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An English translation course
How does translation (even)exist?
A visual teaching aid for the textbookStep by Step originally written by Ana Rojo.
With summaries, brand new mindmaps and illustrations by Begoña Martínez Pagán (@minibego / minibego.com)
for the University of Murcia 2016-2017 course “(3096) TRADUCCIÓN GENERAL C-A I (INGLÉS)”
CONVENTIONS+ CULTURE
WRITER ⬌TRANSLATOR ⬌READERINTENTIONS
+ STYLESKILLS EXPECTATIONS
+ skills
CONVENTIONS+ CULTURE
Everybody thinks they know what a word is. But the matter, which
seems so simple, is in fact enormously problematical.
Aitchison, J. (1994)
There once was a fisher named FisherWho fished for a fish in a fissure.But the fish with a grinPulled the fisherman inNow they all fish the fissure for Fisher.
Aitchison, J. (1994)
1.2. Minimal permutable element (Cruse, 2000)
● Cannot be interrupted● Cannot be moved, or new material inserted
Kussmaul (1995):What are the relevant features of the meaning of a word,in a given context,with regard to the function of the translation?
Modulationa change in point of view● Part/whole● Abstract/concrete● Cause/effect● Means/result● A/non-a
Talmy (1985, 1991, 2000):English: motion verbs express movement and manner of movement but use satellites or prepositions for path.
Talmy (1985, 1991, 2000):Spanish: motion verbs express movement and pathbut use satellites or prepositions for manner of movement.
Slobin (1996, 1997)EN>ES translators, +50 % cases: Omit manner and include pathES>EN translators add manner.
Corpas Pastor (1996) 3 basic categories:Incomplete utterance:
1. Collocations 2. Idioms
Complete utterance:3. Phraseological statements
Collocations:● Incomplete utterance, variable● The tendency for some words to
occur together● A matter of FREQUENCY● E.G. heavy drinker, strong coffee
Idioms:● Incomplete utterance, stable● “Frozen patterns of language which allow
little or no variation in form and (…) often carry meanings which cannot be deduced from their individual components.”
Baker (1992)
Moon (1998). 3 types of idioms:● Transparent metaphors● Semi-transparent metaphors● Opaque metaphors
Types of phraseological statements● Proverbs (generally accepted truths, didactic)
○ “Never look a gift horse in the mouth”● Clichés (obvious facts, not didactic)
○ “No somos nadie” // “We live and learn”● Quotations (like proverbs with known origin)
○ “May the force be with you”
Types of phraseological statements● Comandments (often religious)
● Slogans (from advertisements)
● Routine formulae (greetings, letter writing)
DIFFICULTIES IN TRANSLATION● Recognise them as such● Similar-but-NOPE counterparts● Similar vs natural● No equivalent● Manipulated (literature, publ.)
STRATEGIES (1 / 2)● Similar form and meaning● Similar form, dissimilar meaning● Typical expression, slightly diff.
meaning
Grammar, as defined byDIRVEN AND VERSPOOR (1998):
● The combination of knowledge of the linguistic categories and knowledge of the patterns in which these may appear.
Grammar’s double role● SYNTAX: patterns
○ How messages are organized● MORPHOLOGY
○ How a word’s form(s) convey meaning
Morphemes● Inflectional
○ Do not change the word type■ Number, gender, tense,
aspect, agreement, comparison
Morphemes● Derivational
○ Change the word type■ Syntactic category (verb to
noun…)■ Meaning (size, affection…)
ALTMANN (1997): [Saying] that we ignore meaning and we ignore grammar is to say that we do the linguistic equivalent of driving on the wrong side of the road, through red, with no brakes!
NUMBER● Singular● Plural● Dual > As singular or as plural?
○ Pyjamas, dungarees , overalls● ES: su > his, hers, its, theirs?
TENSE● Location in time:
○ Past / present / future● Temporal duration:
○ Complete / incomplete○ Momentary / continuous
Bear in mind:➔ Frequency in each language➔ Existence of similar
structures➔ Function➔ Stylistic value
DIMINUTIVES● English:
○ -ey, -y, -ie, -o, -ette, -let○ -za (Australia)
● Spanish○ -ito, -illo, -ete, -ín, -ico
USES OF DIMINUTIVES★ To convey charm or endearment
○ Abuelita, maridito, mujercita, abuelete, vejete
USES OF DIMINUTIVES★ To play down an unpleasant or
embarrasing thing○ Dolorcillo, mentirijilla,
mentirosillo, dinerillo, gordito
USES OF DIMINUTIVES★ To convey a precise degree (in
certain adverbial expressions)○ Cerquita, en un momentito,
prontito, tempranito, poquito
USES OF DIMINUTIVES★ To convey annoyance or discontent with
things happening during a specific period○ Diíta, añito, mesecito,
semanita
USES OF DIMINUTIVES★ To give a friendly or familiar tone
○ Un momentito, una cervecita, despacito, con cuidadito
USES OF DIMINUTIVES★ To talk to little children or lovers
○ Jarrito, marranete, pillín, monín, cariñito, cielito
USES OF AUGMENTATIVES★ Disdain, displeasure
○ Solterón, solterona, cabezón, cabezota, bocazas, manazas, ricacho, ricachón, pasote
USES OF AUGMENTATIVES★ Approval, satisfaction
○ Cochazo, pisazo, casaza, motazo, padrazo, madraza, pasote, golazo, puntazo, pintaza
USES OF AUGMENTATIVES★ To indicate a blow or a stroke
○ -azo■ Hachazo, martillazo,
puñetazo, cabezazo, codazo, sartenazo, plumazo
USES OF AUGMENTATIVES★ To indicate a blow or a stroke
○ -on (to a certain part of the body)■ Coscorrón, pisotón, bofetón
USES OF AUGMENTATIVES★ To form new words
○ Tabla ➜ tablón○ Fuego ➜ fogón○ Cinto ➜ cinturón○ Camisa ➜ camisón○ Caja ➜ cajón○ Cuerda ➜ cordón
USES OF PEJORATIVES★ Pejoratives indicate contempt,
objection, disapproval.★ Spanish has pejorative
morphology. English doesn’t.
PEJORATIVES★ -ajo, -ejo, -acho, -ucho, -ales, -anga,
-ingo, -arro, -orro, -astro, -uelo, -zuelo, -ezuelo, -uno, -uzco, -uzo
DEROGATORY DIMINUTIVES★ -ete, (-cete, -ecete)★ -ico, (-cico, -ecico)★ -illo (-cillo, -ecillo)★ -ito (-cito, -ecito)
USES OF AUGMENTATIVES★ To indicate resemblance to negative
qualities or mischievous behaviour○ Caballuno, lobuno, pequeñajo,
chiquitajo, renacuajo, animalejo, diablejo.
USES OF AUGMENTATIVES★ To hint at something rudimentary or done
without expertise○ Pintarrajo, muñecajo, palote,
monigote* *de monigo, monaguillo
USES OF AUGMENTATIVES★ To hint at inherent negative features
○ Listorro, ceporro, señoritingo, frescales, bestiales, fritanga
USES OF AUGMENTATIVES★ To hint at the appalling
condition of something (poor, old, ugly, doesn’t work…)○ Poblacho, casucha, cacharro
USES OF AUGMENTATIVES★ To suggest that something has the quality
described, only to a certain degree:○ Feúcho, malucho, blancuzco,
negruzco, borrachuzo, borrachuelo, marranuzo
USES OF AUGMENTATIVES★ To indicate lack of importance or
secondary status:○ Escritorzuelo, reyezuelo,
populacho
USES OF AUGMENTATIVES★ To indicate some sort of
extrinsicality (mostly not a blood relation)
○ Padrastro, madrastra, hijastro
USES OF AUGMENTATIVES★ To intensify the negative
qualities of the stem○ Pajarraco, libraco,
bicharraco, abusón, barrigón○ Let’s think about this
example: sudaca
USES OF PEJORATIVES★ To convey disdain by
downgrading the category○ Falsete, pringadete, zoquete,
tontito, cabrito, listillo, burrillo, borrico, gobernadorcillo, frailecillo
● Let’s think:○ I hate irritating children○ I hate irritating men○ I hate irritating misogynists○ I hate irritating fascists
Original text
in original contextPic: Wikimedia Commons https://commons.wikimedia.org/wiki/File:Penguin_in_Antarctica_jumping_out_of_the_water.jpg#metadata
● Cohesion, Baker (1992)○ The network of surface
relations which link words and expressions to other words and expressions in a text.
● Ana Rojo (2009):○ Cohesion can, therefore, be considered
the surface expression of coherence, since cohesive devices are textual devices for making conceptual relations explicit.
Reference, (Rojo, 2009):● The connection of one
linguistic expression to another, in which one provides the information needed to interpret the other correctly.
Reference● Personal (pro-nouns)
○ Pro-verbs, pro-complements, pro-clauses● Demonstrative● Comparative● Deictics
Ellipsis (Rojo, 2009):● The omission of one or more
items that are understood in the context, but which are required to make the sentence grammatical.
!➔ English uses more parataxis
(coordination, juxtaposition).➔ Spanish uses more hypotaxis
(subordination).
The car and I crawled cursing up the street to my flat. You just cannot park around here anymore. Even on a Sunday afternoon, you just cannot park around here anymore. You can doublepark on people: people can double park on you.[Amis, Money, 1982, cited by Rojo, 2009]
Mi coche y yo íbamos a paso de tortuga camino a casa, cagándonos en todo. Es que aquí ya no se puede aparcar. Es que ni siquiera en domingo por la noche se puede aparcar.
Opciones que habíamos dejado abiertas:
1. Puedes hacerlo en doble fila, los demás van a aparcar sí o sí.
2. Si tú no aparcas en doble fila, lo harán otros.3. Acabas aparcando en doble fila como hacen los
demás.4. Acabas aparcando en doble fila o te dejan
encerrado.
Coherence, Baker (1992) (again)
The network of conceptual relations that underlie the surface of a text.
Coherence (Hatim and Mason 1990, Beaugrade 1980)The procedures which ensure conceptual conectivity, including:
1. Logical relations2. Organisation
of events, objects, situations3. Continuity in human experience
Coherence (…) depends on the interaction between textual knowledge andthe reader’s own knowledge and experience of reality.
(Rojo, 2009)
This text is cohesive but incoherent: (…) I bought a Ford. The car in which President Wilson rode down the Champs Elysees was black. Black English has been widely discussed. The discussions between the presidents ended last week. A week has seven days. Every day I feed my cat. Cats have four legs. The cat is on the mat. Mat has three letters.
(Baker, 1992, as quoted by Rojo, 2009)
Finding a text coherent depends on ● Reader’s ability to recognise the semantic
relations that form the thread of meaning● Reader’s capacity to find text components
relevant and believable.
An elevator in Belgrade:
To move the cabin, push button for wishing floor. If the cabin should enter more persons, each one should press a number of wishing floor. Driving is then going alphabetically by national order.
(Tradux Translations, 2006, as quoted by Rojo, 2009)
Frame:
We have stored an inventory of these mental models and we use them to interpret reality.
Rojo, 2009
Interesting, on mental models:https://joshkaufman.net/mental-models/The Personal MBA
Frame○ Cognitive approach○ Mental model of reality○ Prototypical situations○ Meaning:
a complex conceptual structure obtained from experience
● Implicature○ I’ve got to take my car for a
service soon. We are going to Portugal in two weeks.
Rojo, 2009
● Implicature○ It helps us explain how we manage to
establish continuity of meaning between apparently decontextualized stretches of language.
Rojo, 2009
Grice (1975):“We assume that conversation is governed by a Cooperative Principle”
● Quantity● Quality● Relevance● Manner
Grice (1975)Cooperative Principle:● Quantity
○ One should provide just as much information as required
Grice (1975)Cooperative Principle:● Relevance
○ What one says must be relevant to the current exchange.
● Implicature○ Apparently fragmented
language?○ Metaphor / metonimy■ My girlfriend is a doll■ Estoy agotada. Mi hijo es un
auténtico bicho.
● Situational information○ Speaker’s geographical,
social, temporal origin○ Natives choose their register
● Cultural / situational-related information○ How much to explain?○ How much to leave implicit?
■ See: Chip Kidd at TED:■ https://www.ted.com/talks/chip_kidd_designing_books_is_no_laughing_matter_ok_it
_is
That’s all,* folks!
*For the time being: there’s one summary/round-up chapter that I’d like to add at some point.
Remember, this is a visual teaching aid for the textbook:Rojo López, Ana María. Step by Step: A Course in Contrastive Linguistics and Translation. Oxford: Peter Lang, 2009. Print. ISBN: 978-3039111336
You can buy it here: http://amzn.to/2ibIXIq