The Thinking Spanish Translation coursebook is referred to in this Teachers' .. ://aracer.mobi>. Thinking Spanish Translation. A Course in Translation Method: Spanish to English DownloadPDF MB. The new edition of this. Thinking Spanish Translation is essential reading for advanced undergraduate and postgraduate students of Spanish and translation studies. Michael Thompson is Senior Lecturer at the University of Durham. Haywood Michael Thompson Sándor aracer.mobing Spanish Translation A course.
|Language:||English, Spanish, Portuguese|
|Distribution:||Free* [*Registration needed]|
Thinking Spanish Translation: a Course in Translation Method: Spanish to English. by Louise Haywood; Michael Thompson; Sándor Hervey. eBook: Document. The new edition of this comprehensive course in Spanish-English translation offers advanced students of Spanish a challenging yet practical approach to the. Thinking Spanish translation: a course in translation method, Spanish to English / Sándor Hervey, Ian Higgins, Louise M. Haywood Hervey, Sándor G. J.
New in Thinking Spanish Translation: A Course in Translation Method: Spanish to English. Notify me. Description "Thinking Spanish Translation" focuses on improving translation quality by showing in detail the roles of clarity, method and awareness of purpose in translation, not as substitutes for creativity and flair, but as essential underpinnings.
This second edition includes more contemporary and non-literary material and the range of text-types and language varieties has been increased. Overall, the authors aim to achieve a balance of canonical materials with contemporary ones, literary text-types with non-literary ones, and peninsular Spanish sources with Latin American ones. The act of understanding even the simplest message potentially involves all the beliefs.
In this way. With these terms in mind. For a start. For instance. In everyday communication. Yet he could not be accused of a total lack of comprehension. Understanding everyday messages is therefore not all that different from what a translator must do when first confronting a ST —and it is certainly no less complicated. She would be justified in thinking that he had not understood her message fully.
Another measure of how precisely a message has been understood is appropriate linguistic response. The component processes of translation are not qualitatively different from certain ordinary and familiar processes that all speakers perform in the normal course of their daily lives.
Consider a US court case: Appropriate linguistic response includes such basic things as returning a greeting appropriately. While they are different in kind. In this sense. ST interpretation and TT formulation go hand in hand. Source text ST The text requiring translation. Jill can see over his shoulder that. Take the following scenario: Jill is driving Jack through the narrow streets of a small town.
So he mollifies the driver with a partial explanation. The witness is intimidated by the formality of the court setting. Sevilla and Uelman To this extent. Still more common are various sorts of linguistic response to linguistic stimuli which are also very like translation proper. You too were shot in the fracas? Preliminaries to translation as a process Defense counsel: When Jack asks what he said. At one extreme of intralingual translation lies the kind of response typified in this exchange: The first step in effective translation is precisely this: I was shot midway between the fracas and the navel.
A policeman stops them. In each case. As he leans in to speak. These sorts of process are what Jakobson What did he say? A brief look at the two extremes of intralingual translation will show what its major implications are. But he does not want to sound brusque.
Jill might simply have said. This is seen still more clearly if we take an example at the other. For example. Now all translation may be said to be indirect speech. Among other things.
In this book we shall use it specifically to denote the rest of a text in which a given expression or stretch of text occurs. As a result. As will become clear. The example also shows two other features which intralingual translation shares with translation proper. There are always so many variables in the message situation that it is impossible to predict what the gist translation will be or how the addressee will take it.
Yet most TTs. In other words. The other feature shared by intralingual translation and translation proper is that the situation in which a message is expressed and received affects how it is expressed and received. This type of intralingual translation is called gist translation.
Europac b: Knowing the town as she does. Here is an example from a company annual report concerning the regulations which affect the conduct of its General Assembly: ST Sin embargo. Through this modification the 10 minimum notification period of fifteen days for the call for a General Assembly was extended and is now of thirty days. Europac a: An exegetic translation can be shorter than the ST.
Jill might easily have gone on like this: Preliminaries to translation as a process 13 extreme of intralingual translation. We shall use the term exegetic translation to denote a translation that explains and elaborates on the ST in this way.
But this is not confined to intralingual translation or to literary texts. The following example is from Eva F. And yet. Indeed a few chapters further on. It certainly seems very difficult to achieve an ideal rephrasing. It is also common in written texts. Students regularly encounter it in annotated editions. Dormitaban en la meseta de la escalera y en el recibimiento1 otros alguaciles y ministros.
From the examples just cited. The attainability of ideally precise rephrasing is a controversial question that will continue to occupy us in what follows. TL competence needs as close attention as SL competence. There is. So far. OR as a text in its entirety. Preliminaries to translation as a process 15 danger and the law. We shall return to this in Chapter 2.
Say precisely what the purpose and the public are. It should be added that there are two important respects in which these three types of process are on an equal footing with one another.
Practical 1 1. It is salutary to remember that the majority of English mother-tongue applicants for translation posts in the European Commission fail because of the poor quality of their English McCluskey In a translation course.
Many STs will repay some preliminary research. That is why the first practical exercise in this course is a piece of intralingual translation in English. Recast the story in different words. These examples illustrate what is surely a fundamental maxim of translation.
As a rule. In this case. And the LORD said. God punished humankind with a flood but saved Noah. Therefore is the name of it called Babel. So the LORD scattered them abroad from thence upon the face of all the earth: This is the system you should use whenever you annotate your own TTs.
Source text AND the whole earth was of one language. Go to. The tutor will give you any necessary contextual information. And they had brick for stone. And they said one to another. Insert into your TT a superscript note-number after each expression you intend to discuss. The best way of making sense of it is to read Genesis 10 and 11 of which it is the start. Genesis And it came to pass. And the LORD came down to see the city and the tower.
Flag for inappropriate content. Related titles. Jump to Page. Search inside document. Thinking Spanish Translation The new edition of this comprehensive course in Spanish—English translation offers advanced students of Spanish a challenging yet practical approach to the acquisition of translation skills, with clear explanations of the theoretical issues involved.
Titles of related interest Thinking Arabic Translation A course in translation method: Jon and Jake. Lisa and Alex. Agnes Jahn. We have, therefore, tried to emphasize throughout the need to recognize options and weigh up alternatives, the need for rational discussion, and the need for informed decision making.
All the material in the course expository and practical alike is intended not for silent consumption, but for animated discussion between students and between students and tutor. In fact, we have found that many of the practicals are best done by students working in small groups and reporting their findings to the class.
Each chapter is, therefore, intended to stimulate and support tutorstudent discussion at an early stage in the corresponding practicals; this is because we are not trying to inculcate this or that particular theory or method, but simply to foster the general principle that, whatever approach the translator adopts, it should be self-aware and methodical.
While the course we are presenting is a progressively designed whole, it is divided into a series of successive units intended to fit into an academic timetable.
Each unit consists of a chapter outlining a set of related notions and 4 Introduction problems, and an accompanying set of exercises in which students are given concrete translation tasks, working on textual material to which the notions and problems outlined in the chapter are particularly relevant.
The fifteen units can be managed to fit into different course lengths. Depending on the type of course a particular tutor chooses to give, some chapters can be taken together, such as the first and second, the eight and ninth, and the tenth and eleventh.
Likewise, more or less time can be spent on the chapters on specialist, technical, institutional and consumer-oriented translation. Ideally, each unit needs between ninety minutes and two hours of seminar time, and students are also required to prepare in advance for group discussion of the chapter.
In practice, however, we have found that if almost no material is given unseen and students prepare thoroughly prior to class, then the course can be delivered in sessions of fifty minutes, with plenty of time for discussion. Some of the practicals will be done at home sometimes individually, sometimes in groups and handed in for comment by the tutor. How often this is done will depend on local conditions; in our situation we have found that once a fortnight works well.
When an exercise is done at home, this implies that some time should be devoted in the following class to discussion of the issues raised. More comprehensive suggestions for teaching and assessment can be found in the Teachers Handbook.
Students doing the course often enquire about the possibility of translation as a career. British Institute of Translation and Interpreting www. Chartered Institute of Linguists www. American Translators Association www. Owens, Rachel ed. The abbreviations used in the book are explained in Chapter 1.
As for symbols, only one needs any comment: the slash in examples where alternative Introduction translations are given. Please note, some of the practicals in the course involve work on texts that are not contained in the present volume, but intended for distribution in class. These texts are found in Louise M.
The table set out below provides a summary of the specific aspects of translation discussed in the central chapters of this book 4 to Each section of the table each filter represents a phase of the analysis of a source text required in order to identify its salient characteristics and determine priorities for translating it. In conjunction with the practical purpose for which a translation is being carried out, systematic analysis of the features of the source text and their relative importance is crucial to the formulation of a translation strategy.
The schema provides a checklist of tests that can be carried out on any text to be translated, which can be visualized as a series of filters collecting and sorting relevant textual properties so that their importance for the translation process can be gauged.
Different kinds of text will deposit different mixes of significant material: for example, the prosodic level will probably rank as minimally important in scientific texts but as maximally important in some poetic genres, and certain filters or levels will be found to contribute no textually relevant features. It should also be said that source texts are not the only material that can be passed through the elements of the proposed battery of filters.
The process can be applied to translated texts in draft form before they are finalized, comparing their features with those of the source text, or to published translations as a means of evaluating their success. The analogy of filters is a mechanical one, and in this lies a serious danger of misunderstanding. We do not wish to imply that our schema is intended as a means of mechanizing the process of translation; on the contrary, we believe this process to be an intelligent and humanistic one involving personal, and in the final analysis subjective, choices made by the translator.