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Introducing Translation
Studies
—
Theories and
Applications
Name: Zhu Mi
Class: English
112
2013/12/24
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Introducing
Translation Studies
—
Theories and
Applications
I.
Main issues of translation studies
1.1
T
he concept of translation
The term translation itself has several
meanings: it can refer to the general subject
field, the
product or the process.
The
process
of
translation
between
two
different
written
languages
involves
the
translator
changing
an
original
verbal
language
into
a
written
text
in
a
different
verbal
language.
—
interlingual translation
The
Russian-American
structuralist
Roman
Jakobson
in
his
seminal
paper
”
On
linguistic
aspects
of
translation
’
gave
his
categories
as
intralingual
translation,
interlingual
translation
and
intersemiotic
translation.
1.2
W
hat are translation
studies?
Written and spoken
translations traditionally were for scholarship
and religious purposes.
Yet
the
study
of
translation
as
an
academic
subject
has
only
really
begun
in
the
past
fifty
years,
thanks to the Dutch-based US scholar
James .
Reasons
for
prominence:
first,
there has
been
a
proliferation of specialized
translating and
interpreting courses at
both and undergraduate and postgraduate level;
second, other courses,
in
smaller
numbers,
focus
on
the
practice
of
literary
translation;
the
1990s
also
saw
a
proliferation
of
conferences,
books
and
journals
on
translation
in
many
languages;
in
addition, various
translation events were held in India, and an on-
line translation symposium
was
organized.
1.3
A
brief history of the
discipline
The practice of translation
was discussed by, for example, Cicero and Horace
and St Jerome;
their writings were to
exert an important influence up until the
twentieth century.
The study of
translation of the field developed into an
academic discipline only in the second
half of the twentieth century.
Before that, translation had normally
been merely an element of language learning in
modern
language courses, known for the
grammar-translation method.
With
the
rise
of
the
direct
method
or
communicative
approach
to
English
language
teaching
in
the
1960s
and
1970s,
the
grammar-translation
method
fell
into
increasing
disrepute.
In
the
USA,
translation
was
promoted
in
universities
in
the
1960s
by
the
translation
workshop
concept. Running
parallel to it was that of
comparative
literature.
Another area in which translation
become the subject of research was
contrastive analysis
.
The continued application of
a linguistic approach
in general, and
specific linguistic models
such
as
generative
grammar
or
functional
grammar,
has
demonstrated
an
inherent
and
gut
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link with
translation. And it began to emerge in the 1950s
and 1960s.
—
Eugene
Nida
1.4
T
he Holmes/Toury
“
map
”
James
’
s
”
The name and nature of translation
studies
”
was regarded as
“
generally
accepted
as
the
founding
statement
for
the
field
”
.
He
puts
forward
an
overall
framework,
describing
what
translation
studies
covers.
It
has
been
subsequently
presented
by
Gideon
Toury.
Another
area
Holmes
mention
is
translation
policy
,
where
he
sees
the
translation
scholar
advising on the place of translation in
society, including what place, if any, it should
occupy
in the language teaching and
learning curriculum.
“
Translation
policy
”
would
nowadays
far
more
likely
be
related
to
the
ideology
that
determines translation than was the
case in Holmes description.
1.5
D
evelopments since the 1970s
Contrastive
analysis
has
fallen
by
the
way
side.
The
linguistic-oriented
“
science
”
of
translation
has
continued
strongly
in
Germany,
but
the
concept
of
equivalence
associated
with it has declined.
Germany
has
seen
the
rise
of
theories
centred
on
text
types
and
text
purpose
,
while
the
Hallidayan
influence of
discourse analysis
and
systemic functional grammar,
which vies
language as a
communicative act in a sociocultural context, has
been prominent over the past
decades,
especially in Australia and the UK.
The
late 1970s and 1980s also saw the rise of
a descriptive approach
that
had its origins in
comparative
literature and Russian Formalism.
The
polysystemists have worked with a Belgium-based
group and the UK-based scholars.
The
1990s
saw
the
incorporation
of
new
schools
and
concepts
,
with
Canadian-based
translation
and
gender
research
led
by
Sherry
Simon
,
the
Brazilian
cannibalist
school
promoted by
Else
Vieira
, postcolonial translation
theory.
II.
Translation theory before the twentieth
century
2.1
“
Word-for-
word
”
or
“
sense-for-
sense
”
?
Up until
the second half of the twentieth century,
translation theory seemed locked in what
George Steiner
calls a
”
sterile
”
debate over the
“triad”
of
“
literal
”
,
”
free
”
and
“
faithful
”
translation
. The distinction
goes back to Cicero and St Jerome.
Cicero
said,
”…
keeping the same
ideas and forms
…
but in
language which conforms to our
usage
…I
preserved
the
general
style
and
force
of
the
language.
”
He
disparaged
word-for-word translation.
St Jerome
said,
”…
where even the syntax
contains a mystery
—
I render
not word-for-word,
but sense-for-
sense.
”
2.2
Martin Luther
Luther follows St Jerome in rejecting a
word-for-word translation strategy since it would
be
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unable to
convey the same meaning as the ST and would
sometimes be incomprehensible.
He
focuses on the TL and the TT reader and his famous
quote:
”
You must ask the
mother at
home, the children in
the street,
the ordinary man
in
the market
and look at
their mouths,
how they
speak, and translate that way; then
they
’
ll understand and see
that you
’
re speaking
to them in
German.
”
2.3
Faithfulness,
spirit and truth
Flora Amos
notes that early translators often differed
considerably in the meaning they gave
to terms such as
“
faithfulness
”
,
“
accuracy
”
and
even the word
“
translation
”
itself.
Louis
Kelly
in
The
True
Interpreter
calls
the
“
inextricably
tangled
”
terms
“
fidelity
”
,
”
spir
it
”
and
“
t
ruth
”
.
Kelly
considers
that
it
was
not
until
the
twelfth
century
that
truth
was
fully
equated
with
“
content
”
. By the
seventeenth century, fidelity had come to be
generally regarded as more
than just
fidelity to words, and spirit lost the religious
sense and was thenceforth used solely
in the sense of the creative energy of
a text or language.
2.4
Early
attempts
at
systematic
translation
theory:
Dryden,
Dolet
and
Tytler
For
Amos,
the
England
of
the
seventeenth
century
—
with
Denham,
Cowley
and
Dryden
—
marked an
important step forward in translation theory
with
”
deliberate, reasoned
statements, unmistakable in their
purpose and meaning
”
.
John
Dryden
reduces
all
translations
to
three
categories:
metaphrase,
paraphrase
and
imitation. Dryden thus
prefers paraphrase, advising that metaphrase and
imitation be avoided.
He is
author-oriented
.
Etienne Dolet
is
TL-reader-oriented
and
sets
out
five principles
in
his 1540
manuscript
The Way of Translating Well from One
Language into Another
”
:
1.
The
translator
must
perfectly
understand
the
sense
and
material
of
the
original
author,
although he should feel free to clarify
obscurities.
2.
The translator should have a perfect
knowledge of both SL and TL, so as not to lessen
the
majesty of the language.
3.
The translator
should avoid word-for-word renderings.
4.
The translator
should avoid Latinate and unusual forms.
5.
The translator
should assemble and liaise words eloquently to
avoid clumsiness.
Alexander Fraser Tytler
has
three general
“
laws
”
or
“
rules
”
:
1.
The translation should give a complete
transcript of the ideas of the original work.
2.
The style and
manner of writing should be of the same character
with that of the original.
3.
The
translation should have all the ease of the
original composition.
2.5
Schleiermacher and the valorization of
the foreign
While the
17
th
century had been about
imitation and the 18
th
century about the
translator
’
s
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