Transcript INTRODUCTION TO TRANSLATION STUDIES

WHAT IS
TRANSLATION
STUDIES?
ITS – Power Point 5
10 October 2007
Elena Zagar Galvão - ITS 07 FLUP
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Brief historical overview
• TRANSLATION as an academic subject is
only about 50 years old.
• Before: T was mainly used for language
teaching (thus secondary status in
academia)
• 1960s-1970s: communicative approach in
TEFL
• 1960s-1970s: translation workshop
(USA); comparative literature; contrastive
analysis
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• 1950s and 1960s: more systematic,
scientific (mainly linguistic) approach
to T:
e.g., Vinay and Darbelnet (1958),
George Mounin (1963); Nida (1964);
Catford (1965);
EUGENE NIDA
Toward a Science of Translating,
1964
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Eugene Nida
Rome,
Università La Sapienza, 2004
(with me and Dr. Hirci)
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What name to give to the
new, budding discipline?
• Übersetzungswissenschaft used by
Wolfram Wills (Uni Saarlandes,
Saarbrücken), Werner Koller
(Heidelberg), Otto Kade and Albert
Neubert (Leipzig School)
• Translatogy?? (FR:Translatologie;
PT,ES: Traductologia; IT:
Traduttologia, etc.)
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TRANSLATION STUDIES
“The name and nature of translation
studies” by James S. Holmes (19241986), paper given at the translation
section of the Third International
Congress of Applied Linguistics,
Copenhagen, 1972,
– “founding statement for the field”
(Gentzler:92)
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• “[Holmes] realized as did few others that the
1950s had heralded a revolution in translation
studies” (van den Broeck, 1988,1994:3)
• Holmes highlighted the existence of 3 main
impediments to the further development of the
discipline:
- scholars and researchers scattered in different
fields and therefore lack of common channels of
communication;
- “the seemingly trivial matter of the name for
this field of research”; van den Broeck,
1988,1994:68)
- “lack of any general consensus as to the scope
and structure of the discipline” (ibid.:71)
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Holmes concludes that :
• the most appropriate name for the discipline in
English is TRANSLATION STUDIES (TS), for this
term would avoid a lot of “confusion and
misunderstanding”;
• There should be communication channels able to
reach all scholars in the field, from whatever
background;
• TS can be divided into 2 main research areas:
‘PURE’
‘APPLIED’
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Pure TS has 2 main goals (descriptive and
theoretical):
1. “to describe the phenomena of translating and
translation(s) as they manifest themselves in
the world of experience” (Descriptive
Translation Studies, DTS)
2. “to establish general principles by means of
which these phenomena can be explained and
predicted.” (Translation Theory, TTh)
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Holmes’s map of TS
Figure 1 Holmes’ conception of translation studies (from Toury
1991:181); in Munday’s book on p.10. Also available at:
http://isg.urv.es/library/papers/holmes_map.doc
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The Holmes Map
of Translation Studies (1)
James S Holmes’ seminal ‘The Name and Nature
of Translation Studies’ (1972) set out to orient the
scholarly study of translation. It put forward a
conceptual scheme that identified and interrelated
many of the things that can be done in translation
studies, envisaging an entire future discipline and
effectively stimulating work aimed at establishing
that discipline. Historically, this was a major step
forward, none the least because it involved a
frontal attack on the hazy but self-assured
categories that had long been used to judge
translations.
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The Holmes Map
of Translation Studies (2)
Holmes’ categories were simple, scientifically framed, and
hierarchically arranged: ‘Applied’ was opposed to ‘Pure’, the latter was
broken down into ‘Theoretical’ and ‘Descriptive’, then ‘Descriptive’
divided in turn into ‘Product Oriented’, ‘Process Oriented’ and ‘Function
Oriented’, and so on. Figure 1 (previous slide) shows the apocryphal
graphic form these categories received later from, I believe, Gideon
Toury, who saw it as a legitimate point of departure (it is also in Toury
1995: 10). Many wonderful things found a place in this map; a few more
have benefited from the modifications and variants proposed since
(notably Lambert 1991, Snell-Hornby 1991, Toury 1991, Toury 1995).
Of course, translation studies cannot be reduced to this one map, and
the map itself has been evolving dynamically, along with the lands it
purports to represent.
from: Intercultural Studies Group, Universitat Rovira i Virgili, Tarragona, Spain
http://isg.urv.es/library/papers/holmes_map.doc
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DESCRIPTIVE TS
DTS focuses on 3 areas of research:
PRODUCT (synchronic; diachronic)
FUNCTION (translation sociology or
socio-translation studies)
PROCESS (psychology of translation or
psycho-translation studies)
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The results of DTS research can then
be applied to Tth to develop:
• a general theory of translation (very
ambitious)
• partial theories restricted according to:
–
–
–
–
–
–
Medium
Area
Rank
Text type
Time
Problem
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APPLIED TS
TRANSLATOR
TRAINING
TEACHING
METHODS
TESTING
TECHNIQUES
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CURRICULUM
PLANNING
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APPLIED TS
TRANSLATION
AIDS
IT APPLICATIONS
DICTIONARIES
GRAMMARS
Translation software
On-line databases
Use of Internet
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APPLIED TS
TRANSLATION
POLICY
PLACE AND ROLE
OF TRANSLATORS
IN SOCIETY
PLACE AND ROLE
OF TRANSLATING
IN SOCIETY
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PLACE AND ROLE
OF TRANSLATIONS
IN SOCIETY
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APPLIED TS
TRANSLATION
CRITICISM
REVISION
EVALUATION
OF TRANSLATIONS
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REVIEWS
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Gideon Toury
points out that :
Theoretical, descriptive and applied
areas of TS influence one another,
BUT
Holmes’s divisions represent a flexibile
separation of the various areas of TS,
which had very often been confused,
thus pointing to the great potential
of the discipline.
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?????????????
What’s missing in Holmes’s map?
Social networks & working practices:
who are the players in the T process
/ the “translatorial activity” (HolzMänttäri,1984) (see Robinson, Fig. 7,
216)
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TASK 2
Work in pairs, make notes and be
prepared to give feedback to the
class:
Is translation theory relevant for
practising translators?
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Munday: Introducing TS
1. Main issues in TS
2. T until mid-20th century
3. 1960s: some focus on the receiver: Nida,
Newmark, Koller
4. Linguistic models: Catford
5. 1970s-1980s: Text-type models and
skopostheorie (Reiss, Vermeer) ; textlinguistic approach (Nord)
6. 1990s: discourse-oriented approaches
(House, Baker, Hatim, Mason)
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7. The Manipulation School (Even-Zohar,
Toury)
8. Other cultural approaches (gender TS and
post-colonials TS)
9. Invisibility and naturalizing (Berman,
Venuti)
10. Philosophical issues:lang and T
11. Interdisciplinary approach to TS: Mary
Snell-Hornby’s integrated approach
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Think about the following points
and be prepared to actively discuss
them in class.
a. Is a graduate or a postgraduate
qualification a prerequisite for
working as a professional translator
in your country?
b. If someone (individual, company,
etc.) needs a translation in your
country, how do they go about
obtaining it? Try to trace the phases
of the process.
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Homework
REMEMBER to READ:
FOR 10 OCT.
• Intro+Chapter 1 and Chapter 2 (The User’s
View; The Translator’s View) from
Robinson’s Becoming a Translator (BAT).
FOR 11 OCT.
• Introducing TS (Munday) Chapter 2
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BYE BYE
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