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khoa ngôn ngữ (Trường Đại học Thương mại)
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THEORY OF TRANSLATION
AND INTERPRETING
S E C T I O N O F T R A N S L AT I O N A N D
INTERPRETING
COURSE MATERIALS
[1] Peter Newmark, A Textbook of Translation, Prentice
Hall International Language Teaching
[2] Franz Pochhacker and Miriam Shlesinger (2002), The
Interpreting Studies Reader, Taylor and Francis Group
[3] Franz PochHacker (2004), Introducing Interpreting
Studies, Routledge – Taylor and Francis Group
[4] Jerey Munday (2001), Introducing translation studies:
Theories and applications, Taylor and Francis Group
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COURSE INTRODUCTION
• Aims:
+ providing theoretical backgrounds for translation and
interpreting.
+ creating opportunities for practice.
• Course design:
+ 2 credits (=15 lessons)
+ 6 sessions (3 for translation + 3 for interpreting)
+ 1 mid-term test
+ 1 pair-work assessment (translation and cross
evaluation)
MODULE 1:
OVERVIEW
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FORMS OF TRANSLATING
translation
Written
Written
dictation
translation
sight
translation
Oral
Oral
interpreting
TRANSLATION THEORIES
• Culture and Context Theories (by Peter Newmark)
focus on culture and context during the translation
process.
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CHAPTER 1: INTRODUCTION
1.1. WHAT IS TRANSLATION?
• …is the transfer of a message from a language to
another in the written form or by means of writing.
1. Would you mind giving me a lift on your way home
tonight. My car has just broken down?
2. She says that she will come tonight and I just can’t wait
to see her!
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1.1. WHAT IS TRANSLATION?
• …is the interpretation of the meaning of a text in one
language (the source language – SL) and the production
of an equivalent text in another language (the target
language - TL) that communicates the same message.
When the company first targeted Italian market, it used an
interpreter but this was very frustrating. A middle man,
however fluent, can’t hope to establish a relationship in a
way that a committed member of the company can.
1.1. WHAT IS TRANSLATION?
• …is the expression in target language of what has been
expressed in source language, preserving semantic and
stylistic equivalences.
Experts say fuel prices might not have been high if a labyrinth of
taxes and fees had been taken off. The Finance Ministry and
Ministry of Industry and Trade might have opted for a fuel import
tax reduction to help traders offset their losses, if any, and
prevent the economy already bruised by sagging business
activity, ballooning debt, mounting inventory and faltering
consumption from any further price volatility shock.
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1.1. WHAT IS TRANSLATION?
• …rendering a written text into another language in the
way that the author intended the text.
Slow site clearance is still a major hurdle hindering the
progress of the project. Local residents have urged faster
progress on the project as half-completed construction
and pavement have caused temporary markets to
mushroom near the lake, leaving heaps of garbage that
spills into the lake at the end of every day.
OVERVIEW OF THE TRANSLATION TASK
Source language
Target language
Text to be
translated
Translation
discover
the meaning
re-express
the meaning
Meaning
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1.2 DYNAMICS OF TRANSLATION
1. SL writer
The truth (the facts
and the matter)
2. SL norms
5. TL readership
6. TL norms
TEXT
3. SL culture
7. TL culture
4. SL setting
and tradition
8. TL setting
and tradition
10. Translator
1.2 DYNAMICS OF TRANSLATION
1. SL writer
• The individual style or idiolect of the SL author.
-
Hey, Tom. You’ve got work today?
What do you call work?
Why isn’t that work?
Maybe it is. Maybe it isn’t. But it suits Tom Sawyer.
Can I have a go then?
No!
(The Adventure of Tom Sawyer – Mark Twain)
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1.2 DYNAMICS OF TRANSLATION
2. SL norms:
• The conventional grammatical and lexical usage for the
text.
Paul didn’t mind being surprised by the party to celebrate
his 40th birthday, although he told his friends they shouldn’t
have done it.
Nếu có vấn đề gì xảy ra với sản phẩm, xin hãy liên hệ với
trung tâm dịch vụ khách hàng của chúng tôi.
If there should be any problem with our product (should
any problem happen to our product), please contact our
customer service centre.
1.2 DYNAMICS OF TRANSLATION
3. SL culture:
• Content items referring specifically to the SL, or third
language (i.e. not SL or TL) cultures
Thủ tục cưới hỏi của người Việt Nam bao gồm: lễ ra mắt,
lễ chạm ngõ, lễ ăn hỏi, lễ xin dâu, đám cưới và lễ lại mặt.
Marriage procedures in Vietnam include: the first
parents9 meeting, marriage proposing ceremony,
engagement ceremony, bride fetching, wedding and
gratitude visit to the wife9s family.
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1.2 DYNAMICS OF TRANSLATION
4. SL setting
• The typical format of a text in a book, periodical,
newspaper, etc., as influenced by tradition at the time.
Setting is the time when story happens or place where it
happens.
• keep the effects he wants to produce in mind and then I arrange the
material after the fashion of time. Different times do not just require
different words, but also different thoughts and ambassador usually
dress in the fashion of the country they are sent to for fear of
appearing ridiculous in the eyes of the people they try to please.=
– Perrot d’Ablancourt – a translation theorist.
1.2 DYNAMICS OF TRANSLATION
5. TL readership:
• The expectations of the putative readership.
Air traffic safety, needless to say, is deemed the highest
among all transport means all over the world, but for local
authorities, risks are looming large more than ever, not
because of recent air disasters in the world that killed
hundreds. It is the worsening air traffic safety evidenced by
facts and figures at a conference in Hanoi early this week.
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1.2 DYNAMICS OF TRANSLATION
6. TL norms:
• The grammatical and lexical usage of target language.
7. TL culture:
• The cultural element of target language.
8. TL setting:
• The typical format of a text in target language.
Vietnam and the U.S. have announced that cooperation on
cross-border crime has led to a U.S. grand jury indictment of an
American teacher accused of traveling to the Southeast Asian
nation to have sex with minors.
The U.S. Attorney9s Office in the Northern District of California
alleged that the teacher, Paul Marshall Bodner, of San
Francisco, California,
located in Ho Chi Minh City when he traveled to Vietnam= in the
period from July 2015 to August 2016. If convicted he faces up
to 30 years in prison and a fine of $250,000.
U.S. ambassador to Vietnam, Daniel J. Kritenbrink, said the
investigation was aided by close cooperation between the two
nations, which normalized relations in 1995, 20 years after the
Vietnam War, and have since become partners on security,
trade, and cultural issues.
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1.2 DYNAMICS OF TRANSLATION
9. Truth:
• What is being described or reported, ascertained or
verified (the referential truth), where possible
independently of SL text and expectations of readership
Our survey indicates that the young are turning their backs
on the traditional jobs, working for wages or staying in one
company for their whole life! Instead, more are going
freelance or becoming self-employed. They are not
interested in making others rich but want to be rich
themselves.
1.2 DYNAMICS OF TRANSLATION
10. Translator:
• The views and prejudices of translator, which may be
personal and subjective, social and cultural, involving the
translator9s
assumptions.
As many questions remain unanswered after the rules
banning smoking in public places and vending
substandard foods on the street fell into oblivion shortly
after the dates they took effect, a new wave of queries has
emerged around a law drafted by the Ministry of Health to
set a time limit on alcohol sale in the country.
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CHAPTER 2
THE ANALYSIS OF A
TEXT
2.1 READING THE TEXT
•
•
•
•
to understand what it is about
to analyze it from a
Close reading meanings in and out of context.
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2.2 INTENTION OF THE TEXT
• represents the SL (source language) writer9s attitude to
the subject matter.
• the type of language used and even the grammatical
structures (passive voice, impersonal verbs often used to
disclaim responsibility) in each case may be evidence of
different points of view.
search for the intention of the text and keep it in mind
when translating.
2.3 THE INTENTION OF THE
TRANSLATOR
• Identical with intention of the author of SL text
• Some adaptation in translation is allowed in accordance
with readership.
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2.4 TEXT STYLES
• Narrative: a dynamic sequence of events with emphasis
on the verbs or, for English,
• Descriptive: is static with emphasis on linking verbs,
adjectives, adjectival nouns.
• Discussion: a treatment of ideas with emphasis on
abstract nouns, verbs of thought, mental activity, logical
argument and connectives.
• Dialogue: emphasis on colloquialisms and pacifisms.
2.4 TEXT STYLES
• Narrative:
This past weekend I had the time of my life. First, Friday night, I
had my best friend over and we made a delicious, mouthwatering pizza. After we ate, we had a friendly video game
competition. On Saturday, my dad took us out on the boat. The
weather was perfect and the water was warm. It was a great
day to go for a swim. Later that night, we went to the movies.
We saw an action packed thriller and ate a lot of popcorn.
Finally, on Sunday, we rode our bikes all over town. By the end
of the day, my legs were very tired. I only hope that next
weekend can be as fun as this one.
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2.4 TEXT STYLES
• Descriptive:
My most valuable possession is an old, slightly warped blond
guitar--the first instrument I taught myself how to play. It's nothing
fancy, just a Madeira folk guitar, all scuffed and scratched and
finger-printed. At the top is a bramble of copper-wound strings,
each one hooked through the eye of a silver tuning key. The
strings are stretched down a long, slim neck, its frets tarnished,
the wood worn by years of fingers pressing chords and picking
notes. The body of the Madeira is shaped like an enormous
yellow pear, one that was slightly damaged in shipping. The
blond wood has been chipped and gouged to gray, particularly
where the pick guard fell off years ago. No, it's not a beautiful
instrument, but it still lets me make music, and for that I will
always treasure it.
2.4 TEXT STYLES
• Discussion:
Some people believe that break times should be shorter because some
people don9t have any friends to play with. Other people might feel cold during
break times therefore want playtimes to be short.
Alternatively some people think that break times should be longer because if it
was shorter children wouldn9t have enough time to play in the playground.
Also if playtime were longer children wouldn9t do well in tests. Additionally
children might fall down.
However break times are good for fresh air and exercise. If break time was
longer children would have more time to chat and would have more time to
eat their snacks from the healthy tuck shop.
On the other hand people think that it should not be long because if children
had a longer play they would have a shorter time to learn.
Although some good points have been made against break times staying the
same, in my opinion I think they should be longer, because there would be
more time to set up the healthy tuck shop.
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2.4 TEXT STYLES
• Dialogue:
- Hi Mary.
- Oh, hi.
- How are you doing?
- I'm doing alright. How about
you?
- Not too bad. The weather is
great isn't it?
- Yes. It's absolutely beautiful
today.
- I wish it was like this more
frequently.
- Me too.
- So where are you going
now?
- I'm going to meet a friend of
mine at the department store.
- Going to do a little shopping?
- Yeah, I have to buy some
presents for my parents
- What's the occasion?
- It's their anniversary.
- That's great. Well, you better
get going. You don't want to
be late.
- I'll see you next time.
- Sure. Bye.
2.5 READERSHIP
• characterize the readership of the original and then of
the translation: decide how much attention to pay to
the TL readers.
• assess the level of education, class, age and sex of the
readership: decide on the degree of formality,
generality (or specificity) and emotional tone to express
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2.6 STYLISTIC SCALE
The scale of formality
Taboo
Slang
Colloquial Informal
Neutral
Formal
Official Officialese
The scale of generality or difficulty
Simple
Popular
Neutral
Educated
Technical
The scale of emotional tone
Understatement
Factual
Warm
Intense
2.7 SETTING
7. Setting:
• decide on the likely setting: Where would the text be
published in the TL? What is the TL equivalent of the SL
periodical, newspaper, textbook, journal, etc.?
• make assumptions about the SL readership: Who is the
client you are translating for and what are his
requirements?
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2.8 QUALITY OF THE WRITING
• The quality of the reading has to be judged in relation to
the author9s intention and/or the requirements of the
subject matter.
• If the text is well written: regard every nuance of the
author9s meaning as having precedence over the
reader9s response
• If the text is badly written text: correct the text before
translation
PRACTICE
• In common with Western economies, Britain9s industrial
heartland also suffered the pain of de-industrialization.
Compared with a decade ago, only a handful of heavy
engineering firms survived. When the steel industry died,
the proud city of Sheffield was brought to its knees.
Thousands of manufacturers had to close down, dozens
of thousands of workers were out of work.
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MODULE 2
TRANSLATION PROCESS AND
METHODS
CHAPTER 3
TRANSLATION PROCESS
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3.1 THE APPROACH
• (1) start by translating part of the work
(paragraph / chapter) to get the feel and the
feeling tone of the text, and then review the
position, and read the rest of the SL text;
• (2) start by reading the SL text two or three
times, and find the intention, register, tone,
mark the difficult words and passages and
translate
Which way to choose depend on
temperament, intuition, analysis power, etc.
3.2 LEVELS OF TRANSLATION
a. The Textual level:
• transpose SL grammar into their
that appears immediately appropriate in the
context of the sentence.
• translation is based on the text: level of the literal
translation of the source language into the target
language, the level of the translationese you
have to eliminate, but it also acts as corrective of
paraphrase and the parer-down of synonyms.
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3.2.1 TEXTUAL LEVEL
• Competent managers know how to position
their brand in relation to the competition, in
terms of factors like price and quality of the
product. Managers should relate the brand’s
values in a meaningful way to the consumers
they have targeted. With worldwide brands,
this may mean changing your message from
country to country.
3.2.2 THE REFERENTIAL LEVEL
b. The Referential Level
• analyze the text: what is it about, what is it in aid
for, what is the writer9s slant on it, etc.
• when there is an ambiguity, when the writing is
abstract or figurative, when the text is unclear,
supplement the text level with the referential
level, the factual level with the necessary
additional information from this level of reality,
the facts of the matter.
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3.2 LEVELS OF TRANSLATION
• Về hợp tác đào tạo, hiện chúng tơi đang triển
khai chương trình 2+2 với một số trường đại
học của Trung Quốc, Đài Loan và Pháp
• As for cooperation in education and training,
we are implementing programs 2 + 2 with
some universities from China, Taiwan and
France, which involves students learning 2
years in our university before moving to
partner university for another 2 years.
3.2 LEVELS OF TRANSLATION
c. The Cohesive level:
• follow the structure and the moods of the text.
• Structure: connective words (conjunctions,
enumeration, reiterations, definite article, general
words, referential synonyms, punctuation marks)
linking the sentences, usually proceeding from
known information (theme) to new information
(rheme).
• Mood: moving between positive and negative,
emotive and neutral.
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3.2 LEVELS OF TRANSLATION
• A job for life has become a thing of the past.
Long-term unemployment waits for those
whose skills are outdated. On the other hand,
people who have retrained or have more
flexible skills can find a position in new hi-tech
industries or services.
• The company considers the downloading of
game information as serious abuse of
company property and may regard this as
grounds for dismissal.
3.2 LEVELS OF TRANSLATION
d. The Level of Naturalness
• Ensure: (a) that translation makes sense; (b)
that it reads naturally.
• Tips for checking: temporarily disengaging from
the SL text, by reading translation as though no
original existed. Ask yourself: Would you ever
see this in The Times, The Economist, in a
textbook...? Is it common usage in that kind of
writing? How frequent is it?
• Check and crosscheck words and expressions in
an up-to-date dictionary. Note any word in
suspect.
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