Lingua inglese III - Translation Studies

TRANSLATION STUDIES 1st CHAPTER: 1.1 The concept of translation

In the first chapter, the concept of translation is made clear. The writer has decided to focus on written translation rather than oral translation (interpreting or interpretation).

The term translation can refer to the general field, the product, or the process. The product is the text that has been translated, and the process is the act of producing the translation, also known as translating.

There are three categories of translation described by Jakobson Roman, the Russian-American structuralist:

1. Intralingual: translation, or rewording: an interpretation of verbal signs by means of other signs of the same language. It occurs, for example, when we rephrase an expression or text in the same language to explain or clarify something we might have said or written.
2. Interlingual: translation or translation proper: an interpretation of verbal signs by means of some other language. It is the process of translation.
3. Intersemiotic: translation or transmutation: an interpretation of verbal signs by means of signs of nonverbal sign systems. It occurs, for example, when a poem is translated into music or a painting.

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between two different written languagesinvolves the translator changing an original written text (the source text or ST , in the in theoriginal verbal language, the source language or SL, into a written text, the target text or TT ina different verbal language the target language or TL).

Intersemiotic: translation or transmutation: an interpretation of verbal signs by means of signsof non-verbal sign systems. It occur if a written text is translated, for example, into music, filmor painting.

1.2 What is translation studies?

Written and spoken translations have played a crucial role in interhuman communication, butthe study of translation as an academic subject has only really begun in the past fifty years. Inthe English-speaking world, this discipline is now generally known as translation studies,thanks to the Dutch-based US scholar James S.Holmes, 1972, but the translation studiesdidn’t are as an independent discipline yet.Now, at the beginning of the twenty-first century, the

The discipline of translation studies continues to develop from strength to strength across the globe. The translation studies has become more prominent, when there has been a proliferation of specialized translating and interpreting courses at both undergraduate and postgraduate level. In the UK, the first specialized university postgraduate courses in interpreting and translating were set up in the 1960s.

In Europe, there is now a network of British Centre for Literary translation is studied, practised and promoted. Apart from Norwich, these include Amsterdam (the Netherlands), Arles (France), Bratislave (Slovakia), Dublin (Ireland), Rhodes (Greece), Sineffe (Belgium), Strälen (Germany), Tarazona (Spain), and Visby (Sweden).

The 1990s saw a proliferation of conferences, books and journals on translation in many languages. There are various professional publications dedicated to the practice of translation, as in the UK The Linguistic, other smaller periodicals such as TRANSST (Israel) and BET (Spain).

Now disseminated through the internet, give details of forthcoming events, conferences and translation prize.

1.3 A brief history of the discipline

The practice of translation was discussed by Cicero and Horace (first century BCE) and St. Jerome (fourth century CE), their writings were exert an important influence up until the twentieth century. The translation of the Bibles of St. Jerome by Greek into Latin was for over a thousand years and especially during the Reformation in the sixteenth century, the battleground of conflicting ideologies in western Europe.

However, although the practice of translating is long established, the study of the field developed into an academic discipline only in the second half of the twentieth century. From the late eighteenth century to the 1960s, language learning in secondary schools in many countries had come to be dominated by what was known as the grammar-translation method. This method, which was applied

The traditional approach to language learning, known as the grammar translation method, originated in the classical Latin and Greek languages and later extended to modern foreign languages. This method focused on the memorization of grammatical rules and structures through repetitive study. Students would practice and test their understanding by translating a series of unrelated and artificially constructed sentences that exemplified the structures being studied. This approach is still used in certain countries and contexts today.

Translation exercises were seen as a way to learn a new language or to read a foreign language text until one had the ability to read the original. However, this method was considered to be of secondary importance by the academic community.

In the 1960s and 1970s, the grammar translation method began to lose popularity, particularly in English-speaking countries, as the direct method or communicative approach to language teaching gained prominence.

This approach places stress on students’ natural capacity to learn language and attempts to replicate “authentic” language learning conditions in the classroom. It often privileges spoken over written forms, initially, and tends to shun the use of the students’ mother tongue. The translation tended to become restricted to higher-level and university language courses and professional translator training to the extent that present first-year undergraduates in the UK are unlikely to have had any real practice in the skill. In the 1920s began Richards' reading workshops and practical criticism approach and in other later creative writing workshops, these translation workshops were first established in the universities of Iowa and Princeton. They were intended as a platform for the introduction of new translations into the target culture and for the discussion of the finer principles of the translation process and of understanding a text. Running parallel to this

The approach was that of comparative literature, where literature is studied and compared transnationally and transculturally, necessitating the reading of some literature in translation.

Another area in which translation became the subject of research was contrastive analysis. This is the study of two languages in contrast in an attempt to identify general and specific differences between them. It does not incorporate sociocultural and pragmatic factors, nor the role of translation as a communicative act.

Nevertheless, the continued application of a linguistic approach in general, and specific linguistic model such as generative grammar or functional grammar (see chapter 3, 5 and 6), has demonstrated an inherent and gut link with translation.

In some universities, translation continues to be studied as a module on applied linguistic courses, the evolving field of translation studies can point to its own systematic models that have incorporated other linguistic models and developed them for its own purposes.

La costruzione della nuova disciplina ha comportato un allontanamento dalla considerazione della traduzione come collegata principalmente all'insegnamento e all'apprendimento delle lingue. Invece, il nuovo focus è lo studio specifico di ciò che accade durante e intorno alla traduzione. L'approccio allo studio della traduzione ha cominciato a emergere negli anni '50 e '60. Un esempio classico è "Stylistique comparée du français et de l'anglais 1958" di Jean-Paul Vinay e Jean Darbelnet. Si tratta di un approccio contrastivo che categorizza ciò che vedono accadere nella pratica tra il francese e l'inglese. 1.4 La "mappa" di Homes/Toury Un articolo fondamentale nello sviluppo del campo come disciplina distinta è "The name and nature of translation studies" di James S. Holmes. Holmes attira l'attenzione sulle limitazioni imposte all'epoca dal fatto che la ricerca sulla traduzione era dispersa tra discipline più vecchie.also stresses the need to forge other communication channels, cutting across the traditional disciplines to reach all scholars working in the field, from whatever background.

TRANSLATION STUDIES

"PURE" "APPLIED"

Theoretical descriptive general partial product process function translator translation translation oriented oriented oriented training aids criticism medium area rank text-type time problem restricted restricted restricted restricted restricted restricted

This framework has been presented by leading Israeli translation scholar Gideon Toury. In Holmes's explanation of this framework, the objectives of the pure areas of research are:

1. The description of the phenomena of translation (descriptive translation theory);
2. The establishment of general principles to explain and predict such phenomena (translation theory).

The theoretical branch is divided into general and partial theories. By general

Holmes is referring to those writings that seek to describe or account for every type of translation.

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