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MEANING: The Philosopher's Stone of the Alchemist Translator?
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: Problems of dynamic equivalence in TranslationBy 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 PARTBy Jean-Pierre Mailhac,Ph.D., 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:
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:
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 translatorsThe 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):
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.
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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.
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Mailhac, Jean-Pierre (2006) "Descriptions vs. Instructions in Grammar Teaching," Foreign Language Teaching in Tertiary Education, Athens: Ekdoseis Dionikos, pp. 183-198.
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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.
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Woolner, Rosalind (1998) Emphasis in Translation: Procedures, Factors and Strategies for the Translation of Emphasis into French and German, MA Dissertation, University of Salford.
2 See the conflicting claims of Wood (1991:125) and Nice (1991:146) concerning the frequency of italics in English compared with French.
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, 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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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
Compare and contrast two theoretical approaches to translationBy 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:
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”:
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:
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:
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:
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 Even-Zohar, Itamar. “The Position of Translated Literature within the Literary Polysystem.” 1976. Fowler, Mark. “Construction of the Macedonian Sarissa. The Advantages of the Addition of a Shaft Joint.” Hermans, Theo. Translation in Systems. Descriptive and Systemic Approaches Explained. Munday, Jeremy. Introducing Translation Studies. Theories and Applications. Nam Fung Chang. “The Cultural Turn of Itamar Even-Zohar’s Polysystems Studies-Promises and Problems.” 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. Is Translation Teachable?By Massoud Azizinezhad,
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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. |
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