- •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.
3. Requirements for a theory of translation.
Given the ambiguity of the word “translation”, we can envisage three possible theories depending on the focus of the investigation; the process or the product:
1. A theory of translation as process (i. e. theory of translating). This would require a study of information processing and such topic as: a)perception, b) memory, c) the encoding and decoding of messages and would draw heavily on psychology and on psycholinguistics.
2. A theory of translation as product (i. e. theory of translated texts) would require a study of texts not merely by means of the traditional level of linguistic analysis (syntax and semantics) but also making use of stylistics and recent advances in text-linguistics and discourse analysis.
3. A theory of translation as both process and product (i. e. a theory of translation and translating). This would require the integrated study of both. Ideally, a theory must reflect four particular characteristics:
1) empiricism; (it must be testable)
2) determinism; (it must be able to predict)
3) parsimony; (it must be simple)
4) generality; (it must be comprehensive). (Bell, 1985).
Inside or between languages human communication equals translation. A study of translation is a study of language. And we would go along with a programme of work based on the following assumptions and approaches:
Probabalistic models are more adequate and realistic than deterministic ones. Dynamic accounts of structure-building operations will be more productive than static description of the structures themselves. We should work to discover regularities, strategies, motivation, preferences and defaults rather than rules and laws.
Dominances can offer more realistic classifications than can strict categories.
Acceptability and appropriateness are more crucial standards for texts than grammaticality and well-formedness. Human reasoning processes, are more essential to using and conveying knowledge in text than are logical proofs. It is the task of science to systematize the fuzziness (неясність)of its objects of inquiry, not to ignore it or argue it away.
Lecture 5
Human Translation Theories
Main points:
1. The unit and elements of translation.
2. Transformational approach.
3. Denotative approach.
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1. The unit and elements of translation. (in works by Barkhudarov and Komissarov).
«Под единицей перевода мы имеем в виду такую единицу в исходном тексте, которой может быть подыскано соответствие в тексте перевода, но составные части которого по отдельности не имеют соответствий в тексте перевода» (Бархударов. Язык и перевод -М ,. : М О, 1975).
Any language unit (from phoneme to the whole text) may be a unit of translation. The main task of finding the unit correctly is to find textual function of this or that unit. A translator deals not so with separate words but with system dependances among words of the source language (SL). Sometimes the whole text but not a sentence or definite words may be changed when a translation is connected with a definite task: to show irony etc. (Козакова Т. А.)