TRST 60010: Theory of Translation and Interpreting Week 1- Translation Theory and Translation Competencies Institute for Applied Linguistics (Translation) Modern and Classical Language Studies Kent State University- Fall 2007 Erik Angelone

Welcome to Translation Theory Who do we have in our class this semester? Briefly introduce yourself based on the following: 1.Your name 2.Your language track 3.Your background in translation studies: > no experience > work experience as a translator > studied translation > completed the B.S. here at Kent State

The course syllabus This syllabus, as well as all other important course materials, such as weekly handouts, sample written assignments, exam information, etc. will be stored on a designated Vista course webpage Vista is accessible via FlashLine = enter your user name and password Alternative = direct log-in at We will go over the basics of Vista later after discussing the syllabus Vista = competence results from “learning by doing”

Translation as a discipline Translation A form of language mediation where a third party mediates written communication between two different languages source language (SL) = being translated out of target language (TL) = being translated into Since we are talking about written communication, we can also introduce the terms source text and target text along these same lines Generally speaking, the translation takes place in a different context and at a different time in comparison with the original communication Interpreting Also a form of language mediation, but the mode of mediation is oral Interpreting usually occurs in real-time and simultaneously

Translation as a discipline The notion of “mediation” plays a central role of both definitions. What exactly does this concept imply? In what contexts have you heard this term used?  Third party is somehow involved  “conflict resolution”  System of give and take is needed  Reaching some sort of agreed upon census, but…  Who decides what is “correct”?, What degree of giving and taking is necessary? Are there even any universal guidelines? How is the mediator selected? How much say does the mediator have in relation to the text sender and the text receiver? What role does culture play in mediation? This list of questions goes on and on…

Contextualizing the term “translation” Translation is…  Practical = a skill practiced as a profession  Scientifically observable = general patterns can be systematically described and explained  An art = “non-generalizable creative thinking…unique transfer procedures” (Wilss, in Brislon, 130, 1976)  Like any art form, translation is subjective. What does this imply? TRANSLATION A process = the act of translating A result = the end product

What is translation studies?  “the discipline which concerns itself with problems raised by the production and description of translations” (Lefevere 1978)  “a branch of the humanities devoted to the systematic, multidisciplinary study of the theoretical, descriptive and applied aspects of translation or interpreting, or both” (Delisle 1999)  What differences do you notice in these two definitions?

What is translation studies? (please read Chapter 1.1, 1.2, and 1.3 for a more in-depth description)  As an academic discipline, has only been around for approximately 50 years  Even less in the US; why do you think this is the case in the US?  Historically, the discipline has taken form based on two differing viewpoints: Translation studies is its own entity = an independent academic discipline vs. Translation studies is inherently interdisciplinary = particularly literary translation  rooted in such fields at comparative lit, contrastive linguistics, cultural studies, sociology, philosophy, foreign language (L2) pedagogy  Pre-1960 = translation was encountered and utilized in foreign language classrooms as a way of “learning the target language” = the “grammar- translation method” Why was this model of L2 instruction replaced?

What is translation studies?  The 1950s and 1960s were dominated by translation studies research rooted in contrastive linguistic analysis (Vinay and Darbelnet, 1958) = “ Stylistique comparée du français et de l’anglais” (Nida, 1964) = “Toward a Science of Translating”  Problems with overemphasis on contrastive linguistic analysis? Putting Translation Studies on the map as an “independent discipline”  See the Holmes/Toury map on page 10  Breaks the discipline down into “pure” and “applied” branches Applied = looks at CAT tools, translator training, translation assessment Pure = looks at theoretical and descriptive considerations

Theoretical considerations in translation studies  What “theory” does the translator need to take into consideration? What is “theory” from the translator’s perspective?  “a set of statements, generated from the observation of facts, which are verifiable and explain the relationships between regularly observed phenomena” (Shreve 1996)  Holmes (1998) highlights three primary foci for examination: 1. The product  Examines existing translations; can be a single ST-TT pair, comparative linguistic analysis looking at a specific genre, discourse type, time period, author, etc. 2. The function  Examines the context(s) surrounding the translation as opposed to text itself = cultural studies-oriented considerations 3. The process  Examines the psychology of translation = what goes on in the translator’s mind in terms of decision-making processes

Theoretical considerations in translation studies The translator also needs to consider the following “restricted” theories: 1. Medium-restricted theories = machine or human? Written or spoken? Consecutive or simultaneous? 2. Area-restricted theories = what specific language and culture pairs are involved? 3. Text-type restricted theories = what specific genres and discourse models are involved?

The purpose of translation theory According to Wagner (2002), translation theory should:  Serve as a guide = “set out the underlying principles and doctrines”  Save translators from “all the work of observing and analyzing for themselves”  Coin a common language (metalanguage) for use by translators, users of their products, and theorists  Set standards = what can be expected of a translation, depending on its function (read handout on Vista = 20 reasons to study translation theory)

Important questions to ponder… Can all bilinguals translate? Harris and Sherwood (1978) propose the concept of “natural translation”  The degree of translation competence increases automatically as the child’s ability to use the two languages develops  Could this theory be defended? Why is this theory not widely accepted among translation scholars? In other words, what does one need to know to translate?  Toury proposes the notion of translation competence to point out that TL competence alone is “not enough”

Forms of translation competence 1. SL competence = ability to decode and understand the ST properly 2. TL competence = ability to conform to standards of correctness, appropriateness and meaningfulness of the target audience; ability to produce a range of styles and genres 3. Interlinguistic competence = awareness of lexical, syntactic, stylistic and discourse languages when working with a given language pair  What are some of the major differences? (F/G/J/R/S - E) 4. Textual competence = awareness of text type features in SC/L and TC/L 5. Transfer competence = awareness of procedures and strategies for transferring messages that take into account to translation’s function and the characteristics of the receptor (Orozco 2000) = translation shifts for establishing equivalence Example: German bar ad: Eine schöne Kneipe in Heidelberg (a nice bar in HD) = “weak” The best bar in town! = adheres to TL/TC conventions for ads

Forms of translation competence 6. Cultural competence = awareness of the sociocultural context within which ST and TT are received; making cultural substitutions  Any examples of cultural symbols needing modification into Am Eng? 7. Terminological competence = familiarity with key terminology and the ability to find, store and manage terms quickly 8. Subject knowledge/ competence = knowledge of specialized domains 9. Research and reference competence = library and internet searching for finding parallel texts and databases 10. Technological competence = ability to work with CAT tools 11. Professional competence = sense of professional responsibility and ethics; team work; ability to discuss translations objectively 12. Quality control competence = ability to accurately edit the work of other translators and monitor ones own work = self-revision 13. Theoretical competence = knowledge of main theoretical approaches and their pros and cons

Any questions, concerns, or comments? Homework for week two: 1. Think about forming study groups = voluntary = maybe use the same groups used in the Research and Writing course 2. Read chapters 2 and 3 of Munday 3. Skim through chapter 1 of Munday =review of concepts discussed today 4. Read through the 20 reasons to study translation theory handout and then post a message in Vista stating with which of the 20 you most strongly relate and why. This will hopefull catalyze out-of-class discussion 5. Read through the week 2 handout = to be posted by Saturday 6. Familiarize yourself with Vista Note: I will post these week one notes shortly