TrIn 3001: Introduction to Translation

TrIn 3001: Introduction to Translation Semana 6A-6B (26-28/VI/06)

Lecture: Larson–Chs 10, 11, 23 Gramática y problemas léxicos. In-class exercises: Peer critique of translation exercise #5 Quick translations Idiomatic translations Homework: Read Ch. 13 (Larson) Final polished translation exercise #5 Read “The Role of the Translator” (Nida) + answer all questions Class agenda

Terms Chapter 10 (Larson) • Primary sense: meaning suggested by the word when it is used alone • Secondary sense: different meanings by a single word when used in different contexts • Collocate: lexical item/s that signal a primary or secondary sense in a given context • Ambiguity: lack of context preventing sense determination leading to an inaccurate translation

Notes Chapter 10 • It is usually much easier to translate a lexical item in the primary sense than in the secondary sense because the receptor language usually has a lexical equivalent for the primary meaning in the source language. Any word used in a non-primary sense will probably not be translated by the word in the receptor language which is equivalent to its primary sense, but by a different word.

Primary sense: Key = llave . . . Llave = key . . . Light = ______ Tiempo =____ Secondary sense: clave, tecla faucet, wrench ? ? Examples:

Notes Chapter 10 The literal translation of a word used in a secondary sense sets up a strange collocation and wrong meaning. • Discuss: I ran across a good article. Process for discovering the various senses of words: • Collect data • Sort the collocates into generic classes • Regroup the contexts • List and label the senses of the words

First step: collect data • List as many collocates or examples of the use of the word as possible (see p. 112). • Ex: right-- right turn, it is right, a right to a trial, right on • Identify the collocate and translate each “right” term • Your word + collocates:

Second step: Sort collocates into generic classes • Each grammatical form should be analyzed separately; for example, the verb form should be analyzed separately from the noun or adjective forms: • Noun: the run lasted 5 minutes • Verb: the watches run • Adjective: the run time was short • Notice the types of generic classes (pp.112-113)

Third and fourth steps • Third step: Regroup the contexts • Regroup the collocates which belong to the same generic classes (p. 113) • Fourth step: List and label the senses • Once the generic classes of the collocates have been reorganized, it is easier to identify the senses and translate accurately and naturally. • How would you translate the 5 senses listed on p. 113?

Translating the senses • When the meaning of a word is signaled by the context in which the word occurs, it is important that the context be built into the translation. • Primary sense English: I dressed myself. • Literal English: I myself dressed. • Primary sense Spanish: Yo me vestí. • Secondary sense English: I dressed a chicken. • Literal English: I plucked and cleaned a chicken. • Secondary sense Spanish: Yo pelaba y destripaba un pollo.

Two rules: secondary senses 1. The secondary senses of the source language cannot be translated literally but will need to be understood in order to find a good equivalent. 2. The secondary sense of words in the receptor language will only mean what they are intended to mean if the context includes collocates which will signal the desired sense.

Practice • Groups 1 and 2: • Identify and underline the collocate that is used to suggest context and meaning of the fictitious lexical item. • Suggest an English word for slub in the primary sense, then translate it in context. • Suggest at least one word in the secondary sense (English and/or Spanish) for each sentence. • Compare results with the other group.

Practice sentences 1. They have slubbed up the phone network for hours. 2. Spread some slub on the slice of bread. 3. He slubbed the car door with his scarf. 4. The teens were bailed out of a serious slub. 5. We’re going to slub at the night club.

Ambiguity • Lack of context leads to ambiguity: • Ex: the suit is lighter (in weight) or (in shade)? • Sufficient context diminishes possibility of ambiguity : • The suit made of silk is lighter. or The pastel suit printed with spring flowers is lighter. • It is important to know the meaning components of the primary sense. • Ex: primary sense of to swear: ________________ • He swore at the judge. • He swore to tell the truth and nothing but the truth. • He swore he would be here by noon.

Ambigüedad • Hay ambigüedad cuando un enunciado puede contener dos o más significados. • Ex: Le compré unos dulces al chico. No está claro si el chico es el vendedor (origen semántico) o la persona que recibió los dulces (beneficiario). • La ambigüedad es léxica cuando es el resultado de polisemia¹ (palabras con múltiples significados) o de homonimia² (una secuencia de fonemas que corresponde a dos o más palabras), como en • ¹hoja (parte terminal de los vegetales o folio de un libro) o ²Te traigo el té (a ti o la bebida).

Ambigüedad • La ambigüedad es estructural cuando es el resultado de la posibilidad de atribuir más de una interpretación al mismo enunciado. Ex: —¿Cuándo me pagará usted? —Cuando quiera. El sujeto puede ser tanto de usted como yo.

Ambigüedad • La ambigüedad y la contradicción son elementos esenciales del sinsentido, una forma de humor basada en construcciones semánticamente absurdas, como en: En la brillante oscuridad de la noche soleada, un sobrio borracho ciego admiraba su inexistente reflejo en la profunda superficie del lago seco.

Ambigüedad • El sinsentido existe en una cantidad de chistes tradicionales: —Siento decirle que tiene usted cáncer. —No sé, doctora, me parece que quiero una segunda opinión. — Pues, además es usted muy feo. • Identifique la ambigüedad en el chiste.

Ambiguity • Ambiguities arise: • when the context is insufficient to mark the meaning desired. • when the translator knows only one or two senses of a word. • when the translator does not know the context needed to signal the correct meaning.

Chapter 10 practice (pp. 119-120) Exercise A. Two groups will prepare half of the sentences. Exercises B and C. Each student will prepare one sentence for discussion. Exercise D. Class will analyze context with expressions using hacer, dar. Exercises E and F. Each pair will analyze one column of phrases each.

Terms Chapter 11 (Larson) • Metonymy: use of words in a figurative sense involving association • Synecdoche: figure of speech involving part-whole relationships • Idiom: figurative expressions of at least 2 words which cannot be understood literally and which function as a unit semantically • Euphemism: a figurative expression used to substitute for another offensive, socially unacceptable or unpleasant expression • Hyperbole: metonymy or synecdoche used in exaggeration for deliberate effect • Simile: figure of speech based on an explicit comparison (using like or as) • Metaphor: figure of speech based on an implicit comparison (without like or as)

Notes Chapter 11 • Figurative senses are based on associative relations with the primary sense. The use of words in a figurative sense involving association is defined as metonymy. Figurative senses cannot usually be translated with a literal form of the word. • Ex: The response from the floor was positive.Floor is used in a figurative way to represent the people who are seated [in chairs] on the floor. This associative relationship makes the figurative sense possible.

Notes Chapter 11 Figurative sense may be based on: 1. spatial relationships 2. temporal relationships 3. logical contiguity Spatial relationship: Floor represents people figuratively in that it “substitutes” for people. People and floor are not synonyms. Floor has a figurative sense which occurs in collocation with “the response from the_____ was positive”.

Notes Chapter 11 • Temporal relationship: • Ex: Your hour has come. This is your big day. • List possible contexts and meanings for hour and day, figuratively speaking. • Logical contiguity: • Ex: I read Shakespeare = I read the plays that Shakespeare wrote. Shakespeare stands for the plays written by Shakespeare. There is a logical relationship between the name of Shakespeare and the plays that he wrote.

Notes Chapter 11 • An object may be used in a figurative way to stand for that for which it is used. • Ex: He lives by his wits. He uses his street savvy and intelligence to live. • An attribute may be used for the object which has the attribute. • Ex: Don’t substitute the good [work] for the best [work]. • An object may be used for the attribute it symbolizes. • Ex: The arm of the law [symbolizing authority] reached out everywhere.

Notes Chapter 11 • Metonymy occurs in most languages but will not match the specific examples of the metonymy of another language. • If the sentence “London had elections last week.” is translated as “The people of London had elections last week.”, then metonymy is eliminated because there is no longer an implicit relationship.

Notes Chapter 11 • Figurative senses based on part-whole relationships (called synecdoche) are common, especially in Greek and the New Testament. A part of the object is used for the whole object. • Ex: Give us our daily bread. Bread is used figuratively representing PART of the WHOLE class of food. • Ex: His word can be trusted. The part “word” is substituted for the whole “ what he says”. • Other examples?

Notes Chapter 11 • Three general ways in which metonymy and synecdoche are to be translated: • 1. The intended meaning may be made obvious so there is no longer a figurative sense in the receptor language translation. • Ex: the arm of the law would be the authority of the law • Other examples?

Notes Chapter 11 • 2. Retain the word in the original but add the sense of the word. Should be used if the emotional impact would be lost, such as in poetry. • Ex: your hour has come translated by the hour for your exam has come.

Notes Chapter 11 • 3. Substitute a figurative expression of the receptor language for the figurative expression of the source language. • Ex: the figurative meaning of “speech” may be represented by tongue, lips, mouth according to three languages.

Idioms • Idioms are very language specific. • Ex: English idiom “horse of a different color” is corresponded by Spanish idiom “harina de un costal muy diferente”. Examples of idioms using body parts? • The translator needs to recognize the idioms of the source text, must not translate them literally, should develop a sensitivity to the use of idioms naturally and keep the source language style. • Some non-idiomatic words may be translated with an idiom. Ex: the central part of Africa translated as the heart of Africa.

Euphemism • It is a figurative expression sometimes used like a metonymy. A euphemism is substituted for another expression in order to avoid the use of an offensive, socially unacceptable or unpleasant expression. Sensitive areas include: sex, death, the supernatural, bodily functions.

Euphemism • Any euphemism needs to be translated by a comparable euphemism in the receptor language. The translator must recognize the euphemistic nature of the source language expression and then translate with an appropriate and acceptable expression of the receptor language.

Tabú lingüístico • El eufemismo es una palabra o expresión que sustituye el término tabú. En la tradición judeo-cristiana, el nombre de Dios es tabú. Para evitar nombrarlo directamente se emplean eufemismos como el Señor, el Todopoderoso o el Creador. Otros eufemismos permiten hablar del Diablo: el Maligno, el Malo, el Enemigo, el Feo, el Patas, el Colorado.

Tabú lingüístico • En vez de morir se usaperecer, dejar de existir, pasar a mejor vida, fallecer, y el muerto pasa a extinto, fallecido, o finado. Para designar las actividades excretorias, se puedehacer aguas, hacer sus cosas, el aseo, el servicio o el baño. Además se puedehacer el amor o tener relaciones íntimas, y en consecuencia una puedequedar en estado (encinta)y posteriormentedar a luz a un hijo que, de no estar casados los padres, será natural. [List euphemistic expressions for the following in English: he spoke to God, he died, he had sex]

Tabú lingüístico Hay degradación semántica cuando una palabra como huevo o coger adquiere un valor negativo, transformándose en tabú. El proceso opuesto, el mejoramiento semántico, también tiene lugar. Hoy en día en España la expresión coloquial de puta madre significa ‘excelente’: La fiesta estuvo de puta madre. Cojón, el sinónimo popular de ‘testículo’ aparece en el adjetivo cojonudo, usado en España también con el significado de ‘excelente’. Traducir al inglés . . . ¿Sabes dónde carajo están mis llaves? –Ni puta idea.

Hyperbole • A hyperbole is a metonymy or synecdoche with more said than the writer intended the reader to understand . . . a deliberate exaggeration. • Ex: I’m starving. I’m soaked. I have a mountain or ton of paperwork. • Translate the above expressions. Share with the class additional examples. • It is important to retain the desired effect in the receptor language as well as maintain the correct meaning.

Chapter 11 practice (pp. 128-130) Exercise A. Two groups: 8 statements each. Exercise B. Class: Identify the figurative usage. [synecdoche, euphemism, hyperbole, idiom] Exercise C. Group 1 chooses any 5 statements from Exercise B to translate to Spanish. Exercise D. Group 2 translates the meaning column of statements into a Spanish idiom. Exercise E. Each pair may use any source to find one example of an expression used in a secondary sense and another used in a figurative sense. (see examples p. 130)

Terms for Chapter 23: Figurative Propositions/Metaphors and Similes • Topic • Image • Point of similarity • Nonfigurative equivalent • “Dead” metaphors • “Live” metaphors • Metaphorical image

FIGURATIVE LANGUAGE: What are SIMILES and METAPHORS? • DEF: They are figures of speech based on COMPARISONS between two or more things (or events, or attributes). • SIMILES are EXPLICIT comparisons (using like or as). EX: She ran like the wind. He is as hungry as a bear. • METAPHORS are IMPLICIT comparisons (without like or as). EX: That child is a greedy little pig. That woman is my sun and my rain. • NOTE: Different languages use different images to stand for a given attribute. For example, Russians say “hungry as a DOG” (not “hungry as a BEAR”).

How can we translate similes and metaphors? Each of these figures of speech is based on two PROPOSITIONS. • EX: “That woman is my sun and my rain” implies these propositions: • (1) That woman affects me strongly. • (2) The sun and rain affect the environment strongly. These propositions may be further broken down as follows: • Topic = woman (the thing/event being talked about) • Image = sun and rain (what the TOPIC is being compared with) • Point of similarity= strongly affecting the surrounding things/events • Nonfigurative equivalent: That woman affects my life/emotions strongly (both positively and negatively).

Analyzing metaphors and similes • The correct understanding of any metaphor or simile depends on the correct identification of the topic, image and the point of similarity. • Ex. of a simile: The moon is like blood. • State the two propositions: • 1) The moon is (red). Note: “red” is implicit information that is stated explicitly. • 2) Blood is (red). • Topic: the nonfigurative topic of first proposition = moon • Image: the figurative topic of second proposition = blood • Point of similarity: found in comments of both propositions = the color red (common to both topic and image)

Wanted: Metaphors and Similes (Dead or Alive) • “Dead” metaphors and similes are those that are understood directly without paying attention to the comparison being made. For native speakers, an idiom is a “dead” metaphor because it is constantly used without thinking about the comparison. Ex. of idioms = “dead” metaphors = foot of the stairs, head of state

Wanted: Metaphors and Similes (Dead or Alive) • “Live” metaphors and similes are those that are constructed on the spot by the author to teach or illustrate. It is understood only after paying special attention to the comparison being made. In written material, metaphors consist of a number of images running through the text (Larson p. 275).

Identify the “dead” metaphor (DM), “dead” simile (DS), “live” metaphor (LM), “live” simile (LS), None

How can we translate similes and metaphors? EX. There was a storm in Parliament last night. • (a) Keep the metaphor (if it sounds clear and natural to target audience). • (b) Translate metaphor as simile. • The debate in Parliament last night was like a storm. • (c) Substitute with more natural metaphor/simile from target language. • The Parliament was on fire last night. • (d) Keep the metaphor/simile, but explain meaning too. • There was a storm in Parliament last night; the debate was very fierce. • (e) Remove the image; translate only the non-figurative meaning. • There was a fierce debate in Parliament last night.

How can we translate similes and metaphors? EX. Peter is a snail. (slow = point of similarity) • (a) Keep the metaphor (Does it sound clear and natural to target audience). • (b) Translate the metaphor as a simile. • ___________________________________________________________ • (c) Substitute with a more natural metaphor/simile from the target language. • ___________________________________________________________ • (d) Keep the metaphor/simile, but explain the meaning too. • ___________________________________________________________ • (e) Remove the image; translate only the non-figurative meaning. • ___________________________________________________________

Answers: How to translate similes and metaphors? EX. Peter is a snail. (slow = point of similarity) • (a) Keep the metaphor (Does it sound clear and natural to the target audience). • (b) Translate the metaphor as a simile. • Peter is like a snail. • (c) Substitute with a more natural metaphor/simile from the target language. • Peter takes his time. • (d) Keep the metaphor/simile, but explain the meaning too. • Peter is a snail. He does his work slowly. • (e) Remove the image; translate only the non-figurative meaning. • Peter works slowly.

The problem with metaphors and similes • 1) The image used in the metaphor or simile may be unknown in the receptor language. Ex: A simile based on snow would be meaningless to people of the South Pacific. • 2) When the topic of the metaphor is not clearly stated, it may pose a problem. Ex. The tide turned against the government. The topic “public opinion” is left implicit.

TrIn 3001: Introduction to Translation