LEVELS OF TRANSLATION Abdelhamid Elewaonal Library INTRODUCTION: Preliminary Notes ‘Translation Levels H ‘The Translators Levels UNIT ONE: An Overview of the Discipline Di o Types of Translation > Know a Stu itions of Trans! Equivalence Methods, Strategies and Procedures ‘Translation ‘Theory Properties of Good Translation, LEVEL ONE. UNIT Two: Arabicization and Translation Dic ctronic Dicti ary-based translation d Transcription. UNIT THREE: G Sentence Structure d Orde Other Word O: Order of a Parts of Speech. mar and Trans! djectives Nouns Definite/indefinite Articles Proper Nounscusativ of Purpose (Maful Lahu) Accusative of specification (Tamyee2) Clauses and Phrases. Passivization Grammatical Gender. Punctuation. 4 How sentences ate made?. Abbreviations IT FOUR: Shift of Word Class .. 2 UNIT FIVE: Coordination and Subordination Other Subordinators LEVEL TWO UNIT SIX: Approachin History of the Text UD Gente of the Text Origin of the text... Linguistic Changes in today’s Arabic Text function Code-S vitching - UNIT SEVEN: The Phonic Aspects of Translation. Onomatopoeia. 1 Sound Devices. Alliteration and Assonance.. Rhyme... Sound Homogeneity. ; : UNIT EIGHT: Morphology and Translation, P; refixes,Suffixe LEVEL THREE. UNIT NINE: Word Selection and Combinat Remarks on Wor js Combinatior Multiple genitives Multiple genitive structure Hyphenation Refer Fronted Complements Variet ial Pronouns. Sentences P pe and length. cement ety in Modifie atiety of basic sentence stru UNIT TEN: Multi-word Units exical translation. Classification of Lexical Items Colo Coll Criteria of Collocational Behaviour cation and ‘Translation Semantic Prosody Idioms. ‘Types of idioms. Idiomatic Translation Proverbs... Polysemy UNIT ELEVEN: Lexical Repetition .. Root repetition .... Word repetition. Phrase repetition Axticles repetition. LEVEL FOUR UNIT TWELEVE: The Translator’s Tools Computer-assisted TranslationTranslation Phonic Aspects of Literary ‘Translatior Syntactic Features Lexical features Figurative Language Notes for Translators 50: Bibliographyan anyone translate? This type of q about any field of work. De a given art? We often t ster 2 people who have made a change in a sh to be one claiming that they are talent ter than for instance translation? Indeed, anyone can it if s/he is dedicated and follows anything and can pe way of learning it seeondylanguage to a certaingextent can tion is still pending! (source In fact, Anyone who learn translate from and into that Should a translator simply substitute w language) for their counterparts in the TL (ta tion is a more sophisticated p h req} s of the field under examination, the cultural tear knowledge, aware settings, etc. Is translation based on d language like English for exa in a nple cannot cl better th department of languages, they think they Students who learn another language probably need to know more about th translation. anyone él other department. On are transla ¢ a job in trans! process and, strategies of demic and of translation Unfortunately, some studénté used to start th ofessional life afterwards by practicing the proce without a prior knowledge of the state of the art. I do not wish t undermine the significance of practice. But there should be gener: or strategies for the translator that show why certain rendition and what difficulties are at piay guideline prioritizenslation? A transl nas to make up his mind to (ource language) eS) ald consider linguistic synonyms, semantic field, collocation, simpli phenomena s termin other strategies with regard to etc. Much of the works on teaching of spects of translator training based as of the instructor. Webe logy, providing explanations as opposed to exact words, and and compensation, cultural idiosyncr: translation discuss on the experience 2 tates, Ie is always surprising to people wanting to add a translation nd interpr there are very few — if any — textbooks in these fields. Th ion component to their language instruction that reason for thi firs is that instruction methods are eof constantly being improved and adjusted on the basis of this ongoing experience. his five-level course then for anyone interested in translatios gap between theory and practice of trans! is intended to be a multipurpose manual ‘The main aim is to narrow th lation. ‘Tradi only wit tionally, we u: ed to look at translation from the practical sid sidering the theoretical background and the devices > rendering a given text in a particular manner. This certainly impoverishes the art of translation limiting it to examples of translated texts which may not further be repli this context, translators or students of translation will fi alone with some pieces of translated texts and/or uns} commentaties which could be adequate for the very situation beyond. Another sophisticated and detrimental te: that adds to the apprchension of students is the ~ theotetical/philosophical approach to teaching translation. In this approach to translation teaching, everything is theorized and students are asked to read some complicated books and theories that are hard to apply in all situations. So, our main aim is to give theory and practice in one To fulfill this aim, we focus in these units on all out co: utilized that led ome them: or not approachheir decisions to others. f translation understand This book helps and practice the ai and science of a. In a five-level course an introduction the stud 1 and methodological x s can develop their skills in preceded by more gi way. ound and reviews Introduction: It provides a theoret finitions, types, meth: me common theories of tra the various \d appro translation. Then it explores well as the concept of equivalence Level One starts with an overview of Arabization and the w. .¢ dictionary while translating. It focuses on the translation of je sentences and deals with spelling, grammar, punctuation, shift bordination in Level Two discusses process of translation, the phonic and morpholo; s explicitation in translation, the steps which combination. It ¢ s the and length, multi-word units, collocation, ition Level Four s internet in the processi6f translation. It discusses the types well as the possible relations that hold between » , hypon tition, omission rts discussed. Level Five moves to the contextual aspects of translation to with the real situations and users. It discuss: text dimensions,to Know a This section gives an overall picture to determine to v your students belong. This is so important in the very be p on of students across the different levels ginnii ntain the To guarantee the effectiveness of the more organize teaching contents should have a quick way of as d logical wa ded, the teache: ing the approxim nd methods ir ate level of a 's skills in translatio: few years ago, the U.S. Government / for determining the skill level of potential tra agency might seek to hite. They developed a scale that s where 0 represents the lack of knowledge and total inability to translate even a single word. A full desctiption of these levels can be found in Sofer (2006) and here is an excerpt from that book esctibing these different lev: ency put some criteria ors whom the from 0 to You may want to read this section car honest determination as to where on this scale you find yours this time. If clow Level 2+, you need to keep pra you ate at Level 3 or higher, you can start doing some professional translating. After Level 4 ind at Level 5 you c: ally to try to make an ou are b fou are re for some serious translating, a translator art making a living The Translator's Levels Level 0: No functional ability to translate the language Co: tt comprehend at all. istently misunderstanding or ca Level 0+: Can translate all or some place names (ie., street or city designations), corporate names, numbers and phras writes using only memorized material and set ¢ lated words and often translating these inaccurately. In rendeting translations, ressions. Spelling ters) are and tepresentation of symbols (letters, syllables, frequently incorrect.ll to tra equivalent to anslate either representations containis patterns and vocabulary items, includ hen approp sslated texts include simple narratives of routine bet ions of persons, places and things; and ex nose simplified for tourists concrete descript of geography and go Mist ons comm ment such nslati In rendeting translations, writes in simple sentences (or clauses making continual errors in spelling, grammar and punctuation, but de dealing with foreigners attempting to translate his/her lan; 4 and ut ive reader used to translation can be re Level 1+: Sufficient skill to translat informative social purposes in printed form. Can tra such as announcements ot public events, popular advertising no containing biographical information or narration of events and aightforward newspaper headlines. simple slate material ‘A few years ago, when President Carter went to Poland, he said to lis American-Po it as "I lust after you," which elicited loud Ia “The teason for the mistranslation: The hapl from his native land for over 20 years, duti Polish expressions had changed interpreter translated "I love you.” an audience, udience 1 of eletnéintary In rendering translations, writing s bulary and some control of basic syntactic p: 51s still occur when expressing more complex thoughts. Dic may still yield incorrect vocabulary of forms, although can use a y to advantage to translate sir rmple ideds. Translations, tho ers, but maj jonary Level 2: Sufficient skill to translate simple authentic writte ial in a form equivalent to usual printing. Can familiar sv mate but authentic prose on uncompli normally present in a predictable sequence, which in his/her work. Texts may include descriptionsimple biographical informa -s and simp) In rendering translations, has written voc ations with some circumlocutions non errors in spelling and punctuation, but shows so of the most commo is and punctuation conventions. Good control of morphology of language (in inflected languages) ntactic structures. Elementary d to reading the translations perform simple trans n forn most frequently used are usually handled quite understandab lations are ade > a native r of foreigners Level 2+: Sufficient skill to translate most factual material in non- technical prose as well as some discu te topics related special professional interests. Has asible guesses about unfamiliar words by using linguistic context and prior knowledge. M erial, but does not yet detect ubjective attitudes, values or judgments in the material to be transl as on con egur ake s yy teact personally to m ed. In rendering translations, often shows surprising flue of expr be inaccurate and/or incomprehensible. Generally strong in either it or vocabulary, but 1 of the foregoing or in spelling results in occasional mistranslations. A mple con: plurals, atticles, prepositions and negatives, to m structures, word order and relative clauses. Notm voca of everyday vocabulary still evident. ability to use circumlo: U ply unknown words. Translations are understandable to native readers to dealing with foreigner’s attempts to te the language, though style is obviously foreign sion, but us ze may d pressure lang t in both. Weaknesses or unevenne as of weakness range from s ructions, such 4 complex ally controls general lary, with some mi ows a limited 3 dictionary to advantage to not ui tran: farniliar ting ability is not dependent on subject matter knowledge. Level 3: Able to translate authentic prose on u ashtypically include grammatical p; untere professional tea able to corre translate material, Rarely has pause over or reread ibulary. However, may experience some difficulty witt unusually complex str ind low-frequency idioms, pteparing translations, control of structure, spelling, and genera vocabulary is adequate to convey his/her message accurately, but style may be obviously foreign. Errors virtually never intetfes with ion omprel nd rarely disturb the native reader. Pun ed. Employs a fal spor: errors in the most co somewhat more frequent ecto Consistent control of compour of ideas presented in origin generally contro gramm: s. Control of age of structur good, with o1 errors in ‘basic structures, and mplex frequent structui iin low-frequency complex s es. Relationship y clear. .d: complex sen erial is consiste Level 3+: Incteased ability to t f la te a vatiety of styles and forms wage pertinent to professional needs. Rar texts ot rately experiences dit inferences. Ability to co reference: Incr ficulty relating ideas or making tehend many socio-lin cultural vever, may miss some nuar sed ability to tran late un idioms; however, a ctures and low- complex si y is not complete. cura In rendering translations, able to write the language in a few p: pertinent to professional /educational needs. Not al tailor language to suit original material. Weaknesses may lie control of low-frequency, complex structures, vocabulary or the ability to express subéleti styl and nuances. Level 4: Able to translate fluently a forms of the language p p mote difficult prose and follow unpredictable turns of all styles and is. Can translate t readily o the general reader and all materials in his/her own special field, including official and professional document: in any area directedincluding Ithough reasonably legible handwriting without difficu all socio-linguistic and cultural references. In rendering translations, able to write the language precisely a rately in a variety of prose styles pertinent to profes educational needs. Errors of grammar a frequency complex structures. Consiste tial and able to express subtleties and nuar including those in low lor language to slate extremely difficult o: late a va Level 4+: In abstract prose. Increased ability to tra idioms, colloqu cultural re! ased ability to trai of vocabul ms and s an late less than fully legible handwriting. Accuracy is close to that of an educated translator, but still not equivalent -rences, ability to u In rendering translations, able to write the language precisely and accurately, in a wide variety of pertinent to ptofession: ‘educational need: Level 5: Ability to translate extremely difficult and abstract pro: Gic., legal, technical), as well as highly colloquial writings and th literary forms of the language. Translates a wide variety of vocabulary and idioms, colloquialisms, slang and pertinent cultural ref With varying degrees of difficulty, can translate all ki ndwritten docum ind how natives thir produce a text. Accuracy is equivalent to that of a well-c translator, dso: s they cated Able to unders In rendering translations, has writing proficiency equal to that of a well-educated native. Without non-native errors of structure, spellin style or vocabulary, can translate both formal and informs correspondence, official reports. and documents and professional/educational articles, including writing for special Purposes which might include legal, technical, educational, literary and colloquial writing,UNIT ONE, An Overview of the Discipline is book introduces students to the basic s [se a quick look at the history, definitior proaches of translation supported with examples. Th part starts with remedying the common problems translators and language lk in general. Issv grammatical, lexical, pragmatic and cultural factors are the m common problems that face language learners at elementary st e trained to avoid any problem that may arise in atign drills Therefore, students this context through practical trans In the introduction to their book” Diationary of Translation Stu Mark Shuttleworth and Moira Cowie pointed to the interest in translation worldwide. In the 1990s the Translation Studies have increased dramatically. Academic centres at universities, where Ph.D’'s and MA programmes ate alized in translation flourished every ements in t growing impro In fact, the inte: evolution of languages on the earth ent languages cannot be ¢ ion. It is in fact the central el aslation all sciences had (quoted by John Florio, 1934 and hieroglyphic language would hayé been lost, unle Rosetta Stone with hieroglyphic inscriptions along with d counterparts. in u Definitions of Translation x of written tex ything related to ‘language’, ‘personality’, and ‘information technology’ if we are Translation simply means the trans language to ‘culture’, ‘time’ nother. So it involv