1. TRST 60010: Theory of Translation and Interpreting Week 5- Translation strategies, procedures and shifts
Institute for Applied Linguistics (Translation) Modern and Classical Language Studies Kent State University- Fall Erik Angelone

2. Translation strategies
The strategies we are discussing this week can be seen as an extension of the textual analysis parameters discussed last week; metalanguage becomes central to our discussions
Strategies vary in their approach, being either global or local textual operations
Global strategies
apply to the whole text; these decisions are usually made prior to translating
These decisions are in line with text type and genre-based conventions
Based on the recipe from last week, what are some of the global strategies?
Local textual operations
1. Linguistic units = words, phrases, sentences and paragraphs
2. Semantic units = meaning-based units
Using the recipe as an example again, what is the interrelationship between local textual operations and global strategies?

3. Translation units and shifts
the central local textual operations are translation units
translation unit
a text unit consisting of a single word, a phrase, or a whole sentence, or even more than one sentence, which the translator treats as single cognitive or idiomatic segments in establishing equivalence
In groups, break down the recipe into translation units. Do any particular structural categories seem to occur most frequently?
translation shifts
“small linguistic changes that take place between ST and TT” (Hatim and Munday)
obligatory shifts = required based on differences between SL and TL
options shifts = voluntary = for mainly for stylistic reasons
Translate the first step of the recipe into your language track and determine if shifts were obligatory or optional. Did shifts take place? Or rather translation “procedures” not necessarily involving shifts?

4. A classification of translation procedures (Vinay and Darbelnet)
direct translation procedures
SL word meaning, structure and syntactic forms carried over into the TL
1. lexical synonymy
SL and TL words have a one-to-one relationship with matching semantic content
Find one or two examples of this when translating recipe into TL
2. borrowing
A translation procedure in which the translator carries over a word from the source text into the target text.
What types of items are borrowed?
can be required or for stylistic effect
Scan through the recipe. Would any of these terms require borrowing in the TL?
Some examples:
resumé (F), bratwurst (G), typhoon (J), perestroika (R), bonanza (S)

5. A classification of translation procedures (Vinay and Darbelnet)
3. calque
form of borrowing in which ST term is translated literally into the TT
often at the morpheme level
oftentimes, the term in question is borrowed instead of calqued
Examples of calques?
Would any terms in the recipe require calquing?
Be careful to avoid false calques
Example - Hochschule (G) is not high school in EN; other examples?
What about false friends? =Gymnasium (G) is not gymnasium

6. A classification of translation procedures (Vinay and Darbelnet)
oblique translation procedures
needed when literal translation is not possible
1. transposition (recategorization)
part of speech is changed when going from SL to TL
meaning remains the same, but structural elements change
These can also be required or more stylistic in nature
Example: Das Erlernen (n) einer Sprache > Learning (v) a language
The learning of a foreign language = grammatically valid, but awkward
Another example: Garder au réfrigérateur = literal? transposed?
Is transposition needed in the recipe?

7. A classification of translation procedures (Vinay and Darbelnet)
2. modulation
a “variation in the form of the message, obtained by a change in the point of view” (Vinay and Darbelnet)
change goes beyond the part-of-speech level and is incorporated instead when TL conceptual systems or cultural perspectives are violated
Some examples:
Koi ni esa o yaranai yō ni shimashō. (Japanese)
Literal trans: Let’s not give food to the carp.
Modulation: Don’t feed the carp.
What cultural perspective or conceptual system was violated here?
Abstract to concrete modulation from EN to Spanish:
The building blocks of speech > Las unidades fundamentales del lenguaje
Passages needing modulation in the recipe?

8. A classification of translation procedures (Vinay and Darbelnet)
3. équivalence
The replacement of a complex ST structure with a functional equivalent in the TL; different lexical encoding of the same figurative meaning
Can be seen as an extreme form of modulation, intended for structures representing a fixed semantic unit = idioms, figures of speech, proverbs
Example: It’s raining cats and dogs
G = Es regnet in Strömen > It’s raining in streams
R = Льёт как из ведра… > It’s pouring as if from a bucket
S = Está lloviendo a cántaros > It’s raining pitcherfuls
What about the following? break a leg, it’s Greek to me, kick the bucket

9. A classification of translation procedures (Vinay and Darbelnet)
4. adaptation
involves the expression of an SL message using a different TL situation
similar to equivalence, but with a equivalence, the SITUATION in both the SL and TL is the same; here, the SL situation doesn’t work well or exist in the TL
compensation is based on socio-cultural differences
Example: a French ST focusing on cycling as a “national sport” being compensated for in an English TT with “baseball”; note that this text wouldn’t be centered around cycling or baseball; what does this imply or in what type of context would such an adaptation occur?

10. A classification of translation procedures (Vinay and Darbelnet)
5. amplification
Adding more words than used in the ST to express the same lexical idea
Example : Il pilotait lui-même des coucous rafistolés
He even piloted the old patched-together crates.
6. concentration
A decrease in the number of words used in the ST to express the same lexical idea.
Example: dans le sens des aiguilles d’une montre
clockwise
Note that both amplification and concentration involve increasing and decreasing words in the context of word form and are not used to provide semantic clarity = see explicitation vs. implicitation
Are the needs for amplification or concentration in the recipe?

11. A classification of translation procedures (Vinay and Darbelnet)
7. explicitation
making explicit what is implicit in the ST by adding text
unlike amplification, adding text is for semantic purposes = clarification
overcomes ambiguity and differences in mutual knowledge
Example (EN>S): Best before September 14th
Consúmase preferentemente antes del 14 de septiembre
8. implicitation
Making implicit what is explicit in the ST by adding text
unlike concentration, deleting text is for semantic purposes
Example: (G>EN) …die DB und Amtrak, die staatliche Eisebahngesellschaft für den Personenverkehr der USA, …
The “deutsche Bahn” [explicitation needed] and Amtrak [implicitation], …
Is explicitation or implicitation needed in the recipe?

12. A classification of translation procedures (Vinay and Darbelnet)
9. compensation
Use of a different stylistic or linguistic device to create the same effect when the SL device cannot directly be translated into the TL
How does compensation relate back to the Poe translations?
Example: du vs. Sie = “you” in EN = how can this distinction be made?
Most translations make use of these various translation procedures, with text type and function usually determining which procedures occur more and less frequently.

13. Some criticism of comparative stylistics
Woud you agree or disagree with the following statements? Why or why not?
> The approach suggests there is only one way to translate any item.
> The aim overlooks similarities, knowledge of which can be just as useful to the translator
> The analysis is retrospective (focusing on the end result) and of little use during the process of translation.
> The focus is mainly on words or small groups of words, overlooking language functions, discourse characteristics (the text as a whole), cultural contexts, and the acts of communication between translator and reader, as well as aspects such as register (Hatim and Munday 2004, 241). It is useless to compare forms out of context.
>It gives the false impression that these shifts constitute rules (Fawcett 1997, 37).

14. Questions or comments? Homework for week six:
Written assignment 1 is due by Friday, 9 a.m.
Quiz 5 posted on Vista by tomorrow evening
Read chapter 7 of the book
Read week 6 handout = posted by Saturday evening