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The Translation Syllabus

The Translation Syllabus. Ian Mason Heriot Watt University. Surveys of course design in European Universities. Under-researched Variety of practice Underlying principles?. Question for discussion. Given a course lasting 20 weeks, one session per week, How could we structure the syllabus?

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The Translation Syllabus

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  1. The Translation Syllabus Ian Mason Heriot Watt University

  2. Surveys of course design in European Universities • Under-researched • Variety of practice • Underlying principles?

  3. Question for discussion • Given a course lasting 20 weeks, one session per week, • How could we structure the syllabus? • What are the different kinds of themes, topics, etc. we could try to cover? • Selection, grading, presentation of materials? for example…

  4. The Grammatical Model • Translating noun phrases • Translating verbs and tense • Translating questions • Translating conditional sentences • Etc.

  5. The Cultural Model • Ecology • Flora, fauna, topography, climate, etc. • Material culture • Food, clothes, buildings, transport, etc. • Social culture • Professions, trades, social behaviour, etc. • Social organisation • Political, administrative, religious, history • Custom • Gesture, habit, folk beliefs, etc. (adapted from Newmark 1988)

  6. The Interpretive Model • Text analysis • Translating cohesion • Translating coherence • Translating register (field, mode, tenor) • Translating author’s perspective • Etc.

  7. Topic as an organising principle • Social services • Education • Government and politics • Law • Science and technology • Art and culture

  8. Genre as an organising principle • Patents, contracts, legislation • Abstracts • Reports • Business • News • Critical reviews • Advertising • Slogans • Promotional literature • Creative literature etc.

  9. Text type as an organising principle • Rhetorical function • To narrate, to describe, to argue… • Texts are hybrid • Dominant rhetorical function • Plans towards goals • Text-type focus determines structure • Structure organises texture • These socio-textual practices are cultural

  10. Text Type versus Genre • Same text type found across a variety of genres • e.g. argument in editorials, academic articles, advertising, etc. • Certain genres attract certain text types • e.g. instruction in legal contracts • So, text type and genre can be combined in the syllabus

  11. Text types • Dominant rhetorical focus • Narration (focus on organisation of events in time) • Description (focus on organisation of objects in space) • Exposition (analysis and synthesis of concepts) • Argumentation (focus on evaluation) • Instruction (focus on future behaviour)

  12. A Text Typology (Hatim & Mason 1990)

  13. A Text Typology (Hatim & Mason 1990)

  14. A Text Typology (Hatim & Mason 1990)

  15. Rationale for a text-type syllabus • Different text types place different demands on the translator. • Main distinguishing features = degree of evaluativeness. • Ability to perceive dominant rhetorical focus assists translator in decision making at lower levels.

  16. English-Arabic/Arabic-English Translation. A Practical GuideB.Hatim (1997) • Translating legal texts • The Preamble, The Legal Article, etc. • Translating detached exposition • The Summary, The Abstract, The Report (detached), The News Report (less detached). • Translating argumentation • Through-argument, Counter-argument, The suppressed counter-argument.

  17. Illustrations • Instruction without option • Regulation: ‘shall’/’will’ • Scope: ‘any’; ‘pursuant to’; ‘specified in’; ‘subject to’; ‘in the event of’; ‘except for’; ‘provided that’… • Specification: ‘inherent in… political and constitutional, inclusive of… and’; ‘including…’; ‘general or particular’; ‘contained in or endorsed on’; ‘by payment or.. by reinstatement or repair’

  18. Instruction with option • Purpose: ‘to prevent… make sure…’; ‘to prevent… store…’; ‘To store… cover…’; ‘To make… melt…’; ‘To make… stir…’; ‘To serve, carve…’ • Order: ‘Before… read’; ‘Handle… until’; ‘Cook… until’; ‘then’; ‘and’; ‘Next’. • Advice: ‘can be used’; ‘would go well’; ‘is recommended’.

  19. Argumentation • The counter-argument • (Tone- setter) ‘The country’s troubles…’ • Thesis cited (to be opposed) ‘Algeria’s strengths’ • (Substantiation) ‘children’, ‘investment’, etc. • Opposition ‘These strengths are being wasted’ • (Substantiation) ‘jobs… currency…’ • (Conclusion)

  20. Argumentation • Highly evaluative argument = maximum translator intervention, e.g. • Promotional text for a restaurant: • ST: Lovers of the flavours and colours of the South will adore. • TT If you like the flavours and colours of the South, it’s just the place for you.

  21. Translator mediation: register adjustment • Promotional text for Champagne • Personalisation: ‘you’ • Word order: ‘When you are choosing’ • Lexical choice: ‘idem’ > ‘the same thing’; ‘carbonic gas’ > ‘bottle fermentation’ • Syntax, nouns to verbs: ‘the mode of cooking’ > ‘the way the dish is prepared’; ‘spontaneity’ > ‘make a spontaneous choice’…

  22. The Interpreting Syllabus • Some general principles

  23. Processing focus • SIMULTANEOUS • Limited access to context and structure • Focus on texture • CONSECUTIVE • Note-taking • Focus on structure • LIAISON (DIALOGUE) • Face-to-face • Focus on context

  24. Dialogue Interpreting • Spontaneous speech • Dominant text type focus does not apply. • Progression by type of event

  25. Progression from – to + Evaluative • The Question- and-Answer Session • Police interrogation; courtroom examination • The Interview • Media interviews; press conference; cultural events, etc. • The Debate • Exchange of views; argument • The Negotiation • Business meetings; diplomacy

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