- •Introduction
- •1. Basic approaches to translation and interpretation.
- •2. Translation as intercultural communication.
- •S1 r1 s2 r2 stage 1 stage 3
- •Stage 2
- •Lecture 2
- •1. Translation as a human activity and a mysterious phenomenon.
- •2. Ambiguity problem in translation.
- •Concept
- •Denotatum
- •3. Disambiguation tools.
- •Lecture 3
- •1. Definitions of theory, model and algorithm.
- •2. Language modeling.
- •3. Translation as an object of linguistic modeling.
- •Lecture 4
- •1. The process of translation that creates the product.
- •2. Orientation towards different approaches to investigate the process of translation.
- •3. Requirements for a theory of translation.
- •Lecture 5
- •2. Transformational approach.
- •3. Denotative approach.
- •Transformational Approach
- •Denotative Approach
- •Lecture 6
- •1. Communicational approach. The notion of thesaurus.
- •2. Distributional approach.
- •Lecture 7
- •1. The translator: knowledge and skills.
- •2. Ideal bilingual competence.
- •3. Expertise.
- •4. Communicative competence.
- •Lecture 8
- •1. Stages of the process of translation.
- •2. Editing the source text.
- •3. Interpretation of the source text.
- •4. Interpretation in a new language.
- •5. Formulating the translated text.
- •6. Editing the translated text.
- •Lecture 9
- •3. Instantaneous translation.
- •4. Specific skills required for interpreting “by ear” (at viva voce).
- •Lecture 10
- •1. The level of lexis.
- •2. Sentence level.
- •Lecture 11
- •1. Discourse level.
- •2. The level of variety.
- •3. Elaboration on vocabulary exchange as a method of studying the language of translation.
- •Lecture 12
- •1. Reference theory.
- •2. Componential analysis.
- •3. Meaning postulates.
- •Lecture 13
- •1. Lexical and semantic fields.
- •2. Denotation and connotation.
- •Lecture 14
- •1. Relations of words and sentence to one another.
- •2. Utterance, sentence and proposition.
- •Lecture 15
- •1. Text, context and discourse.
- •2. Levels of contextual abstraction.
- •3. Types of contexts.
- •4. Contextual relationships.
- •Lecture 16
- •1. Cohesion and coherence.
- •Lecture 17
- •1. Formal typologies.
- •3. Text processing (knowledge): syntactic, semantic, pragmatic.
- •Lecture 18
- •1. Interconnection between text production and text reception.
- •2. Problem-solving and text-processing.
- •2. Synthesis: writing. Strategies and tactics.
- •3. Analysis: reading.
- •Робоча навчальна програма дисципліни “теорія перекладу” для напрямків підготовки (спеціальностей): 60305, 7030507.
2. Ideal bilingual competence.
One approach would be to focus on the competence of the ”ideal translator” or “ideal bilingual”. We would be following exactly Chomsky’s view of the goals of linguistic theory and his proposals for the specification of the competence of the “ideal speaker-hearer” and would, therefore, be led to a definition of translation theory such as: translation theory is primarily concerned with an ideal bilingual reader-writer, who knows both languages perfectly and is unaffected by such theoretically irrelevant conditions as memory limitations, distractions, shifts of attention or interest, and errors (random or characteristic) in applying this knowledge in actual performance. (Chomsky, 1965, 3). This would lead us to adopt a deductive rather than an inductive approach to the discovery of translator competence, his search of the knowledge by means of which the product is created.
3. Expertise.
An alternative to the ”ideal translator” model would be to adopt a less abstract approach and describe translation competence in terms of generalization based on inferences drawn from the observation of translator performance.
We might now ...study... the crafts of the human translator as an expert system. Since translators are experts studying the process of translation from this point of view (Nirenburg, S.,1987, 10.)
Expert systems are used to give advice to users. From the applied perspective, the expert system provides a means of harnessing the enormous potential of information
technology not only as an aid to more efficient translating but also for the investigation of the translation process.
4. Communicative competence.
It would consist, minimally, of four areas of knowledge and skills; grammatical competence sociolinguistic competence, discourse competence and strategic competence. (Swain, 1985, 37)
a) Grammatical competence: knowledge of the rules of the code, including vocabulary and word- formation, pronunciation / spelling and sentence structure.
b) Sociolinguistic competence: knowledge of and ability to produce and understand utterances appropriately in context.
c) Discourse competence: the ability to combine form and meaning to achieve unified spoken or written texts in different genres. This unity depends on cohesion in form and coherence in meaning.
d) Strategic competence: the mastery of communication strategies which may be used to improve communication or to compensate for breakdowns.
Lecture 8
The Process of translation.
Main points:
1. Stages of the process of translation.
2. Editing the source text.
3. Interpretation of the source text.
4. Interpretation in a new language.
5. Formulating the translated text.
6. Editing the formulation.
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