- •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.
Lecture 15
Text and Discourse. Types of Context and Contextual Relationships.
Main points:
1. Text, context and discourse.
2. Levels of contextual abstraction.
3. Types of context.
4. Contextual relationships.
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1. Text, context and discourse.
Current thinking among translation theorists stresses that the translated text is a new creation which derives from close and careful reading; a reconstruction rather than a copy. In contrast the translator / reader focuses on the word and sentence as process , as possibilities toward meaning. Translators always have to rethink the web (тканина) of interrelationships in a text before any translation becomes feasible. (Biguenet and Schulte , 1989).
“Text” and “discourse” are used interchangeably by some linguists, while others reserve the first for written documents and the second for speech.
The text is a structured sequence of linguistic expressions forming a unitary whole, in contrast with discourse which is a far broader “structured event manifest in linguistic (and other) behavior.” ( Edmondson, 1998)
Oral communication, in the same way as written, always takes place in a certain context and communicative situation. This situation in its turn is embedded into the macro-context of interaction which includes extralinguistic factors of the “world” such as cultural, social, economic political, historical, religious, etc. In linguistics there are many writers on this issue expressing different points of view (see, e. g., Гальперин 1981; Дейк 1989; Halliday 1961; Hoey, 1991, p. 13-14, p. 231) but most of them agree that oral and written texts function in a certain discourse. Most of them also agree that meaning (значення) of language units is a linguistic phenomenon (meaning of words and phrases are recorded in dictionaries and, therefore, belong to the sphere of language), while sense (зміст) is born in a communicative situation as a result of interaction of linguistic and extralinguistic contextual factors mentioned above and belongs to the sphere of speech (see Чернов 1987: 65).
For practical reasons of oral bilingual interpretation we will assume the following working definitions of text and discourse (see Максимов, Радченко 2001: 6-11).
Text is any verbalized (i. e. expressed by means of human language) communicative event performed via (i. e. by means of) human language, no matter whether this communication is performed in written or in oral mode.
It means that we will consider all complete pieces (chunks) of oral verbal communication to be texts.
Discourse is a complex communicative phenomenon which includes, besides the text itself, other factors of interaction (such as shared knowledge, communicative goals, cognitive systems of participants, their cultural competence, etc.), i. e. all that is necessary
for successful production and adequate interpretation (comprehension, understanding and translation) of the text.
Therefore text is embedded into discourse and both of them are “materialized” in a communicative situation which, in its turn, is embedded into the macro context of interaction, i. e. cultural, social, economic, political, historical, religious etc. contexts of the world.