TRANSLATING OR

TRANSLATION
STUDENT:

SUSANA MARTÍNEZ GAYTÁN

SUBJECT:
Teaching English through Translation

TEACHER:

JESUS ADRIAN CASTAÑON AQUINO

 Holmes did not consider
translation as a tool for
language teaching and
learning. We have situated
‘(Teaching and) Learning
Languages’ under Applied
Translation, with the label
“Learning Languages
through Translation”.
2.1. THE • It is operational. First we
PROCESS OF choose the approach to
TRANSLATIN translate, then we always
keep in mind the different
G levels: textual, cohesive,
referential and naturlaness.
2.1.1. THE
PRACTICA • determines how to transfer the contents

L of the source into the target.

• It therefore deals with the process of

APPROAC translating.

H
2.1.2.
MODELS A model should account for the factors that
influence the decision-making, including
FOR communicative function, target language textual
style, potential audience, and the requirements of
TRANSLATIN the host culture and linguistic system.

G
 linguistic resources
of the source and
target languages
and the
mechanisms
available in the
target language for
overcoming the
structural
• differences
textlinguistic model: takes
between source
into account the and
various uses
target that appear
of language by speakers and
in translation
writers in particular
communicative
• The physiolinguistic
situation.Textual systems are
complex sets of expectations model: The think-aloud
text users have about what protocol (TAP). Loersher
texts should be like. With an in 1991 claimed that the
understanding of these division of the translating
expectations in mind, the processinto:-
translator engages in a textual understanding of the ST-
process of transfer and text transcoding SL into TL -
production. That is, formulating TT
translation is “text-induced

• The Computational model: It
was thought at the time of
appearance of machine
translation that it would take
over the job ofall
exceptliterary translating. This
was soon found to be
impossible, as cultural and
context-dependent elements
were too difficult even for the
most capable super-comput.
Interdisciplinary
models:There has been
a move awayfrom the
idea of equivalence
becauseit has been
found that exact
equivalence between
• Sociocultural L1 and L2 is
translation advocates exceedingly rare.
maintain that This system is mainly
translations should directed to evaluating
always read like literary translation, as
translations.Lawrenc the idea of polysystem
e Venuti (1995) said posits the existence of a
that translators canonised literature and
should not be a non-canonised
invisible and that literature, which tries to
readers should be displace the established
allowed to appreciate system by meansof the
the source culture. introduction of
He is against fluency translated works.
in the target text
becauseit lets the
translation pass as an
A model should account for the factors that influence the
decision-making, including communicative function, target
language textual style, potential audience, and the requirements
of the host culture and linguistic system.

The linguistic model studies the linguistic resources of the

source and target languages and the mechanisms available in
the target language for overcoming the structural differences
between source and target that appear in translation

The textlinguistic model: takes into account the various uses of

language by speakers and writers in particular communicative
situation.
 Literary criticism of

2.2. THE translation:

-it focuses on the
literary or textual
CRITICAL qualities of the
work as it exists in

APPROAC
translation.
- the translation is
judged on its own

H merits as a target
language text.
2.2.1.
•Noubert’s (1992) idea of ‘frames’:-The
description of grammar and lexicon
needs a description of the cognitive and

FRAME
interactional ‘frames’ in terms of which
the language user interprets his
environment, formulates his own

S
message, understands the messages of
others and accumulates or creates an
internal model of his world.
2.3. • Present-
daytranslation

TRANSLATIO theory is mainly

concerned

N THEORY withtranslation
criticism, but it
TODAY goes one step
further.
 • House 1981: covert translation takes place
2.3.1. OVERT whenthetranslation is not marked-as a translated text
of a source text but..
VS COVERT
TRANSLATIO • May have beencreated in its ownright. In overt
translationdifferent cultural presuppositions in the two
N language communities have to be taken into account.
{House 1977:196)
2.3.2. DO ALL
•
FOREIGN Socialisation brings with it a patterning of texts
according to cultural conventions. Textual
VALUES knowledge is culture-bound. This is extremely
relevant for literary translation but it is also
DISAPPEAR IN relevant when translating texts with an

TRANSLATION ideological charge. Journalistic languageis a case

in point.
?
2.3.3. • Not everything we wish to express

PRAGMATI
is encoded in language:
presupposition and inference play a
greatrole in retrieving utterance
CS meaning.
2.3.3.1.
LITERAR • Worksof fiction and what has been called factual

Y TEXTS texts are supposedly different in content andin

form. In real life such a distinction is quite oflen

AND
very difficult to draw as the rhetoric of fiction
canbe (and is) used in highly specialised
publications

SPECIALI
ST TEXTS
• Texts that reflect the ‘unique expertise of specific authors, and also special
purposes in their textual organisation, such as scientific texts, legal
documents, commercial transactions, and technical manuals present a
different rangeof difficulties, with strict and highly predictable- norms of
presentation and register.
 • The competenceof the translator is not
just knowledge of the two language
systems, but also communicative
knowledge.
2.4. THE
TRANSLATOR’
S
COMPETENCE
• Communicative knowledge:

is knowing how to use language in a specific situation of interaction between

human beings. Translation competenceis the sum total of what a translator
needs to know, and needs to know howto do, in order to translate.
A common mistake is to believe that any person with linguistic competence in
two language cantranslate automatically
• The competence of a language mediatoris quite different from the
competence of a normal bilingual.
• Translating and interpreting require specialist knowledgeand certain skills
that are in no way innate – they haveto be learnt.
REFERENCES
(Holmes Map of Translation Studies. (2020)). Retrieved 13 December 2020, from
https://www.scribd.com/doc/245845947/Holmes-Map-of-Translation-Studies
(2020)

(2020). Retrieved 14 December 2020, from

https://image.slidesharecdn.com/theprocessoftranslating-161116213428/95/the-process-of-translatin
g-1-638.jpg?cb=1479355650

(2020). Retrieved 14 December 2020, from

https://image.slidesharecdn.com/theprocessoftranslating-161116213428/95/the-process-of-
translating-1-638.jpg?cb=1479355650