Advanced Theory of Translating and Interpreting Week 1 1. Introduction to the Course 1.1 Practicalities
2 Hours per week – Tuesday 2:30-4:30 Room location: 56.03.95 12 weeks
1.2 Resources:
Blackboard Texts: o Munday, J. (2012) Introducing Translation Studies, Routledge, New York o Larson, M. (1998) Meaning-Based Translation, 2nd Edition, University Press, Lanham My email:
[email protected] Library RMIT learning lab o http://emedia.rmit.edu.au/learninglab/ Study and learning centre – drop-in service o http://www1.rmit.edu.au/browse;ID=7iro72j1b3g2
1.2 What is theory and why study it?
A theory is typically a model that tries to provide a general explanation for how some part of the world works Theory vs practice o Theory: talking about how to do something o Practice: doing it Vocational training vs academic training o Vocational training: teaches you a practical skill (theoretical component minimal) o Academic training: teaches you a skill but also includes a theoretical component theoretical component involves reflecting on what you do, how you do it, and why one way of doing it is better than another Advantages of using theory o maximises chance of success o gives confidence – practice is based on knowledge rather than guesses o can be shared with others to further knowledge in the field explain/justify our practice o shows others that translators and interpreters are in control of what they do – establishes translating and interpreting (T & I) as a profession o enables us to use theory from other disciplines (such as linguistics)
1.3 Where does Advanced Theory of T & I fit?
Theoretical Bases of T & I gave you a basic framework based on Baker’s model. o Strategies for finding equivalence at the word level, above the word level and at the textual level. This subject looks at broader themes and problems in T & I theory which may influence your T & I practice. This subject builds on the knowledge learned in Theoretical Bases of T & I and prepares you for your Extended Professional Project or Thesis o Allows you to explore how theory can help you to make T & I choices o Allows you to practise using theory to justify and write about your choices o The assessment tasks in this subject work towards the LO3, which is a ‘mini-EPP’ or ‘mini-thesis’
1.4 Aims of this subject:
To present a range of theoretical issues which are of importance to translators and interpreters To introduce you to the writings of a range of theorists in T& I To get you used to using theory to write about your T & I practice To prepare you for writing your EPP or Thesis
1.5 How this subject is delivered
This class is not language-specific o Allows students to discuss T & I across language groups o Covers universal theories of T & I Although we are studying theory, content will be closely related to practice o I will endeavour to provide examples for each issue discussed o You will be doing practical exercises in each lesson to strengthen your understanding of the content covered I will present several issues relevant to T & I each week We will look at examples and do exercises in class. I will upload several readings relevant to each issue in the week prior to the class in which that issue is discussed o You are not required to read the readings before each lesson. However, I will refer to them during class o You will need to use the readings later if you decide to write your final essay (LO3) on that subject
2. Assessment
3 Assessment tasks (Learning Outcomes) o LO1: multiple choice, 10 X 1, 10% (weeks 1-4), due week 5, o LO2: short answer, 10 X 4, 40% (weeks 5-7), due week 8 o LO3: longer answer, 2 X 25, 50% (whole course), due week 13 LO1 will present a mix of knowledge-based questions and questions where you will be required to apply the theory
LO2 will present a mix of knowledge-based questions and questions where you will be required to apply the theory. o In some questions you may be given a short translation task and be asked to explain and justify the choices you made in translating it o Although you will be required to refer to T & I theorists, you will not be required to provide references at this stage LO3 will consist of questions where you will be required to apply the theory. In some questions you may be asked to choose a text to translate which presents some challenges and then explain and justify the choices you made in translating it o You will be required to refer to the work of T & I theorists and provide references o Be on the lookout for challenging short texts (250 words or less) during the course
2. Key Terms 2.1 Meaning
What the speaker/ writer intends to communicate o sometimes called ‘sense’
2.2 Form
The actual words, phrases and sentences which are spoken or written
2.3 Source and target text
Source language (SL): the language you are translating/interpreting from/out of o Note also the term ‘source text’ (ST) Target language (TL): the language you are translating/interpreting into o Note also the term ‘target text’ (TT)
2.4 Translating
Transferring meaning from a written document in the SL into a written document in the TL, i.e. from the form of the SL to the form of the TL. o a translator is someone who does this
2.5 Interpreting
transferring meaning from the spoken word in the SL into the spoken word in the TL, i.e. from one form to another o an interpreter is someone who does this
2.6 Context
The total environment of a text or communicative situation everything we can point to about that text / situation o what topic is being discussed o what is the purpose of the text o who are the participants
o where they are o what is their relationship all our translating / interpreting decisions depend on this context
3. Key concepts 3.1 Meaning-based translation
Meaning-based translation/interpreting involves changing a text from one form to another while meaning remains constant Diagram from Larson (1998):4
Analysing the lexicon, grammatical structure, communication situation, and cultural context of the SL text to determine its meaning and reconstructing the same meaning using the lexicon and grammatical structure appropriate to the TL and its cultural context. (Larson 1998: 3) The identification of meaning requires a knowledge of language, culture and context E.g. English the (literal) form of the statement ‘I have money’ is different in the following languages but the meaning remains the same [source Larson (1998):5]: 1. Japanese: ‘to me there is money’ 2. Arabic and Russian: ‘with me there is money’ 3. Turkish: ‘my money exists’ The best translation is one which (Larson 1998: 6): 1. Uses the normal language forms of the TL 2. Communicates, as far as possible, to the TL speakers the same meaning that was understood by the SL speakers 3. Evokes the same response that the ST attempted to evoke Not difficult with common expressions but with unfamiliar and more complex texts grammatical and lexical (word) choices may be overly influenced by SL
EXERCISES: see Powerpoint slideshow
3.2 Equivalence
Related to meaning-based translation, equivalence is the idea that an equivalent meaning for an item in one language can be found in another. In reality equivalence is relative because languages express meaning and divide the world up in different ways. o We will look in detail at the characteristics of language which lead to problems of nonequivalence throughout this course However, if we use the right techniques, we can get the meaning sufficiently similar for practical purposes
3.3 Relationship between translating and interpreting
Ginori and Scimone (2003): 40 In this subject, the problems and strategies we will be discussing are relevant for both translating and Interpreting but there is an important difference between the two Translating and Interpreting are mainly distinguished by the speed of delivery The interpreter must start talking as soon as the other party has finished speaking. o Long pauses will cause the audience to doubt the interpreters ability However accuracy varies inversely with speed. o The faster a text is interpreted the less accurate it will be o The slower a text is interpreted the more accurate it will be In interpreting promptness is paramount, in translation accuracy is paramount. o This does not, however, mean that an interpreter can be inaccurate. As a result, when interpreting we may need to choose strategies which may be less accurate in order to deliver the message swiftly.
4. Key skill: Back-translation
This class is taught in English – a language which we are either translating from or into Our other languages are all different - how can we discuss T & I together? o We use back-translation to illustrate our ideas Back translation involves taking a text in a language other than English (LOTE) and translating it as literally as possible into English o Exactly how you back-translate depends on the point you wish to illustrate o E.g. You may want to illustrate differences in vocabulary items, word order, grammar, etc. Helps us to understand the differences between the LOTE and English and the particular challenges faced by the translator or interpreter Allows us to compare a the original (if it is in English) or the English translation in with the backtranslation Example from [Baker (2011), p. 27], to illustrate difference in vocabulary: o Source Text (ST): The panda is something of a zoological mystery. o Target text (TT): 熊猫可以被称为动物学里的一个谜。
o
Very literal back translation: Panda can call as zoology in a riddle. o Back translation to illustrate difference: The panda may be called a riddle in zoology. Exercise: Translate the following into your LOTE and provide a back translation. o Source Text: The panda’s mountain home is wet and lush. o Post your answer to the Advanced Theory discussion board
