Memoire Ranida

Ministry of Higher Education and Scientific Research
M’hamed Bougara University of Boumerdes
Faculty of Letters and Languages
Department of English
Translation of woman’s language features used by female characters in
“The little women” by Louisa May Alcott from English to Arabic
“‫”السيدات الصغيرات‬
Dissertation Submitted in Partial Fulfilment of the Requirements for the Degree of Master
in Language Sciences
Submitted by: Boukhentef Ranida
Supervised by:Ms. Bensoltane Meriem
2022
Declaration
I hereby declare that this dissertation is entirely the result of my own investigation and
that due reference or acknowledgement is made, whenever necessary, to the work of other
researchers.
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Dedication
To my self
To my friends
To my family 1
To Dr. Kendil Meriem
Thank you.
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Acknowledgments
I would like to express my deepest gratitude and appreciations to my lovely
supervisor Ms. Meriem Bensoltane, for her priceless advices ,guidance,
encouragement ,and patience
I would like to thank the members of jury and all the teachers of the English
department teachers.
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Abstract
Language use differs from female and male, according to linguists such as Lakoff
women and men talk differently and, there were a lot of studies about gender and language
was taken in order to focus and do an analysis about these differences. ( to be
reformulated) + sentence structure
This research aims to realize a comparative analysis of examine how women's
language features found in female characters can be translated and the equivalence can be
achieved in Little Women from English to Arabic. The study will be Based on lakkof's ten
female language features namely (1) lexical hedged, (2) tag question, (3) rising intonation
on declarative, (4) empty adjective, (5) precise color terms, (6) intensifiers, (7)
hypercorrect grammar, (8) super polite forms, (9) avoidance of strong swear words and
(10) emphatic stress which are the common features used by females and may be present in
every feminine conversation. Moreover, the New Mark’s translating methods (were
adopted) ; word for word translation, literal translation, faithful translation, semantic
translation, adaptation, free translation, idiomatic translation, and communicative
translation.
The methodology used is a comparison and critical method. It will be done by
comparing the features from the original text and their equivalent in the translated one.
Which means consulting the various strategies used in the translation whether they can be
helpful in delivering the same meaning of the original text and achieve equivalence or no.
This study findings show that all the features are used except tag question in ‘little
women’. The most used features are hedges and empty adjectives. And the most used
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translation method is faithful translation in the first place in addition to free and word to
word translation.
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Table of Contents
Declaration …………………………………………………………………………………………. I
Dedication …………………………………………...…………………………………………….. II
Acknowledgments …………………………………….……………………………………….…. III
Abstract ………………………………………………..……………………………………….…. IV
Table of Contents ……………………………………..………….…………………………….….. V
List of Tables………………………………………….………………………………………….. VII
List of Figures …………………………………………..………………………………………… IX
General introduction……………………………………………...………………………. 14
Statement of the problem…………………………………………………………………..15
Research questions and hypothesis…………………………….………………………….15
Research methodology……………………………………….……………………………15
Significance of the study……………………………………..……………………………16
Organization of the dessertation……………………………….…………………………..16
Chapter One: Theoretical part of the study……..……………………………………...17
1.0 Introduction……………………………………………………..…………………….17
1.1 Women’s language features ………………………………………………………….17
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1.2 Language and Gender…………………………………………………………………19
1.3 Robin Tolmach Lakoff………………………………………………...………………20
1.4 Lakoff’s 10 Female Language Features…………………….…………………………20
1.4.1 Lexical hedges……………………………………………………………………….20
1.4.2 Tag question…………………………………………………………………………
21
1.4.3 Rising intonation on declarative………………………………...……………………
21
1.4.4 Empty adjectives………………………………………….
………………………….22
1.4.5 Precise color terms…………………………………………………………………..22
1.4.6 Intensifiers…………………………………………………………………………...23
1.4.7 Hyper correct grammar………………………………………………………………23
1.4.8 Super-polite forms…………………………………………………………………...23
1.4.9 Avoidance of strong swear words…………………………………………………...24
1.4.10 Emphatic stress……………………………………………………………………..24
1.2 Translation…………………………………………………………………….……….24
1.2.1 Definition…………………………………………………...………………………..24
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1.2.2 Nida’s dynamic Equivalence……………………………...…………………………25
1.2.3 New mark’s translation strategies…..…………………………...…………………..26
1.2.3.1 Word for word translation……………………………………...………………….26
1.2.3.2 Literal translation…………………………………………………………………..26
1.2.3.3 Faithfull translation………………………………………………………………..26
1.2.3.4 Semantic translation……………………………………………………………….26
1.2.3.5 Adaptation…………………………………………………………………………26
1.2.3.6 Free translation…………………………………………………………………….26
1.2.3.7 Idiomatic translation……………………………………………………………….27
1.2.3.8 Communicative translation…………………………………...……………………27
1.3 Related studies…………………………………………………………………………27
1.3.1 Study one…………………………………………………………………………….27
1.3.2 Study two……………………………………………………………...……………..28
1.3.3 Study three……………………………………………………………...……………29
Corpus presentation………………………………………………………………………..29
Conclusion…………………………………………………………………………………43
Chapter two: Research Methodology and Design……………………………………...44
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2.0 Introduction……………………………………………..……………………………..44
2.1 Books and authors…………………………………………………………………….44
2.1.1 Little Women’s book………………………………..……………………………….44
2.1.2 Louisa May Alcott………………………………….……………………………….44
45................................................................................................................... 2.1.3‫نساء صغيرات‬
45.…….…………………………… .………………………………………… 2.1.4‫أمينة سعيد‬
2.2 Methodology choice……………………………………...……………………………45
2.2.1 Research questions and hypothesis aims……………...…………………………….45
2.3 Introduction of the case study…………………………………………………………46
2.3.1 translation strategies…………………………………………………………………46
Conclusion…………………………………………………………………………………48
Chapter three: Results Analysis and Discussion……..………………………………...49
3.0 Introduction……………………………………………………………………………49
3.1 Analysis of women language features in little women…………….………………….49
3.1.1 Hedges………………………………………………………..……………………..49
3.1.1.1 Analysis of example 01………………………………..………………………….50
3.1.1.2 Analysis of example 02..…………………………………...……………………..50
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3.1.1.3 Analysis of example 03……………………………………...……………………50
3.1.2 Rising intonation on declarative……………………………...……………………..51
3.1.2.1 Analysis of example 01………………………………………………………..….51
3.1.2.2 Analysis of example 02…………………………………………………………....51
3.1.2.3 Analysis of example 03…………………………………………………………....52
3.1.3 Empty adjectives……………………………………….……………………………52
3.1.3.1 Analysis of example 01……………………………………………………………53
3.1.4 Precise color terms……………..……………………………………………………54
3.1.5 Intensifiers……...…………………………………………………………………...54
3.1.6 Hyper correct grammar………………………………………………………………56
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3.1.7 Super-polite forms…………………………………………………………………..58
3.1.8 Avoidance of strong swear words…………………………………………………..59
3.1.9 Emphatic stress……………………………………………………………………...61
Conclusion…………………………………………………………………………………62
General conclusion…………………………………………………………………...........63
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List of tables
Table one: the utterances from chapter one ‘Little Women’ and '‫…………'نساء صغيرات‬
Table two: the utterances from chapter two ‘Little Women’ and '‫…………'نساء صغيرات‬
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List of figures
Figure n° 01: Word for word translation example……………………
Figure 02: Literal translation example……………………………….
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General Introduction
Nowadays the study of gender in different domains such as literature, linguistics,
psychology, human geography, history, sociology, cinema, media studies, etc. became
well-known to almost everyone, and the term gender is often used to refer to social and
cultural construction. In linguistics, it is defined as the interdisciplinary field of research
which studies the varieties of speech in terms of gender relations, practices, and sexuality.
Women speak differently and have other ways of using language (vocabulary, form,
syntax, etc.). In addition, she proposed that women’s speech can be distinguished from
man’s in several different ways such as hedges like in sort of or kind of, empty adjectives
as in adorable and gorgeous, super-polite forms, apologizing more, speaking less
frequently, avoiding curse language or expletives, tag questions, indirect requests,.....etc.
As a result, females are more likely to use more verbally skilled language. Readers find so
many books or articles written by males or females containing women as the main
characters of the story, these books or articles can be translated by Bothe sex, so it is
important to know whether the real texts are being translated and taken from an objective
side, in other words, the translator’s identity is not interfering and changing some of the
hidden meaning. And the Purpose of this is to reveal the hidden intentions of what is
supposed or expected from a female to say.
Due to translation, so many fields have seen success such as literature, cinema, movies,
and series sharing one goal which is reaching the largest audience. The process of
translating literature passes thru so many steps or can be done following different methods
and the one used here is the critical translation; it includes strategies: word-for-word
translation, literal translation, faithful translation, semantic translation, adaptation, free
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translation, idiomatic translation, and communicative translation. In each language, the
original text is translated; it is made to be suitable for its audience and their cultural
background, like in Arabic, French… And others.
1. Statement of the problem
Translating texts/ books nowadays became a need or a must due to the growth of
Science, culture, technology...etc. It can open so many doors for the readers to understand
the meaning. However, translation can affect the meaning of the vocabularies and ideas
which can lead to a misunderstanding of the whole work, concluding translation need to be
applied following a language curriculum. This research is taken in order to tackle such
problem.
4. Research Questions and Hypothesis
1- How can women’s language features found in female characters be present in ‘little
women book’?
2- What are the strategies that can be used in translation to achieve the equivalence?
There are two theories used in gender language dominance approach, as it is known by
society, females are inferior and men controls. And defense approach due to the differences
between treatments and control groups.
Research methodology
In order to achieve the full validity of this research, a comparative analysis of the features
has been done by comparing these features from the original text and their equivalent from
the translated one. Which means consulting the various strategies used in the translation
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whether they can be helpful in delivering the same meaning of the original text and achieve
equivalence or no.
Significance of the study
The aim of this study is to contribute to the field of translation and applied linguistics
in general by doing a comparison between samples of translation from Arabic into English
and suggesting new methods to overcome translation problems.
Organization of the Dissertation
This dissertation will contain three chapters, the first one will be dealing with the
theoretical background of the study where we get to know about female’s language, gender
differences, Robin Tolmach Lakoff and her female language features and finally
equivalence. After that the second chapter takes place, and deals with the research
methodology, where we will get to know about the book and the writer, the translator and
its writer also and then the strategies used in the analysis. Finally the third chapter will be
the analysis, and here we will see the process of analysing and comparing between the
utterances in both languages Arabic and English.
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Chapter one
Theoretical Background of the Study
1.0 Introduction
Do women talk in a different way than men? The curiosity to know how females talk in
a manner that is not the same as men’s. The answer to this question can be in different
ways such as females gossip, comment, give critics, share jealousy, talk all at once, but,
men use cursing words, yell at talking, and can’t talk at once.
Lakoff (1975) mention that women and men in the language have
Differences style. Male language more assertive, mature and men
like to talk openly with the right vocabulary. Instead, the language
Used by women does not assertive, does not openly (to use the words
figuratively), and be careful when presented something and often
Using words that are gentle and politely or through gestures.(T. Oktapiani;
M.Naxir and R. Setyowati, 2017, p 209)
This chapter provides an overview of the female language and gender differences
besides to Lakoff’s theory of the 10 female language features, (1) lexical hedged, (2) tag
question, (3) rising intonation on declarative, (4) empty adjective, (5) precise color terms,
(6) intensifiers, (7) hypercorrect grammar, (8) super-polite forms, (9) avoidance of strong
swear words, and (10) emphatic stress. And finally, talking about equivalence.
1.1 Women’s language
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Female language is known as: Polite, prestigious, unique, and sophisticated whether in
written or spelling form. The latter has been described from different perspectives:
phonology, vocabulary, grammar, conversational topics, and styles by Qi Pan in his work
“On the Features of Female Language in English”
1.1. A Phonology: most phoneticians pointed towards the idea that pronunciation is the
mirror of the social status, adding to that utterances can transfer the speaker’s character,
feelings, and charisma. Thus in phonology, the women’s language features are primarily
current in pronunciation, pitch, and tone.
1.1. A. a. Pronunciation: the female’s speech favor to be correct and ideal than the
men’s. For example, most females in Algeria are known with a good, soft, and correct
English and French pronunciation however males tend to use superficial language, and
harsh ways of pronunciation. Which mean that girls spell all the letters in words, in
contrast males don’t. I asked 2 of my female (Isra. B and Rayene.S) and 2 of my male
friends (Rami. M and Majid. S) , to pronounce these words for me ‘ playing’, ‘good
morning’, and ‘interesting’ to see how they pronounce the ‘ing’ at the end weather ‘Ƞ’ or
‘n’.
Both the girls pronounced the words with the ‘Ƞ’ at the end [pleɪɪŋ], [gʊd ˈmɔːnɪŋ] and,
[ˈɪntrɪstɪŋ]
Both males pronounced the words with the ‘n’ at the end and not the ‘Ƞ’ [pleɪɪn], [gʊd
ˈmɔːnɪn] and, [ˈɪntrɪstɪn]
1.1. A.b. Pitch: it is familiar that females use high pitch in their language to answer
general questions. For example, I asked my mother ‘when you want us to Algiers’ she
answered me ‘Ooh.... when, tomorrow morning?
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1.1. A.c. Tone: generally women’s tone change depending on their emotions, their voices
can be gentle or full of expressed feelings (joy, sadness, anger, etc.) when they are happy
they use a tone that can make people around feel that happiness.
1.1. B- vocabulary: females here generally use intensifiers (much, quite...etc.),
extravagant adjectives (so charming, so lovely, etc.), swear words, expletives (oh lord, oh
dear mother, etc.), euphemism, and polite expressions (stout, would you please, etc.).
1.1.C- Grammar: it is noted that only women use specific grammar rules in their
language that males don’t like what is mentioned earlier females spell the ‘ing’ in words.
1.1. D - In Conversational Topics and Styles: each gender talk about different subjects
for example female’s topics are mainly about fashion, food recipes, beauty ...etc.
1.2 Language and Gender
Studying gender means studying language and when talking about gender it means talking
about the differences between males and females. It is obvious that both gender differ in
various fields such as pronunciation, intonation, vocabulary (color words, adjectives,
adverbs, diminutives, pronouns....), syntax, attitude toward language and choosing topics.
However there are 5 top aspects of women talk.
- Females focus on closeness, connection, and harmony.
- Women asks questions even when they know the answer.
- using expressions like ‘mmm’ ‘yeah’ ‘oh’ as a tool of support.
- They use pronouns a lot ‘I’ ‘you’ ‘we’.
- In order to not give orders they give suggestions and proposes.
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In the other hand the top 5 aspects of male talk are
- Men focus on showing their skills by their language.
- like to give advice and solutions
- using ‘a’ and ‘the’ unlike women using ‘I’ ‘you’ and ‘we’.
- They tend to interrupt the speaker as a challenge.
- They walk away from conversations thinking that its will put them in high status.
At the end these aspects can be true and can be false but the fact that females differ from
men in choosing language and spelling it is true.
1.3 Robin Tolmach Lakoff
1.3 Robin Tolmach Lakoff
A professor emerita of linguistics at the University of California. She was born in 27
November 1942 in Brooklyn, New York (79 years old). One of her famous works is
‘Language and Woman’s Place’ a sociolinguistics work, this study offered many ideas
about female language features that are now common to all people. In addition ‘Language
and Woman’s Place’ inspired others to study gender. Lakoff suggests that we can
distinguish the female language form that of men by a number of ways which are her 10
female language features
(1) Lexical hedged (2) Tag question (3) Rising intonation on declarative (4) Empty
adjectives (5) Precise color terms (6) Intensifiers (7) Hyper correct grammar (8) Super-
polite forms (9) Avoidance of strong swear words (10) Emphatic stress
1.4 Lakoff’s 10 Female Language Features
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1.4.1 Lexical Hedged: a word or a phrase that is used in sentences in order to express
ambiguity, caution, probability, etc. It is also known as a common linguistic phenomenon
that is present in both written and spoken form additional to that moreover it is considered
as a communicative action or strategy that results the weakness of the illocutionary force of
the sentence and make it sound impolite. Hedges are also defined as words that transfer the
sense that the speaker is not sure about what she/he is saying. Examples of lexical hedged:
Kind of, not quite, sort of, I think, a little bit, it might be good if, perhaps, appear, seem,
suggest, tend to, indicate, you know, well..., you see, I’m sure, at least, suggest, indicate,
suppose, probably, pretty much, if you like..., in addition to all the adverbs of frequency,
adverbs and adjectives of certainty, and modal verbs.
1.4.2 Tag Questions: short questions at the end of the sentence used in spoken and written
form. For example she is pretty, isn’t she? and the meaning or the purpose of a tag question
is to check if something is true like in the meeting will end at 10 am, won’t it?, also to ask
for agreement like in we are going to the cinema, aren’t we?
Lakoff (as cited in Cameron, 1990), states that the tag question,
the usefulness and syntax form, in English, is among a definite
statement and yes or no question. Lakoff argues that asking a
question is the best example of insecurity and doubt women.
Women use questions to one another when they are talking.
Women make a statement when she believes with her knowledge
and believes that her statement would be trusted. (T. Oktapiani;
M.Naxir and R. Setyowati, 2017, p 209).
1.4.3 Rising Intonation on Declarative: it is known as a number of various emotions such
as surprise, doubt, interest, politeness, lack of confidence, etc. It is found mostly on WH
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questions. The intonation sound differently depending on speaker if she/he have low or
high voices, weather they speak fast or slow, loud or quickly, or energetically.
Lakoff (1975) states that Related to the use of syntactic rule, she found
a widespread difference perceptible in women’s intonation patterns. There
is peculiar sentence intonation pattern found in English only among women
which has the form of declarative answer to a question, and is used as such,
but has the rising inflection typical of yes no question, as well as being
especially hesitant. (T. Oktapiani; M.Naxir and R. Setyowati, 2017, p 210)
1.4.4 Empty Adjectives: they convey only emotional reaction rather than intellectual
evaluation for example charming, cute, sweet, etc.
According to Lakoff (2004:45) empty adjective are the word only
Concerns emotional reactions rather than specific information. There
are a number of adjectives that can be used both male and female or
neutral. But there are adjectives that are mostly used by women only.
Examples of neutral adjectives: great, neat, cool, terrific. Examples of
adjectives that are only used by women: adorable, charming, sweet,
lovely, divine, gorgeous, cute. (B. A. Putra and Parayudha, 2019)
1.4.5 Precise Color Terms: women give more details in colors which is the opposite of
men a simple example is in nail polish colors, women know more about colors and can
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differentiate various shades while males consider 4 shades as one color. Example beige,
lavender, and maroon are well known and used by females but it’s totally the opposite for
males.
1.4.6 Intensifiers: adverbs or adverbial phrases that enhance the meaning the statement
and display attention. Intensifiers according to lakoff are used by females because they like
be more specific and exact while talking about something more than males. There is a long
list of intensifiers but the most used ones are: absolutely, completely, extremely, highly,
rather, really, so, too, totally, utterly, very and at all. For example, that bag is absolutely
what I’m looking for. She is a very talkative women. He is extremely tall.
1.4.7 Hyper correct grammar: the use of standard verbs patterns and an exact
pronunciation however, the avoidance of the crude and rude terms is a must.
Lakoff (as cited in Holmes, 1995) state that hypercorrect grammar is
The consistent use of standard verb forms. Lakoff said that hypercorrect
grammar involves an avoidance of terms considered vulgar or coarse,
such as ‘ain’t’, and the use of precise pronunciation, such as sounding
the final ‘g’ in words such as ‘going ‘ instead of the more casual
‘goin’.( Tika Oktapiani, M. Natsir, Ririn Setyowati, 2017, page 210)
1.4.8 Super-polite forms: what is supposed or expected from women is to talk in a polite
way no matter what was her situation she is expected from society to talk in a polite form
for example when there is a person who is standing in front of her and she wanted to tell
him/her to move she will just say: sorry, you are standing right in front of me instead of
saying move on your covering the view or something like that. It is a thing we see in our
daily life females always speak with a polite and soft tone otherwise she will be weird.
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Lakoff (2004:80) explains women are supposed to speak more politely than
men. Lakoff (via Cameron, 1990: 231) suggests that in the same sense a
request may be a very polite order, which does not require open obedience
but suggests something to do as help or sympathy to the speaker. For
example, You are standing in front of the TV. In the sentence above the
subject is not just standing in front of the TV, but the speaker wants the
person who is standing in front of the TV to go or move to avoid blocking
the TV.(B. A. Putra and Parayudha, 2019).
1.4.9 Avoidance of strong swear words:
The use of sear words differ between women and men. Men tend to use a rude words
such as ‘oh shit, ‘damn’, ‘bloody hell’....etc. while females use ‘oh god’, ‘oh dear’, ‘my
dear’, ‘my goodness’, etc.
1.4.10 Emphatic Stress: females put a stress on her words or sentences we reach or grape
the listeners attention to what she is saying and take her talk into consideration for example
when you say the sentence ‘that was a good movie’, the listener here won’t be interested on
what you are saying exactly, but when you say the same sentence and you emphasize on
the word ‘good’ like ‘ that was a good movie’ here you will catch the listener’s ears and
will ask about the movie and even more details. This method is used by females more than
males in conversations. (the source)
1.2 Translation
1.2.1 Definition of trans
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Rephrasing, paraphrasing, restating, or restatement; all these are words that refers or
stands for the meaning of translation. The later has so many definitions, for example, is the
change of the original text language’s texture, pattern and appearance into another one; like
when we translate English to Arabic the word system is not the same, in Arabic we start
with the verb however in English we start with the subject besides to other rules. The most
common translation definition is, the transformation of one language into another one.
1.2.2 Nida’s dynamic Equivalence
Equivalence, is defined as the situation of being equal to something, and referred to as
coherence or correspondence which means the sentence or text ‘a’ should be the exact
same as the sentence or text ‘b’. It is on so many levels the goal of translation. The
definition, importance, and the way to apply equivalence created a debate between linguists
like Nida: formal and dynamic equivalence, Peter New Mark who continued with what
Nida did he just added the cognitive equivalence, and Jakobson: the concept of equivalence
in difference, and other... which led to the creation of various theories in order to
understand it.
Nida debated that there are two types of equivalence which are contradicted to each
other formal and dynamic equivalence. Formal equivalence; the focus is on the text forms
or structures; in other words the target language text form should actually look like the
source text one. Moving on to dynamic equivalence; here it means the equivalence of the
effect the readers of the target text experience should be the same that the readers of the
source language get it aims at complete naturalness of the expression; if we want the target
text reader to experience the same effect and the source language it has to be natural.
Adding to what Nida did Peter New Mark added the cognitive equivalence; targets or focus
on the content, information of the target text to be the same as the source text.
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Formal equivalence → focus on the source text forms/ structures.
Dynamic equivalence → focus on target text reader effect/ response.
Cognitive equivalence → focus on the content/ information.
Formal → same language form.
Dynamic → same language info.
Cognitive → same reader experience.
1.2.3 Newmark’s translation strategies
According to Newmark there are 8 translating methods: word for word translation,
literal translation, faithful translation, semantic translation, adaptation, free translation,
idiomatic translation, and communicative translation.
1.2.3.1 Word for word translation: this method means keeping the same order of the
second language, it is done as the first step of the real translation process.
1.2.3.2 Literal translation: this method safeguard the grammatical structure of the second
language by translating them in the most convenient target language equal.
1.2.3.3 Faithfull translation: this method is done by transferring the real intentions of the
author faithfully in another language.
1.2.3.4 Semantic translation: this method pays more attention to the artistic value of the
second language and let go other aspects such as the meaning of the cultural words in the
original text.
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1.2.3.5 Adaptation: it is the most liberated translation form. It is fundamentally used in
plays such as comedy, and poetry besides to that transferring the second language culture
into the target language one and rewrite it.
1.2.3.6 Free translation: this method recreates the text without paying attention to any
form or structure. It can be sometimes longer than the original text.
1.2.3.7 Idiomatic translation: in this method translators tend to recreate the massage of
the second language.
1.2.3.8 Communicative translation: this method mainly focus on delivering the same
contextual meaning.
1.3 Related studies
In this section, three studies have been inspected to see how the length of this study
(translation of women’s language features used by female’s characters in “little women”
from English to Arabic was interacted with other studies. An investigation has been made
between this study and the following works in order to make it more clear and
understandable.
1.3.1 Study one: (Women’s language features found in female character’s utterances
in “The Devil Wears Prada Movie”)
This study was taken in 2017, Tika Oktapiani, M. Natsir,and Ririn Setyowati conducted
a study titled Women’s language features found in female character’s utterances in “The
Devil Wears Prada Movie”. In the university of Mulawarman in Samarinda, East
Kalimantan, Indonesia.
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The aim of this research is to analyze the women’s language features based on the
theory of lakoff in addition, to spot the language functions that are served by women’s
language features found in The Devil Wears Prada movie based on Jakobsen’s theory. This
study was done by a descriptive qualitative method, however in collecting their data they
were watching the movie then reading the script and after that underlining the female
utterances that contains the 10 female language features.
Tika Oktapiani, M. Natsir,and Ririn Setyowati found that only 09 female language
features were used in the movie which are tag questions, rising intonation on declarative,
empty adjectives, precious color term, intensifiers, super polite form, hypercorrect
grammar, and empathic stress however, avoidance of strong swear words were not found.
After that the language functions served by female’s language found in female characters
utterances are expressive, directive and, metalinguistic function.
1.3.2 Study two: (Translating Children’s Literature: between Social Challenges and
Cultural Discovery. Case studies: Little Women by Louisa May Alcott and A Little
Princess by France Hodgson Burnett)
This study was done in 2020, Ms. NEDJAH Mimouna and Ms. SAMMOUDI Ines has
done this study titled Translating Children’s Literature: between Social Challenges and
Cultural Discovery. Case studies: Little Women by Louisa May Alcott and A Little
Princess by France Hodgson Burnett. In University of 8 Mai 1945 / Guelma.
The aim of this study is to find out the factors that are involved in the translation, its
main difficulties and strategies used. This study was done by using a comparative
analytical approach and the characteristics and the major factors involved in translating
children stories.
29
The main strategy that has been used in translating the children’s stories is adaptation
and that’s because they need to create a good and suitable translation form them and their
age. However, in the story of Little Women, the strategies used were adaptation and
domestication; here it means the interpreter was faithful to the original text’s culture and
social norms.
1.3.3 Study three: (An analysis of the use of woman’s language features by Hillary
Clinton in presidential debates)
The study was made in 2017, Cornelia Selly Amanda did this study done this study
titled An Analysis of the Use of Woman’s Language Features by Hillary Clinton in
Presidential Debates. In Sanata Dharma University, Yogyakarta.
The aim of this study is to do an analysis about the language features in Hillary
Clinton’s presidential debate in 2016. The method used is mixed method research to which
the discourse analysis was applied in order to do the analysis process.
In the finding of her study she found that there are only five out of ten female’s features
were used by Hillary Clinton in her debate; hedges, rising intonation on declaratives,
empty adjectives, intensifiers, hypercorrect grammar, super polite forms and empathic
stress.
Corpus presentation ( in chapter 2 = summary of the chapters+ use the

table as an appendix
The utterances used:
English Arabic
"Christmas won't be Christmas without any ‫حيح‬nn‫ لن يكون العيد عيدا بمعناه الص‬:‫قالت جو‬
30
presents," said Jo. ‫ما لم تأتنا فيه الهدايا كالمعتاد‬.
"It's so intensifier dreadful to be poor!" sighed ‫ ما أقسى الفقر‬:‫ قالت ميج‬equivlence
Meg
"I don't think hedge it's fair for some girls to have ‫وقالت آمي‬:no hedge ‫ليس من العدل أن‬
plenty of pretty things, and other girls nothing at ‫ و‬،‫ينال بعض الفتيات كثيرا‬
all," added little Amy ‫ال ينتل غيرهن شيئا على اإلطالق‬.
"We've got Father and Mother, and each other," ‫ وكذلك‬،‫ ولكننا نحظى بأمنا وأبينا‬:‫أجابت بث‬
said Beth ‫ وهذه نعن جزيلة‬،‫نحظى ببعضنا بعضا‬.
Jo said sadly, "We haven't got Father, and shall not ‫ وهل حقيقة نحظى بصحبة أبينا؟ انه‬:‫قالت جو‬
have him for a long time." Negative  question + ‫ ولن يعود الينا قبل وقت طويل‬،‫بعيد عنا‬.
omission of the hedge
"perhaps never," jo said hedge No hedge
; then Meg said in an altered tone, "You know the ‫ا‬nn‫ا أمن‬nn‫اذا لن تعطين‬nn‫ ولكننا نعرف لم‬:‫قالت ميج‬
reason Mother proposed not having any presents ‫يا على‬nn‫ فسيكون الشتاء قاس‬،‫هدايا في هذا العيد‬
this Christmas was because it is going to be a hard ‫ة‬nn‫ه ليس من الكياس‬nn‫ا أن‬nn‫ وفي رأيه‬،‫اس كلهم‬nn‫الن‬
winter for everyone; and she thinks we ought not to ‫ا‬nn‫ ورجالن‬،‫راتنا‬nn‫ا ومس‬nn‫ا في متعن‬nn‫أن ننفق نقودن‬
spend money for pleasure, when our men are ‫غيرات‬nn‫ اننا بعد ص‬.‫يقاسون الشدائد في الحرب‬
suffering so in the army. We can't do much, but we ،‫ة‬nn‫أدوار فعال‬nn‫اهم معهم ب‬nn‫تطيع ان نس‬nn‫ولن نس‬
can make our little sacrifices, and ought to do it ‫ذه‬nnn‫ذل ه‬nnn‫ل أن نب‬nnn‫ا على األق‬nnn‫أفليس من واجبن‬
gladly. But I am afraid I don't," ‫ت في‬n‫نى لس‬n‫يات؟ ولك‬nn‫ة راض‬nn‫حية التافه‬n‫التض‬
‫!الحقيقة راضية بالتضحية تمام الرضا‬
"But I don't think the little we should spend would ‫ لن يضير رجالنا أن ننفق نقودنا‬:‫قالت جو‬
do any good. We've each got a dollar, and the army ‫ فليس لدى احدانا‬،‫القليلة في شراء ما نحب‬
wouldn't be much helped by our giving that. I agree ‫ وهو مبلغ ضئيل لن يستفيد به‬،‫أكثر من لاير‬
not to expect anything from Mother or you, but I ‫ أعرف أننى لن‬.‫الجيش إذا نزلنا له عنه‬
do want to buy Undine and Sintran for myself. I've ّ
‫ وكني‬،‫منكن أو من والدتي‬ ‫أحصل على هدية‬
wanted it so long," said Jo ‫أريد أن أشتري كتابا طال بي الشوق الى‬
‫اقتنائه‬.
"I planned to spend mine in new music," said Beth ‫ كنت أتمنى أن أشتري بنقودي كتابا‬:‫قالت بث‬
‫جديدا في الموسيقى‬.
"I shall get a nice box of Faber's drawing pencils; I ‫ سوف أشتري عابة أقالم ملونة‬:‫قالت آمي‬
really need them," said Amy decidedly. ‫ ألنني في أشد الحاجة إليها‬:‫للرسم‬
Omission of Faber (cultural
reasons) reaaly intensifier 
equivalence ‫أشد‬
"Mother didn't say anything about our money, and ‫ لم تذكر والدتنا شيئا فيما يختص‬:‫قالت جو‬
she won't wish us to give up everything. Let's each ‫ ولن يسرها أن نحرم أنفسنا على طوا‬،‫بنقودنا‬
buy what we want, and have a little fun; I'm sure ،‫ فلقد تعبنا في الحثول على هذه النقود‬،‫الخط‬
we work hard enough to earn it," cried Jo ‫ وأرى أن نشتري‬،‫وكسبناها بالعرق والجهد‬
31
‫ وبذلك تتوافر لنا بعض المتعة‬،‫بها ما نريد‬.
"I know I do—teaching those tiresome children ‫ اننا بالفعل نتعب في الحصول‬:‫قالت ميج‬
nearly all day, when I'm longing to enjoy myself at :‫ وهللا يعلم أنها ال تأتينا سهلة هينة‬،‫عليها‬
home," began Meg ،‫أفلست اتقاضاها أجرا لتعليم أطفال مزعجين‬ ُ
‫ ونفسي تتوق الى‬،‫على أن أالزمهم طرل اليوم‬
Emphatic stress ‫!بعض الراحة في البيت؟‬
"You don't have half such a hard time as I do," said

Jo
"How would you like to be shut up for hours with a ،‫ عذابك ال يعدو نصف ما أالقيه‬:‫فقالت جو‬
nervous, fussy old lady, who keeps you trotting, is ‫ ال تكف عن‬،‫فأنا أخدم عجوزا ثائرة المزاج‬
never satisfied, and worries you till you're ready to ‫ وال‬،‫ وال تعطيني مهلة للراحة‬:‫الشكوى‬
fly out the window or cry?" ‫ وتظل طوال اليوم‬،‫يرضيها شئ مهما كان‬
‫تزعجني بصخبها وضجيجها حتى ليخال إل ّى‬
‫ أو أعرك أذنها مؤدبة‬،‫أن أقفز من النافذة‬.
"It's naughty to fret, but I do think washing dishes ،‫ ليس من حسن األدب أن أشكو‬:‫قالت بث‬
and keeping things tidy is the worst work in the ‫ أغسل‬:‫ولكني أقوم بأشق مهمة في هذه الدنيا‬
world. It makes me cross, and my hands get so ‫ انه‬،‫ وأنظم الرياش‬:‫ وأنظف البيت‬،‫الصحون‬
stiff, I can't practice well at all." ‫عمل بغيض يخر بنعومة يدي ويصلب‬
‫أصابعي فال أقرى على المران على الموسيقى‬
‫كما أحب‬.
"I don't believe any of you suffer as I do," cried

Amy
Cried Amy, "for you don't have to go to school ،‫ ولكن عذابي يفوق كل عذاب‬:‫قالت آمي‬
with impertinent girls, who plague you if you don't ‫فأنتن غير مجبرات مثلي على الذهاب إلى‬
know your lessons, and laugh at your dresses, and ،‫ يعايرنني بجهلي‬،‫المدرسة مع فتيات وقحات‬
label your father if he isn't rich, and insult you ‫ ويسخرون من شكل‬،‫ويضحكن من مالبسي‬
when your nose isn't nice." ‫ ويشهرن بأبي لفقره وحاجته‬،‫أنفي‬.
"If you mean libel, I'd say so, and not talk about ‫ فليس أبي‬،‫ ال يشهرن‬،‫ يشهرن به‬:‫قالت جو‬
labels, as if Papa was a pickle bottle," advised Jo ‫!بضاعة يعلن عنها‬
"I know what I mean, and you needn't be statirical ‫ فوفري عليك‬،‫ أنى أعرف ما أقول‬:‫قالت آمي‬
about it. It's proper to use good words, and improve ‫ فليس أجمل من أن نستعمل‬،‫مشقة السفسطك‬
your vocabilary," returned Amy ‫ألفاظا نحوية تحسن معاني الكالم‬.
"Don't peck at one another, children. Don't you ،‫ اتركن الشجار أيتها الصغيرات‬:‫قالت ميج‬
wish we had the money Papa lost when we were ‫ أال تتمنين أن‬:‫ وحدثيني يا جو‬،‫فما منه فائدة‬
little, Jo? Dear me! How happy and good we'd be, ‫ لنهنأ ونسعد‬،‫يسترد أبي ثروته التي فقدها‬
32
‫‪if we had no worries!" said Meg‬‬ ‫‪ ‬وتزول متاعبنا كلها؟‬
‫قالت بث‪ :‬أما قلت يوما أننا أسعد حاال من ‪"You said the other day you thought we were a‬‬
‫أوالد الملوك‪ ،‬ألنهم يتخاصمون ويتشاتمون ‪deal happier than the King children, for they were‬‬
‫بالرغم من ثرائه الطائل وجاههم العريض؟ ‪fighting and fretting all the time, in spite of their‬‬
‫"‪money.‬‬
‫‪"So I did, Beth. Well, I think we are. For though‬‬ ‫قالت نيج‪ :‬نعم قلت ذلك‪ ،‬وما زلت أعتقد أننا‬
‫‪we do have to work, we make fun of ourselves, and‬‬ ‫أحسن حاال منهم‪ ،‬فنحن نعيش في جو سعيد‪،‬‬
‫"‪are a pretty jolly set, as Jo would say.‬‬ ‫وإذا كنا نكد ونكدح في طلب العيش‪ ،‬فنحن‬
‫الى جانب ذلك < شلة> مرحة على حد تعبير‬
‫‪.‬جو‬
‫آمي وقالت ـ ال يليق بك أن تقتبسى ‪"Jo does use such slang words!" observed Amy ‬‬
‫‪emphatic‬‬ ‫تعبيراتها‪ ،‬فقد تعودت جو أن تستعمل ألفاظا‬
‫دارجة في حديثها‬
‫‪"Don't, Jo. It's so boyish!" said Amy‬‬ ‫قالت لها آمی‪ :‬ـ أتصفرين أيضا كما يفعل‬
‫الصبيان؟‬
‫‪"That's why I do it." Replied Jo‬‬ ‫أجابت جو‪ :‬بل أنا أصفر ألتشبه بهم‪ ‬‬
‫‪"I detest rude, unladylike girls!" said Amy‬‬ ‫قالت آمی‪ :‬ـ أنا أكره الفتيات الخشنات‪ ‬‬
‫‪"I hate affected, niminy-piminy chits!" said Jo‬‬ ‫قالت جو‪ :‬ـ وأنا أكره الصغيرات ‪ ‬‬
‫‪ ‬المغرورات‬
‫‪"Birds in their little nests agree," sang Beth‬‬ ‫قالت آمي في استنكار‪ :‬ان الطيور على‬
‫!! أشكالها تقع‬
‫‪idiom‬‬ ‫‪Dynmic equivalnce‬‬
‫فقالت ميج كلتاكما في الحقيقة أخطأت ‪"Really, girls, you are both to be blamed," said‬‬
‫‪Meg‬‬
‫فأنت يا جوزفين قد كبرت على هذه ‪"You are old enough to leave off boyish tricks, and ،‬‬
‫األالعيب الصبيانية‪ .‬وحان الوقت لتحسنى ‪to behave better, Josephine. It didn't matter so‬‬
‫سلوكك‪ .‬لم تكن صبيانيتك‪ n‬تزعجني وأنت ‪much when you were a little girl, but now you are‬‬
‫طفلة صغيرة‪ ،‬ولكنك ترعرعت طوال وعمرا‪so tall, and turn up your hair, you should remember ،‬‬
‫"‪that you are a young lady.‬‬ ‫ال وأصبحت تعقصين شعرك كما يفعل‬
‫الشابات‪ ،‬فليس أقل من أن تسلكي سلوك‬
‫‪ ‬الشابة المهذبة‬
‫جو قالت ـ ال‪ ،‬لست شابة كما تقولين‪ ،‬وإذا كان ‪"I'm not! And if turning up my hair makes me one,‬‬
‫‪I'll wear it in two tails till I'm twenty," cried Jo‬‬ ‫تصفيف شعری بهـذه الطريق‪nn‬ة يجعل‪nn‬نى س‪nn‬يدة‬
‫صغيرة‪ ،‬فلن أتردد في الع‪nn‬ودة الى م‪nn‬ا مض‪nn‬ى‪،‬‬
‫فأجدله في ض‪nn‬فيرتين ح‪nn‬تى أبل‪nn‬غ العش‪nn‬رين من‬
‫• عمري‬
‫‪33‬‬
"I hate to think I've got to grow up, and be Miss ‫ورة أعقص‬nnn‫ة وق‬nnn‫بح آنس‬nnn‫ره أن أص‬nnn‫أني أك‬
March, and wear long gowns, and look as prim as a ‫ وأحب‬،‫ة‬nn‫ة أنيق‬nn‫دى مالبس طويل‬nn‫عري وأرت‬nn‫ش‬
China Aster! It's bad enough to be a girl, anyway, ‫ل‬nn‫ وأفع‬:‫بيان‬nn‫شيء الى نفسي أن ألعب مع الص‬
when I like boy's games and work and manners! I ،‫اة‬nn‫ذابا أن خلقت فت‬nn‫اني ع‬nn‫ كف‬.‫ون‬nn‫ا يفعل‬nn‫مثلم‬
can't get over my disappointment in not being a ‫تي إلى أن‬nnn‫طرني أنوث‬nnn‫اني ألمـا أن تض‬nnn‫وكف‬
boy. And it's worse than ever now, for I'm dying to ‫وزا‬nnn‫و كنت عج‬nnn‫بيت كمـا ل‬nnn‫رز في ال‬nnn‫أط‬
go and fight with Papa. And I can only stay home ‫ال‬nn‫ وقلبي يتوق الى خوض ميدان القت‬،‫حيزبونا‬
and knit, like a poky old woman!" said Jo ‫!! مع أبي جنبا الى جنب‬
"Poor Jo! It's too bad, but it can't be helped. So you ‫ كان يجب أن‬،‫ ـ مسكينة أنت يا جو‬:‫قالت بث‬
must try to be contented with making your name ‫ ومن‬،‫ ولكن األمـر جاء بالعكس‬،‫تولدى صبيا‬
boyish, and playing brother to us girls," said Beth ‫ فخير لك أن تقنعى‬،‫المحال أن تغيرى جنسك‬
‫ واعتبري‬،‫باالسم الصبياني الذي ندللك به‬
‫!! نفسك أخا لنا نحن الفتيات‬
"As for you, Amy," continued Meg, "you are ‫ ـ أما أنت يا آمی فكل همك في‬:‫ميج فقالت‬
altogether too particular and prim. Your airs are ‫ وإذا لم تتداركي‬،‫الحياة أن تتألقى وتتذمرى‬
funny now, but you'll grow up an affected little ‫ فسوف يقال إنك أوزة‬:‫عيوبك هذه باالصـالح‬
goose, if you don't take care. I like your nice ‫غبية تافهة • وأحـب أن تعلمي أن أساليبك في‬
manners and refined ways of speaking, when you ‫ وألفاظك النحوية‬،‫معاملة الناس ال تعجبني‬
don't try to be elegant. But your absurd words are ‫ ال تقل قبحـا عن التعبيرات العامية‬،‫المفتعلة‬
as bad as Jo's slang." ‫التي تكثر منهـا جو‬.
"If Jo is a tomboy and Amy a goose, what am I, : ، ‫ ـ عرفنا أن جو تقلد الصبيان‬: ‫قالت بث‬
please?" asked Beth ‫ فماذا‬، ‫وعرفنا أيضا أن أمي أوزة غبية تافهة‬
‫أكون في رأيك يا ترى ؟؟‬
"You're a dear, and nothing else," answered Meg ،‫ ـ أنت أخت عزيزة‬:‫قالت ميج بحرارة‬
‫وستكونين كذلك دائما‬.
"They are quite worn out. Marmee must have a

new pair."
"I thought I'd get her some with my dollar," said ‫ ويجب أن‬،‫ ـ لقد أتى عليه الزمن‬:‫قالت بث‬
Beth. ‫يكون ألمي حذاء جديد‬
"No, I shall!" cried Amy. ‫ ـ بل أنا الذي سوف أشتريه‬:‫فصاحت آمی‬
"I'm the oldest," began Meg ‫ ومن حقى‬،‫ ـ ولكنى أكبركن سنا‬:‫ قالت ميج‬...
but Jo cut in with a decided, "I'm the man of the ‫ ـ ان‬:‫الت‬nnn‫زم وق‬nnn‫ا في ح‬nnn‫و قاطعته‬nnn‫ولكن ج‬
family now Papa is away, and I shall provide the ‫أمي‬nn‫اني أبي ب‬nn‫ فقد أوص‬،‫يشترى الحذاء غيرى‬
slippers, for he told me to take special care of ‫عر في‬nn‫ وأحب أن أش‬n،‫دان‬nn‫ه الى المي‬nn‫ل رحيل‬nn‫قب‬
Mother while he was gone." ‫ أننى رجل األسرة‬،‫غيابه‬
"I'll tell you what we'll do," said Beth ،‫ عندى فكرة طيبة ترضينا جميعا‬:‫قالت بث‬
34
‫ بدل أن‬:‫وهي أن نشترى بنقودنا هدايا لوالدتنا‬
‫ننفقها في متعنا‬
"That's like you, dear! What will we get?" ،‫ ـ هذا كالم جميل‬:‫فقالت جو معجبة بالفكرة‬
exclaimed Jo. ‫فماذا نشترى لها مثال؟‬
"I shall give her a nice pair of gloves." said meg ‫ ـ سوف‬n:‫ قالت يديها البضتين الجميلتين‬.‫میج‬
‫• أهديها قفازا جديدا‬
"Army shoes, best to be had," cried Jo. ‫ ـ وأنا أشترى الحذاء‬:‫وصاحت جو‬.
"Some handkerchiefs, all hemmed," said Beth. ‫ ـ وأنا أعطيها مناديل مطرزة‬:‫• وقالت بث‬
"I'll get a little bottle of cologne. She likes it, and it ‫ والرأي‬،‫ ـ إنها تحب ماء الكولونيا‬:‫وقالت آمی‬
won't cost much, so I'll have some left to buy my ‫ة الثمن‬nn‫اع لهـا زجاجـة رخيص‬nn‫دي أن أبت‬nn‫عن‬
pencils," added Amy. ‫ه‬nn‫تری ب‬nn‫ال أش‬nn‫زء من الري‬nn‫ذلك يتبقى لى ج‬nn‫وب‬
‫شيئا لنفسي‬
"How will we give the things?" asked Meg. • ‫ ـ ولكن كيف نقدم لها‬: ‫سألت ميج أخواتها‬
‫هدايانا ؟‬
"Put them on the table, and bring her in and see her ،‫ نضعها على المائدة في لفافات‬:‫فأجابت جو‬
open the bundles. Don't you remember how we ‫ ألم نكن نفعل ذلك‬،‫ثم ندعوها لتفتحها أمامنا‬
used to do on our birthdays?" answered Jo. ‫في األعياد الماضية؟‬
"I used to be so frightened when it was my turn to ‫ وكانت تنتابني‬،‫ ـ كنا نفعل ذلك‬:‫قالت بث‬
sit in the chair with the crown on, and see you all ‫ فتجلسنني على‬،‫الرهبـة عنـدما يحين دوری‬
come marching round to give the presents, with a ‫المقعد الكبير ثم تتقدمنى منى واحدة واحـدة‬
kiss. I liked the things and the kisses, but it was ‫ وتطبعن قبالتكن على‬:‫فتعطينني هداياكن‬
dreadful to have you sit looking at me while I ،‫ وكنت أفرح بالهدايا وأغتبـط بالقبالت‬.‫جبيني‬
opened the bundles," said Beth ‫ثم تعود الرهبة فتتملكني وأنا أفتح اللفافات‬
‫ألرى ما فيها‬
"Let Marmee think we are getting things for ‫ ودعنها‬،‫ ـ ال تطلعن أمي على السر‬:‫قالت جو‬
ourselves, and then surprise her. We must go ‫ ثم نفاجئها‬،‫تعتقد أننا سننفق نقودنا على أنفسنا‬
shopping tomorrow afternoon, Meg. There is so ‫ أرى أن نشترى الهدايا من‬.‫بالحقيقة في حينها‬
much to do about the play for Christmas night," ‫ وهيا بنا اآلن يا ميج نستذكر‬،‫السوق مساء غد‬
said Jo ‫أدوارنا في الرواية التي سنمثلها في ليلة عيد‬
n‫الميالد‬
"I don't mean to act any more after this time. I'm ،‫ا معكن‬nn‫ل فيه‬nn‫رة أمث‬nn‫ر م‬nn‫ذه آخ‬nn‫ ـ ه‬:‫قالت ميج‬
getting too old for such things," observed Meg ‫فقد كبرت ولم تعد ألعاب الصغار تالئمنی‬
"You won't stop, I know, as long as you can trail ‫ ـ لن تهجري التمثيل ما دمنـا نعطيك‬:‫قالت جو‬
round in a white gown with your hair down, and ‫ك‬nn‫رح بثوب‬nn‫ترين فيهـا على المس‬nn‫ة تتبخ‬nn‫فرص‬
wear gold-paper jewelry. You are the best actress ‫ك‬nn‫ ثم إن‬.‫ك‬nn‫دك على كتفي‬nn‫األبيض وشعرك منس‬
we've got, and there'll be an end of everything if
35
‫‪you quit the boards," said Jo‬‬
‫والتفتت الى أخواتها وقالت‪ :‬ـ هيا بنا نراجع ‪"We ought to rehearse tonight. Come here, Amy, ‬‬
‫أدوارنا‪ ،‬ورجائي يا آمي أن تتقني اإلغماء‪and do the fainting scene, for you are as stiff as a ،‬‬
‫"‪poker in that.‬‬ ‫ففي آخر مرة سقطت على األرض متصلبة‬
‫كما لو كنت لوحا من الخشب ولم تكن آمی‬
‫ذات مواهب تمثيلية‪ ،‬ولكن االختيار وقع عليها‬
‫ألنها صغيرة الحجم بحيث يسهل على بطل‬
‫القصة أن يحملها ويخرج بها من المسرح دون‬
‫‪.‬عناء‬
‫‪"I can't help it. I never saw anyone faint, and I don't‬‬ ‫قالت آمی‪ :‬ال حيلة لي إذا ما أخفقت في‬
‫‪choose to make myself all black and blue, tumbling‬‬ ‫دوري‪ ،‬فأنا لم أر في حياتي أحدا يصاب‬
‫‪flat as you do. If I can go down easily, I'll drop. If I‬‬ ‫باإلغماء‪ ،‬وال أحب أن أرمى بنفسي على‬
‫‪can't, I shall fall into a chair and be graceful. I don't‬‬ ‫األرض كما تبتغين‪ n‬خشية أن أصاب‬
‫"‪care if Hugo does come at me with a pistol,‬‬ ‫برضوض وكدمات‪ .‬أفضل أن أسقط بسهولة‪،‬‬
‫‪returned Amy‬‬ ‫وأرتمى على المقعد في رشاقة ودالل‪ ،‬وال‬
‫يهمنى ما تقلن في مواهبي بعد ذلك‬
‫قالت جـو‪ :‬ـ انظري الى أعلمك كيف تحسنين‪"Do it this way. Clasp your hands so, and stagger ‬‬
‫دور اإلغماء‪ .‬أطبقى كفيـك هكذا‪ ،‬وترنحى ‪across the room, crying frantically, 'Roderigo! Save‬‬
‫‪me! Save me!'" and away went Jo‬‬ ‫عبر الحجرة‪ ،‬ثم اصرخي قائلة‪ :‬أنقذني يا‬
‫‪! ‬رودريجو! أنقذني‬
‫‪"Ow!" said amy ‬‬

‫‪"It's no use! Do the best you can when 7 the time‬‬ ‫قالت جو‪ :‬ال فائدة في تعليمك التمثيل‪ ،‬ومع‬
‫‪comes, and if the audience laughs, don't blame me.‬‬ ‫ذلك أتوسل إليك أن تبذلي جهدا مضاعفا أثناء‬
‫‪Come on, Meg." said amy‬‬ ‫الحفلة‪ ،‬واال ضحك المتفرجون منك‪ ،‬وكنت‬
‫• وحدك الملومة على سخريتهم بك‬
‫‪"It's the best we've had yet," said Meg‬‬ ‫قالت ميج‪ :‬ـ هذه أحسن تجربة قمنا بها الى‬
‫‪ ‬اآلن‬
‫قالت بث بإعجاب ظاهر‪ :‬تدهشني مهارتك ‪"I don't see how you can write and act such ‬‬
‫في تأليف هذه الروائع يا جـو‪ ،‬ويقيني أنك ال "!‪splendid things, Jo. You're a regular Shakespeare‬‬
‫‪exclaimed Beth‬‬ ‫‪ ‬تقلين عبقرية عن الشاعر شكسبير‬
‫‪"Not quite," replied Jo‬‬

‫قالت جو بتواضع‪ :‬ـ لست عبقرية كما تظنين‪y. "I do think The Witches Curse, an Operatic ،‬‬
‫وإن كنت قد وفقت في تأليف «لعنـة ‪Tragedy is rather a nice thing, but I'd like to try‬‬
‫الساحرة»‪ ،‬وأظن أنها مأساة رائعة‪ .‬ولكنى ‪Macbeth, if we only had a trapdoor for Banquo. I‬‬
‫كنت أفضل أن نمثل رواية «ماكبث» ألقوم ‪always wanted to do the killing part. 'Is that a‬‬
‫‪dagger that I see before me?" muttered Jo‬‬ ‫بدور القاتل‬
‫واختطفت من فوق المنضدة شيئا‪ ،‬ورفعته ‪ ‬‬
‫بيدهـا‪ ،‬وقالت وهي تقلد ممثال رأته على‬
‫المسرح يؤدي دور «ماكبث»‪ :‬أهذا خنجر‬
‫‪ ‬أراه أمامي؟‬
‫‪36‬‬
"No, it's the toasting fork, with Mother's shoe on it n،‫ إنها شوكة الخبز المقدد‬،‫ميج قائلة ـ ال‬
instead of the bread. Beth's stage-struck!" cried ‫ !! وعليها غذاء أمي‬-
Meg
"Glad to find you so merry, my girls," said a cheery ‫قالت االم يسعدني أن أراكن في مرح يا بناتي‬
voice at the door
"Well, dearies, how have you got on today? There ‫ ـ حدثننی کیف مضى اليوم بكن؟‬:‫قالت األم‬
was so much to do, getting the boxes ready to go ‫ فقد‬،‫يؤسفني أن غبت عنكن طـول النهار‬
tomorrow, that I didn't come home to dinner. Has ‫اشتغلنا كثيرا في إعداد الصناديق التي سترسل‬
anyone called, Beth? How is your cold, Meg? Jo, ‫ فهل حضر أحد في‬،‫بالهدايا غدا الى الميدان‬
you look tired to death. Come and kiss me, baby." ‫غيبتي يا بث؟ وكيف حال الزكام يا ميج؟‬
‫ لماذا أراك تعبة؟‬،‫وأنت يا جو‬
"I've got a treat for you after supper." Mrs.March ‫أ‬nn‫ ـ سأخبركن بعد العشاء بنب‬:‫قالت مسز مارش‬
said ‫سار‬
"A letter! A letter! Three cheers for Father!" said :‫يح‬nn‫وقذفت جو بالمنشفة في الهـواء وهي تص‬
Beth ‫ خطاب من أبى‬... ‫ـ انه خطاب‬.
"Yes, a nice long letter. He is well, and thinks he ‫ا في‬nn‫بين ابنته‬nn‫قالت مسز مارش وهي تلمس ج‬
shall get through the cold season better than we ،‫ل‬nn‫ه خطـاب طوي‬nn‫ إن‬،‫ ـ نعم‬:‫زاز‬nn‫ة وإع‬nn‫محب‬
feared. He sends all sorts of loving wishes for ‫ير وال داعي‬nn‫ه بخ‬nn‫ يقول فيه إن‬،‫مليء باألخبـار‬
Christmas, and an especial message to you girls," ‫و يبعث‬nn‫ وه‬.‫تاء‬nn‫رد الش‬nn‫ه من ب‬nn‫اف علي‬nn‫ألن نخ‬
said Mrs. March ‫إليكن بمزيد حبه ويتمنى لكن " عيدا سعيدا‬
"Hurry and get done! Don't stop to quirk your little ‫ ـ أسرعي باالنتهاء‬:‫جو قالت تستحث أختها‬
finger and simper over your plate, Amy," cried Jo ‫ فقد‬،‫ وكفاك عبثا بأصابعك‬،‫من أكلك يا آمی‬
‫فتت الكعك في صحنك‬
"I think it was so splendid in Father to go as ‫ كان جميال من‬:‫بث قالت في حماسة وحرارة‬
chaplain when he was too old to be drafted, and not ‫أبى أن يتطوع قسا في الجيش مادامت سنه‬
strong enough for a soldier," said Meg ‫المتقدمة ال تسمح له بأن يشترك في القتال‬.
"Don't I wish I could go as a drummer, a vivan— ‫ ليتني كنت قارع طبل‬:‫قالت جو في حزن‬
what's its name? Or a nurse, so I could be near him ‫ حتى أكون‬،‫ أو مجندة أو ممرضة فيه‬،‫الجيش‬
and help him," exclaimed Jo ‫على مقربة من أبي فأساعده‬. -
"It must be very disagreeable to sleep in a tent, and ‫ ـ أني أكره النوم في‬:‫وتنهدت آمي وقالت‬
eat all sorts of badtasting things, and drink out of a ‫ وال أحب أن أشرب الشاي في أكواب‬،‫الخيام‬
tin mug," sighed Amy ‫• من الصفيح‬
"When will he come home, Marmee?" asked Beth ‫ ـ متى يعود إلينا يا‬:‫وسألت بث أمها في لهفة‬
‫ أماه؟‬-
37
"Not for many months, dear, unless he is sick. He ‫ ـ لن يعود قبل انقضاء شهور‬:‫قالت األم‬
will stay and do his work faithfully as long as he ‫ وسوف بیقی ايؤدي‬.‫ ما لم يمرض‬،‫طويلة‬
can, and we won't ask for him back a minute ‫ ال‬.‫واجبه المقدس ما دام قادرا على أدائه‬
sooner than he can be spared. Now come and hear ‫يصح أن نطلب منه أن يعود قبل الوقت المحدد‬
the letter." ‫النتهاء عمله‬.
"Give them all of my dear love and a kiss. Tell ‫ «بلغيهن عزيز حبي‬:‫كتب في نهاية الرسالة‬
them I think of them by day, pray for them by ،‫ وأخبريهن أنني أذكرهن بالنهار‬،‫وقبالتي‬
night, and find my best comfort in their affection at ‫ وأجد في عطفهن‬،‫وأصلى من أجلهن بالليل‬
all times. A year seems very long to wait before I ‫ قد ال أراهن قبل وقت‬.‫الدائم راحة وعزاء‬
see them, but remind them that while we wait we ،‫ فاطلبي إليهن أن يؤدين واجبهن كامال‬،‫طويل‬
may all work, so that these hard days need not be ‫ وأنـا واثـق‬.‫حتى ال تضيع أيام الفراق هباء‬
wasted. I know they will remember all I said to ،‫ وسيطعن رغبتی‬،‫بأنهن لن يهملن نصیحتی‬
them, that they will be loving children to you, will ‫ ويقاومن عوامل‬،‫فيقمن بواجبهن مخلصات‬
do their duty faithfully, fight their bosom enemies ‫ وينتصرن على نزوات‬،‫الشر في شجاعة‬
bravely, and conquer themselves so beautifully that ‫ حتى أعود إليهن وقد‬،‫النفس أجمل انتصار‬
when I come back to them I may be fonder and ‫• »أزددت فخرا بنسائى الصغيرات‬
prouder than ever of my little women." said the
father
"I am a selfish girl! But I'll truly try to be better, so ‫ ـ أنا مخلوقة أنانية! ولكني سأعمل‬:‫جو قالت‬
he mayn't be disappointed in me by-and-by." said ‫ حتى إذا عاد أبي ال‬،‫على إصالح أخطائي‬
Jo ‫يجد في سلوكي ما يحزنه أو يسيئه‬.
"We all will," cried Meg ‫ فأنا أعنى‬.‫ سنفعل ذلك كلنا‬:‫وصاحت میج‬
‫ وأكـره العمل وأفضل‬،‫بأناقتى أكثر مما ينبغي‬
‫ ولكني سأبدأ من اليوم حياة جديدة‬،‫الراحة‬
‫طيبة‬
Cried Meg. "I think too much of my looks and hate ‫ وأكـره‬،‫ا ينبغي‬nn‫ثر مم‬nn‫اقتى أك‬nn‫نى بأن‬nn‫ا أع‬nn‫فأن‬
to work, but won't any more, if I can help it." ‫وم‬nn‫أبدأ من الي‬nn‫ ولكني س‬،‫العمل وأفضل الراحة‬
‫حياة جديدة طيبة‬
"I'll try and be what he loves to call me, 'a little ،‫ سأحاول أن أترك خشونتى‬:‫وقالت جو‬
woman' and not be rough and wild, but do my duty ،‫وأكون السيدة الصغيرة التي يريدها أبي‬
here instead of wanting to be somewhere else," said ‫وأؤدي واجبي هنا بدل أن أضيع الوقت في‬
Jo ‫تمنيات ال تتحقق‬
"Do you remember how you used to play Pilgrims :‫قالت بصوتها المرح الحنون‬ ‫مسز مارش‬
Progress when you were little things? Nothing ‫أتذكرن كيف كنا نلعب لعبة الحجاج وأنتن‬
delighted you more than to have me tie my piece ‫صغيرات؟ كان أمتع ما في هذه اللعبة أن‬
bags on your backs for burdens, give you hats and ‫أحملكن أحماال صغيرة على ظهوركن وأقول‬
sticks and rolls of paper, and let you travel through ‫ فتسرن بها كالحجاج من الطابق‬:‫إنهـا الهموم‬
the house from the cellar, which was the City of ‫ حيث تلقين عنكن‬،‫األسفل الى أعلى البيت‬
Destruction, up, up, to the housetop, where you had ‫ وتلعبن بعد ذلك خاليات‬،‫بأحمالي الهموم تلك‬
all the lovely things you could collect to make a ‫البال متفائالت‬
Celestial City." Mrs March said
Not the same meaning (play
Celestial City - phrases used to refer to Heaven;
38
"the Celestial City was Christian's goal in Bunyan's =acting /theater )
`Pilgrim's Progress'" City of God, Heavenly City,
Holy City. Heaven - the abode of God and the What is pilgrim progress (not a
angels. game)
The Pilgrim's Progress, religious
allegory by the English writer
https://www.thefreedictionary.com › Celestial+City John Bunyan, published in two
parts in 1678 and 1684. The work
is a symbolic vision of the good
man's pilgrimage through life. At
one time second only to the Bible
in popularity, The Pilgrim's
Progress is the most famous
Christian allegory still in print.
( from britannica website)
"What fun it was, especially going by the lions, ،‫ وكنا نحب هذه اللعبة حبا جما‬:‫فقالت جو‬
fighting Apollyon, and passing through the valley ‫ونتمتع كل المتعة في طريقنا الى أعلى البيت‬
where the hob-goblins were," said Jo. ‫بالمعارك التي يبتكرها خيالنا مع األسود‬
،‫ في الصحاري والوديان‬،‫والشياطين والجن‬
‫وغرضنا أن نظهر قوتنا على قهر عوامل‬
‫ لنصل الى قصر‬،‫الشر ونزوات النفس‬
‫األماني حيث الحبة والسالم ی والوئام‬
"I liked the place where the bundles fell off and ‫وكانت أحمال الهموم تسقط عن‬- :‫وقالت ميج‬
tumbled downstairs," said Meg. ‫ فنهبط‬،‫ظهورنا أحيانا وتتدحرج على السلم‬
‫إليها لنصعد بها من جديد‬.
"I don't remember much about it, except that I was ‫ ـ لست أذكر من هـذه اللعبة إال ما‬: ‫قالت آمی‬
afraid of the cellar and the dark entry, and always ‫كنت أشـعر به من خـوف شديد ونحن نسير‬
liked the cake and milk we had up at the top. If I ‫في الظالم ! ثم غبطتي البالغة وأنا أجد الكعك‬
wasn't too old for such things, I'd rather like to play ‫واللبن في انتظارنا في الطابق العلوي • ليتنا‬
it over again," said Amy ‫ ولكننا كبرنا عليها فيما‬،‫نعود الى هذه اللعبة‬
‫أعتقد‬.
"We never are too old for this, my dear, because it ‫ ما زلنا نستطيع أن نلعبها يا‬:‫فقالت األم‬
is a play we are playing all the time in one way or ‫ إنما بأسلوب جديد يناسبنا • فمتاعبنا‬،‫عزيزتي‬
another. Our burdens are here, our road is before ،‫ وبيدنا أن نصلح أمورنا‬،‫ما زالت موجودة‬
us, and the longing for goodness and happiness is ‫وسالحنا في االنتصار شوقنا الى بلوغ مرتبة‬
the guide that leads us through many troubles and • ‫ هكذا نصل الى بر السالم‬.‫السعادة واإليمان‬
mistakes to the peace which is a true Celestial City. ،‫فما الرأي في أن نبدأ لعبة الحجاج من جديد‬
Now, my little pilgrims, suppose you begin again, ‫ ولـكن كعقيدة نؤمن بها‬،‫ال كلعبة نلعبها‬
not in play, but in earnest, and see how far on you ‫ حتى إذا ما عاد أبوكن اغتبط‬،‫ونحمل رسالتها‬
can get before Father comes home." ‫بحسن أخالقكن ونبل أهدافكن؟‬
"Really, Mother? Where are our bundles?" asked ‫حقيقة يا أماه؟ ولكن أين أحمال‬- :‫سألت آمي‬
Amy ‫همومنا؟‬
39
"Each of you told what your burden was just now, ‫ ـ لقد اعترفت كل واحدة منكن‬:‫فقالت أمها‬
except Beth. I rather think she hasn't got any," said ‫ فليس لديهـا ما يثقل ضميرها‬،‫بعيوبها إال بث‬
her mother ‫على ما أعتقد‬
"Yes, I have. Mine is dishes and dusters, and ،‫ ـ بل لدى كثير مما يثقل الضمير‬:‫قالت بث‬
envying girls with nice pianos, and being afraid of ‫ وأمقت تنظيف‬،‫فأنا أكره غسل الصحون‬
people." ‫ ثم‬،‫ وأغار ممن تملك معزفا جميال‬،‫البيت‬
‫هناك خجلي ونفورى من مقابلة الناس‬
"Let us do it," said Meg
Said Meg thoughtfully. "It is only another name for ‫ فما‬،‫ سنعمل باقتراحك يا أماه‬:‫قالت ميج مفكرة‬
trying to be good, and the story may help us, for ‫ ولدينا رغبة‬،‫هو إال وسيلة الى إصـالح النفس‬
though we do want to be good, it's hard work and ‫ ولكن التنفيذ‬،‫صادقة في تقويم اعوجاجنا‬
we forget, and don't do our best." ،‫ فأحيانا نسهو عن أداء الواجب‬،‫صعب‬
‫وأحيانا أخرى نؤديه بغير حماسة‬.
"We were in the Slough of Despond tonight, and ‫ فشاءت‬،‫ ـ لقد كنا نتردي في الخطأ‬:‫فقالت جو‬
Mother came and pulled us out as Help did in the ‫ فأين‬،‫والدتنا برحمتها أن تهدينـا سواء السبيل‬
book. We ought to have our roll of directions, like ‫ لنسترشد به في سعينا‬n‫كتاب النصائح الدينية‬
Christian. What shall we do about that?" asked Jo ‫الى الخير؟‬
"Look under your pillows Christmas morning, and ‫أجابت مسز مارش قائلة ـ ابحثی تحت‬
you will find your guidebook," replied Mrs ‫وسادتك صباح عيد الميالد تجدين ما تريدين‬
Table one: the utterances from ‘Little Women’ chapter one and ' ‫نساء صغيرات الفصل األول‬
English Arabic
"Mother wants us to read and love and ،‫ حتى سافر أبي‬n،‫ لقد كنا شديدات التدين‬:‫قالت ميج‬
mind these books, and we must begin at ‫ فأهمانا كثيرا من مبادئنا‬،‫وغيرت الحرب مجرى حياتنا‬
once. We used to be faithful about it, but ‫ ونعمل بهدى‬،‫ وأمي تحب لنا أن نقرأ هذا الكتاب‬.‫الطيبة‬
since Father went away and all this war ‫ وسوف أترك‬،‫ فيصح أن نبدأ في الحال‬،‫تعاليمه الكريمة‬
trouble unsettled us, we have neglected ‫ فأستمد من‬،‫ ألقرأ فيه كل صباح‬،‫كتابي قريبا من فراشي‬
many things. You can do as you please, but ‫ذلك قوة على احتمال المشاق والصعاب‬.
I shall keep my book on the table here and
read a little every morning as soon as I
wake, for I know it will do me good and
help me through the day." said Meg
40
"How good Meg is! Come, Amy, let's do ‫ ما أجمل ميج في خشوعها هيا بنا يا آيمي نقرأ‬:‫قات بيث‬
as they do. I'll help you with the hard ،‫ وسأساعدك بقدر إمكاني في تفسير الكلمات‬،‫مثلهما‬
words, and they'll explain things if we ‫ونسألهما إن استعصى علينا الفهم‬.
don't understand," Beth
Thsis one can be emphatic
"I'm glad mine is blue," said Amy ‫ فأنا‬،‫ لقد أحسنت والدتي اختيار لون كتابي‬:‫قالت آمي‬
‫أحب األزرق‬.
"Where is Mother?" asked Meg ‫ هللا أعلم أين ذهبت‬:‫قات ميج‬
"Goodness only knows. Some poor creeter ،‫ فقد جاءنا صبي صغير يطلب إحسانا‬:‫أجابت ميج‬
came a-beggin', and your ma went straight ‫ وال تبخل‬،‫ إنها ملك للرحمة‬.‫ ولم تعد آلن‬،‫فخرجت معه‬
off to see what was needed. There never ‫على سائل بطعام أو شراب أو كساد أو وقود‬.
was such a woman for givin' away vittles
and drink, clothes and firin'," replied
Hannah,
"She will be back soon, I think, so fry your ‫ أرجو أال تتأخر في العودة‬:‫قالت ميج‬.
cakes, and have everything ready," said
Meg,
"Why, where is Amy's bottle of cologne?" ‫ ولكن أين زجاجة الكولونيا التي اشترتها آمي؟‬:‫قالت ميج‬
said Meg,
"She took it out a minute ago, and went off ‫ رأيت أمي تحمل الزجاجة وتخرج بها منذ‬:‫قالت جو‬
with it to put a ribbon on it, or some such ‫ وأغلب الظن أنها ذهبت لتربطها بشريط جميل‬،‫لحظة‬.
notion," replied Jo
"How nice my handkerchiefs look, don't ‫ ما أجمل هديتي أال توافقني على أنها بديعة؟‬:‫قالت بيث‬
they? Hannah washed and ironed them for ‫ ثم تعهدتها حنا‬،‫لقد طرزت في أركانها اسم والدتي‬
me, and I marked them all myself," said ‫بالغسل والكي‬.
Beth tag question
"Bless the child! She's gone and put ‫ لقد طرزت كلمة‬،‫ بارك هللا من طفلة طيبة‬:‫قالت جو‬
'Mother' on them instead of 'M. March'. ‫ واألصل أن يوضع الحرف األول من االسم فقط‬،‫ماما‬.
How funny!" cried Jo good example
"Isn't that right? I thought it was better to ،‫ وما كنت أحب أن أخطئ‬،‫ لم أكن أعرف ذلك‬:‫قالت بيث‬
do it so, because Meg's initials are M.M., ‫ لتشابه‬،‫ولكني خشيت أن تختلط هذه المناديل بمناديل ميج‬
and I don't want anyone to use these but ‫ وأنا ال أريد أن يستعملها أحد غير والدتي‬،‫الحروف‬.
Marmee," said Beth
"It's all right, dear, and a very pretty idea, ‫ ويسرني أن كتبت‬.‫ ليس هذا خطأ يا عزيزتي‬:‫قالت ميج‬
quite sensible too, for no one can ever ‫ماما فإنها كلمة لطيفة ستغتبط لها والدتنا كل االغتباط‬
mistake now. It will please her very much,
41
I know," said Meg omission Equivalence = the translator used ‫المفعول‬
‫ المطلق‬in arabic .
"There's Mother. Hide the basket, quick!" ‫ فهيا بنا نسرع في إخفاء السلة‬،‫ رجعت والدتي‬:‫قالت جو‬.
cried Jo
"Where have you been, and what are you ‫ أين كنت؟ وماذا تخفين وراء ظهرك؟‬:‫قالت ميج‬
hiding behind you?" asked Meg
"Don't laugh at me, Jo! I didn't mean ،‫ كنت أستبدل الزجاجة الصغيرة بأخرى كبيرة‬:‫قالت آمي‬
anyone should know till the time came. I ‫ فإنها‬،‫ ولكني غير آسفة‬،‫ودفعت في ذلك نقودي كلها‬
only meant to change the little bottle for a ‫ ال تضحكي مني يا جو فقد كنت‬...‫تجربة في إنكار الذات‬
big one, and I gave all my money to get it, ‫ حتى يحين الوقت‬،‫أحب أن يبقى األمر سرا خافيا عنكن‬
and I'm truly trying not to be selfish ‫المناسب فتعرفن به‬.
anymore." Said Amy
"You see I felt ashamed of my present, ‫ وفهمت كيف‬،‫ بعد أن قرأت من كتاب العظات‬:‫قالت آمي‬
after reading and talking about being good ‫ وساءني أن‬،‫ خجلت من نفسي‬،‫نكون بنات صالحات‬
this morning, so I ran round the corner and ‫ فما أن استيقظت حتى‬،‫أبخل على أمي بنقودي كلها‬
changed it the minute I was up, and I'm so ‫ وأنا سعيدة‬،‫أسرعت الى السوق القريب أستبدل الزجاجة‬
glad, for mine is the handsomest now." ‫بهديتي الجميلة‬.
Said Amy
"Merry Christmas, Marmee! Many of ،‫ بل أعياد كثيرة سعيدة‬،‫ عيد سعيد يا أماه‬:‫قالت الفتيات‬
them! Thank you for our books. We read ،‫ لقد قرأنا اليوم جزءا منها‬،‫وشكرا لك على الكتب‬
some, and mean to every day," girls to the ‫وسوف نفعل ذلك كل يوم‬
table
Adaptation = cultural item .
"Merry Christmas, little daughters! I'm ‫ ويسرني أن‬،‫ عيد سعيد يا بناتي‬:‫قالت السيدة مارش‬
glad you began at once, and hope you will ،‫ وآمل أن تقرأن في الكتب دوما‬،‫تحققن ما اتفقنا عليه‬
keep on. But I want to say one word before .‫ولكني أود أحدثكن بأمر قبل أن نجلس مائدة اإلفطار‬
we sit down. Not far away from here lies a ‫فعلى مقربة منا تسكن امرأة فقيرة اسمها مسز هامل‬
poor woman with a little newborn baby. ‫ولديها طفل حديث الوالدة باإلضافة إلى ستة أطفال‬
Six children are huddled into one bed to ‫آخرين وقد جاءني أكبرهم منذ لحظة يشكو الى ما‬
keep from freezing, for they have no fire. ‫ فذهبت معه لزيارتهم فوجدتهم‬،‫يقاسون من جوع وبرد‬
There is nothing to eat over there, and the ‫ وليس لديهم نار تدفئهم‬،‫يرقدون جميعا في فراش واحد‬
oldest boy came to tell me they were ‫ فما الرأي في أن نعطيهم إفطارنا هذا‬.‫وال طعام يشبعهم‬
suffering hunger and cold. My girls, will ‫هدية منا بمناسبة العيد؟‬
you give them your breakfast as a
Christmas present?" said mrs march
"I'm so glad you came before we began!" ‫ من حسن الحظ أننا لم نفطر بعد‬:‫قالت جو‬.
jo said
"May I go and help carry the things to the ‫ أتسمحين لي أن أذهب معك ألساعدك في‬:‫قالت بيث‬
42
poor little children?" asked Beth eagerly. ‫حمل الطعام إلى أولئك األطفال الفقراء؟‬
Polite form== asking politely
Equivalence question when asking for

something ==politeness
"I shall take the cream and the muffins," ‫ وأنا أحمل الفطائر والقشدة‬:‫قالت آمي‬.
added Amy
"I thought you'd do it," said Amy
"You shall all go and help me, and when ‫ كنت أعلم أن الفكرة ستلقى منكن‬:‫قالت السيدة مارش‬
we come back we will have bread and milk ‫ وعندما‬.‫ فهيا بنا نحمل الطعام إلى األسرة الفقيرة‬،‫ترحيبا‬
for breakfast, and make it up at ‫ ونعوض النقص في وجبة‬،‫ نفطر بالخبز ة الحليب‬،‫نعود‬
dinnertime." Said Mrs March ‫العشاء‬.
"Ach, mein Gott! It is good angels come to ‫ فقد جاءت‬،‫ شكرا لك يا إالهي‬:‫قالت المرأة باأللمانية‬
us!" said the poor woman, ‫مالئكة الرحمة‬.
"Funny angels in hoods and mittens," said ‫ مالئكة من نوع فريد يرتدين المعاطف‬:‫قالت جو‬
Jo ‫والقبعات‬.
"That's loving our neighbor better than ،‫ هذا ما أوصى به الدين من رعاية الجار‬:‫قالت ميج‬
ourselves, and I like it," said Meg ‫وإنها حقا وصية جميلة‬.
"She's coming! Strike up, Beth! Open the ‫ وافتحي الباب يا‬،‫ فاستعدي يا بث‬،‫ها هي ذي قادمة‬
door, Amy! Three cheers for Marmee!" ‫ اهتفن ثالثا تحية ألمنا‬.‫آيمي‬.
cried Jo
"Is it fairies?" asked Amy. ‫يا للمعجزة‬
"Santa Claus," said Beth. ‫انه سانتا كلوز‬
"Mother did it." said Meg ‫انها هدية والدتي‬
"Aunt March had a good fit and sent the ‫ وأعتقد أنها أصيبت بنوبة من‬،‫بل هدية عمتنا مارش‬
supper," cried Jo ‫ فأرسلت الينا هذا العشاء‬،‫الحنان‬
"All wrong. Old Mr. Laurence sent it," ‫ فهذه هدية مستر‬،‫لم تصب واحدة منكن في حدسها‬
replied Mrs. March. ‫لورنس العجوز‬
"The Laurence boy's grandfather! What in ‫ ولسنا‬،‫جد لورنس الصغير؟ ترى ما الذي دفعه الى ذلك‬
the world put such a thing into his head? ‫على معرفة به؟‬
We don't know him!" exclaimed Meg.
"Hannah told one of his servants about ‫يبدو أن حنا حدثت خادما له بقصة تنازلكن عن افطاركن‬
your breakfast party. He is an odd old ‫ وقد‬.‫ فنقل الخادم القصة الى سيده‬،‫لمسز هامل الفقيرة‬
43
gentleman, but that pleased him. He knew ‫ فبعث للي " بعد ظهر اليوم‬n،‫سر مستر لورنس لصنيعكن‬
my father years ago, and he sent me a ‫رسالة يستأذنني فيها أن أسمح له بالتعبير عن بعض‬
polite note this afternoon, saying he hoped ‫ فأقبل منه األطعمة الشهية تكريما‬،‫عواطفه الودية نحوكن‬
I would allow him to express his friendly ‫ ألنه كان‬،‫ ولم يطاوعني قلبي على الرفض‬.‫لهذا اليوم‬
feeling toward my children by sending ‫ ولعل‬،‫ هذا سر الوليمة‬.‫صديقا ألبي فيما مضى من األيام‬
them a few trifles in honor of the day. I ‫فيها أعظم تعويض عن خبز الصباح وحليبه‬.
could not refuse, and so you have a little
feast at night to make up for the bread-and-
milk breakfast."
"That boy put it into his head, I know he ‫ وان كان‬،‫ انه‬.‫أنا واثقة من أنها فكرة الصبي أقنع جده بها‬
did! He's a capital fellow, and I wish we ‫ واتخذنا منه صـديقا‬،‫ ويا حبذا لو تعرفنا به‬،‫شديد الخجل‬
could get acquainted. He looks as if he'd ‫ ولوال‬،‫ وطالما شعرت بأنه يتوق بالمثل الى صداقتنا‬،‫لنا‬
like to know us but he's bashful, and Meg ‫ ولكنها كانت‬،‫ زمن طويل‬n‫تزمت میج بادلته الحديث منذ‬
is so prim she won't let me speak to him ‫ وتذكرني لكنت دائما بدواعي العرف‬،‫تمنعنى من ذلك‬
when we pass," said Jo, ‫والتقاليد‬
"You mean the people who live in the big ‫أتتحدثين عن أولئك القوم الذين يسكنون البيت الكبير‬
house next door, don't you?" "My mother ،‫المجاور لكم؟ ان والدتى تعرف مستر لورنس العجوز‬
knows old Mr. Laurence, but says he's very ‫ وله‬،‫ولكنها تقول انه متكبر يكره االختالط بجيرانه‬
proud and doesn't like to mix with his ‫ فهو يمنعه من‬،‫أساليب عجيبة في تربية حفيده الوحيد‬
neighbors. He keeps his grandson shut up, ‫ كمـا‬،‫ أو في رفقة مربيه‬،‫الخروج إال على صهوة جواده‬
when he isn't riding or walking with his ‫ ويعمـل جهده على‬،‫أنه يفرض عليه العلم واندرس فرضا‬
tutor, and makes him study very hard. We ‫ وأذكر أننا دعوناه‬.‫ابعاده عن أترابه من البنين والبنات‬
invited him to our party, but he didn't ‫ ولكنه لم يحضر‬،‫مرة الى وليمة أقمناها ببيتنا‬
come. Mother says he's very nice, though
he never speaks to us girls." Asked one of
the girls
"Our cat ran away once, and he brought ،‫ وقد هربت قطتنا يوما الى حديقته‬،‫نه صبي مهذب‬
her back, and we talked over the fence, and ‫ وكان حديثا‬،‫ وتبادلنا الحديث عبر السياج‬،‫فأحضرها لی‬
were getting on capitally, all about cricket, ،‫ ولكن ميج أقبلت فجأة‬،‫شيقا عن األلعـاب الرياضية‬
and so on, when he saw Meg coming, and ‫ عليه وأود من‬.‫ إني أعطف‬.‫فانصرف عنى مسرعا‬
walked off. I mean to know him some day, ‫ وأعتقد أنه في أشد الحاجة الى‬،‫صميم قلبي أن أتعرف به‬
for he needs fun, I'm sure he does," said Jo ‫أصدقاء يؤنسون وحدته ويذهبون وحشته‬.
decidedly
"I like his manners, and he looks like a ‫ وال مانع عندي من أن‬،‫وأنا أراه مهذبا كريم األخالق‬
little gentleman, so I've no objection to ‫ فلقد جاء بنفسه يحمـل‬،‫تتعـرفن به في أول فرصة مواتية‬
your knowing him, if a proper opportunity ،‫باقات الزهـور ولمست فيه ميال الى قضاء السهرة معنا‬
comes. He brought the flowers himself, ‫ ولكنى لم أكن أدرى ماذا تفعلن في‬،‫وكنت أود أن أستبقيه‬
and I should have asked him in, if I had ‫الطابق األعلى على وجه التحقيق‬
been sure what was going on upstairs. He
looked so wistful as he went away, hearing
44
the frolic and evidently having none of his
own."
"It's a mercy you didn't, Mother!" laughed ‫ فتمثيلية الليلة لم تكن على ما‬،‫حسنا صنعت يا أماه‬
Jo, looking at her boots. "But we'll have ‫ رواية أخرى أفضل‬n‫ ولكننا قد نقوم قريبا بتمثيل‬،‫ينبغي‬
another play sometime that he can see. ‫ وربما أشركناه معنا في تمثيلها‬،‫ فندعوه اليها‬،‫من هذه‬
Perhaps he'll help act. Wouldn't that be
jolly?"
"I never had such a fine bouquet before! ‫ ـ أنها أول مرة‬:‫قالت ميج وهي تتأمل باقة الزهور معجبة‬
How pretty it is!" And Meg examined ‫تأتيني فيها زهور نادرة كهذه‬
"They are lovely. But Beth's roses are ‫فقالت مسز مارش وهي تشم الوردة الذابلة التي أعطتها‬
sweeter to me," said Mrs. March ،‫ آن زهـور مستر لورنس جميـلة‬:‫إياها بث في الصباح‬
‫ولـكن وردة بث أجمـل وأبـدع‬
Table two: the utterances from ‘Little Women’ chapter two and '‫نساء صغيرات' الفصل الثاني‬
Conclusion
The first part of this chapter, it’s about the female language and how can we describe it
from different perspectives, language, and gender; where we talk about the differences
between men and women at the language level, and finally Tolmach Lakoff and her 10
female features. The second part, speaks about translation, Nida’s dynamic equivalence
theory, and New Marke’s translation strategies. Then, the third part consists of three related
studies to this and it provides the corpus presentation from which the utterances were
taken. Female language is different than the male’s and by using the 10 female features we
can spot these differences easily however translation can sometimes play a huge role in
presenting these features in translated language for this the translation strategies are used to
make sure that it is well transferred to the readers.
Chapter two
45
Research Methodology and Design
2.0 Introduction:
This chapter contains the ‘little women’ book and its writer Louisa May Alcott, then
translation of the book in Arabic ' ‫ 'سيدات صغيرات‬also its writer ‫أمينة سعيد‬. Then the methods
and strategies used in the analysis and what the whole research is aiming to.
2.1 Books and Authors:
2.1.1 Little Women book
The novel is written in English by Louisa May Alcott, published in 1868 (the first
volume) and 1869 (the second volume). The book is a presentation of the overlapping of
childhood, elder childhood, and the young womanhood that happens to a young woman’s
life.
The story of the book is about the lives of Meg, Jo, Beth, and Amy the four sisters, and
their mother Marmee. It is shared that the novel was written to convey the three major life
topics (housekeeping, true love, and work) altogether and each is important to achieve the
individual identity.
2.1.2 Louisa May Alcott
An American novelist, born in 29 November 1832 Germantown, Pennsylvania, U. S.
she was known with many works such as: Little Men, Jo’s Boys, Eight Cousins and Little
Women. Died in March the 6th, 1888 Boston Massachusetts, U.S.A.
2.1.3 ‫نساء صغيرات‬
46
The book was translated into different languages and the one is used in this dissertation
is Arabic. ‫ نساء صغيرات‬was translated by Amina El-Said in 4 th march 2016. Published by
People’s Register Foundation, Cairo (‫)مؤسسة سجل الشعب بالقاهرة‬
2.1.4 Amina El- Said ‫أمينة السعيد‬:
She was born in Egypt in 1914. Graduated from the English department of Faculty of
Letters and Languages in Fouad the First’s University 1930. She worked as an Editor of
the weekly women's page in Kawkab Al Sharq ( (‫رق‬n‫كوكب الش‬newspaper, after that she
worked in akher saa’s magazine (‫)آخر الساعة‬. Next, she moved to work in ‫ دار الهالل‬where she
found the magazine of ‫ المصور‬to be the editor of their daily women page, then she was
appointed to become the chairperson of the board in Dar El Hillal. She writes now in
‫ المصور‬and ‫الشرقية‬.
2.2 Research methodology choice
The research method is the comparative analysis in which we will examine and evaluate
the translated text from different strategies and aspects, in other words, why? and how?
Does the process of translation was, then compare it to the original one and see if
equivalence is achieved or not? ( to be reformulated) langueg problem
2.2.1 Research questions and hypothesis aims
To check out the strength and validity of this research, there were two questions have
been suggested and considered as the aim of this research.
The first one is ‘how can woman’s language features found in female characters be
translated?’ this question helps in the investigation of the way female language features
47
take place in other languages such as Arabic whether they are translated or not because
they don’t have an equivalent in Arabic.
The second question is ‘what are the strategies that can be used in translation?’ this
question will help us to know the strategies that are mainly used in translation and how
translators pass throw the translating process.
2.3 Introduction of the case study
2.3.1 Translation strategies
2.3.1.1 Word-for-word translation: this method means keeping the same order of the
second language, it is done as the first step of the real translation process. The main use of
the word-for-word translation method is to comprehend the mechanics of the source
language.
Example: (taken from…..)
The following lines are from The Secret Sharer by Joseph Conrad with their translation
into Arabic following the word-for-word method. ( no copy paste plz)
Rewrite the example + acknowledge the source
48
Figure n° 01: Word for word translation example.
2.3.1.2 Literal translation: this method safeguards the grammatical structure of the
second language by translating them into the most convenient target language equal. The
words are translated without paying much attention to their connotative essence. Example:
Figure 02: Literal translation example. This is not a figure this is copy paste copier
coller
2.3.1.3 Faithfull translation: this method is done by transferring the real intentions of the
author faithfully into another language. It is mainly the reproduction of the same meaning
of the original text context and the grammatical structures.
2.3.1.4 Semantic translation: this method pays more attention to the artistic value of the
second language and let go other aspects such as the meaning of the cultural words in the
original text.
49
2.3.1.5 Adaptation: It is the most liberated translation form. It is fundamentally used in
plays such as comedy, and poetry besides to that transferring the second language culture
into the target language and rewriting it.
2.3.1.6 Free translation: this method recreates the text without paying attention to any
form or structure. It can be sometimes longer than the original text.
2.3.1.7 Idiomatic translation: in this method, translators tend to recreate the massage of
the second language by using words that are not formal or literal and have no meaning nor
existence in the original one.
2.3.1.8 Communicative translation: this method mainly focuses on delivering the same
contextual meaning in a way that allows the content and the language to be understandable
easily.
Conclusion
Chapter two, in which we gave in the first part a presentation about the ‘little women’
book and its writer and ‘ ‫ ’نساء صغيرات‬and its writer. However, the second part tackles the
research methodology choice, questions, and hypothesis aims. Then, an introduction to the
case study in the third chapter in which the translation strategies we saw before are
provided with more details. The critical analysis allows us to examine the translated text
from different aspects. Before we pass through the process of analyzing two the questions
asked will provide us to know how the female language takes place in other languages than
English and what translation strategy was used.
50
Tables in list of tables
Chapter three:
Results Analysis and Discussion
Introduction:
In this chapter, we will see the analysis and the comparison of the utterances from ‘The
Little Women’ and ' ‫ 'نساء صغيرات‬using methods created by language experts. We will also
use the different translation strategies and methods of Newmark and the 10 female
language features by Robbin Lakoff in Amina Al-Said’s translated book in Arabic and
compare it to the original English book of Louisa May Alcott. Then we compare them and
see whether these strategies and features used were helpful and useful to achieve the
meaning of the writer and most important the equivalence.
3.1 Analysis of women language features in little women

3.1.1 Hedges in list of tables
Eg . this one is table 1 hedges
Example Hedge words Translation in Arabic
01 I don't think it's fair for some girls ،‫ليس من العدل أن ينال بعض الفتيات كثيرا‬
‫ وال ينال غيرهن شيئا على اإلطالق‬
to have plenty of pretty things, and
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other girls nothing at all
02 We can't do much, but we can ،‫ولن نستطيع ان نساهم معهم بأدوار فعالة‬
‫أفليس من واجبنا على األقل أن نبذل هذه‬
make our little sacrifices
‫التضحية التافهة راضيات؟‬
03 We make fun of ourselves, and are ‫ فنحن‬،‫وإذا كنا نكد ونكدح في طلب العيش‬
‫الى جانب ذلك شلة مرحة على حد تعبير جو‬
a pretty jolly set, as Jo would say."
Translation strategy: free, faithful.
3.1.1.1 Analysis of example 01
In example number one, ‘I don't think it's…..’ '‫ليس من العدل‬....' The reason for choosing the
word ‘don’t think’ as a hedge is supposed to transfer the feelings of sadness and the
desperation of the character for not having the pretty things that other ones may have, the
strategy used is faithful translation where she transmitted the real emotions and intentions
of the original text writer into Arabic without thinking of the form or structure of the
English language, equivalence is not achieved because the translator omitted words such ‘ I
don’t think’.
In example number two, ‘we can't do much…..’'‫ولن نستطيع ان نسامه‬....' This sentence also
transfer the feelings of sadness but faith in the same time of the character for being capable
of doing sacrifices no matter how big or little they were. The strategy used is free
translation where the translator did not pay any attention the structure nor the form of the
sentence in the original text even if the Arabic sentence was longer than the original one,
equivalence is not achieved because there was an addition in words without translating
what was meant by the hedge.
52
In example number three, ‘We make fun of ourselves….’ '‫وإ ذا كنا نكد ونكدح‬....'here we can
notice that what is supposed from the translator to deliver is some of proudness, and faith
in the same time in other words no matter what they do and how much they get tired, every
thing is okey and life will continue. The strategy used here is free translation, the
interpreter felt free to reconstruct the sentence said into her own words
3.1.2 Rising intonation on declarative

Example Rising intonation words Translation in Arabic
01 "That's like you, dear! What will ‫ ـ هذا كالم جميل‬: ‫فقالت جو معجبة بالفكرة‬
we get?" exclaimed Jo. ‫ فماذا نشترى لها مثال ؟‬،
02 "When will he come home, ‫ا‬nn‫ ـ متى يعود إلين‬: ‫وسألت بث أمها في لهفة‬
Marmee?" asked Beth -
‫يا أماه ؟‬
03 "Where have you been, and what ‫ أين كنت؟ وماذا تخفين وراء‬:‫قالت ميج‬
are you hiding behind you?" ‫ظهرك؟‬
Translation strategy: word for word, faithful
This example is said by Meg. The use of rising intonation in this example ‘what are you
hiding behind you?’ Was to set the light on Meg’s curiosity and suspense to know what she
is hiding behind her and have no patience to wait for her till she show them by herself she
wanted to know faster. The method used in this example is word for word translation; she
53
kept the same word order and the exact same idea and meaning of the original utterance.
Equivalence was achieved.
In this example, the utterance was said by Beth. The usage of rising intonation on
declarative is to emphasis that she was asking her mom and not one of her sisters Jo, Meg
or Amy also to share Beth’s stress; she wants to know when her father will be home and
they can be together again, the sadness; because their father took too long there and she
miss him. The translation used in this example is faithful translation; because the
interpreter transferred more the feelings of Beth than transferring only the words said and
that was done by adding ‘‫ ’إلينا‬which means he belongs to them, he is a part of them. So this
what the translator focused on more. Equivalence was not achieved because she added
words to the utterance.
In example number three, it was said by Meg. The use of rising intonation here is to
share her suspense and curiosity of wanting to know what Amy hides behind her back. The
translation method used is word for word translation; she choosed this one to keep the
mechanism of the original text’s language ans same language word order. Equivalence is
achieved.
3.1.3 Empty adjectives
Example Empty adjective words Translation in arabic
01 "I detest rude, unladylike girls!" ‫أان أكره الفتيات اخلشنات‬
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02 "What fun it was, especially going by ‫ ونتمتع كل‬، ‫وكنا نحب هذه اللعبة حبا جما‬
the lions, fighting Apollyon, and ‫المتعة في طريقنا الى أعلى البيت بالمعارك‬
passing through the valley where the ‫التي يبتكرها خيالنا مع األسود والشياطين‬
hob-goblins were," ‫ وغرضنا أن‬، ‫ في الصحاري والوديان‬، ‫والجن‬
‫نظهر قوتنا على قهر عوامل الشر ونزوات‬
‫ لنصل الى قصر األماني حيث الحبة‬، ‫النفس‬
‫والسالم ی والوئام‬
03 ‘They are lovely. But Beth's roses ‫فقالت مسز مارش وهي تشم الوردة الذابلة التي‬
‫ آن زهـور مستر‬:‫أعطتها إياها بث في الصباح‬
are sweeter to me," ‫ ولـكن وردة بث أجمـل وأبـدع‬،‫لورنس جميـلة‬
Translation strategy: adaptation, faithful
In example number one ‘I detest rude, unladylike girls!’ ‘‫ ’أنا أكره الفتيات الخشنات‬in the
original text the meaning of the word is hate of the girls that act like boys. The translation
method used here is adaptation, where the translator took a word from French language
‘detest’ and used it in her text without translating it into English by saying ‘hate’. The
equivalence is achieved the same meaning is present in both languages.
In example number two ‘What fun it was, especially going by the lions…’ ‘‫وكنا نحب هذه‬
‫ياطين‬nn‫ود والش‬nn‫ع األس‬nn‫ا م‬nn‫ا خيالن‬nn‫تي يبتكره‬nn‫ارك ال‬nn‫بيت بالمع‬nn‫ا الى أعلى ال‬nn‫ة في طريقن‬nn‫ ونتمتع كل المتع‬، ‫اللعبة حبا جما‬
‫ ’…والجن‬here the girl is talking about a game that they used to play when they were little
and describes it with fun which means it was entertaining, in the Arabic translation the
interpreter focused more on loving the game at first and then how the game was fun and
they really enjoyed it. The translating method used is faithful, where she recreated the
55
moment and its emotions by describing the game the way they felt. The equivalence is not
achieved because there is an addition in words ‘‫’وكنا نحب هذه اللعبة حبا جما‬.
In example number three ‘They are lovely but Beth's roses are sweeter to me,’ the use
of empty adjectives was present in the word ‘lovely’ when the mother was talking about
the girl’s aunt flours. The translating method used here is faithful; in which she transmitted
that the flours were the girl’s aunt flours and not any ones. Equivalence is not achieved
because there is an addition in words.
3.1.4 Precise color terms
Example Precise color terms words Translation in Arabic
01 "You won't stop, I know, as long as ‫ ما دمنـا‬n‫ ـ لن تهجري التمثيل‬:‫قالت جو‬

you can trail round in a white gown ‫ فرصة تتبخترين فيهـا على‬n‫نعطيك‬
‫ األبيض وشعرك منسدك‬n‫المسرح بثوبك‬
with your hair down, and wear gold-
‫ ثم إنك أقدرنا على التمثيل‬n.‫على كتفيك‬
paper jewellery. You are the best ‫فماذا نفعل من غيرك؟‬
actress we've got, and there'll be an
end of everything if you quit the
boards," said Jo
Translation strategy:
In the first example, there is a precise color term ‘gold-paper’. It was said by Jo to her
sister while talking about the play and describing what she will wear and dress in addition
to how she is a greatest actress. Women are known for their wide knowledge of colors and
the ability to define each color, in this example we see that Jo described the color not gold
56
but gold-paper for their slight difference of shine; the jewelries have the shine of the gold-
paper. The translating method used is, free translation; here the interpreter did not care
about delivering all what has been said but just the main idea of it. Equivalence is not
achieved because there was an omission in words of the original text.
3.1.5 Intensifiers
Example Intensifier words Its Arabic translation
01 "I shall get a nice box of Faber's ‫ سوف أشتري عابة أقالم‬:‫قالت آمي‬
drawing pencils; I really need them," ‫ ألنني في أشد الحاجة‬:‫ملونة للرسم‬
said Amy decidedly. ‫إليها‬
02 "I think it was so splendid in Father ‫ كان‬:‫ وحرارة‬n‫بث قالت في حماسة‬

to go as chaplain when he was too ‫جميال من أبى أن يتطوع قسا في‬
old to be drafted, and not strong ‫الجيش مادامت سنه المتقدمة ال‬
enough for a soldier," said Meg ‫تسمح له بأن يشترك في القتال‬.
03 "It's all right, dear, and a very pretty ‫ ليس هذا خطأ يا‬:‫قالت ميج‬
idea, quite sensible too, for no one ‫ ويسرني أن كتبت ماما‬.‫عزيزتي‬
can ever mistake now. It will please ‫فإنها كلمة لطيفة ستغتبط لها والدتنا‬
her very much, I know," said Meg ‫كل االغتباط‬.
Translation strategy: faithful, free.
In the first example, there is an intensifier in the word ‘really’. The word was said by
Amy to her sisters when she was talking about buying a box of Faber’s drawing pencils
and how much she needed them and wanted them. The method of translation used is
faithful translation; the interpreter reproduced the writer’s real intentions of how was the
character ‘Amy’ in need for the drawing pencils, so she focused more into delivering the
57
emotional weight of the word to her readers. Equivalence was not achieved; there was an
addition in the translated text.
This second example. We see also that there is another word for intensifiers which is
‘too’. This utterance was said by Meg; telling her sisters that their father did well when he
volunteered to be a chaplain in the army and not a soldier because of his age. The
translation method used here is free translation; the translator found herself free in
translating the utterance and making sure to redeliver the words freely but with respecting
the main idea of the utterance. The equivalence was not achieved because there was an
addition in the translated text.
In this next example, the word ‘very’ is considered as an intensifier word. This sentence
like the one before was said by Meg telling her sisters that Beth did a very soft thing for
her mom when she wrote the word ‘mother’ in a piece of fabric in order to give it as a gift
to her. The method used is free translation; she omitted words from the original text but
kept the main idea present so the readers can understand. Equivalence was not achieved
because there was an omission in the words of the original text.
3.1.6 Hyper correct grammar
Example Hyper Correct grammar words Translation in Arabic
01 "Yes, a nice long letter. He is well, ‫قالت مسز مارش وهي تلمس جبين‬
and thinks he shall get through the ‫ إنه‬،‫ ـ نعم‬:‫ابنتها في محبة وإعزاز‬
cold season better than we feared. ‫ يقول‬،‫ مليء باألخبـار‬،‫خطـاب طويل‬
He sends all sorts of loving wishes ‫فيه إنه بخير وال داعي ألن نخاف عليه‬
for Christmas, and an especial ‫ وهو يبعث إليكن بمزيد‬.‫من برد الشتاء‬
58
message to you girls," said Mrs. ‫حبه ويتمنى لكن " عيدا سعيدا‬
March
02 "Really, girls, you are both to be ‫فقالت ميج كلتاكما في الحقيقة أخطأت‬
blamed," said Meg
03 "How will we give the things?" ‫دم‬nn‫ف نق‬nn‫ ـ ولكن كي‬:‫ا‬nn‫سألت ميج أخواته‬
asked Meg.
‫لها هدايانا؟‬
Translation strategy: faithful, free, word for word.
Mrs. March is the one talking in this example to her daughters about their father and his
letters that he sent. She used the expression ‘he shall get through’ with using ‘shall’ not
‘will’ because it is generally used to show formality and to describe on obligation and here
Mrs. March is describing the obligation of that their father should or must get through the
winter. The translating method used is faithful translation, in which the translator
transferred or reproduced the meaning of what the original text writer said faithfully. The
equivalence was not achieved because the interpreter added words in order to deliver the
meaning.
In this example which was said by Meg to her sisters Jo and Amy, that they are both
going to blamed for the way they were talking with each other when Amy told Jo to stop
acting like a boy and they also both start saying that each of them hate and blame the other,
Meg used ‘you are both to be blamed’ she used the infinitive form; generally the infinitive
is used to talk about a purpose that is here that the sisters should never fight or hate each
other and o like what Jo and Meg did. The translating method that the translator used here
59
is free translation; where she redelivered the original text words in her own and without
paying attention the form of the original language where she was the controller of length of
the translated text. Equivalence was not achieved because the translator omitted words
from the original text.
This following example was said by Meg also, where she asked her sisters about how
they are going to give the presents to their mother, she used ‘will’ without a doubt because
as it is known will is an expression for future tense. The translating method used here is
word for word translation; the translator rewrote the utterance as it is without an addition or
omission. Equivalence was achieved.
3.1.7 Super-polite forms
Example Super polite words Translation in Arabic
01 and ought to do it gladly ‫أن نبذل هذه التضحية( التافهة‬

‫راضيات؟‬
02 You're a dear, and nothing else ‫أنت أخت عزيزة‬
03 "Bless the child! She's gone and put ‫ بارك هللا من طفلة‬:‫قالت جو‬
'Mother' on them instead of 'M. ،‫ لقد طرزت كلمة ماما‬،‫طيبة‬
March'. How funny!" ‫واألصل أن يوضع الحرف األول‬
‫من االسم فقط‬.
Translation strategy: idiomatic, word for word, faithful.
60
In example number one ‘and ought to do it gladly’ ‘ ‫ ’أن نبذل هذه التضحية التافهة راضيات؟‬in
this utterance it means that the girls are supposed to do something out of love and respect
in the other hand the way it was translated the meaning went to the opposite meaning, The
strategy used is idiomatic translation in which the translator recreates the massage of the
original text by using informal words like in this case ‫ راضيات‬is an informal word for
‫مسرورات‬. The equivalence is not achieved, substitution takes place here because the word
gladly and its translation was used instead of the real meaning of it. The equivalence is not
achieved for the reason of the change in words and the utterance’s real meaning.
In example number two ‘You're a dear, and nothing else’ ‘‫ ’أنت أخت عزيزة‬this sentence
comes with the meaning that the sister loves her sister and shows respect and what sisters
are to each other by saying the word dear. The translating method used here is word for
word translation and it is used when the translator uses the same word meaning and
contextual stucter. The equivalence is achieved.
In example number three ‘Bless the child! She's gone and put 'Mother' ‘: ‫بارك هللا من طفلة‬
‫ لقد طرزت كلمة ماما‬،‫طيبة‬،....’ here females are known with their classy chosen language this
utterance is said to show the kindness of well raised girl. The translation used here is
faithful translation where the interpreter delivered the same meaning of the sentence and
added just few words to it which it didn’t matter or change the meaning, the equivalence is
achieved.
3.1.8 Avoidance of strong swear words
61
Example Avoidance of strong swear words Translation in Arabic
01 "I hate affected, niminy-piminy chits!" ‫غيرات‬nn‫ره الص‬nn‫ا أك‬nn‫ ـ وأن‬: ‫قالت جو‬
said Jo.
‫المغرورات‬
02 "I hate to think I've got to grow up, ‫أني أكره أن أصبح آنسة وقورة‬
and be Miss March, and wear long ‫أعقص شعري وأرتدى مالبس‬
gowns, and look as prim as a China ‫ وأحب شيء الى نفسي‬،‫طويلة أنيقة‬
Aster! It's bad enough to be a girl, ‫ وأفعل مثلما‬:‫أن ألعب مع الصبيان‬
anyway, when I like boy's games and ،‫ كفاني عذابا أن خلقت فتاة‬.‫يفعلون‬
work and manners! I can't get over my ‫وكفاني ألمـا أن تضطرني أنوثتي‬
disappointment in not being a boy. ‫إلى أن أطرز في البيت كمـا لو‬
And it's worse than ever now, for I'm ‫ وقلبي يتوق‬،‫كنت عجوزا حيزبونا‬
dying to go and fight with Papa. And I ‫الى خوض ميدان القتال مع أبي‬
can only stay home and knit, like a ‫!! جنبا الى جنب‬
poky old woman!"
03 "Ach, mein Gott! It is good angels ‫ا‬nn‫ك ي‬nn‫ شكرا ل‬:‫قالت المرأة باأللمانية‬
come to us!" said the poor woman, ‫ فقد جاءت مالئكة الرحمة‬،‫إالهي‬.
Translation strategy: communicative, word for word, semantic.
In the example above the utterance was said by Jo to her sister Amy when she was
commenting about her way of using slang words while talking to others and telling her to
stop because it’s so boyish , Jo’s reaction was said with anger so she used ‘niminy-piminy
chits!’ that is considered to be an avoidance of strong swear words. The translation method
used in this utterance is communicative translation in which the translator here was
focusing more on delivering the same contextual meaning of the utterance but in simpler
words and understandable way to her readers for they can be lost in she did a word to word
translation. The equivalence was not achieved because deleting and adding words to the
translated text.
62
This talk was said by Jo to her sisters where she describes her feelings of anger and
disappointment of the fact that she is not a boy and needs to grow up in age and be a young
lady ‘miss’ who should act and wear like one, she used the expression ‘poky’ which is a
word that is considered to be an avoidance of strong words instead of saying chunky,
creepy..etc. The translating method used in this example is word for word translation in
which the interpreter kept the same word order and meaning. Equivalence is achieved.
In example number three that was said by the German woman we see the word ‘gott’
which means ‘god’ in English the word ‘god’ is mainly used to avoid the strong swear
words, the women used it when the March family arrived to her house and brought food
with them as a surprise. The method used here is semantic translation; because the
translator paid more attention on the artistic value of the Arabic language in which she
added ‘‫ ’شكرا لك يا إالهي‬and let go the real meaning of the original text. Equivalence is not
achieved because there was an addition in the Arabic text.
3.1.9 Emphatic stress
Example Empathic stress words Translation in Arabic
01 "How good Meg is! Come, ‫ ما أجمل ميج في خشوعها هيا‬:‫قات بيث‬
Amy, let's do as they do. I'll ‫ وسأساعدك بقدر‬،‫بنا يا آيمي نقرأ مثلهما‬
help you with the hard words, ‫ ونسألهما إن‬،‫إمكاني في تفسير الكلمات‬
and they'll explain things if we ‫استعصى علينا الفهم‬
don't understand," Beth.
63
02 "Bless the child! She's gone ‫ لقد‬،‫ بارك هللا من طفلة طيبة‬:‫قالت جو‬
and put 'Mother' on them ‫ واألصل أن يوضع‬،‫طرزت كلمة ماما‬
instead of 'M. March'. How ‫الحرف األول من االسم فقط‬
funny!" cried Jo.
03 "There's Mother. Hide the ‫ فهيا بنا نسرع‬،‫ رجعت والدتي‬:‫قالت جو‬
basket, quick!" cried Jo. ‫في إخفاء السلة‬
Translation strategy: free, faithful
This example consists an emphatic stress ‘good’. It was said by Beth to her sister Amy
about Meg and how good her idea was about reading the book. The translating method
used is free translation the translator focused on transferring the main idea more than
translating it in a traditional way by just applying the word for word translation.
Equivalence was not achieved because there was an addition in words.
This next example, ‘funny’ is presented as an emphatic stress word here. It was said by Jo
speaking about what her sister did to their mom and how funny is the fact that she wrote on
the fabric ‘mom’ and not ‘M. March’. The translation method used is faithful translation in
which she passed the contextual meaning. Equivalence was not achieved because there was
an omission in words.
64
In example number three we find another form of emphatic stress in the word ‘quick’ it
was used by the character Jo to her sisters when their mother came and they had to hide the
gifts from her so they don’t ruin the surprise they were preparing. The method used is free
translation; the translator just delivered the energy and vibes of the character while saying
the utterance. Equivalence achieved.
Conclusion:
In this last chapter, the selected utterances have been analyzed, where the analysis have
3 parts; the first part contains the female feature used in the utterance, the second one
involves the translation method used and the last one where it is mentioned if equivalence
was achieved or not.
General conclusion
Gender studies became very famous lately, each linguist has taken it from a different
perspective but the common and shared idea is that males and females differ in different
levels and language is the most important. Translation has become a must, people from all
around the world are more interested in learning and reading for that reason books are
translated into different languages in order to allow the spread of knowledge.
65
In this study, an investigation was held to do an analysis based on Lakoff’s theory of
female features and her beliefs of male and female differ when it comes to the language; in
other words, they use it differently. In her studies females use a more polite language
(would you like to come to dinner tonight), full of correct grammar, empty adjectives,
precise color terms, hedges, avoid the strong swear words, empathic stress, intensifiers, tag
questions and rising intonation. This dissertation also did an investigation of New Mark’s
translation techniques used in the translation of ‘Little Women’ book into ‘‫’نساء صغيرات‬.
The study finding helped in answering the research questions
The first research question: How can women’s language features found in female
characters be present in ‘little women book’?
Thru the process of reading and analyzing the book of ‘Little Women’ by Louisa May
Alcott we can answer this question with;it can be said/ almost all of the female features
were present in the first and second chapter of the book, except finding only one example
of precise color term and not finding any of tag questions. Lexical hedges was present
almost in every utterance ( think, some, pretty, little, perhaps, can, much, should, would,
really, about, quite, though, will, always, seems,..). Super polite forms (I’m afraid I don’t,
how would you like to be…, you shall all go and help me,..). Hyper correct grammar (may
I go, Mr., Miss,..). Empty adjectives (gentleman, nice, pretty, lovely,..). Avoidance of
strong swear words (dear me, my god, goodness,..). Empathic stress (good, funny,
quick,..). Intensifiers (really, too, very,..). Rising intonation (what will we get?,
Marmee?,...). Precise color term (gold paper jewelries).
The second research question: What are the strategies that can be used in translation to
achieve the equivalence?
66
While doing the investigation in the translated book ‘‫ ’سيدات صغيرات‬by Amina El-Saïd
we can provide and answer for the question. The translation method that is used almost in
one or two of the three provided example is the faithful translation (7), then free (4) and
word for word translation (4) comes in the second place, after this we find only one use of
these following methods: communicative, semantic, idiomatic, and adaptation in addition
to not using the literal translation at all.
As a conclusion, the spread of gender studies increases the chances of spreading
awareness in society, and the difference between females and males is normal, they are
created to be different from the beginning, you can’t expect females to act and talk like
males as you can’t expect the same from males. Translating books to other languages is
also an a good opportunity to let all people enjoy and have the access to a wild source of
information.
67

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Ministry of Higher Education and Scientific Research

M’hamed Bougara University of Boumerdes

Faculty of Letters and Languages

Translation of woman’s language features used by female characters in

“The little women” by Louisa May Alcott from English to Arabic

Submitted by: Boukhentef Ranida

Supervised by:Ms. Bensoltane Meriem

To Dr. Kendil Meriem

I would like to express my deepest gratitude and appreciations to my lovely

supervisor Ms. Meriem Bensoltane, for her priceless advices ,guidance,

encouragement ,and patience

was taken in order to focus and do an analysis about these differences. ( to be

reformulated) + sentence structure

This research aims to realize a comparative analysis of examine how women's

translation, adaptation, free translation, idiomatic translation, and communicative

The methodology used is a comparison and critical method. It will be done by

Acknowledgments …………………………………….……………………………………….…. III

Table of Contents ……………………………………..………….…………………………….….. V

List of Tables………………………………………….………………………………………….. VII

List of Figures …………………………………………..………………………………………… IX

Statement of the problem…………………………………………………………………..15

Research questions and hypothesis…………………………….………………………….15

Significance of the study……………………………………..……………………………16

Organization of the dessertation……………………………….…………………………..16

Chapter One: Theoretical part of the study……..……………………………………...17

1.1 Women’s language features ………………………………………………………….17

1.3 Robin Tolmach Lakoff………………………………………………...………………20

1.4 Lakoff’s 10 Female Language Features…………………….…………………………20

1.4.1 Lexical hedges……………………………………………………………………….20

1.4.2 Tag question…………………………………………………………………………

1.4.3 Rising intonation on declarative………………………………...……………………

1.4.4 Empty adjectives………………………………………….

1.4.5 Precise color terms…………………………………………………………………..22

1.4.7 Hyper correct grammar………………………………………………………………23

1.4.8 Super-polite forms…………………………………………………………………...23

1.4.9 Avoidance of strong swear words…………………………………………………...24

1.4.10 Emphatic stress……………………………………………………………………..24

1.2.3 New mark’s translation strategies…..…………………………...…………………..26

1.2.3.1 Word for word translation……………………………………...………………….26

1.2.3.2 Literal translation…………………………………………………………………..26

1.2.3.3 Faithfull translation………………………………………………………………..26

1.2.3.4 Semantic translation……………………………………………………………….26

1.2.3.6 Free translation…………………………………………………………………….26

1.2.3.7 Idiomatic translation……………………………………………………………….27

1.2.3.8 Communicative translation…………………………………...……………………27

1.3 Related studies…………………………………………………………………………27

1.3.1 Study one…………………………………………………………………………….27

1.3.2 Study two……………………………………………………………...……………..28

1.3.3 Study three……………………………………………………………...……………29

Chapter two: Research Methodology and Design……………………………………...44

2.1 Books and authors…………………………………………………………………….44

2.1.1 Little Women’s book………………………………..……………………………….44

2.1.2 Louisa May Alcott………………………………….……………………………….44

45................................................................................................................... 2.1.3‫نساء صغيرات‬

45.…….…………………………… .………………………………………… 2.1.4‫أمينة سعيد‬

2.2 Methodology choice……………………………………...……………………………45

2.2.1 Research questions and hypothesis aims……………...…………………………….45

2.3 Introduction of the case study…………………………………………………………46

2.3.1 translation strategies…………………………………………………………………46

Chapter three: Results Analysis and Discussion……..………………………………...49

3.1 Analysis of women language features in little women…………….………………….49

3.1.1.1 Analysis of example 01………………………………..………………………….50

3.1.1.2 Analysis of example 02..…………………………………...……………………..50