- •Introduction
- •1. Basic approaches to translation and interpretation.
- •2. Translation as intercultural communication.
- •S1 r1 s2 r2 stage 1 stage 3
- •Stage 2
- •Lecture 2
- •1. Translation as a human activity and a mysterious phenomenon.
- •2. Ambiguity problem in translation.
- •Concept
- •Denotatum
- •3. Disambiguation tools.
- •Lecture 3
- •1. Definitions of theory, model and algorithm.
- •2. Language modeling.
- •3. Translation as an object of linguistic modeling.
- •Lecture 4
- •1. The process of translation that creates the product.
- •2. Orientation towards different approaches to investigate the process of translation.
- •3. Requirements for a theory of translation.
- •Lecture 5
- •2. Transformational approach.
- •3. Denotative approach.
- •Transformational Approach
- •Denotative Approach
- •Lecture 6
- •1. Communicational approach. The notion of thesaurus.
- •2. Distributional approach.
- •Lecture 7
- •1. The translator: knowledge and skills.
- •2. Ideal bilingual competence.
- •3. Expertise.
- •4. Communicative competence.
- •Lecture 8
- •1. Stages of the process of translation.
- •2. Editing the source text.
- •3. Interpretation of the source text.
- •4. Interpretation in a new language.
- •5. Formulating the translated text.
- •6. Editing the translated text.
- •Lecture 9
- •3. Instantaneous translation.
- •4. Specific skills required for interpreting “by ear” (at viva voce).
- •Lecture 10
- •1. The level of lexis.
- •2. Sentence level.
- •Lecture 11
- •1. Discourse level.
- •2. The level of variety.
- •3. Elaboration on vocabulary exchange as a method of studying the language of translation.
- •Lecture 12
- •1. Reference theory.
- •2. Componential analysis.
- •3. Meaning postulates.
- •Lecture 13
- •1. Lexical and semantic fields.
- •2. Denotation and connotation.
- •Lecture 14
- •1. Relations of words and sentence to one another.
- •2. Utterance, sentence and proposition.
- •Lecture 15
- •1. Text, context and discourse.
- •2. Levels of contextual abstraction.
- •3. Types of contexts.
- •4. Contextual relationships.
- •Lecture 16
- •1. Cohesion and coherence.
- •Lecture 17
- •1. Formal typologies.
- •3. Text processing (knowledge): syntactic, semantic, pragmatic.
- •Lecture 18
- •1. Interconnection between text production and text reception.
- •2. Problem-solving and text-processing.
- •2. Synthesis: writing. Strategies and tactics.
- •3. Analysis: reading.
- •Робоча навчальна програма дисципліни “теорія перекладу” для напрямків підготовки (спеціальностей): 60305, 7030507.
Lecture 18
Text Processing (Skills).
Main points:
1. Interconnection between text production and text reception.
2. Problem-solving and text-processing.
3. Synthesis: writing. Strategies and tactics.
4. Analysis: reading.
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It is difficult to keep knowledge and the use of knowledge separate and, indeed, they
are only so distinguished in analysis and certainly not action.
A convenient place to start is to recognize that text-processing operates in both directions - reception and production; listening and speaking (or, the focus of our particular interest, reading and writing) - and that the processes involved are essentially mirror images of each other, i.e. we can explain reading and writing in terms of the same model.
1. Interconnection between text production and text reception.
The interconnection between production and reception can be seen in fig. 1: writer, reader and text.
W RITER
C ontext 1 Production
process
TEXT 1
subject-matter
C ontext 2 Interpretation
process
TEXT 2
text 1)
READER
Text production and text-reception constitute the major part of the process of human communication and, as such, we are dealing not with one text but with two: the writer’s text and the reader’s.
The context of writing and reading differs as between writer and reader (participants) who are different individuals with different experiences of life and intentions when engaged in the task of text-processing; they have differing goals (aims, general and particular) and for each the experience will have different outcomes (ends); results, intended or otherwise. Further, the way in which the writer planned for the text to be taken (key) - the tenor (зміст, значення) of the discourse - may differ from the way in which it is actually taken by the reader; what was entertaining may be felt to be flippant and annoying by the reader.
Text-processing is a problematic enterprise. There is a particular problem: in principle, processing could go on forever, there is no definitive reading of a text nor perfect rendering of ideals in written form (nor, therefore, a “perfect” translation).
Two principles: “analogy (things will tend to be as they were before) and local interpretation (if there is a change, assume it is minimal) form the basis of the assumption of coherence in our experience of life in general, hence in our experience of discourse as well” (Brown and Gule, 1983, 67 ).