A visual teaching aid for the textbook
Step by Step originally written by Ana Rojo.
With summaries, brand new mindmaps and illustrations
by Begoña Martínez Pagán (@minibego / minibego.com)
for the University of Murcia 2016-2017 course “(3096) TRADUCCIÓN GENERAL C-A I (INGLÉS)”
How to Send Pro Forma Invoice to Your Customers in Odoo 17
A translation course: how does translation (even) exist?
1. An English translation course
How does translation
(even)
exist?
A visual teaching aid for the textbook
Step by Step originally written by Ana Rojo.
With summaries, brand new mindmaps and illustrations
by Begoña Martínez Pagán (@minibego / minibego.com)
for the University of Murcia 2016-2017 course “(3096) TRADUCCIÓN GENERAL C-A I (INGLÉS)”
44. Everybody thinks they know what
a word is. But the matter, which
seems so simple, is in fact
enormously problematical.
Aitchison, J. (1994)
45. There once was a fisher named Fisher
Who fished for a fish in a fissure.
But the fish with a grin
Pulled the fisherman in
Now they all fish the fissure for Fisher.
Aitchison, J. (1994)
92. Collocations:
● Incomplete utterance, variable
● The tendency for some words to
occur together
● A matter of FREQUENCY
● E.G. heavy drinker, strong coffee
93. Idioms:
● Incomplete utterance, stable
● “Frozen patterns of language which allow
little or no variation in form and (…)
often carry meanings which cannot be
deduced from their individual
components.”
Baker (1992)
96. Types of phraseological statements
● Proverbs (generally accepted truths, didactic)
○ “Never look a gift horse in the mouth”
● Clichés (obvious facts, not didactic)
○ “No somos nadie” // “We live and learn”
● Quotations (like proverbs with known origin)
○ “May the force be with you”
97. Types of phraseological statements
● Comandments (often religious)
● Slogans (from advertisements)
● Routine formulae (greetings, letter
writing)
98. DIFFICULTIES IN TRANSLATION
● Recognise them as such
● Similar-but-NOPE counterparts
● Similar vs natural
● No equivalent
● Manipulated (literature, publ.)
99. STRATEGIES (1 / 2)
● Similar form and meaning
● Similar form, dissimilar meaning
● Typical expression, slightly diff.
meaning
104. Grammar, as defined by
DIRVEN AND VERSPOOR (1998):
● The combination of knowledge
of the linguistic categories and
knowledge of the patterns in
which these may appear.
111. ALTMANN (1997):
[Saying] that we ignore meaning and we
ignore grammar is to say that we do the
linguistic equivalent of driving on the wrong
side of the road, through red, with no brakes!
150. USES OF AUGMENTATIVES
★ To indicate resemblance to negative
qualities or mischievous behaviour
○ Caballuno, lobuno, pequeñajo,
chiquitajo, renacuajo,
animalejo, diablejo.
151. USES OF AUGMENTATIVES
★ To hint at something rudimentary or done
without expertise
○ Pintarrajo, muñecajo, palote,
monigote*
*de monigo, monaguillo
152. USES OF AUGMENTATIVES
★ To hint at inherent negative features
○ Listorro, ceporro, señoritingo,
frescales, bestiales, fritanga
153. How would you translate these?
○ Listorro, ceporro, señoritingo,
frescales, bestiales, fritanga
156. USES OF AUGMENTATIVES
★ To hint at the appalling
condition of something (poor,
old, ugly, doesn’t work…)
○ Poblacho, casucha, cacharro
157. USES OF AUGMENTATIVES
★ To suggest that something has the quality
described, only to a certain degree:
○ Feúcho, malucho, blancuzco,
negruzco, borrachuzo,
borrachuelo, marranuzo
158. USES OF AUGMENTATIVES
★ To indicate lack of importance or
secondary status:
○ Escritorzuelo, reyezuelo,
populacho
159. USES OF AUGMENTATIVES
★ To indicate some sort of
extrinsicality (mostly not a blood
relation)
○ Padrastro, madrastra,
hijastro
160. USES OF AUGMENTATIVES
★ To intensify the negative
qualities of the stem
○ Pajarraco, libraco,
bicharraco, abusón, barrigón
○ Let’s think about this
example: sudaca
161. USES OF PEJORATIVES
★ To convey disdain by
downgrading the category
○ Falsete, pringadete, zoquete,
tontito, cabrito, listillo,
burrillo, borrico,
gobernadorcillo, frailecillo
171. Original text
in original context
Pic: Wikimedia Commons
https://commons.wikimedia.org/wiki/File:Penguin_in_Antarctica_jumping_out_of_the_water.jpg#metadata
174. ● Coherence, Baker (1992)
○ The network of conceptual
relations that underlie the
surface of a text.
175. ● Cohesion, Baker (1992)
○ The network of surface
relations which link words
and expressions to other
words and expressions in a
text.
176. ● Ana Rojo (2009):
○ Cohesion can, therefore, be considered
the surface expression of coherence,
since cohesive devices are textual
devices for making conceptual relations
explicit.
181. Reference, (Rojo, 2009):
● The connection of one
linguistic expression to
another, in which one provides
the information needed to
interpret the other correctly.
183. !
➔ Spanish does NOT repeat pronouns,
the person marker is “in the verb”
184. Ellipsis (Rojo, 2009):
● The omission of one or more
items that are understood in
the context, but which are
required to make the sentence
grammatical.
189. !
➔ English uses more parataxis
(coordination, juxtaposition).
➔ Spanish uses more hypotaxis
(subordination).
190. The car and I crawled cursing up the street to
my flat. You just cannot park around here
anymore. Even on a Sunday afternoon, you
just cannot park around here anymore. You
can doublepark on people: people can double
park on you.
[Amis, Money, 1982, cited by Rojo, 2009]
191. Mi coche y yo íbamos a paso de tortuga camino a casa,
cagándonos en todo. Es que aquí ya no se puede
aparcar. Es que ni siquiera en domingo por la noche se
puede aparcar.
192. Opciones que habíamos dejado abiertas:
1. Puedes hacerlo en doble fila, los demás van a
aparcar sí o sí.
2. Si tú no aparcas en doble fila, lo harán otros.
3. Acabas aparcando en doble fila como hacen los
demás.
4. Acabas aparcando en doble fila o te dejan
encerrado.
193. Coherence, Baker (1992) (again)
The network of conceptual
relations that underlie the
surface of a text.
194. Coherence
(Hatim and Mason 1990, Beaugrade 1980)
The procedures which ensure conceptual conectivity, including:
1. Logical relations
2. Organisation
of events, objects, situations
3. Continuity in human experience
195. Coherence
(…) depends on the interaction between
textual knowledge and
the reader’s own knowledge and
experience of reality.
(Rojo, 2009)
196. This text is cohesive but incoherent:
(…) I bought a Ford. The car in which President Wilson
rode down the Champs Elysees was black. Black
English has been widely discussed. The discussions
between the presidents ended last week. A week has
seven days. Every day I feed my cat. Cats have four
legs. The cat is on the mat. Mat has three letters.
(Baker, 1992, as quoted by Rojo, 2009)
197. Finding a text coherent depends on
● Reader’s ability to recognise the semantic
relations that form the thread of meaning
● Reader’s capacity to find text components
relevant and believable.
198. An elevator in Belgrade:
To move the cabin, push button for wishing floor. If
the cabin should enter more persons, each one should
press a number of wishing floor. Driving is then going
alphabetically by national order.
(Tradux Translations, 2006, as quoted by Rojo, 2009)
205. Frame
○ Cognitive approach
○ Mental model of reality
○ Prototypical situations
○ Meaning:
a complex conceptual structure
obtained from experience
206. Example of a toxic model,
right here in this chapter
of the book.
207.
208. ● Implicature
○ I’ve got to take my car for a
service soon. We are going to
Portugal in two weeks.
Rojo, 2009
209. ● Implicature
○ It helps us explain how we manage to
establish continuity of meaning
between apparently decontextualized
stretches of language.
Rojo, 2009
210. Grice (1975):
“We assume that conversation is governed
by a Cooperative Principle”
● Quantity
● Quality
● Relevance
● Manner
222. ● Situational information
○ Speaker’s geographical,
social, temporal origin
○ Natives choose their register
223. ● Cultural / situational-related
information
○ How much to explain?
○ How much to leave implicit?
■ See: Chip Kidd at TED:
■ https://www.ted.com/talks/chip_kidd_designing_books_is_no_laughing_matter_ok_it
_is
224. That’s all,* folks!
*For the time being: there’s one
summary/round-up chapter that I’d like
to add at some point.
225. Remember, this is a
visual teaching aid for
the textbook:
Rojo López, Ana María. Step by Step: A Course in
Contrastive Linguistics and Translation. Oxford:
Peter Lang, 2009. Print. ISBN: 978-3039111336
You can buy it here: http://amzn.to/2ibIXIq
226. This presentation is a work in progress!
Send your feedback to:
bego(a)minibego.com