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Capitolo 4: "Studying translation product and process", Schemi e mappe concettuali di Lingua Inglese

Riassunto del 4° capitolo del libro "Introducing translation studies".

Tipologia: Schemi e mappe concettuali

2017/2018

Caricato il 22/02/2022

lucia-colapaolo
lucia-colapaolo 🇮🇹

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32 documenti

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Scarica Capitolo 4: "Studying translation product and process" e più Schemi e mappe concettuali in PDF di Lingua Inglese solo su Docsity! STUDYING TRANSLATION PRODUCT AND PROCESS During 1950s and 1960s, some experts proposed a linguistic approach to translation and detailed lists or taxonomies in order to categorize what happens in translation. These are:  VINAY AND DARBELNET’s taxonomy in “Comparative Stylistic of French and English”  CATFORD’s linguistic approach Vinay and Darbelnet’s model They proposed a comparative stylistic analysis of French and English: they looked at texts in both languages  noting differences between them  identifying different translation “procedures” and “strategies”. These two terms are sometimes confused, but they are different: STRATEGY VS. PROCEDURES Is an overall orientation of Is a specific technique the translator used by the translator in a specific point in the text Two strategies and seven procedures STRATEGIES: 1. DIRECT TRANSLATION = literal translation 2. OBLIQUE TRANSLATION = free translation PROCEDURES: 1. BORROWING: borrow words from a language, used into another language. 2. CALQUE: is a special kind of borrowing: we take words from other languages and we literally translate them. 3. LITERAL TRANSLATION: it’s a word for word translation, common between languages of the same family and culture. According to Vinay and Darbelnet, literal translation is the best way for a good translation, but sometimes the translator can judge it unacceptable for grammatical or syntactic reasons. In these cases the strategy is the OBLIQUE TRANSLATION. DIRECT TRANSLATION 4. TRANSPOSITION: there is a change of one part of speech for another, for example noun for verb, without changing the sense. It can be obligatory or optional. 5. MODULATION: is a change in the semantic field of the SL, because even if the literal translation is grammatically correct, it can be unidiomatic in the TL. Modulation can be obligatory or optional. (example: You’re quite a stranger -> We don’t see you anymore). 6. EQUIVALENCE: when languages describe the same situation in a different way. It is very used for idioms and proverbs. 7. ADAPTATION: it refers to culture: we change the cultural references when a situation in the SC doesn’t exist in the TC. OBLIQUE TRANSLATION Supplementary translation procedures Vinet and Darbelnet also talked about supplementary translation procedures:  AMPLIFICATION  when the TL uses more words than the SL.  FALSE FRIENDS  when two words are written in a similar way, but they have different Meanings.  LOSS, GAIN and COMPENSATION  A lost in translation is inevitably, because it is impossible to maintain the exact meaning and structures of the ST, but this is compensated thanks to a gain.  EXPLICATION: implicit information in the ST is rendered explicit in the TT.  GENERALIZATION: the use of more general words in the TT. The seven procedures operate on three levels:  LEXICON  SYNTACTIC STRUCTURES  THE MESSAGE Vinet and Darbelnet distinguish also: SERVITUDE VS. OPTION (Refers to OBLIGATORY) (Refers to NON-OBLIGATORY) Changes due to a difference Changes that may be due between the languages to translator’s own style Vinay and Darbelnet also give 5 analytical steps that help the translator in moving from the ST to TT:  Identify the units of translation (according to the two authors, a unit of translation is the smallest segment of the utterance whose signs are so linked that they could not be translated individually);  Examine the descriptive, affective and intellectual content in the SL;  Reconstruct the metalinguistic content of the message;  Evaluate the stylistic effect  Produce and revise the TT Catford and translation “shifts” He gave inspiration to Koller and its distinction between Correspondence and equivalence because he developed the difference between:
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