Don Honorio Ventura Technological State University

Graduate School

FINAL EXAMINATION IN ENGLISH 109 (TRANSLATION)

Name: ALJERR A. LAXAMANA Score: _________________

Program: MAED 2ENGLISH Semester: ______________

Part I: Knowledge on Theories and Principles of Translation

1. The Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5 indicates that
‘The DepEd shall adhere to the following standards and principles in developing
the enhanced basic education curriculum:
… contextualized and global
… flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts.
Anchored on this department’s thrusts, discuss the impact/s of using materials
that are localized and contextualized on teaching and learning processes and
practices. How will your study of Translation help you in choosing and preparing
suitable and appropriate materials that will strengthen your students’ appreciation
and valuing of literature? (10 pts)

ANSWER:

It is an irrefutable fact that when learners are placed in practical learning

environments and contexts in which they can adapt to numerous learning
materials and educational opportunities obtainable in the local community,
meaningful and more effective learning occurs.

Localization and contextualization seek to make courses more captivating,

adaptive, adaptable, innovative, creative, and applicable, especially as it relates
to the learner's level of intelligence and discipline issues. Teachers should use
approaches and practices such as learning by doing, manipulative, and applied
learning that included localization and contextualization into the teaching learning
process. The teaching and learning process becomes more realistic, practical,
individualized, accurate, and relevant as an outcome of this. It also will assist
teachers in preparing their students to deal with actual difficulties.

2. Translation is an area that demands a deeper understanding of both grammar

and culture. Translators need to know the rules of both the target and the source
language as well as the habits of the people who speak it. Even for the most
experienced professionals, confusion and frustration are familiar feelings. As
such, translators are faced with various problems and issues which may result to
 poor and ineffective translations of texts. Discuss at least two of the challenges
below and cite concrete examples in approaching or addressing such translation
difficulties: (20 pts)
a. Lexical-Semantic Problems
1. Using Compound words, Borrowed Words, and Two-word verbs
b. Syntactical Problems/ Problems on Language Structure
c. Rhetorical problems
1. Using Idioms and Fixed Expressions
2. Translating Figures of Speech/ Figurative languages

ANSWER:

Syntactical Problems/ Problems on Language Structure

Rhetorical problems
Using Idioms and Fixed Expressions
3. Translating Figures of Speech/ Figurative languages

3. Two of the leading proponents of Translation are Eugene Nida and Theodore
Savory. These two translation experts argue on whether ‘Translation is an art or
a science.” Nida in his book “Toward a Science of Translating” explains that
although there are artistic elements involved in translation, its processes can be
classified as a form of ‘descriptive science.’ However, Savory contends that
translation is an art form which can be likened to the arts of painting or drawing.
Discuss your personal view/s/ stand on this matter by citing specific, concrete
details, examples, analogy and comparison from your coursework, readings,
research, and appropriate theories/theorists to support your answers. (10 pts)

ANSWER:

Translation may not immediately come to mind when you think about
creativity, but it should - a competent translator is always striving for a balance
between diverse cultures, languages, and mindsets. A translator's task does not
end with simple identifying the equivalent of each word in another language and
leaving it at that, contrary to popular belief.
Creativity and comprehension are essential to thoroughly deliver the
meaning of the source text, whatever that text may be. Additionally, translation is
a creative process although the translator is seeking to figure out what is
expressed in one language and then creating a picture of what is meant in the
other language, the easier it will be to paint that picture in the target language,
the greater we comprehend the writer's intended words and what they definitely
 want to convey. Therefore, each time we work on a translation, we are
developing a new work based on an original text, and no matter how long it takes
to stay true to the original in tone, meaning, and structure, we can't resist but
generate aspects/versions of it - and then we're engaged in creative work.

Part II. Application of Theories and Principles of Translation

1. Translate the following materials into Filipino and English

A. Riddle (Filipino - English) - 5 points

Isang butil ng palay
Sakop ang buong kabahayan. - ilaw
B. Proverb (Filipino – English) – 5
points
Minamahal habang mayroon
Kung wala ay patapon-tapon
A grain of rice
Covers the entire households - lightbulb
Love you, while there
if none, it is thrown away

Ang mabigat gumagaang The heavy becomes light

Pag napagtutuwangan. When we cooperate to one another.

C. Fable (English – Filipino) – 10 points

A Horse and an Ass Kabayo at Asno

A proud and pampered
horse, decorated with colorful
trappings, once met a poor,
heavily-loaded ass. “How now, sir,”
he said., “do you not see these
arms and trappings to whom I
belong? And do you not
understand, that when I have that
master of mine upon mu back the
whole weight of the state rests
upon my shoulders? Out of the
way, you lazy animal or I’ll push
you off the road.”
The frightened ass
immediately moved aside with this
thought in mind: “What would I give
to change places with that happy
creature there!” This though stayed
May isang mapagmalaki at laki sa
layaw na kabayo na nababalutan
makukulay na gayak nang minsan, ay
nakatagpo ito na puno ng bitbiting asno.
“Paano niyan, ginoo,” ang sambit ng
kabayo, “hindi mo ba nakikita ang aking
mga braso at anyo kung kanino ako
nabibilang? At hindi mo rin ba naiisip na
kapag nakasakay na sa aking likuran ang
aking amo ay parang buhat ko maging
ang bigat ng buong bansa? Umalis ka sa
aking daraanan, ikaw na tamad na hayop
o itutulak kita paalis ng daanan.”
Mabilis na tumabi ang takot na asno
at napa-isip: “Ano kaya ang aking ibibigay
para magkapalit kami ng kalagayan ng
masayang nilalang na iyon!” Nagtagal
ang bagay na iyon sa aking kaisipan
 in his mind until a few months later,
he saw the same horse pulling a
very heavy farm cart. “Why, how
now, friend,” said the ass,” how did
this come about?”
“Only the chance of war,” said the other.
“I was a general’s horse, you know, and
my master carried me into a battle where
I was wounded and maimed, and now
you see before your eyes the extent of
my misfortune.”
hanggang sa ilang buwan na lumipas,
nakita niya ang kaparehong kabayo na
may hilang mabigat na karitela na
pambukid. “Bakit, paano ngayon,
kaibigan,” sambit ng asno,” paano
nangyari ito?”
“Nang dahil lamang sa digmaan,”
sabi ng isa. “Dati akong kabayo
sinasakyan ng Heneral, alam mo na, at
isinama niya ako sa labanan kung saan
nasugatan ako at napinsala, at ngayon
nakikita mo kung sa pagmulat mulang
palang gaano ako kamalas.”

D. Story (Excerpt)- (Filipino-English) – 10 points

Samantala… Meanwhile…
Sa bawat hakbang na
palayo sa bahay na pawid at sa In every step away from the nipa
mumunting bukid na kanyang house and from the small farm which
tahanan ay naragdagan ang agwat served as his/her home, his/her longing
ng ulila sa kanyang kabataan. for his/her youth increases. 

Ang gabing yaon ng mga

That night of roars and storm of
dagundong at sigwa, ng mga
dreams for the future and the paper boats
pangarap sa kinabukasan at ng
- that night was the last of his youth
mga bangkang papel – ang gabing which only lasted just for a moment. The
yaon ang kahuli-hulihan sa day that followed was full of worries and
kabataang sansaglit lamang questions that needed to be answered.
tumagal. Ang araw na humalili’y
tigib ng pangamba at ng mga
katanungang inihahanap ng tugon.
Kaya nga ba’t sa tuwi akong
makakakita ng bangkang papel ay That is why whenever, I see a paper
nagbabalik sa aking gunita ang boat, the boys come back to my memory.
mga batang lalaki. Isang batang A boy who made three big paper boats in
lal;aking gumawa ng tatlong which he was not able to float.
malalaking bangkang papel na
hindi niya napalutang kailanman…
 – Bangkang Papel ni
Genoveva Edroza-Matute
E. Story (Excerpt)- (English – Your Native language/Mother Tongue) – 10 points
Dr. Lazaro rose from his
crouch on the floor, a cramp ache
on his shoulders, his mouth dry.
The lamplight glistened his pale
hollow face as he confronted the
room again, the stale heat, the
poverty. Esteban met his gaze; all
their eyes were upon him, Ben at
the door, the old man, the woman
in the corner, and Esteban’s wife,
in the trembling shadows.
Esteban said: “Doctor…”
He shook his head, and
replaced the syringe case in his
bag, slowly and deliberately, and
fastened the clasp. There was a
murmuring behind him, a rustle
across the bamboo floor, and when
he turned, Ben was kneeling
beside the child. And he watched,
with a tired detached surprise, the
boy pour a trickle of water from a
coconut shell on the infant’s brow.
He caught the words half-
whispered in the quietness” “…in
the name of the Father… Son…
the Holy Ghost…?
– Faith, Love, Time, and
Dr. Lazaro by Gregorio C.
Brilliantes
Part III. Knowledge and Application of Translation Theories and Principles
Tumayo si Dr. Lazaro galing sa
pagkayuko sa lapag, may kirot sa
kanyang balikat, tuyo ang kanyang bibig.
Kumislap ang ilawan sa kanyang maputla
at hapis na mukha habang siya’y papunta
muli sa silid, ang alinsangan, ang
kahirapan. Nagtagpo ang mga mata nila
ni Esteban; lahat ng mga mata ay nasa
kanya, Ben sa pintuan, ang matandang
lalaki, ang babae sa sulok, at ang asawa
ni Esteban, sa nanginginig na mga anino.
Sambit ni Esteban, “Doktor…”
Umiling siya, at pinalitan ang
lalagyan ng heringgilya sa kanyang bag,
marahan at sadyang diniinan ang
hawakan.  May mga bulungan sa
kanyang likuran, kaluskos sa sahig na
kawayan, at nang siya’y lumingon, si Ben
ay nakaluhod sa tabi ng bata. At
pinanood niya nang may pagod at
sorpresa ang batang lalaki na nagbuhos
ng isang patak ng tubig mula sa bao ng
niyog sa kilay ng sanggol. Narinig niya
ang mga salitang pabulong sa gitna ng
katahimikan “…sa ngalan ng Ama..
Anak…ng Espirito Santo…?
 1. Below is a popular traditional Kapampangan song with English translation.
Analyze the materials based on the following aspects: Transfer of
Content/Meaning or Message, Use of Rhyme and Meter, and Overall aspect. 10
pts

Atin Cu Pung Singsing I Have a Ring

Atin cu pung singsing I once had a ring

Metung yang timpukan With a beautiful gem
Amana que iti I inherited this
Qng indung ibatan From my mother
Sangcan queng sininup I stored it as well as I could
Qng metung a caban In a hopebox
Mewala ya iti, But it just suddenly disappeared
E cu camalayan. I didn’t notice.

Ing sukal ning lub cu The heartache inside me

Susucdul qng banua Is as high as the sky
Picurus cung gamat My crossed hands (as I pray)
Babo ning lamesa Are upon the table
Ninu mang manaquit Whoever would find
Qng singsing cung mana That inherited ring
Calulung pusus cu My poor heart
Manginu ya caya. Shall forever worship him/her.

ANSWER:
The translation is somewhat close to the original text because it used the closest
meaning of the word used in the original text, with the same stanzas and lines except
for the tune. If you sing the English version of this song, you will be out of tune if you are
not familiar with it. The number of syllables per line of the original text, on the other
hand, does not always match the number of syllables per line of the translated text.
Although the target text did not retain the source text's rhyme and meter, the content is
clearly almost identical to the original version. As a result, both the correct and intended
meanings were met. 

2. Essay – 10 points
How will your study of Translation and Editing of Texts help you in
choosing and preparing suitable and appropriate materials that will strengthen
your students’ appreciation and valuing of literature? Give at least three (3) and
then explain.
A. Comprehension
- The ability of readers to comprehend what they read is an essential
component of reading literature. As a result, comprehension is critical for readers
to truly grasp the message of the material. In this case, most readers will
understand more if the material they are reading favors their dominant language,
particularly the language they use in everyday life. As a result, translation will
make it easier for them to understand the literature they are reading.

B. Interest
- Reading is regarded as a tedious activity, particularly by students who
dislike such work. The learners' motivation to read a literary piece is greatly
influenced by their interest in the material to be read. Furthermore, translating
these literary works into the readers' native language will arouse their interest
and eagerness to read such material.

C. Appeal
- Translated words/paragraphs in literature add appeal to readers, which
may capture their attention and keep them reading the literary piece. It will
beautify the piece and make it more dynamic and formative, just like an aesthetic
appeal.