
- •Introduction
- •Topic 1: principles of translation
- •1.1. Notes on the Profession of the Translator
- •1.2. Professional pride
- •1.3. Income
- •1.4. Speed
- •1.5. Enjoyment
- •Basic interpretation and linguistic terms used in the Topic
- •Keeping Trees Healthy and Safe
- •Topic 2: theory of interpretation
- •2.1. Background of interpretation theory (it)
- •2.2. First translation of the Bible as a milestone in the history of interpretation and the development of world civilization.Later history of interpretation
- •St. Jerome’s Oath
- •2.3. Deciphering the inscriptions on the Rosetta stone
- •2.4. A brief history of interpretation in the 20th Century
- •Birds and Butterflies
- •Health and Natural Balance with Patchouli
- •Topic 3: interpretation and contemporary life
- •3.1. XX century as a “golden age” of interpretation
- •3.2. Conference interpreting, professional training and diplomatic interpretation in XX century
- •3.3. Stagnation in economy – boom of interpretation
- •3.4. Interpretation in the New Millennium
- •3.5. The Very Beginning of Simultaneous Interpretation
- •Microbial Insecticides
- •Topic 4: interpretation activity
- •4.1. Translation and Interpretation Modes
- •4.2. Specific Skills required for interpreting
- •4.3. Simultaneous translation as a special kind of translating
- •4.4. Professional ethics and moral code of interpreters
- •Basic interpretation and linguistic terms used in previous topics
- •Big agribusiness draws cash
- •Topic 5: perception and understanding of messages in interpreting
- •5.1. Sense Perception and Understanding
- •5.2. The “Inner Speech” of the Interpreter
- •5.3. Interpreting without “Understanding” the Sense
- •Basic interpretation and linguistic terms used in the topic
- •1.Beneficial Insects
- •2. Kozak boat discovered in Dnipro River
- •Topic 6: types of contexts and contextual relationships in oral discourse
- •6.1. Text, Context and Discourse
- •6.2. Types of Contexts and Contextual Relationships
- •6.3. Recommendations for interpreters
- •Basic interpretation and linguistic terms used in topic 6
- •1.A Diet of Worms and Butterflies
- •2.Solarizing Soil
- •Topic 7: semantic aspects of interpretation
- •7.1. Semantic Structure of the Oral Message and its Main Components
- •7.2. The Role of the Rhematic Components
- •In Comprehending and Interpreting Oral Messages
- •7.3. Rendering “evaluative component” of messages in interpreting
- •Basic interpretation and linguistic terms used in topic 7
- •The Potential of Natural Fertilizers
- •Open Heart Surgery: a Matter of Life and Death
- •Topic 8: semantic redundancy of oral messages. Interpreter's note–taking
- •8.1. Semantic Redundancy as one of the Main Properties of Oral Discourse
- •8.2. Ways of Ensuring Semantic Redundancy of Oral Messages
- •8.3. Semantic Redundancy: Recommendations for Interpreters
- •8.4. Interpreter's Note–taking
- •Basic interpetation and linguistic terms used in topic 8
- •How the Zero was Discovered
- •Legacy of Death, bad Health lingers from Chornobyl blast
- •Topic 9: lexical aspects of interpretation
- •9.1. The Notion of the “Focus of Meaning”
- •9.2. Subject Field Terms: Ways of Interpreting Them
- •9.3. Clichés and Idioms as an Interpretation Problem
- •9.4. “Troublemaking” Lexical Units: Numerals, Proper Names, Specific Items of the National Lexicon, Abbreviations, Acronyms and “Misleading Words”
- •Basic interpretation and linguistic terms used in topic 9
- •Blood-sucking leeches popular for treatments
- •Topic 10: "gaps" in perception of oral discourse and ways of "filling them in" in interpreting
- •10.1. The Notion of "Gaps" in Perceiving Original Texts
- •10.2. Phonological "Gaps"
- •10.3. Lexical "Gaps"
- •10.4. Grammatical "Gaps"
- •10.5. Ways of Filling in the "Gaps" in Interpreting
- •10.6. Ways of Fighting Phonological Complications Caused by Accents and Dialects
- •Basic interpretation and linguistic terms used in topic 10
- •Life without It is only Silence
- •Topic 11: problems of translating idioms
- •11.1. Knowing Idioms is the Way to Speak Like a Native
- •11.2. Grammatical Nature of Idioms
- •11.3. Etymology of Idioms
- •11.4. How to Learn Idioms and Practice Them
- •Basic interpretation and linguistic terms
- •Tricky translations
- •In the text below you will find various word combinations using the word “job”. Their translations into Ukrainian follow in brackets:
- •Looking for a job
- •Topic 12: levels and components of interpretation. Interpreter’s challenges. Conference interpreting
- •12.1. Communication during Two-way Interpretation
- •Interpreter
- •12.2. Two Levels of Interpretation
- •12.3. Triad of Interpretation Process
- •12.4. Specifics and Situations in Interpreting Process
- •12.5. Factor of Time
- •Basic interpretation and linguistic terms
- •One monument to two events: Christianization, municipal rights
- •Farmland Moratorium end likely to be Unpredictable
- •Topic 13: precision and basis information, their distinctions and importance for interpretation adequacy
- •13.1. Constituents of Precision and Basis Information
- •13.2. Rendering pi in the Process of Interpretation
- •13.3. Undesirable Situations of Two-way Interpretation. Interpretation Pitfalls and Traps – How to Avoid Them
- •Basic interpretation and linguistic terms used in topic 13
- •The Brain’s Response to Nicotine
- •The Braine Response to Methamphetamine
- •Why I am a Pilot
- •Topic 14: characteristic peculiarities of professional interpretation
- •14.1. Intellectual Requirements
- •14.2. Requirements to Interpretation Adequacy
- •14.3. Memory and Interpretation
- •Organic farming takes root in countryside as people seek healthier food alternatives
- •Topic 15: analysis and synthesis during
- •Interpretation process
- •15.1. Two Stages of Interpretation Process
- •15.2. Understanding and Extraction of Meaningful Units
- •1.Hearing and the Types of Noises
- •2. Guess and Intuition
- •3. To See a Speaker
- •4. Automatism of Synthesis
- •5. Complicated is Simpler
- •15.3. Interpretation Typology
- •15.4. Constituents of Training Interpretation
- •15.5. Constituents of Real Interpretation and Ways of Achieving Adequacy
- •15.6. Subtypes of Professional Interpretation
- •The Price of Progress
- •Topic 16: hearing as the basic requirement to understanding
- •16.1. Hearing
- •16.2. The language of the original speech
- •16.3. The country of the speaker
- •16.4. The case of the speaker who uses a foreign language
- •16.5. Accents
- •16.6. Provincialisms
- •16.7. Subject Matter
- •16.8. General Culture
- •Topic 17: basic types of professional two-way interpretation (pti)
- •17.1. Dialogue Translation
- •17.2. Informal Two-way Interpretation Without Note-making
- •17.3. Official Two-way Interpreting Without Note-taking (Liaison Formal Interpreting)
- •17.5. Consecutive Discourse Interpreting
- •If salt loses its flavour
- •After losing West’s trust, ag firms looking to China
- •Basic Interpretation Analogues for the Text
- •Topic 18: combined types of interpretation
- •18.1. Sight translation
- •18.2. Sight translation with the help of dictaphone
- •18.3. Cinema/Video/tv-translation
- •18.4. Cinema/Video/tv-translation Without Preparation
- •18.5. Cinema/Video/tv-translation with Preliminary Preparation
- •18.6. Screen Translation as a Combined Type of Interpreting
- •Ukrainian exodus to North America
- •Topic 19: specialized interpretation
- •19.1. Details of Working in Different Spheres of Professional Communication
- •19.2. Forms of Initial Voice Information (for all Genres)
- •19.3. General-political Informational (Diplomatic) Discourse/Dialogue Interpreting
- •19.4. Phraseology in Interpretation
- •Donors Help Ukraine Cut High Infant Mortality Rate How Ukraine is changing childbirth practices
- •Topic 20: specialized interpretation (Continued)
- •20.1. Scientific and Technical Translation (Performances, Seminars, Lectures, Reports)
- •20.2. Special Terminological Abbreviations (Reductions, Shortenings)
- •20.3. Scientific-popular Translation (Lecture, Conversation, etc.)
- •As Demand for Rice Climbs, International Trade Falls
- •Vietnam pledges to punish rice speculators
- •Topic 21: specialized interpretation (Continued)
- •21.1. Judicial Two-way Interpreting
- •21.2. Sermon (Religious Genre)
- •21.3. Art Criticism Genre (Lecture, Excursion, Report)
- •Make oral translation of the sentences, paying attention to the adverb never, stylistic invertion and some other lexical and grammatical nuances:
- •The Kyiv-Pechersk Lavra
- •The Grounds of the upper Lavra
- •The Holy Trinity Gate Church
- •The Church of St. Nicolas
- •The Cells of the Councel Elders
- •Topic 22: language, speech and presentation skills
- •22.1. Culture of Language and Speech
- •22.2. Culture of Language and General Culture
- •22.3. Literary Language Norm
- •22.4. External Culture of Speech in the Process of Interpretation
- •22.5. Some Recommendations
- •22.6. Typical Mistakes in the Process of Interpretation
- •22.7. Interpretation Traps. Pitfalls and Gaffes in Grammar, Style and Lexis
- •22.8. Paradoxical Mistakes. Paralysis by Analysis
- •Applications of Agroecology
- •Topic 23: theory of interpreter’s note-taking
- •23.1. General Ideas
- •23.2. Type of Notes
- •23.3. Logical Analysis
- •23.4. Language of the Notes
- •23.5. Symbols and Abbreviations
- •Specific types of fish farms
- •Integrated recycling systems
- •Indoor fish farming
- •Topic 24: theory of interpreter’s note-taking (Continued)
- •24.1. Interrelation of Ideas
- •24.2. Preparation
- •24.3. Rearrangement of the Speech
- •24.4. Poetry
- •Pellagra
- •Topic 25: simultaneous translation
- •25.1. Psychological, Physical, and Linguistic Difficulties of Simultaneous Translation
- •25.2. Difference Between Professional Simultaneous Interpretation and Other Kinds of Interpretation
- •25.3. The Main Requirements to Professional Simultaneous Interpretation
- •Basic interpretation and linguistic terms used in topic 25
- •The Koala and Its Amazing Features
- •Topic 26: functional system of simultaneous interpretation. Anticipation in simultaneous interpretation
- •26.1. Functional System of Simultaneous Interpretation
- •26.2. Anticipation in Simultaneous Interpretation
- •The Power Plant in the Microcosmos: The atp Synthesis
- •Topic 27: compression and expansion
- •27.1. Compression and its Types in Simultaneous Interpretation Compression
- •27.2. Syllabic and Syntactic Compression
- •27.3. Lexical and Semantic Compression
- •27.4. Expansion in Simultaneous Interpretation
- •Topic 28: grammatical difficulties турical of interpretation
- •28.1. Grammatical Difficulties in Understanding Oral Texts
- •28.2. Rendering the English Articles
- •28.3. Rendering the Tense Forms of the Verb
- •28.4. Difficulties in Rendering the Forms Expressing Unreality
- •28.5 Difficulties in Rendering of the Affirmative and Negative Constructions
- •28.6 Comprehension of the "Inner Syntactic Structure" of the Source Language Messages by Simultaneous Interpreters
- •28.7. Word Order and Functional Sentence Perspective of Messages: Recommendations for Simultaneous Interpreters
- •28.8 Syntactic Transformations in Simultaneous Interpretation
- •28.9. Simultaneous Interpreting in the Environment of Complicated Bilingual Communication
- •Basic interpretation and linguistic terms used in Topic 28
- •Список літератури
Basic interpretation and linguistic terms used in topic 7
meaning |
значення |
sense |
зміст |
semantics |
семантика (наука про значення мовних одиниць) |
predication |
предикація |
proposition (statement about the world) |
пропозиція (мовленнєве твердження про оточуючий світ) |
deictic component |
дейктичний компонент |
modal component |
модальний компонент |
pragmatic component |
прагматичний компонент |
evaluative component |
оцінний компонент |
the rheme |
рема (інформаційний фокус висловлювання, те "нове", про що повідомляється) |
the theme |
тема ("відома" інформація, що міститься у висловлюванні) |
rhematic |
рематичний (той, що відноситься до реми) |
pragamalinguistics |
прагмалінгвістика (або комунікативна лінгвістика) - наука, що вивчає мовленнєвий намір мовця, вплив мовних знаків на адресата та його реакцію |
attribute |
означення |
antecedent |
антецедент, означуване слово (зазвичай - іменник) |
Questions for discussion:
How are the notions of "meaning" and "sense" treated by modern linguistics?
What are the main elements of the semantic structure of the message?
What elements does the proposition of the utterance consist of?
What is the role of the "pragmatic component" of utterances?
What is the role of the deictic component of utterances?
What is the role of the modal component of utterances?
Which evaluative components should not be omitted in interpretation? Give reasons why.
Which evaluative components may be omitted in interpretation without considerable losses of meaning?
Practise two-way interpretation of the following texts:
1.Environment Protection (cont.) |
1.Захист довкілля (продовж.) |
The protection of nature has become one of the most actual problems of the 20th century. The development of industry had a bad influence on the nature of the whole world. People often do the things which pollute lands and waters greatly. The excessive use of nitrates in intensive agriculture, and the emission of carbon dioxide by industry and transport pose a dilemma between environmental loss and economic gain. Among the leading pollutants are major companies, which are seldom prosecuted. Penalties for pouring toxic waste into rivers are usually less than the profits such companies can make by ignoring legislation, and less than the cost of finding safe means of toxic waste disposal. There is also recognition of the polluting propensity of fossil fuels, causing acid rains and global heating ("the greenhouse effect"). People all over the world must do their best to protect nature, to make the Earth cleaner, to make their life happier. |
Захист природи став однією з найактуальніших проблем XX століття. Розвиток промисловості справив негативний вплив на природу в усьому світі. Люди часто роблять те, що призводить до забруднення землі й води. Надмірне вживання нітратів в інтенсивному сільському госпо-дарстві, викиди вуглекислого газу промисловими підприємствами і транспортом створюють дилему між заподіянням шкоди довкіллю й економічними вигодами. Серед головних забруднювачів – найбільші компанії, на які часто подають у суд. Штрафи за вили-вання токсичних відходів у річки звичайно менші, ніж прибутки, які можуть мати такі компанії, ігнору-ючи закони, і менші, ніж вартість створення безпечних засобів для утилізації токсичних відходів. Також визнано забруднюючі властивості різних викопних видів палива, що спричиняють кислотні дощі та глобальне потепління ("парниковий ефект"). Люди в усьому світі повинні робити все можливе, щоб захисти-ти природу, зробити Землю чисті-шою, а своє життя щасливішим. |
2.HOW WE KEPT MOTHER'S DAY (After S. Leacock) This year we decided to have a special celebration of Mother's Day. We thought it a fine idea. It made us all realize how much Mother had done for us. |
2.ЯК МИ ВІДЗНАЧАЛИ ДЕНЬ МАТЕРІ (За С. Лікоком) Цього року ми вирішили влаш-тувати святкування Дня матері. Ми вважали, що це чудова ідея. Це дасть нам змогу усвідомити, як багато мама зробила для нас. |
So we decided that we would make a great day, a holiday for all the family, and do everything we could to make Mother happy. Father decided to take a holiday from his office, so as to help in celebrating the day, my sister Anne and I stayed home from college classes, and Mary and my brother Will stayed home from school. |
Отже, ми вирішили, що влаштуємо грандіозне свято для всієї сім'ї і зробимо все можливе, щоб мама відчула себе щасливою. Батько вирішив узяти вихідний день у своїй конторі, щоб допомогти відсвяткувати цей день, моя сестра Енн і я не пішли у коледж і лишилися вдома, а Мері і мій брат Уілл не пішли до школи. |
It was our plan to make it just like a big holiday, and so we decided to decorate the house with flowers. The two girls thought it would be a nice thing to dress in our very best for such a big day, and so they both got new hats. Father had bought four ties for himself and us boys, for we wanted to have something to remember Mother by. We were going to get Mother a new hat too, but she said she liked her old hat better than a new one, and both the girls said that it was awfully becoming to her. |
У нас був план зробити цей день великим святом, отже ми вирішили прикрасити наш дім квітами. Дівчатка подумали, що було б непагано якнайкраще вдягнутися у такий визначний день, і тому обидві купили собі по новому капелюшку. Батько приніс чотири краватки – для себе і для нас, хлопців, бо нам також хотілося чимось відзначити цей день. Ми хотіли купити капелюшок і для мами, але вона сказала, що їй подобається її старий капелюшок більше, ніж новий, і обоє дівчаток сказали, що старий їй дуже пасує (більше до вподоби). |
Well, after breakfast we all decided that we would hire a car and take her for a beautiful drive away into the country. Mother is hardly ever able to have anything like that because she is busy in the house all the time. And, of course, the country is so lovely now that it would be just wonderful for her to have a lovely morning. |
Отже, після сніданку ми всі вирішили найняти машину, щоб повезти маму у чудову подорож за місто. Мама навряд чи могла собі дозволити щось подібне, оскільки завжди порається по домашньому господарству. А за містом надзвичайно гарно, так що для неї буде просто чудово провести там ранок. |
But on the very morning of the day we changed the plan a little, because Father said that it would be much better for Mother if we took her fishing. Father said that as the car was hired and paid for, we might just as well use it for a drive up into the hills where the streams are. So we all felt that it would be nicer for Mother to go fishing. Father got a new rod and he said that Mother could use it if she wanted to... |
Проте того ж ранку ми трохи змінили план, тому що батько сказав, що було б значно краще, аби ми взяли маму на рибалку. Батько сказав, що коли вже ми найняли й оплатили машину, то можна використати її також для поїздки в гори, де є струмочки. І ми всі погодилися, що для мами буде краще поїхати на рибалку. Батько узяв нову вудку і сказав, що мама може користуватися нею, якщо схоче... |
So we got everything arranged for the trip, and we got Mother to cut up some sandwiches and make up a sort of lunch in case we got hungry. Mother packed it all up in a basket for us. |
Отже, ми підготували все до подорожі й попросили маму приготувати кілька сендвічів для невеликого ланча, якщо раптом ми зголодніємо. Мама запакувала все це і поклала нам в кошик. |
When the car came to the door, it turned out that there hardly seemed as much room in it as we had supposed, and it was plain enough that we couldn't all get in. Father said not to mind him, he could just as well stay home and do some rough dirty work. Anne and Mary would gladly have stayed and helped the maid get dinner. Mother had only to say a word, and they would stay home and work. Will and I would have dropped out, but unfortunately we wouldn't have been any use in getting the dinner. |
Коли машина під'їхала до дверей, виявилося, що в ній не так багато місця, як здавалось, і стало зрозуміло, що всі ми не помісти-мося в ній. Батько сказав, щоб ми його не брали – він може з тим са-мим успіхом залишитися вдома та зайнятися якоюсь чорною робо-тою. Енн і Мері залюбки б лишися вдома і допогли служниці приго-тувати обід. Варто лише мамі ска-зати одне слівце, і вони залишаться вдома і працювати-муть. Уїлл і я могли б залишитися, але, на жаль, від нас немає ніякої користі у приготуванні обіду. |
So in the end it was decided that Mother would stay home and just have a lovely restful day round the house, and get the dinner. We all drove away with three cheers for Mother, and Mother stood and watched us from the verandah for as long as she could see us. |
Зрештою було вирішено, що залишиться мама і чудово відпочине вдома, а також приготує обід. Усі ми поїхали машиною, прокричавши тричі вітання мамі, а вона стояла і дивилася нам услід з веранди, аж поки могла нас бачити. |
Well, we had the loveliest day among the hills that you could possibly imagine. And at home we had the grandest kind of dinner prepared by Mother. |
Ми провели серед гір найпрекрасніший день, який тільки можна собі уявити. А вдома ми мали надзвичайно чудовий обід, який приготувала мама. |
Make sight translation of the texts: