- •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.
Concept
SIGNDenotatum
FIG.1
Why does this situation make the words and relations between them so ambiguous? The answer is straight-forward enough: because there is no direct link between an image of the real world and the form of a word, that is, others simply do not see what you mean.
Now, let us ask ourselves if the meaning of our speech is really that unclear. You would. You would, perhaps, say: “No. You understand me; I understand you; we understand others if we all speak one and the same language.”
So, on the one hand, words are ambiguous and there are a lot of examples (those recently discussed are convincing enough), but on the other, when speaking a language, you make other understand you and you understand others who speak this language. It looks like a contradiction, a paradox, but it is not, and to explain it let us look at some history. Among the hieroglyphs one can find, for example, an image of an eye (Fig. 2).
This eye image may be primitive but it is, indeed, an eye meaning “to see”. In this and some other hieroglyphs we do observe a similarity between the sign (hieroglyph) and a fragment of the real world (an eye).
FIG. 2
So, at the early stages of language development there was a direct link between the language signs and the real world. This direct connection was observed also in spoken, rather than only in written language expressions. It may be found even in modern languages, though rather seldom. For example the name of the cuckoo bird is derived from the “cuckoo” sound typical for this bird.
Then in the course of language evolution similarity was replaced by convention.
When you learn a language you join a convention. And when you speak you are understood only by the members of this convention, that is by the speakers of this language.
3. Disambiguation tools.
In natural language processing disambiguation is a process of meaning clarification. During disambiguation the meaning is clarified using formal methods or disambiguation tools:
1. context environment;
2. situation;
3. background information.
The background information is your common sense, your knowledge of the way the things are in life. We understand each other speaking the same language and translate due to continuous analysis of the context and situation and appropriate use of the relevant background information. This system is based on logic but the larger part of it is what we call intuition (subconscious logic).
The indirect relationship between the word and its denotatum makes a language ambiguous and result in polysemy of language units. Polysemy is the ability of a single word or expression to have different meanings.
The concept of a denotatum is sometimes different in different languages.
Connotation is additional meaning of a word.Connotation consists of all the components of a meaning that add some contrastive value to the basic concept of a word.
Polysemy and connotation are features of a language which hamper the solution of the translation problem. Whereas context environment, situation and background information make the translation possible.