factors, that play a decisive role in the understanding of the communicative act involving actors or participants, institutions, places or ceremonies, communicative purposes and private intentions, as well as formal and social conventions. In this sense, genre perspectives lead to conclude that revisiting the definition of translation may be necessary to understand better what is meaning.

     


    1. How Do Translators Construct Meaning?

    Wherever there is persuasion, there is rhetoric, and whenever there is rhetoric, there is meaning

    Kenneth Burke

    Since the Baghdad School (9th century) through the Alfonso XII School (11th century) to the modern Translation Studies, translators have tried to find a common definition of what is translation. From the literal theory, in which translation is the transposition of words in another language to the Théorie du Sens, translators have been searching universals.

    Let us start from the beginning: the word translation in most Indo-European languages derives from roots in Latin and Greek. The basic notion has to be understood as transferring and metaphor, but there are differences of choices according to the language. In English, the cognitive schemata is to carry X across, whereas in German and Swedish, X is transferred in a direction away from the agent, and finally for the Latin languages, the agent leads X across. But other languages like Chinese, Japanese and Finnish use the word "to turn" or "to change state", it highlights then a new way, and transformation. Another problem is that most Indo-European languages employ "to interpret" for oral translation and make a distinction between translating—moving or turning in different directions-, and interpreting—trying to make sense from a speech.

    The problem, in a sense, is that the explanation of translation shares no common ground all around the world; it shows that every culture gives a specific priority to the equivalence in the act of translating without paying attention to the role of interpretations.

    Meaning is no longer a convenient notion for equivalence because translating is not part of a communicative equation, where meaning would be the philosopher's stone.
    Now, what happens with meaning? In order to systematize the translating process, translators have adopted a semantic perspective to refer to what I have called X in previous lines. Their task is then to convey a meaning, i.e. the textual content. Unfortunately, there are as many understandings of meanings as visions of translation. Translators shift from referential meaning to contextual and pragmatic meaning and do not make a clear distinction between co-text (the surrounding text and all the linguistic and textual information) and context (the recurrent communicative situations, Miller 1984, Nord 1997), nor between referential meaning, communicative meaning, rhetorical tricks used to convince the reader, communicative purpose of a specific communicative situation and/or private intentions of the author.

    The question puts forward a reality: meaning is neither an objective nor a universal value, but is constructed by readers (in this article translators) according to the situational context (Nord 1997); subjectivity is then the starting point of the translating process, whatever the text type (informative, exhortative, argumentative, narrative, etc.) and the text genre (patent abstract, instructions, research article, etc.).


    1.1. Reading a Text

    L'autonomie n'est pas autarcie, et le texte ne prend sens que pour un lecteur, dans un contexte. D'où le rejet d'un principe d'immanence qui voudrait que « tout » soit « dans » le texte.

    Bénédicte Bommier-Pincemin

    Translation Studies have tried to provide valid concepts to operate the communicative equation. However, communicative events are far from being as clear and determined as mathematics; communication is first of all negotiation (Ryan 2004: 220) between people in order to achieve a collective purpose and convince others that the message is worth reading and may contribute to the progress of the state of the art. If translation is understood as a specific communicative act, the privileged notions are:

    • semantic and/or rhetoric and pragmatic meaning (Lederer and Seleskovitch 1984);
    • sociocommunicative function, (Reiss and Vermeer 1991, Nord 1997);
    • semantic and/or functional equivalence.

    According to the Oxford English Dictionary online, meaning indicates a message, intention, cause, purpose, and gives sense to purposes. It is then much closer to the New Rhetoric School (Freedman and Medway 1997, Miller 1984/1997, Bazerman 1997) than to the Paris School (Lederer and Seleskovitch (1984) because it is the expression of private intentions in a specific ceremony through collective purposes.

    Following the OED, equivalence is "equality of effect" (physics). The "equivalence principle" (chemistry) is a doctrine stating that different quantities of different substances are equivalent in chemical combinations. If we keep the term equivalence, we have to admit that equality has nothing to do with linguistics, it only attains rhetorical effect. Translating is therefore not writing an identical text, but rather a dynamic process based on the combination of several parts (sentences, grammar, meaning, intentions, cultures, rhetorical moves, etc.). As for alchemistry, meaning—in analogy with the philosopher's stone—is neither universal nor objective.

    Suffice to say that this traditional approach refutes the importance of the pragmatic aspect: the relationship with the text is mediated by the reading competence of the receiver, because a text is never to be taken in isolation; it takes place in a network of social communication and is intended to be received by a community for a specific purpose.

    The practice of writing and reading a text is necessarily related to genre, which is not a formal mold external to text, but constitutes the text in its context. Genre therefore affects the text structure (moves) and the ways of reading (i.e. interpretations), giving valuable information on the extratextual parameters, especially the ceremony where texts happen and make sense.


    1.1.1. Identifying the Ceremony

    Meaning is not content; it is place and function

    Anne Freadman

    It has been said that meaning is constructed from a communicative framework, generally a text, which constitutes one of the translator's tools. However, text has to be defined in a situational context, where several extratextual parameters correlate (Nord 1997, Aragonés 2007b) depending on the translative approach (functionalism, Nord 1997, context, Neubert and Shreve 1992, Baker 1992, Nord 1997)

    Scholars seem to agree on the fact that there is always a reason to communicate, and this should be part of the definition of meaning. In addition, ceremony is the "envelope" in which the event takes place and helps to explain variables, like:

    • communicative purpose;
    • private intentions;
    • participants (author, readers and institutions);
    • conventions.

    All these factors determine the way we can perceive and understand texts specific to a ceremony, as interrelated acts produced for different reasons that should be recognized by translators. Text genres happen to be of valuable information because they associate text (static result) and context (dynamic process). Meaning is related to situation and is the crossroads of extratextual parameters.


    1.2.1. Interpreting a text

    Intertextual interpretation is therefore the survey of a set of possible meanings that readers attempt to disentangle from a text that is nothing more than fragments from countless other texts knitted together.

    Wolff

    The reader can only approach the text by interpreting dynamically the role of the text in a specific situation and the relationships between the sentences and cohesion. The meaning then becomes what has been extracted from a text and makes sense to the reader according to his or her expectations and presumptions.

    However, we have to keep in sight that a text is addressed to a specific community of readers; such a limitation has to be kept in mind, because the translator is not the primary addressee. Nobody will take into consideration the point of view of a translator1, because the translator is just an outsider (Berkenkotter and Huckin 1995, Aragonés 2007a), a kind of forced voyeur.

    For example, a lawyer reads a patent and outlines the legal matter in order to decide if it is worth to instigating a lawsuit; a medical student reads a patent paying attention to the keywords and the way new information is organized; an engineer reads a patent to know what the concurrence has achieved and to seek information to improve the state of the art; a translator reads a patent to write a new text for an interested community of readers (generally pertaining to the same professional community as the primary receiver) in a different culture.

    Hermeneutics—science that studies the interpretative act of reading—aspects are also important to construct meaning and complement the linguistic, semantic, rhetorical, pragmatic aspects that have been discussed below.


    2. How to Translate a Text?

    Le traducteur (et interprète) est sans cesse tenu d'adopter un point de vue, fût-il par fidélité à la formulation d'origine (sourcier) ou à l'effet de sens obtenu (cibliste).

    Bénédicte Bommier-Pincemin

    Scholars have stated that:

    1. equivalence is what the translator seeks; and
    2. meaning is what is inherent to the text.

    The importance of meaning is related to the need for translators to count on a measuring unity used to systemize the process. Rendering the equivalence of meaning is still nowadays the method employed by a great deal of translators to do their job. The problem is that there is not a meaning, but a plurality of interpretations. Meaning is not static; it changes in time and space. A same text at the same time, but out of the ceremony, will lose part of the raison d'être and the reader will have new interpretations of the communicative purposes and private intentions.

    Let's imagine we are in the South of China: lots of people wearing white dresses have grouped in the streets; they dance and shout. What does this ceremony mean? As outsiders (Berkenkotter and Huckin 1995, Aragonés 2007), we do not know the mutual knowledge shared by the congregated group and are only able to associate white color with wedding, dancing with joy, and shouts with anger or eventually songs. Our "reading" of the conventions cannot be correct, if we do not share the mutual knowledge (Berkenkotter and Huckin 1995) of ceremony and text genre in a specific community at a particular moment and place.

    The solution is simple: identifying the above listed variables and contextualizing them in the culture (it can replaced by the text genre) will give us the information we need to understand the typical behavior of a burial ceremony. There is no equivalence between the separate acts, but taken altogether they may provide information on the ceremony.

    The equivalent ceremony (burial) in Europe is visibly different, because the visible signs change, but the ceremony exists in Western countries and has to be recognized by the viewer if he or she wants to understand what is happening. This is one of the reasons why equivalence is, in my opinion, a dangerous notion in Translation Studies. I would rather prefer to talk about 'parallel events,' in analogy with 'parallel texts.' As far as translation is concerned, there is no equivalence but parallelism, because the values are bound to cultures, and the form—language, text, grammar, phraseology, ceremony, etc.—will change, causing thereby slight changes in communicative purposes. For example, the Spanish Cortes has no equivalent either in English, or in French or Chinese; now the choices made by translators will depend on the brief used in the Skopos Theory, and on the ceremony.

    The new translated text has changed to conform with the recipients' expectations and has been interpreted according to the translator's knowledge of the contextual variables. To the ceremony, we will have to add another extratextual parameter: the author's intentions.


    2.1 Unveiling private intentions

    We learn to adopt social motives as ways of satisfying private intentions through rethorical action.

    Miller

    Before getting to the point, it can be useful to start with an explanation of the communicative act at the collective level. Text is then an instrument, which is used to negotiate information between different participants in an institutionalized context within a specific ceremony identified by the members of a community. The text will make sense and achieve its goals if it conveys new information and is accepted by readers. To make sure readers will be able to understand the significance of the communicative event, it is worth using recognizable forms2 (i.e. conventions, text genres, etc.).

    At the individual level, the writer takes advantage of his or her know-how and knowledge of conventionalized ceremony to achieve his or her aims: recognition, to make sure he or she is the first one to write new information on a scientific discovery, promotion, payment, etc. His or her private intentions are for meaning, what style is for conventions: something particular and unique, neither related to ceremony, nor to genre. Respecting intentions is one of the most difficult tasks of translators, because they must remain implicit. Therefore, translators should not take for granted that what is called meaning has to be clarified.

    When unveiling private intentions, the translator has a new vision on the text in its context. He or she is now ready for undertaking a translation without betraying the author. Translation becomes, then, an act of writing on behalf of the writer, protecting the author's image, as well as respecting the author's intentions according to the conventions of the text genre and ceremony chosen by the author.


    3. Conclusion

    I have done no more than scratch the surface of a fascinating topic here. Nonetheless, one interesting suggestion is that considering genre perspectives might help translators reconsider translation. As stated here, meaning is no longer a convenient notion for equivalence because translating is not part of a communicative equation, where meaning would be the philosopher's stone. Even if it could be said that translation is similar to alchemistry as a transformation of a raw material (text) into something new (translation), there is no grounded explanation for the speculative basis for alchemistry, nor for the objective and universal value of meaning.

    From the genre perspective, extratextual parameters have to be considered before reading a text and will help the reader, especially when he or she is an outsider, to make a textual interpretation suitable for a specific translation job (defined by the translation situation) and for the future readers. There are as many interpretations as readers, as the Religious Wars confirm, this is why the translator's social image has to change.

    To do so, translators—professionals and scholars—need to work on redefining translation, abandoning tricky and misleading concepts like meaning, which tend to objectify the translation process instead of admitting that any communicative act is subjective by nature.

    If texts bear an objective and unambiguous meaning—whatever the situation—as Translation Studies seem to promote, what purpose do lawyers serve?


    Bibliography

    Aragonés, Maite (2007a). "Tradición, traición, traducción". Intercambios, 11(2), 16-19.

    ———— (2007b) "Translating Patents: Translative Strategies". Proceedings 48th ATA Conference, 327-334.

    Baker, Mona (1992) In other words. A Coursebook on Translation. London: Routledge.

    Bazerman, Charles (1997). "Systems of Genres and the Enactment of Social Intentions". Genre and the New Rhetoric. Freedman Aviva and Medway, Peter (eds.). London/New York: Taylor & Francis.

    Berkenkotter, Carol and Huckin Thomas N. (1995) Genre Knowledge in Disciplinary Communication. Hillsdale: Lawrence Erlbaum Associates.

    Bommier-Pincemin, Bénédicte (1999). Diffusion ciblée automatique d'informations. Conception et mise en œuvre d'une linguistique textuelle pour la caractérisation des destinataires et des documents. http://www.revue-texto.net/Inedits/Pincemin/Pincemin-these.html.

    Freedman, Aviva and Medway, Peter (eds.) (1997). Genre and the New Rhetoric. London/New York: Taylor & Francis.

    Miller, Carolyn R. (1984). "Genre as Social Action". Quaterly Journal of Speech, 70. 151-167.

    Neubert, Albrecht and Shreve, Gregory M. (1992) Translation as Text. Kent/Ohio/London: The Kent State University Press.

    Nord (1997) "A Functional Typology of Translations". Genre and the New Rhetoric. Freedman Aviva and Medway, Peter (eds.). London/New York: Taylor & Francis.

    Reiss, Katarina and Vermeer, Hans J. (1991). "Fundamentos para una teoría funcional de la traducción". Madrid: Akal.

    Ryan, David (2004) "The pragmatic theory of meaning: negotiation by stealth". Language Sciences 26, 217-229.

    Seleskovitch, Danica and Lederer, Marianne (1984) Interpréter pour traduire. Col. Traductologie, 1, Paris: Didier Érudition.

    Oxford English Dictionary, http://dictionary.oed.com.


    1 It has to be said that the writer never has in mind the translator, nor takes into account the translator's thematic incompetences, his or her lacks of mutual knowledge, conventions, communicative purposes, etc. As a matter of fact, the translator has to recreate a situational context, because he or she is not part of it and needs extratextual variables to reconstruct the raison d'être of a ceremony.

    2 Forms are to be understood here as "established practice."

     
    © Copyright Translation Journal and the Author 2008
    Last updated on: 06/19/2008 23:38:18

    XOSE CASTRO ROIG : DICCIONARIO DE BURRADAS

    (Extraido del blog de Xose Castro Roig - Ver lista de blogs)
     
    Este pseudo opúsculo no venal se llamaba antes Diccionario de portera-español español-portera, pero fueron varios los familiares de porteras que se sintieron molestos (¿aludidos?) y decidí cambiarle el nombre. Este diccionario recopila expresiones mal dichas por muchas personas: desde mi madre hasta mi abuela, pasando por maestros de escuela. ¿Acabaremos por no contar chistes sobre otras profesiones, razas, cultos, sexos y tendencias sexuales? ¿Acabaremos diciendo estimados y estimadas amigos y amigas, y escribiendo estimad@s amig@s? Me temo que sí. La ñoñería corre más que un chorizo por un plato de loza.

    15 de septiembre de 1999 (11.ª edición corregida y aumentada). Documento compilado, editado y registrado por Xosé Castro Roig. Puedes distribuir este documento libremente; la única y nimia condición —por cortesía con el compilador y con todos los coautores— es que incluyas siempre esta primera página de presentación y no alteres el contenido del documento, que mi esfuerzo me ha costado. Ah, y avísame. Este diccionario se ha creado sin ánimo de lucro (con un gran desánimo, diría yo) y ni el compilador ni los coautores obtienen beneficio de su distribución ni de su publicación (a no ser que Planeta DeAgostini quiera editarlo por fascículos y nos haga a todos una oferta millonaria, vete tú a saber, hija). Envía tus sugerencias, comentarios o nuevas entradas a mi dirección electrónica o a esta dirección postal:

    Xosé Castro Roig
    Apdo. 50463 (28080 Madrid, España)
    xose@xcastro.com

    El documento original (si esto que ves es una copia) está en esta dirección web:

    http://xcastro.com/portera.html

    Problems of dynamic equivalence in Translation

    By Fatima Ibrahim Ahmed Al Menoufy,
    Post-Graduate Student of KNU,
    Named after J. Balasagyn

     

    Formal Equivalence and Dynamic equivalence caused heated controversy. The concept of equivalence has been one of the key words in translation studies. Equivalence can be said to be the central issue in translation although its definition, relevance, and applicability within the field of translation theory have caused heated controversy, and many different theories of the concept of equivalence have been elaborated within this field in the past fifty years. The comparison of texts in different languages inevitably involves a theory of equivalence.

    Eugene Nida, in consultation with other pioneers in the field, developed the theory of "dynamic equivalence" or "functional equivalence," which stressed the importance of transferring meaning, not grammatical form. Nida discussed various kinds of complexity in meaning even at a comparatively early date, beginning with his 1947 publication of Bible Translating. He explicitly spoke about translating "fullest meaning" instead of a bare minimum.

    In the book ‘The Theory and Practice of Translation’, Nida (2003:1) [1] indicates that translators were not able to convey the message of the Bible: “Unfortunately translators of religious materials have sometimes not been promoted by the same feeling of urgency to make sense.” Nida reveals the cover about the methods adopted in translating the Bible , the argument shows that there are two main focuses while translating the Bible ; “the older focus in translation was the form of the message ; translators were delighted to reproduce stylistic specialties , plays on words , parallelism, rhymes, rhythms , and new grammatical structures , while the new focus shifted from the form of the message to the response of the receptor. Therefore, what the translator must determine is the response of the receptor.” (ibid: 1).

    There are problems, however, with dynamic equivalence translations. Since the translator is "freer" from the grammatical forms of the original language s/he is more likely to exceed the bounds of an accurate translation, in an effort to speak naturally in the native language. That is, the dynamic equivalence translations are capable of being more natural and more precise than are formal equivalence translations, but they are also more capable of being precisely wrong.

    There are some scholars of translation who opposed the theory of Dynamic equivalence such as Eco (2001:5) [2] who argues against Equivalence in meaning; “then translation scholars should have had, at least once in their life, both the experience of translating and that of being translated.” Moreover he sees that ( ibid:9) “Equivalence in meaning cannot be taken as a satisfactory criterion for a correct translation, …… We cannot even accept the naïve idea that equivalence in meaning is provided by synonym, since it is commonly accepted that there are no complete synonym in language. Father is not a synonym for daddy, daddy is not a synonym for papa, and père is not a synonym for padre.”

    Eco believes that those who have been involved in the art and craft of translation are definitely in a better position to formulate theoretical reflections on the subject. Moreover, it is perfectly clear to Eco that a successful translation cannot be anchored in the notion of word equivalences.

    Eco (ibid:14) sees that “The translator does not translate a text on the basis of the dictionary, but rather “on the basis of the whole history of two literatures. Therefore translating is not only connected with linguistic competence, but with intertextual, psychological, and narrative competence. Thus, the translator is forced at all times to go beyond linguistic competence to the cultural spectrum. Consequently, translations do not constitute a comparison between two languages but the interpretation of two texts in two different languages.” In order for a translation to come to life, “a good translation must generate the same effect aimed at by the original.” Yet all translations are preceded by the interpretive perspective that the translator brings to the text, which means that the translator as interpreter must become visible in the translation.

    However, all of his explanations and examples reconfirm his major conviction that the goal of all translations is “to produce in a different language the same effect as the source discourse, and poetic discourse is said to aim at producing an aesthetic effect.” (ibid:93) the discussion of equivalence shows the refined thinking that Eco brings to the analysis of all the other Practical aspects of translation presented in the section “Translating and Being Translated.” (Eco 2001-5)

    Basically there are two competing theories of translation. In one, the predominant purpose is to express as exactly as possible the full force and meaning of every word and turn of phrase in the original, and in the other the predominant purpose is to produce a result that does not read like a translation at all, but rather moves in its new dress with the same ease as in its native rendering. In the hands of a good translator neither of these two approaches can ever be entirely ignored.

    As a matter of fact, a perfect theory of translation should be an overall concern of all theories and should meet the functional requirements of an accepted and adequate translation theory, that provides some guidelines for translating to facilitate the task and transfer cultural elements in the source language to the target language, and thus achieve the same effect on the target receivers as on the original receivers.



    [1] Nida, Eugene A&Taber , The Theory and Practice of Translation, Brill Academic Publishers, 2003, p1
    [2] Umberto Eco, Experiences in Translation, Toronto University of Toronto Press. 2001 , p5

     


     

    Formulating strategies for translators - FIRST PART

    By Jean-Pierre Mailhac,Ph.D.,

    senior lecturer at the University of Salford, U.K.

     
    Abstract

    The ability to formulate strategies for translators lies at the heart of the tensions between translation studies (TS) and professional translators and between the applied and non-applied branches of TS. It also affects the relationship which TS has with neighboring disciplines such as linguistics.

    Using the translation of emphasis from English into French to illustrate, the article (a) outlines 10 possible procedures and 11 parameters for the translation of emphasis from English into French; (b) contrasts non-applied translation strategies with applied ones and puts forward a minimax principle based on 6 criteria (formal and semantic complexity, reliability, scope, metalanguage, formulation order) which translation strategies should satisfy, in addition to a desirability criterion, in order to meet the needs of the translator; (c) argues that applied and non-applied strategies should retain their specific properties if they are to fulfil their respective functions.

    Introduction

    Anyone who combines commercial translation activities with working as an academic, involved in both translation studies (TS) research and training students to become professional translators, will be acutely aware of how problematic it is to formulate translation strategies for the benefit of translators. If you are in such a position, you are used to feeling equally uncomfortable about what you hear at times on the subject of strategies at academic conferences and professional translators’ conferences. You are familiar with dismissive remarks from practitioners who reject wholesale the notion of any possible contribution of TS to the concrete resolution of problems at the "wordface," to borrow Wagner’s term (Chesterman and Wagner 2002). Cross, for instance, deems Baker’s Encyclopedia of Translation Studies to be "interesting, but irrelevant" (1998:27, quoted by Wagner in Chesterman and Wagner 2002:1). The contention is usually that every problem/text/translation situation is different, which means that generalizations, and therefore reusable strategies, are out of the question. It is also argued that the concepts TS relies upon are so complex, esoteric and remote from translation practice that translators could not even begin to apply them to their tasks (for further arguments, see Robinson 2001:162-163). As Wagner points out: "There can be few professions with such a yawning gap between theory and practice" (Chesterman and Wagner 2002:1), a worrying situation for a group of professionals who have a status and credibility problem, since they can still practise without any formal qualification.

    The ability to deliver strategies to practitioners lies at the heart of the tension within TS itself between the so-called "pure" and "applied" branches of the discipline, with many theorists going out of their way to distance themselves from any form of prescriptivism. Chesterman points out how, for several decades, mainstream translation theorists have taken the view that they "should seek to be descriptive, to describe, explain and understand what translators do actually do, not stipulate what they ought to do" (Chesterman and Wagner 2002:2); they "see themselves as studying the translators, not instructing them" (id.). His outline of the current goals of translation theory leaves no room for prescriptivism:

    (a) to describe what translators do, what strategies they use and what roles they play, under given linguistic and socio-cultural conditions;

    (b) to explain why they do this, what norms they follow, what values underlie these norms; and

    (c) to assess the effects of translatorial actions, on readers and also on cultures and intercultural relations more widely. (1997:48)

    Theory seems to end where applied considerations start, with the possible implication that applied TS has no theoretical component: "Applied research, or translator training, naturally focuses on what translators should do, on what translations should be like, prescriptively; but this is not the task of translation theory itself" (id., p. 52).

    The formulation of translation strategies also bears on the relationship between TS and related disciplines: what is the place of the conceptual tools and metalanguage borrowed from linguistics, for instance, when it comes to providing translators with strategies?

    Against this background, the purpose of the present article is:

    (a) to explore the nature of possible strategies aimed at the translator for the translation from English into French of a problematic linguistic feature, namely emphasis;

    (b) at a more general level, and using emphasis as the main source of illustration for the discussion, to reflect on how translation strategies aimed at translators might usefully be formulated in order to meet their practical requirements, and how they might differ from other translation strategies put forward by translatologists.

    Developing Mailhac 1996a/b and Woolner 1998, the analysis will focus successively on procedures, parameters and strategies, but first of all we must clarify the nature of emphasis as a translation problem.

    1. Emphasis as a translation problem

    What constitutes emphasis is a notoriously thorny issue (Vautherin 1991:7, 47; Cadiot 1991:19). However, one common form is intonational stress (or its written representations as italics, bold, etc.) and this is the type we shall focus on. When translating from English into French, such emphasis turns out to be problematic for a number of reasons.

    The first difficulty lies in detecting and interpreting correctly instances of emphasis. Typographical conventions are not always applied, so it is not unusual to find orally stressed words which are not indicated as such typographically. For instance, the following example taken from a training material script (end of an interview) did not indicate that in the English recording the second Thank you in fact carried a stress on the pronoun: "Thank you." "Thank you." This led to an erroneous rendering ("Merci." "Merci."), instead of the more appropriate: "Merci." "C’est moi qui vous remercie." (Mailhac 2000:415). Correct identification is all the more important since the same structure can take on opposite meanings through emphasis (e.g. I thought you were studying vs. I thought you were studying; Wood 1991:125). Identifying stress in speech is also fraught with difficulties, given the subtlety of the intonation patterns (Wood 1991) and the fact that the translator is not normally a native speaker of the SL. Grammatical words (see below) offer a particularly subtle continuum of possibilities in terms of emphasis (weak forms, unstressed normal forms, stressed normal forms, etc.; Wood 1991:129). Finally, written representations of speech will fail to reflect all the intonational meanings relevant to the translator’s decisions (Wood 1991:124).

    Although French does offer the possibility of intonational stress, it is neither as flexible nor as frequent as it is in English. Other types of resources tend to be used to convey similar meanings. Volsik (1991) observes a very high frequency of cleft constructions in the translation of emphasis into French. He also points out how translation can substantially modify the distribution of meaning. In the case of English-French translation, it can widen the range of interpretations by introducing ambiguities (see Roubichou-Stretz 1991:115 for a similar position), whilst in the other direction, it can shift what he refers to as the "centre of gravity of the utterance" (e.g. moving the emphasis away from verbs to nouns or pronouns). Solutions often involve idiomatic equivalents which are semantically very subtle. Not unlike other languages (Anderman 1999:36), French resorts to what can be described as particles: short words such as donc, et, mais, bien, là, tiens, va, dis, enfin, aussi, alors, au fait. These connectors operate in a different way when conveying meanings equivalent to English intonational emphasis. They can lose their full logical value as part of a process which Abraham (1991, referred to by Anderman 1999:36) calls semantic "bleaching." The following illustrate possible contrasts of this nature in French:

    "Donc comment va John?" (full connector; = "Therefore how is John?")

    "Comment va donc John?" ("bleached" meaning; = "How is John?")

    "Alors c’est de ta faute!" (full connector; = "Then it’s your fault!")

    "Alors là, c’est de ta faute!" ("bleached" meaning; = "That’s your fault!")

    "Aussi est-ce de ta faute." (full connector; = "Therefore it is your fault.")

    "C’est ta faute aussi!" ("bleached" meaning; = "That’s your fault!")1

    One of the translator’s tools, the dictionary, turns out to be largely unusable for two reasons. First of all, emphasis frequently applies to grammatical words (Wood 1991:129-137) which one would not look up. Our analysis of the translation by Philippe Rouard (1984) of the first 100 italicised words found in Lewis Carroll’s Through the Looking Glass reveals that 65 occurrences concern grammatical terms (all, am, are, at all, can, can’t, could not, couldn’t, did, do, five, four, he, here, I, is, it, I’ll, I’ve, like, me, must, my, never, not, ought, our, shall, should, some, somebody, something, that, them, this, three, very, was, would, you, your, you’d) with the following distribution in terms of most frequent types: personal pronouns: 21; modals: 13; that/this: 11; possessive adjectives: 7; to be: 5; negation: 5; do/did: 2; to have: 2. Secondly, renderings involve very subtle pragmatic nuances which are heavily dependent on their context and will not therefore appear in dictionaries, or grammars for that matter. For instance, in the sentence John called Mary a republican then SHE insulted HIM (Cadiot 1991:21), which is impossible to translate literally into French, the meaning conveyed by the emphasised pronouns (i.e. that calling Mary a republican amounted to an insult), can only be retrieved and rendered in terms of its specific context.

    Because of the nature of the problem and the mismatch in the way meanings are mapped in the SL and TL, emphasis is often not rendered adequately (Wood 1991) and there is a clear risk of producing forms of "translationese." Jakobsen (1986:104, quoted by Anderman 1999:40) refers to a "distinct awkwardness of style" stemming from lower frequencies of modal particle use in translated material. Considering the translation of certain types of emphasis, Volsik (1991:79) even regards as inevitable the existence of an "interlangue linguistique" (linguistic interlanguage) exhibiting a degree of "étrangeté résiduelle" (residual strangeness) resulting from interference.

    Having established the nature of the translation problem which will be used to illustrate our discussion, we can now turn to procedures, parameters and subsequently strategies to explore how these should be formulated for the benefit of the translator and how they might differ from other translation strategies found in TS. As indicated earlier, Woolner (1988) will provide the starting point of our analysis as far as emphasis is concerned.

    2. Procedures

    A procedure is defined here as a means of translating a particular element as part of a strategy (e.g. cultural borrowing, calque, cultural substitution and definition are amongst the procedures available for the translation of cultural references). Some procedures are limited in scope (like the ones just mentioned), others can apply to wider units, including a whole text (e.g. exoticism with minimum/maximum presence of the translator in the case of cultural references; see Mailhac 1996a). A procedure is thus a tool to be exploited in the broader context of a strategy in order to solve a translation problem. In that sense, it is more akin to what Chesterman (1997, ch. 4) labels a "strategy." To the extent that the properties of a tool are determined by its intended use, procedures are goal oriented and, being part of the translational output, they are visible (e.g. one can see whether a culture-specific term has been borrowed, defined in a footnote, etc. in the translation).

    In her dissertation on emphasis in translation, based on the general approach adopted by Mailhac (1996a) for cultural references, Woolner (1998) assesses the positions of Vinay and Darbelnet (1960), Astington (1983), Hervey and Higgins (1992) and Grellet (1993) in order to define a framework which is then applied to a corpus including two French translations (Papy, 1961; Parisot 1979) and two German translations (Teutsch, 1989; Enzensberger, 1998) of Alice’s Adventures in Wonderland. Woolner’s findings cannot be assessed in detail here, however a brief evaluation is necessary.

    First of all, her sources do not include the special issue of Palimpsestes (1991) devoted to emphasis. In spite of the proposed theme (emphasis in terms of French/English translation or contrastive linguistics), some of the articles in this volume do not really seem to address the question (Berman, Chassigneux, Cadiot); some just touch upon it (Nice, Roubichou-Stretz); some deal with aspects which are not directly related to the kind of emphasis we are examining here: pauses, hesitations, etc. (Leclercq), the representation of action and activity (Guillemin-Flescher). However other contributions (Volsik, and particularly Wood) are directly relevant to our focus.

    Looking more specifically at Woolner’s study, the number of procedures (and parameters) she arrives at, irrespective of the inevitable limitations associated with her corpus (e.g. as a nineteenth-century written corpus, it does not contain any contemporary colloquial spoken language which might yield different results), is much more significant than what was gleaned initially from the TS literature reviewed. However, the demarcation line she proposes between lexical and syntactic procedures should be modified to avoid having "lexical sequences" which include additional clauses (e.g. en ce qui me concerne... / il est vrai que...). Some minor reorganisation of the presentation order she adopts will make it possible to regroup items which are conceptually similar (e.g. additions). It seems preferable to use the term "deletion" rather than "omission" for cases where not rendering the emphasis is deliberate rather than accidental. The addition of particles could be incorporated in the list of lexical additions, since they represent a common solution. One should also add two types of procedure. The first one is phonetic (vowel/consonant lengthening; Wood 1991). The second could be described as "descriptive label." Although it is not present in the TS sources or the corpus, it is available in principle and is equivalent to "descriptive characterization" (Mailhac 1999:135) which can be used to render marked speech. It involves adding metalinguistic comments in order to enlighten the reader. A statement in which emphasis conveyed surprise could thus be accompanied, if pragmatically feasible, by a description explicating the nuance (e.g. "...she replied, sounding surprised" or as a stage direction in the case of a play). The pragmatic constraints associated with it make it different from other forms of addition.

    Allowing for these points, the following amended list of procedures can be put forward, regrouped into 10 types (as opposed to Woolner’s 8):

    (1) - Lexical procedures

    - lexical repetition (It’s very good > C’est très, très bien)

    - use of lexical superlative/diminutive (I love > J’adore)

    - addition of noun (hers > celle de Jane)

    - addition of adverb or adverbial phrase (bel et bien)

    - addition of interjection (pardon, voyons, par exemple, diable, etc.)

    - addition of particle (va, dis, etc.)

    - addition of adjective or adjectival phrase (one > seul et unique)

    - addition of verb (but all he said was > mais il se contenta de demander)

    - addition of conjunction (Who are you? > Et qui es-tu, toi?)

    - addition of lexical sequence

    - focus (Pour ma part / A mon avis)

    - surprise (Quelle idée)

    - lexical harmonisation (use of an idiomatic expression appropriate to the context: This time there could be no mistake > Cette fois il ne pouvait plus y avoir l’ombre d’un doute [= ... there could not be the shadow of a doubt])

    (2) Syntactic procedures

    - syntactic reprise (ante- and post-position: I know what you want : Ah, toi, je sais bien ce que tu veux! [literally: Ah, you, I know what you want])

    - adding a clause (en ce qui me concerne)

    - cleft sentences (I did it > c’est moi qui l’ai fait)

    - change of sentence type (to exclamatory, negative, interrogative, etc.:You would tell Olivia ... > Qu’est-ce que tu avais besoin de dire à Olivia...? [= Why on earth did you have to tell Olivia...?])

    (3) Morphological procedures

    - stressed personal pronoun forms (moi, toi, lui, etc.); use of reinforcement (vous-même/vous autres)

    - demonstrative pronouns (e.g. celui-ci/là)

    - demonstrative adjectives (e.g. ce/cette ... -ci/là)

    (4) Phonetic procedures (vowel/consonant lengthening: Dreadfully old-fashioned > Terrrriblement démodés (Wood 1991:128))

    (5) Punctuation (commas, suspension points, dashes, exclamation marks, inverted commas)

    (6) Typographical marker (e.g. bold, italics, underlining)

    (7) Descriptive label (...she replied, sounding surprised)

    (8) Compensation (e.g. transfer of emphasis from that to a reinforced negation-du tout-in the following example: Oh, I shouldn’t like that! > Oh! je n’aimerais pas ça du tout!; see Harvey 1995 for the concept of compensation and Wood 1991:137-138 for examples related to emphasis)

    (9) Combination of procedures (e.g. morphological + typographical: As if I would talk on such a subject > Comme si moi, j’allais parler d’une chose pareille!)

    (10) Deletion (I have tasted eggs, certainly > J’ai certainement goûté à des oeufs: the emphasis on the auxiliary is not actually rendered because of the presence of certainly)

    Faced with the task of selecting an appropriate procedure, the translator must consider the range of relevant parameters which will determine choices.

    3. Parameters

    A parameter corresponds to any factor which needs to be taken into account when choosing a procedure (e.g. communicative/pragmatic function and readership are among the parameters to be taken into account when translating culture-bound references). Parameters can apply to a small unit (e.g. word) or a larger unit (e.g. whole text). Given their role in the selection of procedures, parameters also act as evaluation criteria, since any factor relevant to the choice of procedures must be relevant to translation-quality assessment. Parameters will normally combine and interact with each other requiring the translator to assess their relationship in order to reach a decision about the most appropriate procedures.

    Formulating Strategies for translators

    The parameters having a bearing on emphasis are frequently ignored by authors who often stop short of making them explicit. Woolner’s list (1998:32-34) includes five of them (type of word emphasized, sentence type, pragmatic function, presence of other emphasizing element, text type). Leaving aside points of detail and external factors (e.g. the translator’s brief), and bearing in mind that what follows does not claim to be exhaustive, a number of additions could be made: linguistic medium, pragmatic context, readership, level of speech, linguistic frequency norms, style. Overall, the amended list includes 11 parameters, ranging from parameters which may obtain for the whole text to some which are more specific:

    (1) Linguistic medium (spoken vs. written: this will affect the possibility of rendering intonation by intonation as opposed to some written equivalent)

    (2) Pragmatic context (e.g. the existence of a narrator or the option of stage directions would make the use of descriptive labels possible)

    (3) Nature of the text (e.g. one would expect options to be more restricted in a sonnet than a novel)

    (4) Readership (e.g. there could be the possibility of slightly different use of typographical conventions for emphasis in children’s literature)

    (5) Style (e.g. nineteenth-century English prose; Carroll’s highly frequent use of emphasis)

    (6) Level of speech (e.g. colloquial language would alter the range of lexical and syntactic options in French; see Wood 1991:128)

    (7) Linguistic frequency norms concerning various means of conveying emphasis in the SL and TL (e.g. the much higher frequency of cleft constructions in French compared to English; Volsik 1991:86)2

    (8) Pragmatic function (e.g. expressing contrast, surprise, confirmation, challenge, contradiction, impatience, suggestion, order)

    (9) Sentence type (e.g. the use of the interjection diable in exclamatory or interrogative sentences).

    (10) Nature of word emphasised (e.g. emphasis on personal pronouns would often result in a morphological procedure; see Wood 1991:125)

    (11) Presence of other emphasizing element (e.g. the presence of certainly in the following example makes it possible not to render the emphasis on the auxiliary without any real loss: I have tasted eggs, certainly > J’ai certainement goûté à des oeufs)

    Having clarified the nature of procedures and parameters, it is now possible to address the question of strategies.

    4. Strategies

    As a term, "strategy" is conceptually broader than "procedure," hence its use here to refer to a method employed to translate a given element/unit (including a whole text) making use of one or more procedures selected on the basis of relevant parameters. A strategy thus links procedures with the conditions which obtain when they are used, these being specified in terms of parameters. It can be either ad hoc, and be restricted to a specific context, or more general, and be reusable in a range of contexts, the latter type being naturally of greater interest to TS. When generalizable, a strategy can be construed as a rule, with the intrinsic ambiguity which characterizes this concept, as well as others such as "norm" or "law" (Mailhac 2006).

    In its descriptive sense, "rule" refers to some observed regularity ("X is what normally happens/As a rule, X happens."; cf. French epistemic use of il est de règle que + indicative). In its prescriptive sense, it refers to a norm to be followed ("You must do X./The rule is to do X"; cf. French deontic use of il est de règle que + subjunctive). The two senses are obviously connected ("X is what normally happens, therefore you must do X"). However, not every descriptive rule/norm/law can be associated with a prescriptive counterpart (the Archimedes principle is purely descriptive; physicists do not admonish particles to act according to the laws which characterise their behavior, etc.). This raises the question, which will be addressed later, of the relationship between descriptive and prescriptive strategies. Given that they are oriented towards the resolution of translation problems, strategies, be they descriptive or prescriptive, are teleological in nature.

    Unlike procedures, strategies are not directly visible as part of the observable translation output. In principle, they fall into three categories: they can be conscious, potentially conscious (e.g. instinctive automatized translational behavior may be accessed through introspection, if required), or totally subconscious (e.g. as would be the case with undesirable strategies such as the ones resulting in various forms of translationese).3 Whenever strategies are not directly accessible through the translator, they need to be hypothesized from the available data.

    As a discipline, TS operates across a range going from the non-applied to the applied. The non-applied level is concerned with the description, explanation and prediction of phenomena, and therefore translation strategies pertaining to this level have an essentially descriptive, explanatory and predictive role; they contribute to our understanding and knowledge of translation as an activity. They need to satisfy the usual requirements of descriptive and explanatory adequacy, verifiability, falsifiability, economy (accounting for the largest possible number of phenomena with the smallest possible number of explanatory facts), etc., and will normally be probabilistic. Their formulation is conditioned by their functions and a highly abstract and complex conceptual apparatus would be perfectly in order if it proved necessary to achieve the right level of adequacy.

    At the other end, applied TS seeks to provide translation strategies to guide the translator in his/her task and offer a framework for quality assessment and developing translation skills. Such strategies will be prescriptive in nature rather than descriptive and explanatory as such (even if they contain an explanatory dimension, their function goes beyond explanation); they constitute decision-making tools based on choices and contribute to translation know-how. They will normally be probabilistic and acquired as explicit knowledge before some of them, at least, are internalized and applied instinctively by the translator. In this respect, they are very similar to the grammatical rules which the learner of a second language needs to memorize, internalize and apply. This similarity can assist in clarifying the nature of the criteria which need to be met for a prescriptive translation strategy to be usable.

    When addressing the question "What criteria influence the level of difficulty learners are likely to experience in acquiring grammatical features as explicit knowledge?", Ellis (2002:28) puts forward the following six criteria (provided here without the examples which illustrate them):

    Criteria

    Definition

    1. Formal complexity

    The extent to which the structure involves a single or many elements.

    2. Functional complexity

    The extent to which the meanings realized by a structure are transparent or opaque.

    3. Reliability

    The extent to which the rule has exceptions.

    4. Scope

    The extent to which the rule has broad or narrow coverage.

    5. Metalanguage

    The extent to which the rule can be provided simply with minimum metalanguage.

    6. L1/L2 contrast

    A feature that corresponds to an L1 feature is easier than a feature that does not.

    Mutatis mutandis, this framework can be applied to explore what criteria influence the level of difficulty trainee translators are likely to experience in acquiring translation strategies as explicit knowledge. In practice, this amounts to discovering the features which prescriptive translation strategies should ideally possess to be translator-friendly, and this is what we will attempt in order to contrast them with the properties exhibited by non-prescriptive strategies of the type formulated within non-applied TS.

    Formal complexity corresponds to the extent to which the strategy involves a large or limited number of procedures and parameters. The more numerous they are, the more difficult it becomes to apply or memorize strategies, particularly in view of the fact that procedures may combine with each other, as may parameters, thus multiplying the number of theoretically possible permutations. Unlike non-prescriptive strategies, prescriptive ones must therefore remain below a certain level of formal complexity to fulfil their function.

    In our example, the association of 10 procedures with 11 parameters will clearly result in a fair level of complexity (higher than Woolner’s who only had 8 and 5, respectively). This would reduce the chances of providing usable strategies. If the detail of the procedures and parameters which are categories (lexical/syntactic/phonetic procedures, pragmatic meaning, etc.) is provided in the formulation, then the level of complexity is significantly increased with the total number of items coming into play rising by an additional 24. This will result in a considerable multiplication of possible combinations; it is nevertheless possible to simplify formulations by adjusting the scope (see below).

    On the positive side, some of the parameters hold for the whole text (e.g. linguistic medium, overall pragmatic context, nature of text), which means that, once factored in, and unless there are strong reasons to depart from them, they automatically apply to individual occurrences which makes their application easier.

    Semantic complexity (the term "semantic" is preferable to "functional" in the context of translation) can be defined as the extent to which the meanings involved are transparent or opaque. In the case of emphasis, some of the meanings are particularly subtle, varied and difficult to identify in English, both in terms of the intonation pattern which expresses them and their actual semantic nature (Wood 1991). Similarly, French equivalents can be difficult to label and extremely idiomatic (e.g. particles). In order to retain their practical usefulness, strategies must refer to meaning types which are characterized by a reasonable degree of transparency, a constraint which does not apply in the same way to non-prescriptive strategies. Meanings referred to in non-applied theories must be clear too, but a modality which is so abstract that it could only be expressed through complex logical symbols, for instance, would not be of any practical use to a translator.

    Reliability corresponds to the extent to which the strategy has exceptions. In view of the nature of the translation process, rules will normally be probabilistic and carry a number of exceptions. For example, not all instances of English prosodic stress will result in lexicalisation and statistical information about possible correlations between factors and procedures would be helpful to prioritize recommendations. On this particular criterion, prescriptive strategies remain close to their non-prescriptive counterparts, since, even at the non-applied level, claims about descriptive rules can only be made if the number of exceptions remains below a certain level.

    Scope represents the extent to which the strategy has broad or narrow coverage. Here, there seems to be a trade-off in terms of usability. Compare the following possible formulations: (a) "When..., lexicalize"; (b) "When..., use an adverb"; (c) "When..., use précisément." It could be argued that (a), which has the broadest scope, is more usable, to the extent that it can be applied more frequently. However, it can also be argued that it is of less assistance to the translator compared to (c), for it does not offer a specific solution in the way (c) does (option (b), is clearly in the middle in terms of what it provides). In other words, the more general the strategy, the more usable it may prove in terms of potential frequency of use, but the less usable it may turn out to be if its broader coverage correlates with a greater lack of precision. Similarly, narrow scope may turn out to be helpful in yielding specific solutions, but, by nature, these will be very limited in their application.

    As hinted earlier, varying the scope from specific equivalents to broader categories may constitute a means of simplifying strategies, reducing them to broad principles which may prove particularly helpful if combined with reliable frequency information (e.g. "When ..., the most frequent types of procedures to render English emphasis into French are, in order:....). Again, on this criterion, prescriptive strategies remain close to their non-prescriptive counterparts, as the descriptive and explanatory power may well weaken as coverage expands.

    The extent to which a strategy can be formulated simply with minimum metalanguage will obviously be crucial to its acquisition and application. The terminology Woolner resorts to remains simple and, with the exception of the term "deontic," does not extend beyond basic grammatical labels. Although it examines a different type of emphasis from the one we are focusing on here, Cadiot’s article (1991) provides a perfect example of the kind of linguistic metalanguage which may be required for descriptive and explanatory purposes, but would be highly problematic if used systematically in the formulation of applied strategies: détachement sans rappel, dislocation, détachement thématique, aboutness, apodose, protase, horizon thématique ouvert par le constituant détaché, topicalisation, acquis/given, statut sémantique et référentiel, clivage, référence déictique/générique, modalité constative/injonctive, diathèse passive/neutre, ancrage référentiel, rhématicité globale, biprédications, pronoms topiques, propositions incolores, bloc référentiel figé, mécanismes inférentiels, extériorité syntaxique, liberté référentielle, kairos, energeia, indexation situationnelle, déjà-là, cadrage de l’énonciation, etc. It is interesting to note that the author’s analysis is very much a linguistic one, with very little said about translation as such. This example also illustrates how the possible contribution of linguistics to applied TS is constrained by the degree of technicality of the conceptual and terminological apparatus borrowed. The same problem would not arise with non-applied TS since, whenever necessary, its formulations can make use of a highly abstract and complex conceptual apparatus.

    In theory, Ellis’s L1/L2-contrast criterion could be reformulated in terms of SL/TL contrast: a SL feature that corresponds to a TL feature is easier to translate than a feature that does not. However, closer scrutiny reveals that the existence of a corresponding feature does not necessarily simplify the translation process. Both English and French can express emphasis through intonational stress, yet we have seen how problematic the translation of this linguistic feature can be. Also, the distance between languages and the resulting mismatch in the way meanings are mapped are not necessarily synonymous with difficulty. If we consider translation into English of what French tends to use to convey what would amount to prosodic stress in English (lexical/syntactic/morphological/phonetic/typographical resources, punctuation, descriptive label), being able to render all these by prosodic stress (or its written equivalents-italics, etc.) is quite economical: a whole range of very disparate French elements can be handled by a single English procedure. In other words, the SL/TL contrast has to be interpreted in terms of the number of possible procedures involved in rendering the corresponding SL problem (a stressed word in our case) in a given translation direction. Consequently, in the case of translation strategies, the SL/TL contrast will automatically correlate with the number of relevant procedures, which means that it will be subsumed within the formal-complexity criterion mentioned earlier and can be dispensed with as a separate criterion.

    A further criterion to be added here concerns the order of terms in the formulation. Whereas descriptive characterisations could be formulated as "Procedure X is used when...," prescriptive statements should mirror the order of the actual translating process, starting with the conditions and ending with the choice of procedure: "When ..., select procedure X."

    The criteria identified so far add up to what could be described as a "minimax principle" of minimum effort for maximum usability to the translator,4 and the need for simplicity which they specify should be qualified to allow for the distinction between memorizable and consultable know-how, given that the latter can be more substantial and complex than the former. However, these criteria are not enough in themselves, since initially one has to ensure that the recommended strategy is actually a desirable one. It ought to meet certain quality standards in order to guard against the spread of undesirable translational behavior (e.g. interference, stylistic flattening, over-explicitation, etc.; Chesterman 1997:152).

    In principle, desirable strategies could be construed as being simply the ones used by competent translators. In his discussion of what he calls "normative laws," i.e. laws "descriptive of the behavior of competent professionals" "who set the professional norms," Chesterman (1997:73-74) mentions possible criteria which might be used to identify this subset of translators. Amongst them are peer recognition and years of experience, "In other words, translator competence (on this view) is defined socially, not linguistically." If desirable translational behavior is identified as being simply what competent translators defined in this manner actually do, there is no guarantee that it will deliver quality because the criteria are not directly linked to the merits of the translation output and it assumes that such translators are generally unlikely to perform in a manner which is open to criticism. There is also a clear danger of circularity in Chesterman’s position if translational competence is identified on the basis of the presence of certain behaviors, e.g. explaining culture-bound terms, to use his example: How do we know that a translator is competent? Because (s)he explains culture-bound terms. How do we know that such behavior is a sign of quality? Because that is what competent translators do.

    It would therefore be more appropriate to determine what represents desirable strategies by applying empirically verifiable criteria. One could demonstrate for instance that, for a relevant set of readers, a given strategy to deal with cultural references has removed a degree of opacity which would have interfered with the communication of the message or, to use our example of emphasis, that the strategy applied has successfully conveyed the intended nuance (e.g. surprise) whilst satisfying other essential parameters. Woolner’s study yields another example: 28% of cases of identified emphasis were not translated (1998:25-26). In order to establish whether we are dealing with a recommendable amount of deletion, a high level of undesirable omissions, or something in between, one could apply a combination of criteria amongst the ones which were identified (linguistic frequency norms, nature of text, pragmatic context, etc.).

    It should be pointed out that prescriptive strategies need not correspond to attested translation strategies as a quality prerequisite. For instance, if no occurrence of the procedure we called "descriptive label" has been identified in existing studies, it does not necessarily follow that using such a procedure, and therefore formulating a strategy based on it, would be inappropriate, since it could merely reflect the fact that it happened to be absent from the corpus or corpora used or, alternatively, that no one had thought of using it in spite of its obvious merits in certain contexts. Flexibility is necessary here to accommodate the possibility of new translation procedures and strategies.

    At this point of the discussion a few remarks are called for concerning the way in which some of the notions used in our analysis relate to the concept of norm. We shall restrict ourselves to issues which are directly relevant to the kind of strategy we have been focusing on.

    Given that strategies are rules, they share the ambivalence linked to this notion with the concept of norm in so far as both can exist in descriptive and prescriptive forms. Anything prescriptive, be it a strategy or a norm, will need to satisfy the desirability and minimax-principle criteria and anything described as a "norm" must be based on a statistically significant volume of data. It follows from this that a descriptive norm of the type which would stipulate the procedure(s) selected when certain conditions are fulfilled in terms of relevant parameters would only differ from the corresponding descriptive strategy with regard to the statistical significance of the data on which it is based. A strategy (whether descriptive or prescriptive) can be based on a limited corpus, whilst a norm, by definition, cannot. It also means that, in practice, when a descriptive/prescriptive strategy is grounded on data which is statistically significant, it amounts to a descriptive/prescriptive norm.

    As far as the relationship with parameters is concerned, certain norms can operate as parameters in view of the fact that they constitute factors which are relevant to the decision-making process. One example would be Chesterman’s expectancy norms which are "established by the expectations of readers of a translation (of a given type) concerning what a translation (of this type) should be like" (1997:64). These expectations may cover: "text-type and discourse conventions, (...) style and register, (...) the appropriate degree of grammaticality, (...) the statistical distribution of text features of all kinds, (...) collocations, lexical choice, and so on." (id.).

    Conclusion

    On a first level, our analysis has enabled us to explore what makes the translation of intonational emphasis from English into French problematic, to identify 10 possible procedures and 11 parameters, and to comment briefly on some of the issues relating to relevant strategies.

    On a second level, we have tried to demonstrate that prescriptive strategies, whose function is to guide the translator in his/her task and offer a framework for quality assessment and developing translation skills, should ideally comply with a minimax principle for the translator (minimum effort for maximum usability) and meet the six criteria which underlie this principle: the formal and semantic complexity, as well as the metalanguage, should be such that they do not interfere with the formulation; the number of exceptions to the rules should be limited and the scope as broad as possible; the order of formulation should mirror the translation process and start with the conditions to end with the choice of procedure. In addition, a desirability requirement, to be assessed by objective empirical criteria, should be satisfied in order to ensure quality.

    Strategies put forward by the non-applied branch of TS differ from prescriptive strategies in a number of ways. Their function is to describe, explain and predict translational phenomena and therefore contribute to our understanding and knowledge of translation, as opposed to practical translation know-how. They do not need to meet the desirability and minimax-principle criteria (apart from the reliability and scope criteria) and, as a result, have a different relationship with neighboring disciplines such as linguistics, since borrowing highly complex concepts from them may well be appropriate at times.

    Given the differing properties of descriptive and prescriptive strategies, translatologists should be clear about the nature and function of the strategies they endeavor to reconstruct and should not attempt to blur the differences between them, since this would undermine their specificity and, with it, the extent to which they can fulfil their respective functions.

    Critics, such as Cross quoted above, who seemingly reject wholesale the contribution of TS to the work of the translator fall into the trap of a monolithic and reductionist view of TS which does not correspond to the reality. Applied TS can and does make a contribution to the practice of translation and it does so by exploiting, whenever appropriate, the findings of non-applied TS research.

    References

    Abraham, Werner (1991) "The Grammaticalization of the German Modal Particles," in Elisabeth Closs Traugott and Bernd Heine (eds) Approaches to Grammaticalization, Amsterdam: John Benjamins, 331-380.
    Astington, Eric (1983) Equivalences, Cambridge: Cambridge University Press.
    Anderman, Gunilla (1999) "On the Perils of Particle Translation," in Gunilla Anderman and Margaret Rodgers (eds) Words, Text, Translation. Liber Amicorum for Peter Newmark, Clevedon, Buffalo,Toronto and Sydney: Multilingual Matters, 35-46.
    Baker, Mona (ed) (1997) The Routledge Encyclopedia of Translation Studies, London and New York: Routledge.
    Berman, Antoine (1991) "L’accentuation et le principe d’abondance en traduction," Palimpsestes 5:11-17.
    Cadiot, Pierre (1991) "La mise en relief, un bilan linguistique. A propos de la traduction anglaise des premières pages de Mort à crédit de L.-F. Céline," Palimpsestes 5:19-36.
    Carroll, Lewis (1971) Alice’s Adventures in Wonderland (1865) / Through the Looking Glass (1872), Oxford World’s Classics, Oxford: Oxford University Press.
    Carroll, Lewis (1961) Alice au Pays des Merveilles, traduction de Jacques Papy, Folio Junior, Paris: Gallimard-Jeunesse.
    Carroll, Lewis (1979) Tout Alice, traduction de Henry Parisot, Paris: Garnier-Flammarion.
    Carroll, Lewis (1984) Alice au Pays des Merveilles / De l’autre côté du miroir, traduction de Philippe Rouard, Grandes Oeuvres, Paris: Hachette.
    Carroll, Lewis (1989) Alice im Wunderland, übersetzt von Barbara Teutsch, Hamburg: Cecilie Dressler Verlag.
    Carroll, Lewis (1998) Alice im Wunderland, übersetzt von Christian Enzensberger, Hildesheim: Gerstenberg Verlag.
    Chassigneux, André (1991) "Avant la charrue, les boeufs. La mise en relief du sujet et/ou du prédicat dans la traduction des textes économiques," Palimpsestes 5:71-76.
    Chesterman, Andrew (1997) The Memes of Translation, Amsterdam: John Benjamins B.V.
    Chesterman, Andrew and Emma Wagner (2002) Can Theory Help Translators? A Dialogue Between the Ivory Tower and the Wordface, Manchester: St. Jerome Publishing.
    Cross, Graham (1998) "Book Reviews," Bulletin of the Institute of Translation and Interpreting (ITI Bulletin): February: 27.
    Ellis, Rod (2002) "The Place of Grammar Instruction in the Second/Foreign Language Curriculum," in Eli Hinkel and Sandra Fotos (eds) New Perspectives in Grammar Teaching in Second Language Classrooms, Mahwah, New Jersey and London: Lawrence Erlbaum Associates, Publishers, 17-34.
    Grellet, Françoise (1993) Initiation à la version anglaise. The Word against the Word, Paris: Hachette.
    Guillemin-Flescher, Jacqueline (1991) "Représentation linguistique de l’activité, l’action et l’événement en français et en anglais," Palimpsestes 5: 50-69.
    Harvey, Keith (1995) "A Descriptive Framework for Compensation," The Translator 1(1): 65-86.
    Hervey, Sándor and Ian Higgins (1992) Thinking Translation. A Course in Translation Method: French-English, London and New-York: Routledge.
    Jääskeläinen, Riitta (1993) "Investigating Translation Strategies," in Sonja Tirkkonen-Condit and John Laffling (eds) Recent Trends in Empirical Translation Research, Joensuu: University of Joensuu Faculty of Arts, 99-119.
    Jakobsen, A.L. (1986) "Lexical Selection and Creation in English," in L. Lindblad and M. Ljung (eds) Proceedings from the Third Nordic Conference for English Studies, Stockholm: Almquist & Wiksell, 101-112.
    Levý, JiÍ’í (1967) "Translation as a Decision Making Process," in To Honor Roman Jakobson, vol. 2, The Hague: Mouton, 1171-1182.
    Mailhac, Jean-Pierre (1996a) "The Formulation of Translation Strategies for Cultural References," in C. Hoffmann (ed) Language, Culture and Communication in Contemporary Europe, Clevedon, Philadephia and Adelaide: Multilingual Matters, 132-151.
    Mailhac, Jean-Pierre (1996b) "Evaluation Criteria for the Translation of Cultural References," in G.T. Harris (ed) On Translating French Literature and Film, Amsterdam and Atlanta: Rodopi, 173-188.
    Mailhac, Jean-Pierre (1999) "Subtitling and Dubbing, for Better or Worse? The English Video Versions of Gazon maudit"" in M. Salama-Carr (ed) On Translating French Literature and Film II, "Rodopi Perspectives in Modern Literature, Amsterdam and Atlanta: Rodopi, 129-154.
    Mailhac, Jean-Pierre (2000) "Translating Commercial Video Material," in M. Ballard (ed) Oralité et traduction, Arras: Artois Presses Université, 373-395.
    Mailhac, Jean-Pierre (2006) "Descriptions vs. Instructions in Grammar Teaching," Foreign Language Teaching in Tertiary Education, Athens: Ekdoseis Dionikos, pp. 183-198.
    Newmark, Peter (1982) Approaches to Translation, Oxford: Pergamon Press.
    Nice, Richard (1991) "Myths, Loose Fits and Near Misses: Some Highlighting Problems," Palimpsestes 5: 141-151.
    Robinson, Douglas (2001) "Normative Model" in M.Baker (ed), Routledge Encyclopedia of Translation Studies, London and New-York, Routledge, 161-163.
    Roubichou-Stretz, Antoinette (1991) "Nadine Gordimer: l’implicite et l’explicite. Quelques problèmes de traduction de The Conservationist," Palimpsestes 5: 115-121.
    Vinay, Jean-Paul et Jean Darbelnet (1960) Stylistique comparée du français et de l’anglais. Méthode de traduction, Paris: Didier.
    Vautherin, Béatrice (1991) "Présentation," Palimpsestes 5: 7-9.
    Volsik, Paul. (1991) "La traduction des clivées et le problème de la mise en relief," Palimpsestes 5: 77-99.
    Wood, Mary (1991) "The eye of man hath not heard. A la recherche de l’emphase perdue," Palimpsestes 5: 123-139.
    Woolner, Rosalind (1998) Emphasis in Translation: Procedures, Factors and Strategies for the Translation of Emphasis into French and German, MA Dissertation, University of Salford.

     

    1 For a discussion of the translation of particles, see Anderman 1999. See also Newmark 1982:148.
    2 See the conflicting claims of Wood (1991:125) and Nice (1991:146) concerning the frequency of italics in English compared with French.
    3 See Jääskeläinen 1993 for a discussion of issues related to degrees of consciousness.
    4 The minimax principle proposed here and the framework associated with it are quite distinct from Levý’s minimax principle (1967).

    Why is translation into the mother tongue more successful than into a second language?

    By Omar Jabak,

    Binnish, Idlib, Syria

    It is commonly believed that translators are better at translating into their native language than into a second language. The underlying reason for this assumption is that translators have a more profound linguistic and cultural background of their mother tongue than of a second language which they have to learn in order to be well-versed translators. By the same token, the translator who translates into his or her native language has a more natural and practical knowledge of the various linguistic elements of his or her native language, such as semantics, syntax, morphology and lexicology than the translator who translates into a foreign language. In addition, translation into the first language enables translators to render cultural elements such as proverbs, idioms, metaphors, collocations, swear words and others into proper equivalents in their mother tongue because such translators are born and bred in the culture into which they translate these culture-bound aspects. In fact, the translators' first language is naturally acquired in a culture and environment where the first language is naturally acquired and practiced. On the other hand, their second language is, for the most part, learned, rather than acquired, later on in the course of their life. As a result, the linguistic and cultural knowledge of their second language is always in progress and never complete. In this respect, James Dickins (2005) points out:

    Translator training normally focuses on translation into the mother tongue, because higher quality is achieved in that direction than in translating into a foreign language. (2005: 2)

    On the linguistic level, translation into the first language provides the translator with some advantages, such as an instinctive knowledge of morphological, semantic, syntactic and lexical aspects of his or her mother tongue because the translator acquires these linguistic elements naturally in the course of time. These various aspects constitute the translator's increasing linguistic reservoir. In contrast, translation into a second language not only provides the translator with some kind of bookish knowledge, but it also puts him or her at the mercy of references, such as grammar books, and general and specialized dictionaries as the translator's second language is, in most cases, learned outside its natural context rather than acquired. Every time the translator is unsure of the morphological, semantic or lexical rules of the second language into which he or she translates, he or she will have to refer to references and dictionaries for help. Sometimes, he or she consults more than one reference or dictionary to decide on the right meaning of a certain word or phrase, and the search for appropriate equivalents in the target language may take even a long time. In this respect, Katherine Reiss (2000) argues:

    Due to the fact that differences between the grammatical systems of languages are frequently quite great, it is the morphology and syntax of the target language that clearly deserve priority unless there is some overriding factor either in the nature of the text or some special circumstance. (2000: 60)

    As far as the morphological aspect is concerned, translation into the mother tongue tends to be more successful than translation into a second language because of the translator's inherent knowledge of the morphological rules of his or her first language. The following invented example in Arabic may illustrate this point. The sentence is hwa akbaru waladin fi ala'ila. This Arabic sentence corresponds to the following English sentence: he is the eldest child in the family. Such a sentence may confuse a novice translator whose first language is Arabic because "akbaru", which is morphologically equivalent to the comparative English form "elder/older", is, in fact, used here to refer to the superlative degree. For a translator whose first language is English, such a sentence will not pose any challenge because his or her morphological competence will automatically lead him or her to the right choice. Furthermore, the semantic knowledge of the translator who translates into his or her mother tongue is an added asset to good translation because he or she does not translate words in isolation but meaning in a given context. In some languages, one word can be used to refer to more than one thing and only those translators who translate into their native language are aware of such a semantic feature. This, however, may cause confusion or translation loss when translation is done into a foreign language. Michael Hanne (2006) highlights this point by stating the following example:

    European cultures traditionally make a firm distinction between emotional and intellectual activities, attaching them to the heart and the head respectively. In traditional Chinese culture, I understand, no such distinction is made, since the heart is referred to as the location of mental activities of all kinds. Take these sentences from Herman Melville: "I stand for the heart. To the dogs with the head. I had rather be a fool with a heart than Jupiter Olympus with a head" (2006: 209)

    Despite the fact that translators' best friends are assumed to be monolingual and bilingual dictionaries, the translators who translate into their first language perform well even without the help of such dictionaries because, by intuition, they are more aware of the lexical aspect of their native language than that of a second language. In addition, they are fully equipped with the lexical knowledge of their first language which will help them match correct lexical items in both the source language and the target language. By virtue of this knowledge, for example, they can decide what verbs collocate with what nouns, what adjectives collocate with what nouns, what adverbs to use before what adjectives, what tense to use, whether a feminine, masculine, singular or plural should be used, and other important lexical information . Roman Jacobson (2001) further illustrates this point by providing an example form Russian:

    In order to translate accurately the English sentence "I hired a worker," a Russian needs supplementary information, whether this action was completed or not and whether the worker was a man or a woman, because he must make his choice between a verb of completive or noncompletive aspect…and between a masculine and a feminine noun. (2001:116)

    It is worth mentioning that both the linguistic and cultural elements in the source language and the target language should be well-observed in order that translation is carried out successfully. However, the transference of cultural elements into cultural equivalents tends to be more daunting for the translator who translates them into a second language than for the translator who translates them into his or her first language and culture. Eugene Nida (2001) asserts the existence of this dividing line between linguistic and cultural challenges facing translators:

    In fact, differences between cultures cause many more severe complications than do differences in language structure. (2001:130)

    As far as culture is concerned, translation into the first language provides the translator with an in-depth knowledge of the various aspects of his or her culture because most texts are normally coloured with cultural elements such as idioms, proverbs, metaphors, swear words and other cultural features. When translators translate into their native language and culture, they are fully aware of the cultural sensitivities of the target language and can best render the cultural elements of the source language into proper equivalents in their own language and culture. On the other hand, the translator who translates into a foreign language and culture may not be able to see and recognize the cultural aspects of the foreign or second language because he or she is an alien to that culture no matter how many cultural references or phrases he or she memorizes. In such a situation, if any translation were to be done, it would not sound very successful. Peter Newmark (1981) suggests:

    He [the translator] will be 'caught' every time, not by his grammar, which is probably suspiciously 'better' than an educated native's, not by his vocabulary, which may well be wider, but by his unacceptable or improbable collocations…For the above reasons, translators rightly translate into their own language, and a fortiori, foreign teachers and translators are normally unsuitable in a translation course. (1981: 173 Check page number)

    In general, cultural pervasive aspects, such as proverbs, idioms, metaphors, swear words and others challenge translators who translate into both the first language and the second language as these aspects are not easy to transmit from one culture into another. However, the translators who translate such intriguing features into their native language find them much easier to handle and render than the translators who attempt to transfer them into a second or foreign culture. As a matter of fact, all languages and cultures have these cultural sensitivities, but share with each other only few of them. Besides, it is not very common to find equivalent proverbs, for instance, in languages belonging to different families such as English and Arabic. Yet, it is the responsibility of translators to ensure that there is no equivalent to a certain proverb before they suggest their own translation of that given proverb. An invented example that may illustrate this point is the following English proverb "diamond cut diamond". For a translator whose native language is English and whose second language is Arabic, the accurate translation of this proverb into Arabic is rather difficult, not because the words have no Arabic equivalents but because the cultural dimension and reference will be lost once the English words are replaced by their corresponding Arabic equivalents. Oddly enough, such a translator might be quite tempted to translate the above-mentioned proverb literally. The target audience, however, will make neither head nor tail of that translation. More importantly, the meaning of such a proverb in the target language, which is Arabic, will be distorted once it is rendered literally. On the other hand, the translator whose mother tongue is Arabic and whose second language is English will easily find an equivalent Arabic proverb to the above-mentioned one because his or her cultural reservoir will help him or her find an appropriate equivalent proverb in Arabic. As a result, the translator will translate this proverb correctly into an Arabic proverb which the target audience will readily understand. Interestingly enough, the translator will come up with the following equivalent Arabic proverb "la yafulu alhadida illa alhadidu" which literally corresponds to the following English sentence: "Iron cuts only iron". We notice that in the English culture "diamond" is used while in the Arabic culture "iron" is used instead. The target audience may understand the overall meaning of such strange-sounding sentences, but they will know for sure that these sentences are produced by ill-experienced or novice translators whose first language is not English.  In fact, the target audience will easily identify any translation errors and spot them because the translation is carried out into their own culture. In this particular respect, Katherine Reiss (2000) points out:

    The audience factor is apparent in the common idiomatic expressions, quotations, proverbial allusions and metaphors, etc., of the source language… The translator should make it possible for the reader in the target language to see and understand the text in the terms of his own cultural context. (2000: 79)

    Furthermore, idioms are another cultural element featuring in most languages. Translators most often find idioms somehow difficult to translate because of their unpredictable meaning. For this reason, idioms should be translated very carefully; otherwise their meaning is distorted. English, for example, is widely known as a highly idiomatic language. When translators whose second language is English translate literary texts into English, the may not be able to translate these texts into idiomatic English because their knowledge of English idioms is not as naturally good as that of a native speaker due to the fact that the native speaker's knowledge of idioms is highly steeped in his or her own culture. Unlike any string of words, idioms should be treated with utmost care because their meaning does not depend on the meaning of their individual words but can only be explained and comprehended in cultural terms. In the case of the translator whose first language is not English, there is a strong possibility that he or she may quote idioms wrongly or use them indiscriminately out of their natural context. On the other hand, the translator whose first language is English and who translates into English is hardly ever likely to make such blunders. Accordingly, when translating idioms, the translator should focus on meaning and not on the search of equivalent idioms in the target language because not all languages depend on idioms for communication. In this case, the translator should aspire to come to grips with the meaning of a certain idiom and put it in a way most convenient for the recipient language and culture. In this respect, Katherine Reiss (2000) says:

    The factor of idiomatic usage becomes even more important for translation when no convenient and comparable expression is available, and some form of structural adaptation is necessary to avoid an undue strain in the target language. (2000: 62)

    Another cultural element which merits consideration with regard to translation is swear words. As a matter of fact, swear words or taboos are common features permeating all languages and cultures. Native speakers of a certain language can both identify swear words and use them correctly, unlike nonnative speakers of that language whose lack of such knowledge deprives them of such an advantage. These so-called taboos are not easy to translate because their meaning is culture-bound. Besides, what is seen as a taboo in one culture may not be regarded as such in another culture. More importantly, the variation of swear words along with their elusive nature makes their translation into the translator's first language much easier than into the translator's second language. Accordingly, those who translate taboos into their native language and culture will effortlessly find proper equivalents to these taboos in their own culture because they are instinctively familiar with the various aspects of their own culture. In addition, their innate knowledge of what might, or might not, be accepted in their culture will enable them to make up culturally appropriate equivalents to some swear words which originally have no equivalents in their native culture. In contrast, those who translate taboos into a foreign language culture will not be able to provide culturally proper equivalents for these taboos because those translators lack the intuitive knowledge of the foreign culture into which they carry out translation. In this regard, Katherine Reiss (2000) pinpoints the elusive nature of swear words and illustrates that by giving an example of some animal names used as swear words in two different languages. She says:

    Swear words pose problems for translation: the emotional elements must be carefully matched with the specific situational context. Animal names are known to be favored as swear words, but different languages have different associations for different animals. When a Frenchman swears at someone with the words "la vache!", the German translation "Die(se) Kuh" (literally "the cow") would miss the meaning completely…while "la vache" as a swear word finds its equivalent in the German word "Schwein!"(English "bastard!") (2000: 84-85)

    Not only do words have different meanings and associations in different cultures, but they also express different personal and/or social attitudes. Interestingly enough, some words may sound inoffensive or neutral in one culture, whereas their equivalents in the target culture express social disapproval and disgust. As a result of this discrepancy, the translator who translates such words into his or her native language culture will have to be very careful so as not to use equivalents whose meaning may be emotionally charged, unlike the meaning of their counterparts in the source language. However, for a translator who translates these words into a foreign language, the decision to use neutral equivalents is almost often on an ad hoc basis as he or she is not as fully aware of the customs and traditions of the target language culture as is the native speaker of the target language. As a result, he or she may use equivalents which, in the target language, sound either vulgar or offensive while their corresponding counterparts in the source language are neutral or inoffensive. A good example that best illustrates this point is the one which Mona Baker (1995) gives. She argues:

    Differences in expressing meaning are usually more difficult to handle when the target-language equivalent is more emotionally loaded than the source language item… Homosexuality is not inherently pejorative in English, although it is often used in this way. On the other hand, the equivalent expression in Arabic, shithuth jinsi( literally: 'sexual perversion') is inherently more pejorative and would be quite difficult to use in a neutral context without suggesting strong disapproval. (1995: 24)

    In conclusion, it can safely be said that the translators who carry out translation into their native language outdo their fellow translators who translate into a second or foreign language because the former are more naturally equipped with both the linguistic and cultural knowledge of the target language than the latter. Besides, in terms of linguistic competence, translation into the first language provides the translator with an intuitive knowledge of the morphology, semantics, syntax and lexicology of the target language which is, in fact, his or her mother tongue. On the other hand, translation into a foreign language deprives translators of such knowledge and puts them at the mercy of references and dictionaries which may or may not be available or useful when needed or consulted. On the cultural level, the translator who translates texts containing cultural elements or references into his or her native language tends to be more successful than the one who translates such texts into a second or foreign language. The reason behind such a success is that the translator who translates into his or her native language will readily recognize cultural elements such as proverbs, idioms, metaphors, swear words and others which cannot be translated literally. Such elements, however, will not be easily identified by the translator who does translation into a foreign language even if he or she spoke and wrote like a native speaker.

    References
    Baker. M 1995 In Other Words: A coursebook on translation, Routledge: London & New York.
    Dickins J et al 2002 Thinking Arabic Translation: A course in translation method: Arabic to English, Oxon: Routledge.
    Hanne. M 2006 'Epilogue: Metaphors for the Translator', in: S Bassnett (ed), The Translator as Writer, Continuum: London & New York, pp209.
    Jacobson. R 2001 'On Linguistic Aspects of Translation', in: L Venuti (ed), The Translation Studies Reader, Routledge: London & New York, pp
    Newmark.P 1981/1988 Approaches to Translation, Hemel Hempstead: Prentice Hall.
    Nida. E 2001, 'Principles of Correspondence', in: L Venuti (ed), The Translation Studies Reader, Routledge: London & New York, pp
    Reiss. K 2000 Translation Criticism- The Potentials and Limitations, ( R, Erroll, Ed ), Jerome Publishing: Manchester.

    Compare and contrast two theoretical approaches to translation

    By Peter Hodges,
    University of Newcastle

    peterjhodges [at] bigpond . com
     

    During the course of this essay, two theoretical approaches to translation – Skopos and Polysystems – will be examined. They will be placed in historical context before the main features of each, accompanied by relevant critique, are discussed in some detail. Case studies will then help determine advantages and disadvantages before a final comparison is made to reveal similarities and differences between the two positions.

    Skopos theory lies within the realm of the Functional Linguistic approach to translation theory (Berghout 7/9/05) that originated in Germany during the 1970s and 1980s, signalling a change in thinking from the structural linguistic approach that had dominated the previous twenty years. It follows in the footsteps of Katharina Reiss’ work, which moves the concept of equivalence away from the micro-level of the word or sentence to that of the macro textual level, in which translation options for different text types are proposed (Munday, 2001, pp 73-76). Skopos precedes but is incorporated into Holz-Mänttäri’s theory of translational action where TT emphasis also takes into account some practical issues, including the role of the participants in the translation process (Munday, 2001, pp 77-78); and Christiane Nord’s translation-oriented text analysis, which places more emphasis on the ST than Skopos (Munday, 2001, pp 81-84).

    Skopos is the Greek word for “purpose” or “aim” (Munday, 2001, p.78) and, according to Hans Vermeer who introduced the term in the 1970s, it “is a technical term for the aim or purpose of a translation” (Vermeer, 1989, p.227). The German equivalent is skopostheorie and it is detailed in the book Grundlegung einer allgemeine Translationstheorie (Groundwork for a General Theory of Translation) that Vermeer and Katharina Reiss collaborated on in 1984.  The fundamental principle of the Skopos theory lies in determining the reasons for which the translation is being commissioned and the function of the TT in the target culture. This is done in order for the translator to decide upon which methods will be employed in the production of a suitable TT – Vermeer’s “translatum”.

    The basic rules of the Skopos theory as laid down by Vermeer and Reiss are:

    1) The final version of the TT is determined by its skopos and the role it will play in the target culture.

    2) The role of the ST in the source culture may be different to the role of the TT in the target culture.

    3) The TT must take into account the receiver’s situation and background knowledge – it must be “internally coherent”.

    4) The TT must be faithful to the ST – “coherent with the ST”. Here the translator is the key, as the information provided by the ST must be determined, interpreted and relayed to the target audience.

    5) These rules are in order of importance, so skopos has the prime position (Munday, 2001, p.79).

    The commissioning of the translation is critical to Skopos theory. Vermeer defines the commission as “the instruction, given by oneself or by someone else, to carry out a given action – here: to translate” (Vermeer, 1989, p.235), so the purpose of a translation can be determined either by the translator him/herself or by another party – an editor or publisher, or the board of directors of a multinational corporation, for example. In the modern world, the commissioning process is usually rather precise in detail, providing information about the aim of the translation, deadlines, payment, etc.  According to Holz-Mänttäri, the translator is the key player in the translation process, “the translator is the expert” (Holz-Mänttäri in Vermeer, 1989, p.235). It is up to the person in this role to determine whether the proposal can be realized within the given specifications.  If not, suggestions and alternatives should be offered in order to achieve realistic outcomes (Vermeer, 1989, p.235).  For example, if the commissioner of a translation needs a 200 page technical report finalised in a couple of days for use in an important boardroom meeting, the translator should offer advice as to the feasibility and offer suggestions on how it can be made to happen, which may also include the renegotiation of the fee because of the tight time frame.

    If the commission falls beyond the scope of the specifications, that is if the translator is unable to produce the best possible TT available, then an “optimal” version should be agreed upon (Vermeer, 1989, p.236). Vermeer offers four definitions of the term “optimal”:

    - “one of the best translations possible in the given circumstances”

    - “one of those that best realize the goal in question”

    - “as good as possible in view of the resources available”

    - (as good as possible) “in view of the wishes of the client” (Vermeer, 1989, p.236).

    As previously mentioned, the purpose of the commission needs to be clearly stated at the outset so that translation strategies can be put in place. A translator may decide to employ a technique suggested by Dryden in 1680 – metaphrase (word-for-word), paraphrase (sense-for-sense) or imitation (rewrite) (Berghout 10/8/05); or opt for House’s overt or covert translation methods (Munday, 2001, pp 93-94) where ST features are either retained or suppressed, depending on the circumstances. In the case of the 200 page technical report cited above, one concept of the “ideal” translation would be faithful adherence to text type i.e. reproduction of the detailed report. However, because of the obvious time limitations, another text type such as a summary may be proposed as an alternative. This may offer the extra advantage in that the key points raised for discussion in a boardroom meeting may be more easily accessible in a summarised form.

    Whatever the final format of the TT, if it fulfils the instructions of the mutually agreed upon commission, then it is deemed to have achieved its purpose and can be considered to be adequate. In light of this, it can be seen that the emphasis of the skopos theory lies firmly on the TT, with the ST playing a role of secondary importance. The major advantage of Skopos, therefore, lies in the fact that the same ST can be translated in different ways depending on its role and purpose in the target culture.

    However, Skopos has been criticised on several grounds.  Firstly, it has been said that it does not apply to literary texts, because it could be considered that they serve no purpose. (Munday, 2001, p.81; Vermeer, 1989, p.230). If this were the case, then Skopos cannot claim to be a legitimate general theory for translation, as indicated by the title of Reiss and Vermeer’s 1984 publication. Vermeer argues strongly against this point by insisting that literary works are created with a specific goal in mind, even if it is reduced to the simplest “art for the sake of art” premise (Vermeer, 1989, p.231). The application of skopos to a literary text may, in fact, suppress some of the intended deeper levels of meaning that are open for reflection to readers of the ST. However, Vermeer counters this particular argument by claiming that if the reading of a literary TT on multiple levels is desired, it should be clearly stated at the time of the commission (Vermeer, 1989, p.232). From a linguistic perspective, Skopos has been condemned for being stylistically and semantically loose, as well as for not paying enough attention to TT micro-level features (Munday, 2001, p.81).  Vermeer could, I suppose, counter this criticism in the same manner by claiming that attention to linguistic detail should also be stated in the commissioning process.

    In view of these criticisms, it seems that the major weakness of the skopos theory lies in the fact that almost any translation can be justified and any criticism dismissed as long as the final version of the TT satisfactorily fulfils the outcomes stated at the beginning of the assignment. This raises the obvious question as to what actually constitutes translation, with the distinct possibility of linguistic and textual equivalence being discarded if the commissioner doesn’t require it or doesn’t raise it as an issue. Even Vermeer’s rule on TT coherence with the ST is located on the bottom rung of the scale of importance.

    A brief case study of the application of the skopos theory, based on personal experience, will hopefully demonstrate the advantages it offers as a practical approach to translation.

    Case Study.

    The ST is “Sarissa”, Bulletin de correspondance hellénique vol.94 (1970) pp 91-107. Originally written in Greek by Manolis Andronicos, it was translated into French by Pierre Amandry and Francis Croissant. It includes four passages in German and twenty short passages from Greek Antiquity (Homer, Xenophon, Theophrastus, etc), all of which have been left unaltered in the French version, as well as five pages of diagrams, maps and sketches. The TT is to be used as a reference source for a university project by Mark Fowler on the construction of the Macedonian sarissa and will form part of the appendix of the final paper.

    The commission is one of the key issues in the way the ST has been translated, as the defined field of research centres on the advantages that the metal collar offers in the overall construction of the shaft of the sarissa. After a preliminary reading of the ST and discussions with the commissioner, it was determined that only the final ten pages needed to be addressed, as the first six pages describe the archaeological site, hence deemed irrelevant to the topic of the research paper. Furthermore, working within the constraints of a strict budget and time frame, the overall length of the ST was reduced by approximately 40%.

    An analysis of the ST reveals several features that have influenced translation methodology. From a syntactic and stylistic perspective, it is fairly evident that the French text is itself a translation. It was therefore considered necessary to reword several awkward constructions, working within semantic boundaries, so as to render them more accessible to the English-speaking target audience. The German and Greek passages have been left intact, as they fall beyond the translator’s language range. They have, however, been annotated with space allocated in the footnotes for the English. This was done after consultation with the commissioner who has access to German and Greek translators. Since the field of research is specialised, terminology was decided upon after further input from the commissioner – “pointe de lance”, “talon de lance”, “douille” would be translated as “spearhead”, “buttspike” and “collar”. Diagrams and sketches have been transposed and translated in the TT, although the maps have been omitted due to their irrelevance to the research topic. The title itself poses an interesting problem.  Since the French ST is entitled “Sarissa” (an English word), should the English TT be called “Sarisse” (the French word)?  Considering that the purpose of the TT is scientific rather than literary, it was decided to retain the English title in the English text.

    From this brief study, it has been shown that the emphasis of the translation lies firmly on the TT. After consultation with the commissioner, the purpose of the TT allows for alteration to macro-level textual features, while modified micro-level features on the word and sentence level renders the TT more accessible to the target audience. With the TT being delivered on time and within budget, and a satisfied commissioner with a completed research project, it can be seen that Skopos offers a successful, practical approach to translation which may not be realizable by other methods.

    In the 1970s, a literary approach to translation theory began to emerge, partly as a response to the prescriptive linguistic theories that had monopolised thinking for the previous two decades. Key elements of this new literary approach are the writings of the Manipulation School; systems theories; and Gideon Toury’s descriptive translation studies (DTS), which tries to identify laws in translation, of which Itamar Even-Zohar’s Polysystem Theory – PS (www.art.man.ac.uk) forms a vital part. At the Leuven Conference in 1976, Even-Zohar presented a paper entitled “The Position of Translated Literature in the Literary Polysystem” where he considers the position of translated literature within the literary, cultural and historical contexts of the target culture. He does not advocate the study of individual translations but rather views the body of translated works as a system working within and reacting to a literary system, which, in turn, is working within and reacting to the historical, social and cultural systems of the particular target audience. Therefore, there is a system within a system within systems i.e. the polysystem.

    The notion of “system” does, perhaps, need some clarification at this point. Literature viewed as a system can be traced back to Russian Formalist thinking of the 1920s when Yury Tynjanov is credited with being the first person to describe literature in these terms (Hermans, 1999, p.104). Translated literature itself is also considered to operate as a system in at least two ways – firstly, in the way that the TL chooses works for translation and secondly, in the way translation methodology varies according to the influence of other systems (Munday, 2001, p.109). Even-Zohar himself emphasises the fact that translated literature functions systemically:

    “I conceive of translated literature not only as an integral system within any literary polysystem but as a most active system within it.” (1976, p.200).

    PS functions as a system on the level of a series of relationships between apparent opposites. These are:

    - canonized (high) and non-canonized (low) forms, which opened the door for the consideration of detective and children’s stories and their role in translation

    - centre and periphery

    - primary (innovative) and secondary (stagnant) models

    - ST and TT

    - translated and non-translated texts (Hermans, 1999,  p.42).

    The key idea of PS is that there is a continual repositioning of genres in relation to each other, “a continual struggle for power between various interest groups” (Hermans, 1999, p.42), which helps give rise to the dynamic nature of literature.  If literature is to remain vibrant, it needs to be in a constant state of fluctuation, with established, familiar, canonized forms being constantly nudged and eventually replaced by newer, more innovative, peripheral models. Therefore, translated literature does not occupy a fixed position in a literary system because the system itself is in a constant state of change, although Even-Zohar proposes that the secondary position is really the normal position for translated literature (Munday, 2001, p.110). However, even though change to the core comes from the peripheral, new literary forms, when translated literature occupies this position, it is generally perceived to be fairly conservative, working within the confines of the target culture.

    Even-Zohar does insist that there are occasions when translated literature forms part of the nucleus and it is then that the boundaries between translated and original literature begin to merge, being virtually indistinguishable from one another (Even-Zohar, 1976, p.200). There are three possible scenarios when this may occur:

    1) When an emerging literature from a relatively new culture adopts translations from more established literatures in order to fill the gaps that exist within its own system, due to it being unable to instantly create a wide range of text types and genres. Translated literature introduces features and techniques that did not previously exist, such as new poetic structures.

    2) When a smaller nation is dominated by the culture of a larger nation, it may rely on imported literature from the dominant culture in order to keep its literary system dynamic, as well as being possibly the only source available for the creation of new genres, for example Breton culture in Brittany may rely heavily on literary styles from France in order to fill the gaps that exist in its own literary system.

    3) When there are turning points in literary history, such as when established forms lose popularity or when there is no existing model. This could conceivably be the role that Harry Potter occupies in Chinese Mandarin.

    There are also occasions when translated literature can occupy both a central position and a peripheral position within a literary system. This may occur when major social changes are taking place. Even-Zohar exemplifies this with the role of translated literature in Israel in the early 1900s when literature from Russian into Hebrew was more dominant than translations from English, German or Polish (Munday, 2001, p.110; Even-Zohar, 1976, p.202).

    Having briefly discussed the theoretical workings of the polysystem approach, it now remains to be seen how it affects translation methodology. Even-Zohar says that when a translated work occupies a central position in the literary polysystem of the target culture, it is generally strong in itself and doesn’t need to conform to target culture conventions.  The translator doesn’t try to adapt to TL models, staying close to the original ST. If the position of translated literature is weak, the reverse trend occurs. The translator tends to adopt more features from the target culture, so the translation becomes target culture dominant, often providing a less than satisfactory translation (Even-Zohar, 1976, pp 203-204; Munday, 2001, p.110).

    PS is important because it moves translation away from the traditional ST-TT linguistic comparisons of shift and equivalence towards the viewing of translation in a social, cultural and historical context. There is also a change from the study of individual texts as a systemic approach tries to uncover the universal laws and principles that govern translation. It is also quite significant because it can be applied to other systems besides strictly literary systems eg television programming and politics (I would like to develop this theme but space restrictions prevent me from doing so here), therefore making the system itself universal.

    PS has been widely criticised on a number of issues:

    - Gentzler questions Even-Zohar’s objectivity, claims that the universal laws are too abstract, criticises the level of input and the relevance of Russian Formalism, and states that little thought has been given to limitations placed on translation and texts (Munday, 2001, p.111).

    - Berman condemns Even-Zohar’s proposition that translated literature generally occupies a role of secondary importance in the target culture because “it downplays their creative and formative aspect” (Hermans, 1999, p.154). Berman also thinks that translated literature remains a separate entity within the target culture. 

    - Susan Bassnett thinks that the comments describing target literature as “young”, “weak” “vacuum”, etc are highly subjective. Subjectivity also dominates the definition as to what constitutes canonized and non-canonized literature.  She questions the abstract nature of the theory which tends to neglect concrete examples while, at the same time, wondering whether the theory has progressed much beyond the ideas of Russian Formalism of the 1920s (Bassnett & Lefevere 1998: 127 in Hermans, 1999, p.109).

    - André Lefevere claims that Even-Zohar is presumptuous in his claim that the systems he describes actually exist, condemns the abstract nature of the theory, and describes the terms “primary” and “secondary” as “superfluous” (Hermans, 1999, p.125).

    - Philippe Codde believes that PS has become outdated as other systemic theories are presented as alternatives (2003, p.26)

    - Theo Hermans argues against one of Even-Zohar’s most fundamental principles by saying that the target culture may not necessarily select the ST. He cites the example of the period of European colonization when France and England were seen to be “dumping literary items on a colonized population” (1999, p.111). He also claims that the series of binary opposites that constitute the polysystem theory don’t take into account those factors that are not diametrically opposed.

    While PS could be seen to offer an intellectual approach to translation, I believe that it remains far too abstract in its presentation because it doesn’t provide concrete evidence, doesn’t venture into specifics, or offer functioning examples. No mention is made of the concept of overt and covert translations (this comes later), although Even-Zohar says that it is difficult to differentiate translated from original literature when placed in the central position.  I would now like to examine two case studies in order to exemplify the workings of PS.

    Case Study 1.  Translated literature at the centre of the polysystem.

    In the 1970s, “Planet of the Apes” starring Charlton Heston appeared in cinemas across the United States and throughout many countries of the world. Its widespread popularity and box office success placed it firmly at the centre of popular culture and indeed remains so today with numerous television repeats and the success of the 2001 remake. The movie provides an excellent example of translated science fiction occupying the centre of the literary polysystem of the English-speaking Western world, since few people realise that “Planet of the Apes” has been derived from an original French novel entitled “La planète des singes” by Pierre Boulle, published in 1963.

    In order to occupy such a key position in the literary polysystem, “La planète des singes” has been subjected to the influence of several translation theories. Skopos would have been initially applied in order for the TT’s purpose in the target culture to be determined i.e. to produce a screenplay and ultimately a movie that will earn the movie companies a lot of money. Holz-Mänttäri’s theory of translational action, involving players in the translation process, is a key feature with the roles of the initiator and commissioner being filled by Hollywood executives and the roles of TT user and TT receiver being filled by movie theatres and the audience (Munday, 2001, p.77). Dryden’s intersemiotic method also figures prominently as Boulle’s novel is transformed into a screenplay by William Broyles Jr (www.imdb.com). Finally, the ultimate TT exists as a covert translation, since many ST features have been suppressed.  “Le professeur Antelle”, “le physicien Arthur Levain” and “le journaliste Ulysse Mérou” from the original have been replaced by “Astronaut Taylor”, “Astronaut Dodge” and “Astronaut Landon’ (www.movieprop.com); while Paris’ Orly Airport has been replaced by the Statue of Liberty in the final scene of the American version, to mention just a few examples.

    The advantage of polysystems in this instance is fairly clear, as it embraces the application of multiple theories under the umbrella of one general theory. The chief disadvantage, however, is that Even-Zohar is not clear enough about this in the enunciation of his theory.

    Case Study 2.  Translated literature at the periphery of the polysystem.

    Often, when a piece of translated literature occupies the peripheral position in the polysystem, the reader is aware that what is being read is, in fact, a translated text. Juliane House calls this an overt translation (Munday, 2001, p.93) – a translation with ST orientation that tends to retain some of its original cultural identity. These texts are sometimes found on the shelves of newsagencies, in some obscure section in bookshops, in a rack at the train station, or in airport departure lounges.

    The translation of Émile Zola’s Germinal by Leonard Tancock in 1954 supports this idea, since the target audience is aware that they are reading an account of coal mining conditions in northern France in the 1800s. The TT retains all of the proper nouns of the ST (eg “Étienne”, “Plassens in Provence”, “Pierre Rougon”, “Antoine Macquart”, etc on p.8), with no attempt at cultural camouflage. The same features are evident in peripheral literature translated into French. La Guerre des Rose (1985) by Warren Alder (translated by Christiane Cozzolino) retains the names of the American characters and places, as does Glenn Savan’s White Palace (1973) (translated by Isabelle Reinharez), which doesn’t even try to mask the title. The same features are evident in Mon Michaël (1973) by Amos Oz (translated by Rina Viers), which retains all Hebrew proper nouns and references to Israel from the Hebrew original.  Furthermore, these four translations have all retained ST format. Germinal in particular could possibly have been presented in an abbreviated English version, however, the seven part French model remains intact.

    These two case studies reveal a possible discrepancy in Even-Zohar’s theory concerning translation techniques and position in the polysystem. According to him, if translated literature occupies the central position, it possesses ST orientation. If it is peripheral, it possesses TT orientation (1976, pp 203-204). These two cases tend to reveal the opposite trend with “Planet of the Apes” conforming more to TT expectations and Germinal, La Guerre des Rose, White Palace and Mon Michaël retaining many ST features. However, if Tintin by Hergé can be thought of as occupying a central position as translated work in the English literary polysystem, it does conform to Even-Zohar’s ideas because it is heavily ST orientated. It can be argued, therefore, that central and peripheral positions can be viewed in a highly subjective manner, as does Susan Bassnett (1998).  Despite this dilemma, it is clear that relative position in the polysystem for all literary works, not just translated works, is a reflection of social and cultural tastes and historical trends.

    After examining in some detail the Skopos theory and the Polysystems Theory, it can be seen that they were both conceived around the same time in the 1970s, partly as a reaction to the structural linguistic approach to translation theory.  Skopos offers a Functional Linguistic approach which is heavily TT oriented, while Polysystems provides a literary approach that can be either ST or TT oriented, depending on the position translated literature occupies in the literary polysystem of the target culture at a particular time. Skopos provides a practical approach to translation that allows for the individual ST to be translated in different ways, depending on the purpose it will serve in the target culture.  Polysystems is an intellectual, systemic, perhaps even universal approach that moves away from the examination of individual texts, allowing for the possible inclusion of several theories under the one umbrella. Skopos can be applied to both literary and non-literary texts, whereas Polysystems, being a literary approach, could be seen as neglecting non-literary work, although it does allow for the inclusion of “lower” genres, such as police novels, to be viewed in terms of translation theory.

    The role of the translator is an important feature of both theories. Skopos allows for a considerable amount of input from the translator in determining strategies after negotiating directly with the commissioner. While the role of the translator may not seem to be as dominant in Polysystems Theory, a great deal of subjectivity is required in order to be able to reflect the cultural and historical status of the literary work in the target culture.

    Both theories could be criticised over a number of issues.  Skopos could be seen as a possible justification for the production of almost any translation, regardless of accuracy and quality. In the quest to uncover universal laws in translation, Polysystems, with its roots in Russian Formalism, could be viewed as archaic, too abstract, offering little in the way of evidence of its practical application. However, both approaches are not prescriptive, offering an alternative to word-for-word, sense-for-sense, equivalence and shift issues.

    BIBLIOGRAPHY

    Adler, Warren. La Guerre des Rose.  Translated by Christiane Cozzolino. Paris: Le livre de poche, 1985.

    Andronicos, Manolis, “Sarissa.” Bulletin de correspondance hellénique. Vol.94 pp 91-107. 1970.

    Berghout, Dr Anita. Lectures 10/8/2005; 7/9/2005. University of Newcastle.

    Boulle, Pierre. La planète des singes.  Paris: Julliard, 1963.

    Codde, Philippe. “Polysystem Theory Revisited: A New Comparative Introduction.” pp. 25-37
    Poetics Today. Vol.24, No.1, Spring 2003.

    Even-Zohar, Itamar. “The Position of Translated Literature within the Literary Polysystem.” 1976.
    In Venuti, Lawrence. The Translation Studies Reader.  (2nd Edition).
    New York: Routledge, 2000. Pp199 – 204.

    Fowler, Mark. “Construction of the Macedonian Sarissa.  The Advantages of the Addition of a Shaft Joint.”
    University of Newcastle, 2005. Awaiting publication.

    Hermans, Theo. Translation in Systems. Descriptive and Systemic Approaches Explained.
    Manchester: St Jerome, 1999.

    Munday, Jeremy. Introducing Translation Studies. Theories and Applications.
    London: Routledge, 2001.

    Nam Fung Chang. “The Cultural Turn of Itamar Even-Zohar’s Polysystems Studies-Promises and Problems.”
    www.art.man.ac.uk

    Oz, Amos. Mon Michaël. Translated by Rina Viers. Paris: Livre de poche. 1973.

    Savan, Glenn. White Palace. Translated by Isabelle Reinharez. Paris: Pocket, 1973.

    Vermeer, Hans. “Skopos and Commission in Translational Action.” 1989.
    In Venuti, Lawrence. The Translation Studies Reader.  (2nd Edition).
    New York: Routledge, 2000. Pp227-237.

    Is Translation Teachable?

    By Massoud Azizinezhad,
    B.A & M.A. in English translation,
    Iran


     

    I. Introduction

     

    Ever since the first social structures emerged and human beings—who knows, may be even our cave-dwelling ancestors!—started to communicate socially or emotionally with members of their own species from other societies who had devised different codes of communication i.e. those who used different languages, they realized that there was a strong need for a mediator to facilitate this process, without which every such attempt would be like "talking to a brick wall." That was how translation as one of the earliest aids in international relations came into existence. As the scope of these relations broadened, people felt a need for experts with mastery of two or more languages who were actually the 'signifiers' of the former need in society. An attempt to meet this need was made when the wheels of the first educational centers were set in motion to satisfy the increasing demand of society for experts in different fields, including translation. Since then there has always been a controversy over the issue of teachability of translation.
     
    Is translation teachable at all? If yes, to what extent? It is crystal clear that no one can answer this question off the cuff, and we need to first define what the real nature of translation is. Is it a science, a craft, or an art? It's only then that one can decide whether it is something to be taught in the classroom like any other field of study and with the same existing teaching methods. Focusing on this issue is beneficial in that many problems regarding teaching translation arise from the fact that a great number of experienced and skilled autodidacts in the field who have been asked to educate beginner translators believe that translation is learned by experience and personal intuition and can by no means be taught in the classroom. Many of them also believe that translation theories are all of no use. On the opposite extreme are people who argue that translation is or can become an exact science like any other. There are still others who try to avoid the extremes and think of translation as something in-between. These debates usually leave students in confusion and bewilderment which results in their lack of motivation, interest and trust in the curriculum.
     
    II. The state of translation as a science
     
    Some people argue that translation is a science. The most salient characteristics of a science are precision and predictability. We can call something a science only if it has scientific rules that work all the time. In fact, scientific rules are so fixed and precise that they are not called rules anymore, but laws. For example, compounding two units of hydrogen and one unit of oxygen will always give us water or steam, or ice, depending on the temperature. It is worth noting that some sciences, particularly those dealing with the humanities, do not achieve a 100-percent predictability level, and any theory in those fields must stand up to strict, recurring tests to be considered valid (Berkeley, 1991).
    Translation uses scientific data, mainly taken from different branches of linguistics (like neuroinguistics, semantics, sociolinguistics, etc). It has also been recently combined with computer science, giving birth to machine translation and computer-aided translation. But translation in itself is not a science.
    Although translators use scientific data and theories, they do it in a way that gives free hand to individual taste, bias, imagination, and temperament. There are sometimes several solutions for dealing with a particular translation problem, and a creative translator may find a new solution on the spot. Translation problems may be similar, but it is impossible to devise a scientific equation that would work in the same way, every time, for each problem in all languages due to the inescapable differences among languages as well as their cultural contexts throughout the world.
    Translation, according to Newmark (1988a, p.5) is "rendering the meaning of a text into another language in the way that the author intended the text." So, another major obstacle to having a comprehensive translation theory is that of getting a deep insight to what "meaning" is, something which is still a matter of debate in the humanities.
    To sum up this part, let us examine the purpose and nature of translation theory. According to Newmark (1988a, p.9):

    "What translation theory does is, first to identify and define a translation problem; second, to indicate all the factors that have to be taken into account in solving the problem; third, to list all the possible translation procedures; finally, to recommend the most suitable translation procedure, plus the appropriate translation."

    III. The state of translation as an artStill, there are many others who believe that translation is an art. Translation has a lot in common with arts as well as sciences. It sometimes becomes highly dependent on the idiosyncrasies and intuition of the translator. Like composers and painters, translators often find their own moods and personalities reflected in their work. The major factor that prevents translation from being considered an art is that, unlike translators who have to solve a range of different problems, the defining factor of an artist's work is esthetics.IV. The state of translation as a craft

    Categorizing translation breeds some fuzziness since the field has traits in common with both science and art. Therefore, we must choose the category that is most congruent, or at least most convenient and workable. That category is craft. In a similar vein, Newmark (1988b, p.7) describes translation as: "a craft consisting of the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language."

    V. The issue of teachability of translationUp to now we found that translation is mostly a craft. According to the Oxford English Dictionary, a craft is "a skill or a technique"; if we are to teach translation we should try to teach it as a craft is taught, taking into account the merits and nature of translation, the proficiency of students in both source and target languages. and the objectives of the translation course itself.

    So much for the nature of translation; now let us examine the possible teaching techniques applicable to translation classes.

    As the name suggests, the core of the grammar-translation method of teaching is grammar (Larsen, 1986). Although this method of teaching is seldom used nowadays, some parts of it are still popular with some teachers "especially for evaluating advanced students or in specialized tests for translators or overseas final exams of courses where translation is still part of the curriculum" (Madson, 1983). Whatever the role of translation in today's teaching and testing methods, it is important to make a distinction between teaching translation and teaching language.

    Teaching translation to students who are learning the target language at the same time necessitates taking into account two major issues: first of all, we should be aware of the fact that learning how to cope with translation-related problems is not exactly the same as learning the language itself, although they go hand-in-hand. There are many difficulties such as translation of figurative language, culture-specific terms, translation of sacred texts, and other text types with regards to their functions, (see Newmark, 1988a) which fall in the categories to be taught as translation-related issues. Second, it is vital to decide which language teaching method is better to be used along with the method adopted for teaching translation as a craft.

    According to Pienemann's (1989) teachability hypothesis in applied linguistics, there are two sides in learning a language: one refers to the developmental sequence for certain aspects of language that takes place regardless of the learner, or the method of learning; the second dimension, the variational sequence, refers to the variation in language acquisition based on the relationship between the learners and their situations. The developmental sequence is practically controlled by the nature of our common language acquisition device. The variational sequence is based on learner variables such as the extent to which the learners are integrated into the target culture.

    In teaching translation, one has to take into account these two factors because they are closely related to both translation and language. Actually we can say that the LAD (language acquisition device) is important in translation in that it is effective in the process of learning the language itself. The second set of factors, i.e., those which constitute the basis of the variational sequence, are important in teaching translation due to the fact that they are all intertwined with language and thus with translation. Being familiar with the target language culture is the best example of these factors.

    So, in order to be successful in teaching translation, instructors should be able to merge the language teaching techniques they may deem best for their students with those of teaching translation. The techniques adopted for teaching translation should be chosen with attention to both sides of the nature of translation: first its objective and theoretical principles and second the subjective part which is mainly related to the student's intuition and creativity.

    VI. Conclusion

    The first noteworthy conclusion we can draw from this paper is that translation is teachable because, on the one hand, it is a craft and consequently teachable as are other crafts; on the other hand, it is closely related to teaching language itself, although it is vital to make a distinction between the two.

    Another important point is that those engaged in teaching translation to students who are learning the target language along with translation should be aware that they are teaching two different things at the same time and that they should use a congruent eclectic method applicable to both. Believing that translation is a teachable craft they should help their students get an insight into the nature of translation and recognize that it is vital for them to pay attention to translation theories while honing their translation and language skills. They should also be aware that ignoring the above-mentioned points leads to students' confusion, lack of motivation, and loss of interest in the curriculum. References

    -Berkeley, Rouse, Begovich, (1991). The Craft of Public Administration. Wm. C. Brown Publishers: UK.
    -Larson-freeman, d. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
    -Madson, H.S. (1983). Techniques in Testing. Oxford: Oxford University Press.
    -Newmark, P. (1988a). A Textbook of Translation. Hertfordshire: Prentice Hall.
    -Newmark, P. (1988b). Approaches to Translation. Hertfordshire: Prentice Hall.
    -Pienemann, M. 1989: Is language teachable? Applied Linguistics 10, 1:52-79.


     

    The Freelance Translator and PayPal

    © By Anita Karlson Henssler
    A freelance translator (English, German and Danish into Norwegian).
    Join
    PolarZone - her Free Newsletter for the Freelancer.
    CH-4313 Moehlin,
    Switzerland

     

    One problem most freelance translators are faced with is how to receive payment. In particular: How to receive payment for small jobs. Many translation agencies are reluctant to pay small fees via wire transfer due to the transaction fees; often they will send you a check instead. And I suppose I don't have to tell you: The banks charge an enormous commission when you come and want to cash in your check.

    Then along came PayPal...

    Basically PayPal lets you send and receive payment over the Internet. It bases its service on the existing bank and credit card networks, but it is not a bank in itself.

    Registering is free; all you need is an email address. Sending money is free - receiving money however, is not. You pay 3.4 % of the received amount unless you are receiving Dollars; in this case you pay 2.9 % of the received amount. Then you have to pay a flat fee for each transaction: 0.35 Euros or 0.30 Dollars. In addition you have to pay a cross boarder fee of 0.5 % - 1.0 % if you receive payment from someone located in another country.

    Then you have to pay a small fee when you withdraw your money to your regular bank account. (Unless your bank is located in the United States; then you don't have to pay this fee.) How much this fee is depends on the country you are located in. I for instance live in Switzerland and have to pay 0.50 CHF to withdraw to my account. Banks in countries within EU, except the United Kingdom, all charge 1.0 Euro.

    Let us have a look at an example. I perform a small translation and charge a minimum fee of 20 Euros. 3.4 % of 20 Euros is 0.68 Euros, plus the flat fee of 0.35 Euros. Add the cross boarder fee of 1%, which is 0.20 Euros. So, of my 20 Euros PayPal takes 1.20 Euros. In addition I have to pay the fee of 0.50 CHF for withdrawing the money to my regular bank account.

    If the agency sent me a check instead of using PayPal, my bank would charge 7.50 CHF (4.80 Euros) for cashing the check for me. Each bank has its own fees for cashing checks and receiving wire transfers. But for smaller amounts PayPal is definitely the cheapest way of accepting payment. You will have to do a small calculation and see how large amounts you can receive before the PayPal fees exceed the fees your bank charges.

    But is it safe?

    Most freelance translators using this way of receiving payment are satisfied with the service and have had no problem with PayPal. I have only heard of one-two translators having their accounts frozen by PayPal for no legitimate reason.

    Some negative aspects of PayPal

    The problems with PayPal only start when you have a problem, so to speak. Solving a problem can be very time-consuming and frustrating, and in many cases no solution is reached. Their customer support is not exactly something to brag about. It is very difficult to get behind their wall of auto responders and answering machines!

    Another thing to be aware of are scams. There are numerous scams around, from people sending out emails pretending to be from PayPal asking you to confirm your credit card number, to hackers entering your account and spending all your money.

    Other negative aspects of PayPal are that it is not available in all countries and you can only receive payment in a few currencies.

    By using PayPal you take a large risk compared to using the traditional banking system. The chance of loosing your money is there. At the moment there are several lawsuits filed against PayPal and a lot of people who have lost money and not received any compensation. Have a look at these web sites:

    www.paypalwarning.com
    www.aboutpaypal.org

     

    A few tips for using PayPal

    The majority of the people having problems with PayPal are people selling items via auctions etc. Some examples: Payment is cashed from the buyers account and not transferred to the sellers account. A buyer uses a stolen credit card number to purchase items from you and your account risk being frozen for being involved in criminal activity.

    As long as you use PayPal to receive money and don't connect your PayPal account to a credit card the risk is relatively low. In the worst case you could loose the money available on your PayPal account, for whatever reason: hackers getting into your account, PayPal freezing your account etc.

    Having read a few of the horror stories about PayPal, I am very cautious using their system. But I still use it for receiving small payments. Basically out of a lack of alternatives. PayPal was the first company to offer this kind of service, and for a long time it was the only company providing this service.

    In the last year or so a few other companies have started providing the same service or very similar services. Most of them are very new companies and still not industry standard. When I ask agencies if they pay via Moneybookers for instance, they have never heard of this. But many of them can offer payment through PayPal.

    I am sure we soon will have very good alternatives. But for now it seems we are stuck with PayPal whether we like it or not.

    Guidelines for using PayPal

    The only advice I can give is to be careful using PayPal. Here are some tips to help minimize the risk of loosing money through PayPal.

    1. Only receive smaller amounts through PayPal.
    2. Never leave large amounts on your PayPal account: Withdraw your money as soon as you have a couple of hundred Euros/Dollars.
    3. Access your account and check that everything is ok each time you expect to receive payment.
    4. Be prepared to loose the money on your account.

    Towards A More Equitable Pricing Structure: A Translator's Perspective

     have been a professional translator for over 20 years in Canada, one place in this world where translation is regarded as what it really is: transferring messages between different cultures. In Canada, we have two main official languages, English and French.

    In this article, I take issue with certain claims made by translation memory (TM) and content management system (CMS) vendors. In addition to the lingo of "fuzzy matches" and "exact matches," there is the publicity claiming, "Don't pay twice to translate the same word," and "Save up to 80% on your production costs." I beg to diverge on that last one. My figures are a bit different. First, one must understand what is the target, and what can be obtained from it.How is redundancy billed?
    What does it imply if it is saved from the translation bill?

    Most translation work is paid on a per word basis. This system is far from perfect, but all in all, everyone has become accustomed it. Some word combinations can easily be translated easily, while others are tough. Some parts of text are repeated, while others require endless research to solve ambiguity. In fact, it turns out that pricing based on the concept of word count is a sort of package deal that assumes that some parts will pay a lot, while others will hardly pay at all.

    For translators, reusing parts of text that have been previously translated, either in the same text or in previous texts, has always been part of the price billed to customers. However, TM has radically altered the way in which translators do their work. Yet, pricing schemes and cost structures rarely take this into account.What share of the savings should the customer expect?

    The customer should expect his fair share of the savings that new technologies bring, but not those very ambitious figures provided by software vendors. The savings should be based on reality, not at the expense of individual translators.

    To determine what is fair, one needs to understand the nature of texts. Some texts are what we call "narrative continuous," requiring careful attention to grammar, syntax, ambiguity, etc. "Discontinuous" texts are much easier to translate for they are usually parts lists, very standardized technical procedures and the like. They are processed on the basis of terminology rather than translation.

    Outlined below are three examples that demonstrate how very often translation savings are not value-added by the new technologies.

    1. Course manuals for students and trainers. The trainer's manual contains 100% of the student's text, plus additional explanations and test answers inserted throughout the text. [3 scenarios]
    2. An updated release of a user's guide in which 80% of the words are recurring. However, there is no log of changes in the text. Since the software is a new release, the structure and formatting of the document have been changed. [2 scenarios]
    3. A list of items for a catalog of office supplies. Around 90% of the items are the same as in the previous release of the catalog, but most prices have changed.
    Example 1: Course Manuals for Students and Trainers (Scenario 1)

    The customer's project manager (PM) is both technically and linguistically qualified to do a good translation herself. She hopes that the student's manual will cost nothing, since the text is contained in the trainer's manual. The company has recently invested in a TM package.

    1. The PM outsources the text and requires the translator to create a TM for the user's manual. The translator uses the same software as the company, so she analyses the text and submits her bid. Since there are almost no internal matches identified by the tool, she knows that she will gain nothing in the short term while translating the trainer's manual. In addition, she will spend time to enter sentences into TM. NOTE: The trainer's manual contains 30% more text than the student's manual.
    2. During the translation of the trainer's guide, the translator retrieves around 10% of the text, i.e., sentences that are similar to others in the same text, and reuses them. Result: the translator saves time on around 10% of the sentences, but she loses 10% because of the additional time required to use TM. In addition, she must now invest a certain amount of time to modify these retrieved sentences, usually around 40% of the time required to translate the same sentences without TM. Therefore, the translator really ends up spending 10% to save 6%, giving away 4% to the customer.
    3. The translator now returns this text, along with its new TM, to the customer. The PM then sends the student's manual with the newly created TM to the same translator. The latter knows that she must carefully proofread the text to ensure that everything is correct, and that there is nothing abnormal in the memory. This type of proofreading requires approximately 20% to 30% of the time normally needed for a full translation.
    4. Time must be added to review the quality of the TM. History shows that resolving technical problems and managing TMs take around 10% of the total translation time. Obviously, when a translator has little or no experience with TM, the review time is longer.
    5. Total time spent at this point in the process by the independent professional translator: 20% (proofreading) + 10% (fixing problems and managing TMs) = 30%.
    6. In this case, the formatting of the two manuals is not identical, so the PM must spend an additional 10% of her time proofreading. This brings the total time spent to retrieve text that contains exact matches up to 40%.

    FINAL RESULT: In this case, the customer will almost certainly be frustrated, since her expectation was a 100% savings on the user's manual. However, her savings has shrunk to 60%, even though the translator has given up 4%, too, rather than paying for her software. There is a "negative added value" for the translator. The overall cost of the process is 44%.

    An archaic invoice for this project would look as follows: transXTable1

    A more realistic invoice for this project would look as follows
     

    transXTable2

     
    There is only a difference of $785.00 between the two types of invoices: a pittance for most companies, small or large, yet very important to an independent professional translator. Example 1: Course Manuals for Students and Trainers (Scenario 2) The customer expects a 100% saving since he has just bought a new software program that stores phrases in terminological databases and allows him to modify text alignment at will.
    1. The PM sends the text to be translated at the normal rate.
    2. When the translation returns, he aligns it very quickly.
    3. He then validates the alignment, which should take around 3% of the normal translation time. Since he needs to align 130% of the student's manual, 3% becomes 4%. He must also create entries in the database, which takes around 10 % of the translation time.
    4. The PM must invest approximately 10% of his time to maintain the memories.
    5. He applies the translation memory to the text of the student's guide.
    6. He must proofread the text to make sure that it does not contain any false translations. This requires at least 20% of translation time.
    7. Partial totals for time spent: 4% for alignment, 10% for entries, 20% for proofreading, 10% for TM management, which add up to 44%.

    The customer expected a 100% saving, which has now be reduced to only 56%. What does it take to save the 70% and more promised by TM vendors?Example 1: Course Manuals for Students and Trainers (Scenario 3)

    The customer expects a saving of 100% on the student's guide, even though his company has not invested in TM software. Instead, he hires a translator, who is the proud owner of this state-of-the-art new software, and agrees to bill only 10% on the 100% matches, since it is the machine that will do all of the work. The translator assumes that 10% for a few minutes of work is good enough.

    1. The translator translates the manual and enters each and every sentence in the memory. Doing so lengthens his working time by 10%. Since his TM software does not recognize fuzzy matches, he receives no compensation for those. Of course, managing his translation memories also takes a toll of 10% on his time. However, he does this willingly, assuming that his investment will pay off someday.
    2. When the translator receives the second document, he is able to retrieve most of the text. However, he must now spend approximately 10% of his translation time in formatting.
    3. The translator must then verify that every translation is in the correct place, which takes around 10% of the translation time, and then translate the few phrases and sentences that were not retrieved by the software (e.g., the insertion of a paragraph in the middle of a sentence, etc.).
    4. TOTAL: the translator has now spent an additional 40% of the translation time, but has only billed 10%. This represents a mortgage on holidays for a few years if he continues to work this way!

    FINAL RESULT: The customer is happy, having almost realized his expected 100% savings. He also believes that he has been generous with the translator. He will tell everybody that implementation of such software can generate savings of up to 90%.

    Of course, the reality is that a large part of the savings has come directly out of the translator's pocket. The added value has been largely overstated and constituted a transfer of expenses from the customer to the supplier.Example 2: Updated Release of a User's Guide (Scenario 1)

    The customer expects savings of 80%, since the TM software recognizes 80% of the words.

    1. The PM sends the project out to bid and finds a translator willing to accept an 80% reduction in his normal rate. However, he requires the customer's TM.
    2. The PM provides the TM, but this product stores the sentences and the terminology in the same repository, handling complete sentences and phrases in the same manner. The translator, on the other hand, has invested in an industry-standard product that distinguishes between terminology, phrases and sentences. Therefore, a large volume of the words recognized by the software of the customer is of no use at all to the translator.
    3. The translator imports the memory, only to discover that a large percentage of words recognized by the customer's software are not recognized by his package. At this point, only 36%, instead of 80%, of the text is recognized.
    4. The translator has just lost a full hour playing with the content and the conversion. He calls the PM and explains the situation. The PM does not need his software right now, so he sends the dongle and the software to the translator, who then invests a few more hours to familiarize himself with the product.
    5. This time, the results are 80%. However, since the software does not always insert the correct gender, i.e. feminine or masculine, in phrases that make up translation units, the translator realizes that he must spend as much time using TM as it would have taken to do the full translation. Therefore, his real savings are approximately 25%, and when he finishes the job, he is totally exhausted.
    6. TOTAL: the translator bills 20% for 75% of his effort, plus he does not charge for the hours required to convert the TM, learn the new product, etc. On top of this, if he doesn't win more contracts in which he can use the same software, he will lose the knowledge that he has gained.

    RESULT: The customer is satisfied, but the translator is short-changed, similar to the crow in a Lafontaine tale.Example 2: Updated Release of a User's Guide (Scenario 2)

    The customer has been told that 80% of the words are the same as in the last version. He believes the text comparison feature in his software and therefore expects an 80% savings.

    1. His PM has processed the previous text with an industry-standard TM product that handles sentences and phrases separately. Around 30% of the sentences are exact matches, while 50% are fuzzy matches.
    2. When sent out for bid, translators respond with a cost of 20% for exact matches and 75% for fuzzy matches. After some negotiation, it is agreed that it will be 10% for exact matches and 50% for fuzzy matches. Translators often consider that reviewing context takes roughly 10% of the translation time, while fuzzy matches require between 30% and 75% (due to gender, verb tenses and the like).
    3. The PM sends the text to the freelance translator who processes the text. Of course, he has to work a lot on the formatting, which varies from the last version, because customers always want their texts to look "better and improved." However, the translator is satisfied overall.
    4. The translator then bills 50% of words at 50% for fuzzy matches, that is 25% + 10% of the 30% (exact matches), that is 3%, plus the remaining full 20% which is brand new text.

    RESULT: Rather than paying 20% of the total bill, the customer will pay a more equitable 58%. The customer feels a bit of frustration, but in fact, he just paid the right price.Example 3: Updated Office Supply Catalog

    Here is a glorious exception where the customer can save 70%, 80% or more, especially if there is an item ID that clearly identifies the item. In this case, the translation probably doesn't even need to be proofread since only the prices have changed. But...do we really need TM for such projects? Wouldn't a database containing the description in the appropriate languages, a place for a conversion factor for the various currencies and a price field be a better solution?  

    A translator is a language specialist who understands creative uses of language and that sentences can be ambiguous due to neologisms, false friends, etc. He is familiar with and knows how to handle the many other challenges in correctly translating the reality of one culture into another. A translator's compensation should reflect this. A more equitable bill for some of the work described in the examples above would look something like this:

    transXTable3

    This is a difference of $1,195… equal to 87% of what the translator was paid! In other words, the translator has been paid a little bit more than half of what he should be! However, everyone seems to find it normal that the parts that are particularly lucrative should be deducted from the translator's wages.

    Let me be clear, I don't want to say that we should reject TM software. It is clear that these software are here to stay, and that they are very often productivity enhancers. However, the added value must be shared with translators, instead of becoming a pretext to minimize the importance of good work.

    As a matter of fact, many of the words counted as "saved" by TM tools are, in fact, as easy and fast (sometimes faster) to handle through a good global replacement feature. E.g., when there is a sentence in English instructing a user to do XXX and then to "press Enter," it can easily and quickly be translated into French with the same text every time ["et appuyer sur la touche Entre (Enter)"].

    Preprocessing text with Content Management Systems

    This is worst than bad! CMS vendors claim, "You only have to pay for the new content." In real life, that means that the translator receives a few sentences, or a paragraph, and must read many paragraphs to understand the context each time.

    In addition, language aspects such as gender, formality, etc. are not really handled by these systems that pretend to manage content. In fact, these programs only manage changes, and usually do it right only in English. In some instances, a gender change may imply in a language such as French or Spanish that all other sentences with gender-specific content must also be reviewed and changed. Also, depending on who is speaking, the social conventions may change completely the way things are said in another language. For example, in Canada, if I don't know the person to whom I am speaking, I use the pronoun "vous", while I use "tu" if I am speaking to a friend. To be polite in some countries may mean doing business or not (as in Japan).

    Elements that should be considered for an equitable evaluation Text Type: Continuous or discontinuous

    Usually, a translator earns more for continuous text than for discontinuous text.

    Sentence Length

    As mentioned earlier, headers, footers and titles in general are easy to translate. The fact that a program can match them to their respective translations automatically does not necessarily speed up translation. Even worse is the fact that some tools force translators to confirm each occurrence of a phrase, actually making the job much, much longer. Yet, customers demand rebates for the imagined savings, at the translator's expense. Shame!

    Customer Loyalty

    If customers always sent their texts to the same translator, at least the investment in TM would make financial sense for the translator. However, reality is a bit different. Large corporations usually have more than one translation provider, while some prefer to handle their own TMs.

    Far too often, the following happens: a translator translates a text for the first time, inserting all of the translation into a TM. However, when the corporation updates the product, it sends the first TM to a different translator who bid half a cent less than the first translator. Translators should charge to use an empty translation memory, since next time, the company will demand that the price of the translation be lower.

    Why not be equitable?

    Some people say that translation is the main cost of some products or services. Then, if it is the main cost, it is probably also the main revenue multiplier.

    Suppose that a company produces something in English, and then translates into languages that have ten times less people in terms of customers. With each new translation, there is a new market, new opportunities. Butif you consider it only as a cost, then all you want is to lower that cost.

    Let's look at two examples. A home appliance manufacturer in Canada is able to produce a microwave at an excellent price/quality ratio. The company is proud of its product and decides to include a book of recipes with lots of illustrations on high gloss paper. Making such a book really costs a lot, so they decide to "save" on translation.

    The book has approximately 150 pages with around 10,000 words. The company provides each customer with two books, one in French and one in English. A very well-paid translator charges 25 cents a word, so the total translation bill is $2,500.

    At the risk of damaging its image with a poor translation, the company might be able to save at most $2,000 by sending the text to a less-qualified translator. People who view translation only as a cost factor probably think this is great. However, customers reading a poorly translated book will probably think that anyone making such a decision should be fired.

    Hardly anyone will contest the claim that translation is one of the main costs in the software industry. I say that this is perfectly false! Let us suppose that a good programmer writes an award-winning computer-based training program to teach Java. He sells 1,000,000 copies in English. When he and his editor consider the second release, they want to increase sales by improving the software. However, the real revenue-generating opportunity lies in allowing people who do not speak English access to the software by translating it.

    Each new language implies a cost, yet generates a certain amount of income… not bad! Eventually, if a good translation always generates 100 or 1000 times its cost, all one can hope is that this type of cost will reach millions.  Translation should not be considered only as an expense, but rather as an essential part of development. It should receive as much funding as any other essential activity. A poor translation causes as much trouble as poor writing. And poor writing is like delivering a program made at lower costs, but full of bugs. It is a guaranteed path to bankruptcy.

    Customers do not buy services that are under a certain level of quality. The translation delivered in high tech industries very often is just on that tiny line.

    However, trying to reduce translation costs is normal when it is done in the same manner as trying to reduce other costs. Would you change your programmers for a matter of 2% in their salaries? Well, lots of companies do just that with their translation providers, without having the faintest idea as to whether the lowest bidder can actually deliver reasonable-quality translation at a fair price.


    - Translator X from Canada

    How to calculate your per word rate

     By Korina Hansel,
    an experienced Germany-based freelance translator & author
    and member of the Babelport SiteTeam,
    Leipzig, GERMANY

    Over the past decades, due to the advance of technology but also that of globalization, translators have wittnessed a severe decline in rates and an increase in the number of customers looking for the lowest rates. But how much should you charge?
     
    When you are quoting for jobs you will almost always be asked for your rates, which are usually given per word. In order to be able to do so, you will have to calculate exactly what your costs of living and running your business are. Take into consideration how much you could work per day and month and break this down to a price per word figure.
    For example, if you are working from home and your rent is 600€ per month and you need another 1000€ for all additional costs (telephone, insurances, food, car etc.) you will need to make at least 1600€ per month. Ideally you could work 5 days a week and 8 hours per day.
    However, not all this time can be spend translating, you will also have to spend time on organizing, marketing your services, writing invoices and all other things related to working as a freelancer. Moreover, you cannot count on receiving enough work to keep you busy 40 hours a week, especially not when you are just starting out. So let's say you manage to receive as much work as to keep you busy for 3 days a week on average.
    If you can translate 2500 words per day (proofreading your own translation included) your total output per month would amount to roughly 30.000 words which means that your price per word would have to be at least 0.053€ in order to cover your basic costs only. Therefore, your minimum charge cannot be less than this rate unless you can count on receiving more work each month on a regular basis.
    The same principle applies of course if you are charging your customers by the hour, which is usually the case for proofreading, DTP related work and the like. Taking the figures used above, your minimum hourly rate would be roughly 17€ (1600 divided by 4 weeks divided by 24 [the number of hours you assume to be able to work for a client]).
     
    Please keep in mind that these figures are only used as an example and that they may vary depending on your personal situation. By using our PriceCalculator , which you can find under Tools / Extras --> PriceCalculator, you can easily find out what your minimum rate would have to be. (Of course the sky's the limit - ideally!)
    When negotiating your prices with your clients you should emphasize that you are also running a business, just like they are, and that, therefore, your prices are calculated economically. Depending on where you are living your minimum rate might be higher or lower than the average price. But you should keep in mind that not only prices but more importantly quality assures long-term business relations. So your own rates, even if they should be higher than that of others, are justified if you can deliver quality work on time.

     


    Is Translation art, craft or science?

     
    Abstract
     Throughout history, translation has made inter-linguistic communication between peoples possible. Theoretically, one can consider translation a science; practically, it seems rational to consider it an art. However, regardless of whether one considers translation as a science, art, or craft, one should bear in mind that a good translation should fulfill the same function in the TL as the original did in the SL.
     
    Key words: Culture, SL, TL, Translation.
     
    1. Introduction
    Human beings, throughout history, have made an effort to take advantage of various methods of communication with the intention of utilizing the knowledge of other nations and endeavoring to preserve this knowledge for the coming generations. As the most effective methods of communication, language has been employed to satisfy the very need of communication. The predicament that may emerge as an obstacle in the way of communication seems to be the fact of dissimilarity of languages throughout the world. In today's world, communication between different nations with different languages is feasible through translation.
     
    2. What is translation?
    What is translation? Webster's New World dictionary defines "to translate" as follows:
    1. to move from one place or condition to another; transfer; specif., a) Theol. to convey directly to heaven without death, b) Eccles. to transfer (a bishop) from one see to another; also, to move (a saint's body or remains) from one place of interment to another;
    2. to put into the words of a different language;
    3. to change into another medium or form to translate ideas into action;
    4. to put into different words; rephrase or paraphrase in explanation;
    5. to transmit (a telegraphic message) again by means of an automatic relay (as is cited by Yazdunpanuh, 2000:1)

    Whether translation is regarded as a science, art, or craft, a good translation should play the same role in the TL as the original did in the SL.
    Lewis (1958:265) writes that "translate" is formed from the Latin "trans+latus", which means "carried across". Foster (1958:1) considers translation as the act of transferring through which the content of a text is transferred from the SL into the TL. Not taking culture into consideration, Catford (1965: 20) points out that, "translation is the replacement of textual material in one language by equivalent textual material in another language. In this definition, the most important thing is equivalent textual material; nonetheless, it is unclear in terms of the type of equivalence. For Levy (1967:148), "translation is a process of communication whose objective is to import the knowledge of the original to the foreign reader?" Echoing the similar viewpoint, Savory (1968:37) believes that translation is made possible by an equivalent of the idea that lies behind its different verbal expressions.
    Translation, whose beginning can be traced back to the Tower of Babel (Finlay, 1971:17), is defined as "a bilingual mediated process of communication which ordinarily aims at the production of a TL text that is functionally equivalent to a SL text" (Reiss, 1971:161). Furthermore, regarding the definition of translation, Brislin (1976: 1) notes:
    The general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the languages are in written or oral form; whether the languages have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign languages of the deaf.
     
    In a similar position, Pinhhuck (1977: 38) defines translation as "a process of finding a TL equivalent for an SL utterance." Moreover, Wilss (1982: 3) points out:
    Translation is a transfer process, which aims at the transformation of a written SL text into an optimally equivalent TL text, and which requires the syntactic, the semantic and the pragmatic understanding and analytical processing of the SL.
    Nida (1984:83) points out: "translation consists of 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." Likewise, translation, as Bell (1991:8) asserts, involves the transfer of meaning from a text in one language into a text in another language.
     
    Spivak (1992), considering translation as "the most intimate act of reading" (p.398), writes that, "unless the translator has earned the right to become an intimate reader, she cannot surrender to the text, cannot respond to the special call of the text" (p.400). In general, what seems to be understood as translation, as Bassnett (1994) writes, includes rendering an SL text to a TL text "so as to ensure that 1) the surface meaning of the two will be approximately similar, and 2) the structure of the SL will be preserved as closely as possible but not so closely that the TL structures will be seriously distorted" (p.2).
    Considering the translator as a learner, Robinson (1997:49) puts forward that "translation is an intelligent activity involving complex processes of conscious and unconscious learning". He maintains that, "translation is an intelligent activity, requiring creative problem-solving in novel, textual, social, and cultural conditions" (p.51).
     
    Hatim and Mason (1997:1) consider translation as "an act of communication which attempts to relay, across cultural and linguistic boundaries, another act of communication." In most cases, according to Houbert (1998:1), "translation is to be understood as the process whereby a message expressed in a specific source language is linguistically transformed in order to be understood by readers of the target language". From a different view point, Nogueira (1998:1) asserts that, "translation is a service business". Moreover, Hatim and Mason (1990:1) affirm that, "translation is a useful case for examining the whole issue of the role of language in social life."
     
    Translation can also be taken into consideration as "the process of establishing equivalence between the source language texts and target language texts" (Sa'edi, 2004:242), which aims at passing on "an understanding to people in their own language and create the same impact as the original text" (Galibert, 2004:1).
    Etymologically, "translation is a "carrying across" or "bringing across": the Latin translatio derives from transferre (trans, "across" + ferre, "to carry" or "to bring")" (Translation, 2005:1). Additionally, Kaur (2005:1) defines translation basically as "a problem-solving task"; however, Sugimoto (2005:1) points out:
    Simply speaking, translation is the exchange of one set of clothes for another set of clothes that will cover the same meaning or thought. However, when we think of translation culture, first we must understand its background and give some thought to the age in which it was born.
    Translation, as Adewuni (2000:1) puts forward, "is a reality despite the complications and doubt attached to it based on the nature of the elements involved, the languages, the cultures, and the translator."
     
    Observing translation as a form of cross-cultural communication, Tianmin (2000:1) asserts that "translation is simultaneous decontextualization and recontextualization, hence is productive rather than reproductive . . . . Translation is never innocent."
     
    2.2. What is good Translation?
     
    Various scholars have recommended an assortment of factors that a fine translation should take into consideration. For example, the French scholar, Dolet (1509-1546), suggests that, in order to produce an adequate translation, a translator should "avoid the tendency to translate word for word", since word for word translation, as Dolet (1509-1546) explains, "misinterprets the original content and spoils the beauty of its form" (cited in Miremadi, 1993:74). Furthermore, Tytler (1790) substantiates that in a good translation "the style and way of the exposition should be the same as in the original" (cited in Miremadi, 1991:93).
    Showeman (1916, as cited in Miremadi, 1991:34) considers translation as "a sin"; however, regarding translation as a necessity, Philimore (1919:4) considers it food for the development of a young language. Regarding the ideal in translation, Souter (1920:7) claims that, "our ideal in translation is to produce on the minds of our readers as nearly as possible the same effect as was produced by the original on its readers."
     
    Nevertheless, Belloc (1931:22) believes that a good translation must possess the potential of being evaluated "like a first-class native thing". He maintains that translation must "consciously attempt the spirit of the original at the expense of the letter" (p.153).
    Concerning the importance of an adequate translation, Bates (1943:7) claims that, "nothing moves without translation . . . . No change in thought or in technology spreads without the help of translation." Nevertheless, not all kinds of translations can lay claim to such importance. Edwards (1957:13) points out that, "we expect approximate truth in a translation . . . What we want to have is the truest possible feel of the original." Knox (1957:5) echoes the same viewpoint when he points out that translation should be "read with the same interest and enjoyment which a reading of the original would have afforded." Therefore, it seems that both Edwards (1957) and Knox (1957) believe in 'equivalent effect' as a criterion of a good translation.
     
    In the view of Foster (1958:6), the only good translation is one "which fulfils the same purpose in the new language as the original did in the language in which it was written." A good or true translation, as Nabokov (1964: viii-ix) claims, is literal translation: "rendering as closely as the associative and syntactical capacities of another language allow, the exact contextual meaning of the original"; thus, he concludes that, "only this [literal translation] is true translation."
    Word for word translation does not seem to be considered as a good one by Nida (1964), since such renderings, "generally make for a doubtful translation" (p.14). Regarding correctness of a translation Nida (1971:185) points out:
     
    Ultimately, however, the correctness of a translation must be determined not in terms of the corresponding sets of words, but on the basis of the extent to which the corresponding sets of semantic components are accurately represented in the restructuring. This is essential if the resulting form of the message in the receptor language is to represent the closest natural equivalent of the source-language text.
    As Burton (1973:13) indicates, one type of translation, namely the literal translation, "is a lie; it is a fake and fraud"--rather than considered a good translation. However, in today's world we are fundamentally dependent on translation, even though it emerges in its literal form; since, as Chute (1978, as cited in Miremadi, 1391:21) points out, "without translation, our world would narrow mercilessly."
     
    Echoing the similar idea of Nabokov (1964), Newmark (1988a) points out that, "Literal translation is the first step in translation, and a good translator abandons a literal version only when it is plainly inexact or . . . badly written. A bad translator will always do his best to avoid translating word for word" (p.76).
    Miremadi (1991) quotes Eastman to state that, "almost all translations are bad" (p.33). Furthermore, Newmark (1991:34) affirms what he calls Nida's (1975) "classical definition of translation as 'the reproduction of the closest natural equivalent of the source language message,'" and maintains that, "in fact, this type of translation is distinguished by its elegance and concision, its attention to a natural word order, to the deployment of clauses and phrases more frequently used than their formal equivalents in the source language, to the occasional unobtrusive distribution of the meaning of important 'untranslatable' words (e.g. 'privacy', éclat, sauber, casanier, etc.) over two or three target language words or a clause: a good translation is deft, neat, closely shadowing its original". Nonetheless, Abdulla (1994:70) holds that a successful translation is one that attempts to preserve "the appropriate stylistic resources of the target language."
    Furthermore, a good translation, as McNamara (2002) notes, "must use the same register" (p.6). In this respect Warren (2004:1) points out:
    The translated text has long occupied a relatively low status within the academic culture, due to its seemingly derivative and secondary nature. Lacking the 'originality' still valued by many teachers and students of literature, translations generally only gain firm purchase in literary history when they somehow manage to surpass their source and to function as 'autonomous' expressions. And yet translation is ubiquitous in medieval writing practices, literary and non-literary alike.
     
    2.3. Is Translation art, craft or science?
     
    Is translation a scientific study or artistic endeavor, researchable theory or technical craft, a branch of linguistics or of literature? Being utilized as a means to act as a bridge between two cultures, translation seems to be a complicated and multi-faceted activity or phenomenon.
    According to Benjamin (1923), the twentieth century has been called the age of 'reproduction' or, as Jumplet (1923) points out 'the age of translation' (as cited in Newmark, 1988a:1); however, the constant debate as to whether translation is an art or science has a long history. Some scholars may argue that translation is a process of creative thinking; consequently, it is subjective and cannot be systematized by laws.
    In spite of the fact that translation currently plays a crucial role in the world's affair, it has always been considered as second-hand art. In this regard, Belloc (1931:6) believes that translation, "has never been granted the dignity of the original work, and has suffered too much on the general judgment of letters."
    As Savory (1957:49) claim, "it would almost be true to say that there are no universally accepted principles of translation, because the only people qualified to formulate them have never agreed among themselves"; therefore, he does not tend to consider translation as a science.
    According to Kelly (1979:51), Hieronymus (also known as St. Jerome, 4th century A.D) as well as others followed Cicero's 9106-43 B.C) claim constantly that translation was a branch of oratory, and Holmes (1979a:23), specifying two branches of translation studies, namely pure and applied, points out that the aim of pure translation studies is to describe the phenomenon of translation and to investigate all related aspects of it; however, applied translation studies focus on the application of translation theories to such aspects of translation as translation practice, the teaching and learning of translation. He believes that all factions of translation are interrelated and their relationship is dialectical; however, Toury (1995:7) puts forward that the relationship between pure and applied translation studies is unidirectional--theoretical studies serve as a nurturing source for the applied studies. Furthermore, Toury (1982:7) believes that translation, as a cognitive science, has to reach beyond linguistics, and calls it "interdisciplinary"; consequently, it seems that he considers translation a science. This science seems to be warmly welcomed by some scholars in the form of 'word for word.' For instance, Norton (1984:59) quotes Horace (65-8 B.C) to state that, "it is the duty of a faithful interpreter to translate what he undertakes word for word."
     
    Nevertheless, Chukovskii (1984:93) does not take translation into consideration as a science when he confirms that, "translation is not only an art, but a high art." Moreover, Newmark (1988a), referring to translation as "a craft" (p.7), believes that literal translation is, "the basic translation procedure, both in communicative and semantic translation, in that translation starts from there," and he goes as far as to claim that literal translation above the word level is, "the only correct procedure if the SL and TL meanings correspond" (1988b:70).
     
    Some scholars consider translation a science. Though the most salient features of a field of science are precision and predictability, Berkeley (1991:83) notes that some sciences, principally those dealing with the humanities, do not attain a one hundred percent predictability level. Miremadi (1991:39) writes that, "whether translation is considered an art or a science, it is, in its modern sense, a by-product of a long history of trials and errors, developments, improvements and innovations." Furthermore, Long (1996:10) believes that the desire for creating a science of translation seems to be a mere wishful thinking. A similar idea is echoed by Zaixi (1997:339), who writes that "Translation is a process, an operation, an act of transferring. It is mainly a skill, a technology that can be acquired. In the meantime, it often involves using language in a creative manner so that it is also an art. However it is by no means a science." On the contrary, he maintains that, "the subject which takes translation as its object of study must be treated as a science, because it is a system of knowledge, about translation, aiming to expose the objective laws about the process of translation" (p.340).
    However, Baker (1998:4) points out that translation is a separate academic discipline which, "like any young discipline, ... needs to draw on the findings and theories of the other related disciplines in order to develop and formulate its own methods." Nevertheless, distinguishing between science and translation, Karra (2000:1) writes that "my colleagues never understood why I chose the world of translation over science."
    However, Gabr (2001:2) considers translation both a craft and a science when he writes that "translation being a craft on the one hand, requires training, i.e. practice under supervision, and being a science on the other hand, has to be based on language theories". However, claiming a literary translation to be a device of art, Herzfeld (2003:110) writes that literary translation used to release the text from its "dependence on prior cultural knowledge."
    Nonetheless Azizinezhad (2004:3) points out:
     
    Translation has a lot in common with arts as well as sciences. It sometimes becomes highly dependent on the idiosyncrasies and intuition of the translator. Like composers and painters, translators often find their own moods and personalities reflected in their work. The major factor that prevents translation from being considered an art is that, unlike translators who have to solve a range of different problems, the defining factor of an artist's work is esthetics.
    Translation is an art, not a science; like most arts, it is a lot more complicated than it looks. (Translation, 2005:2)
    Many newcomers to translation wrongly believe it is an exact science, and mistakenly assume that a firmly defined one-to-one correlation exists between the words and phrases in different languages which make translations fixed, much like cryptography . . . . There is also debate as to whether translation is an art or a craft. Literary translators, such as Gregory Rabassa in "If This Be Treason" argue convincingly that translation is an art, though he acknowledges that it is teachable. Other translators, mostly professionals working on technical, business, or legal documents, approach their task as a craft, one that can not only be taught but is subject to linguistic analysis and benefits from academic study. Most translators will agree that the truth lies somewhere between and depends on the text. (Translation, 2005: 2)
     
    3. Conclusion
    Translation studies can be regarded as a science. However, if we take the product of translation into account, it seems rational to think of it as a craft or art. Whether translation is regarded as a science, art, or craft, it seems significant to note that a good translation should play the same role in the TL as the original did in the SL.
     
    References
    Abdulla, A.K. 1994. The translation of style. In de Beaugrande, R. et al (Eds.), Language, discourse and translation in the West and Middle East. Amsterdam: John Benjamins Publishing House.
    Adewuni, S. (2000). Narrowing the gap between theory and practice of translation. Retrieved April 17, 2007 from http://accurapid.com/journal/36yoruba.htm
    Azizinezhad, M. (2004). Is translation teachable? Retrieved April 17, 2007 from http://accurapid.com/journal/36edu.htm
    Baker, M. (Ed.). (1998). Encyclopedia of translation studies. London: Routledge.
    Bassnett-McGuire, S. (1980). Translation studies. London & New York: Methuem.
    Bates, E.S. (1943). Intertraffic: studies in translation. London: J. Cape.
    Bell, R. T. (1991). Translation and translating: theory and practice. London & New York: Longman.
    Belloc, H. (1931). On translation. Oxford: Oxford University Press.
    Benjamin, W. (1923). The translator's task. In H. Andret (Ed.), Illuminations. London: Cape.
    Berkeley, R. B. (1991). The craft of public administration. UK: Brown Publishers.
    Brislin, R. W. (1976). Translation: application and research. New York: Gardner Press Inc.
    Catford, J.C. (1965). A linguistic theory of translation. London: Oxford University Press.
    Chukovskii, K. (1984). The art of translation. London: Oxford University Press.
    Edwards, A. D. (1957). Language in culture and class. London: Heinemann.
    Finlay, I. F. (1971). Translating. Edinburgh: The English University Press.
    Foster, M. (1958). Translation from/into Farsi and English. Retrieved April 1, 2007 from http://www.parsa-ts.com/index.htm
    Gabr, M. (2001). Program evaluation: a missing critical link in translator training. Retrieved April 3, 2007 from http://accurapid.com/journal/15training.htm
    Galibert, S. (2004). A few words on translations. Retrieved April 3, 2007 from http://accurapid.com/journal/29accom.htm
    Hatim, B. & Mason, I. (1997). Translator as communicator. London and New York: Routledge.
    Herzfeld, M. (2003). The unspeakable in pursuit of the ineffable: representations of untranslatability in ethnographic discourse. In P. G. Rubel & A. Rosman (Eds.), Translating culture: perspectives on translation and anthropology. Oxford: Oxford University Press.
    Holmes, J.S. (1979a). The name and nature of translation studies. 3rd international congress of applied linguistics. Copenhagen. 88.
    Houbert, F. (1998). Translation as a communication process. Retrieved November 1, 2006 from http://accurapid.com/journal/05theory.htm
    Jumplet, R.W. (1961). Die ubersetzung naturwissenschaftlicher und technischer literature. Berlin/Schoenberg: Langenscheidt.
    Karra, M. (2000). Science or translation. Retrieved November 17, 2006 from http://accurapid.com/journal/11sci.htm
    Kaur, K. (2005). A competent translator and effective knowledge transfer. Retrieved April 3, 2007 from http://accurapid.com/journal/34edu.htm
    Kelly, L. G. (1979). The true interpreter. New York: St. Martin.
    Knox, R. A. (1957). On English translation. Oxford: Oxford University Press.
    Lewis, M. M. (1974). Language in Society. London: Nelson.
    Long, L., (1996). Discarding illusions for practical work. Linguistic journal, 22 (2), 38-44.
    McNamara, G. (2002). Quality web site language, articles for free use. Retrieved April 20, 2006 from http://www.translateme.co.nz/Articles/Article16.htm.
    Merriam-Webster collegiate dictionary (10th Ed.). (1993). Springfield, MA: Merriam-Webster.
    Miremadi, S.A.(1991). Theories of ttt and interpretation. Tehran: SAMT Publication.
    Newmark, P. (1988a). A Textbook of Translation. Hertfordshire: Prentice Hall.
    Newmark, P. (1991). About Translation: Multilingual Matters. Clevedon, Philadelphia, Adelaide: Multilingual Matters Ltd.
    Nida, E. A. (1964). Towards a science of translation, with special reference to principles and procedures involved in Bible translating. Leiden: Brill.
    Nida, E. A. (1971). Semantic components in translation theory. Cambridge: Cambridge University Press.
    Nida, E. A. (1975). Language, structure, and translation: essays by Nida. Stanford: Stanford University Press.
    Nida, E. (1984). On translation. Beijing: Translation Publishing Corp.
    Nogueira, D. (1998). The business of translating. Retrieved November 17, 2006 from http://accurapid.com/journal/06xlat1.htm
    Norton, G.P. (1984). The ideology and language of translation in Renaissance France and their humanist antecedents. Oxford: Oxford University Press.
    Phillimore, J.S. (1919). Some remarks on translation and translators. Oxford: Oxford University Press.
    Reiss, K. (1989). Text types, translation types and translation assessment. In Chesterman, A. (Ed.), Readings in translation theory (pp. 105-15). Helsinki: Oy Finn Lectura Ab.
    Robinson, D. (1997). Becoming a translator: an accelerated course. London: Routledge.
    Sa'edi, K. (2004). An introduction to the principles and methodology of translation. Tehran: University Center Publications.
    Savory, T. (1969). The art of translation. London: Jonathan Cape Ltd.
    Spivak, G. (1992). The Politics of Translation. In A. Barrett (Ed.), Destabilizing theory: contemporary feminist debates (pp. 177-200). London & New York: Routledge.
    Sugimoto, T. (2005). The inception of translation culture in Japan. Retrieved November 23, 2006 from http://www.erudit.org/revue/meta/1988/v33/n1/004311ar.pdf
    Tianmin, S. J. (2000). Translation in context. Retrieved November 23, 2006 from http://accurapid.com/journal/36context.htm
    Toury, G., (1982). Translation across cultures. New Delhi: Bahri Publications.
    Toury, G., (1995). Descriptive translation studies and beyond. Amsterdam: John Benjamins Company.
    Translation. (2005) Retrieved November 11, 2006 from http://en.wikipedia.org/wiki/Translation
    Warren, M.R. (2004). Medieval Translation and Postcolonial Theory. Retrieved June 10, 2006, from http://acl.ldc.upenn.edu/coling2004/W5/pdf/W5-11.pdf
    Zaixi, A. (1997). Reflections on the science of translation. Babel, 43 (4), 332-352.