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Abstract: This research is a retrospective explanatory one. It traces back the contribution of Arab
translators on the global translation movement and civilization starting from the pre -Islamic era until
the end of the Umayyad caliphate in 750 A. D. The importance of translation in transferring knowledge
from one nation to another and from one civilization to another is well-known to every scholar and
researcher. This study has revealed that the contribution of Arab translators on the global translation
movement and civilization has been performed by transferring knowledge and sciences from different
resources, such as China, India in the East, and Greece, Roman empire in the west into the Islamic
state in the Arab lands, and then they have participated in transferring that knowledge into Europe in
the high medieval ages. Moreover, this research paper has provided evidence that the transfer was
not limited to sciences such as chemistry, astronomy, botany among other branches of science. It has
rather extended to include arts and literature; Arab translators have translated fiction and stories from
India and East Asia to Europe and the West. This study has also affirmed that Arabs, before Isla m,
were mainly living, in the Arabian Peninsula, they have been divided and attracted into either one of
the two biggest and strongest civilizations and powers at that time; the Romans in the west and
Persians in the east. In other words, Arabs didn't have at that time an independent civilization, unified
state or entity. When Islam came, the situation has dramatically been changed. This will be elaborated
in details in this study. This research is composed of five sections. The first section is an introduc tion
which discusses the significance of this study and definition of related terms. The second section
reviews the related literature. The third section tackles the translation movement during different
stages, this implies the pre-Islamic stage and Islamic stages including the translation movement
during Prophet Muhammads life (610-632 A. D), the ruling period of the Rightly Guided Caliphs (Al
klhulafa Ar rashidun) (632-661) and the Umayyad ruling stage from 662 to 750 A.D. The fourth section
discusses the results and findings. The final section summarizes the study and submits suggested
recommendations.
Contents
1. Introduction1.1. Objectives of this Research1.2. Definition of Operational Terms1.3. Significance
of the Study2. Review of Literature3. The Stages of the Translation Movement in the Arab
World3.1. The Pre-Islamic Stage (Before 610 A. D.)3.2. The Translation Movement in the Islamic
State4. Discussion, Findings and Analysis5. Summary, Conclusions and Recommendations
1.Introduction
Language is considered as the most prominent aspect of any human culture or civilization in the
world, because people use it to communicate with each other, and it is usually linked with the identity
of any nation. Communication by itself also plays a crucial role in transferring the cultural attributes,
civilization and advancement from one generation to another and from one nation to another. The
importance of translation in transferring knowledge is well-known to every scholar, researcher, and to
the lay people.
Languages, which can be represented by the translation process, are the vehicles of thought and
feelings among the human communities. And I would say that translators are the captains of these
vehicles. No one can deny the importance of bridging the relationship between countries and nations,
and overcoming the barriers between them. This can only be achieved by translation, by which mutual
understanding between people and governments is accomplished. Furthermore, the transfer of
knowledge, sciences and arts from one nation to another and one generation to another is
comprehensively based on translation,.
The global translation movement has commenced with the creation and existence of the first human
being in this world, namely Adam, when he started to communicate with angels and his partners to
express his thoughts (concepts) into words. In Quran, which has been revealed before 1400 years,
Allah says "He (Allah) taught Adam the name(s) of all things; then He placed them before the angels ,
and said: "Tell me the nature (names) of these if ye are right." (Al-baqara 31: Yusuf 2006: 10), in
another translation for the same verse by Usmani (2007) "And He taught Adam the names, all of
them; then presented them before the angels, and said, .Tell me their names, if you are right..." Some
of Quran interpreters, for example Alqortoby tafsir (explication) translated by Yusuf 2006, states that
names of things in this verse refer to the equivalent names(nouns) in all original languages in this
universe.
In the same Alqortoby Tafsir of Quran (2006), Kaab al Ahbar Al-himeiri, who was a narrator in Islam,
said "Allah taught Adam Arabic and Syriac languages and other ancient languages". This means Allah
taught Adam the names (nouns) or words, that refer to certain concepts, and their equivalents in all
languages in the world and Adam had taught these words and names to his descendants. So, in my
opinion, this can be considered as the initial and the first step of translation in the World history. Late r
on, with the development of human civilizations, people used translation to fulfill the need of
communication in various human societies with different languages, as it will be discussed and
explained in the following sections of this study.
This research is a retrospective historic study. It traces back the contribution and influence of Arab
translators in the global translation movement and civilization. It investigates this contribution starting
from the pre-Islamic era until the Abbasside dynasty (before 610-750 A D). It also sheds light on the
role of Arab translators in transferring knowledge from and into the world civilizations that have existed
before and after Arab prosperous civilization.
This research paper consists of five main sections, the first section is an Introduction, which includes
operational definition of related terms, the significance of the study and the objectives of the research,
and the second section reviews the related literature. The third section of this research discusses t he
stages of the Arab translation movement starting from the pre-Islamic stage until the end of Umayyad
ruling period in 750 A.D. The fourth section of this research includes analysis, discussion and
explanation of the findings. Finally, the last section of this research summarizes this study and sets
conclusions and recommendations.
1.2.1.Definition of Civilization
The word civilization is originated from the Latin word civilis, meaning "cit izen," and implies
membership in a state or country. Scholars have often described civilization as a set of attributes in
certain societies including agriculture, sailing, metal working, monumental construction, writing, cities,
government, currency, taxation, and religion have all been cited by scholars attempting to define what
signifies civilization (Meriam-Webster Dictionary website).
A civilization is any "complex state of society characterized by urban development, social stratification,
symbolic communication forms (typically, writing systems), and a perceived separation from and
domination over the natural environment. The Online Dictionary defines civilization as an advanced
state of human society, in which a high level of culture, science, indust ry, and government has been
reached.
1.2.2.Definition of Translation
It is the transfer of one linguistic production from one language to another language and it has fulfilled
and met the original purpose in the text of the source language (SL or L1) text and it is a skill, by
which the translator replace the text and meaning of the source language by a text and meaning in the
target language (Tl or L2) (Kharma 1979 my translation, and Sokolovsky 2010). This definition is
similar to Newmarks definition (2001:21): "Translation is a craft consisting of the attempt to replace a
written message and/or statement in one language by the same message and/or statement in another
language".
1.2.3.The Translator
The translator is the person who carries out the procedure of translation. So, the translator's "task is to
create conditions under which the source language author and the target language reader can interact
with one another" (Lotfipour, 1997). The translator uses "the core meaning present in the source text
to create a new whole, namely, the target text" (Farahzad, 1998). A good translator is someone who
has a comprehensive knowledge of both source and target languages (Razmjou 2004).
2.Review of Literature
After reviewing the related literature, one can conclude that the translation movement has been
carried out in different directions:
i. The first direction was from Greek and Roman civilization in the West into the Arab world,
This has been taken place in the 7th century with advent of Islam, as Islam encouraged Muslims to
learn and translate
ii. The second direction was from the Far East including India and China to Arabs in the Middle
East and Arabia Peninsula, such as the translation of Kaleilah WA Demnah, one th ousand and one
nights.
iii. The third direction was from Arab World towards Europe in 12th century which will not be
discussed in this research paper.
Types of Translation in the History of Arabs are
i. Freelance translators or interpreters, such as Zaid Ibn Thabet who translated Prophet
Muhammads letters.
ii. Institutional Translation type, such as Bayt-ul-Hikmah in the Abbasside era which will not be
discussed in this study.
iii. Specialists or scholars of different knowledge branches have played the role of translators, for
example, in medicine; most translations in different domains of medicine were done by
specialists, they have translated books related to their scientific specialties.
As previously mentioned, Arab scholars and translators contributions were of two different directions;
the first direction was transferring knowledge and science from Romans; namely Greek Byzantines,
who were the last rulers of Romans in the West in the medieval ages. The second way was
transferring knowledge from Persians and Indians, and even Chinese in the East to Arabs, who used
to live in, what is called nowadays, the Middle East region, then later in the medieval ages to Europe
in the West. From the East, they have translated different books into Arabic, such as Abdullah Ibn Al-
Muqaffa, as Kallah wa Dimnah from Sanskrit, the ancient Indian language, is an ancient Indian
collection of inter-related animal fables in verse and prose, arranged within a story.
The transfer had also implied the transfer of knowledge from one historical era or civilization to
another; in other words from one powerful nation to another. Arabs have transferred knowledge from
pre-Islamic civilization to the Islamic Civilization and later to the European or Wes tern Civilization.
This transfer of knowledge has taken place through effective and active translation movement. The
translation movement took place through different stages that will be discussed in the following
section.
3.2.2.The Translation Movement During the Ruling of the Rightly Guided Caliphs (Al
Klhulafa ar Rashidun) (632-661)
After the death of Prophet Muhammad, Islam has expanded its territory out of Arabia Peninsula into
Egypt, Syria and Iran rapidly. By the end of the 7th century, Muslims, who were basically represented
by Arabs, governed lands stretching from Spain in the west to the borders of China in the east. These
countries had different languages, such as Persian in Iran and Sanskrit and Urdu languages in the
Indian Continent. North and westwards were Romans; their language was Latin. This means that
opening or adding new countries to the Islamic state, several languages, civilizations a nd cultures
have been added to the growing state.
Accordingly, the communication between those speakers of different languages and Arabs could not
have been taken place without a sort of translation. So, it is expected that Muslim campaigns to places
out the Arab peninsula included translators and used translation in order to communicate with those
different nations and peoples with different languages. Moreover, with the spread of Islam came the
spread of the Arabic language across Afro-Euro-Asian lands from Central Asia to the Atlantic Ocean.
Muslim governments established centers and schools for teaching Arabic, collecting and translating
scientific, literary, and philosophical works of all nations.
However, following the death of the Prophet Muhammad in 632, Islam was led by a series of four
caliphs who have known the Prophet and were his companions. They were known collectively as the
Four Rightly Guided Caliphs (Al klhulafa Al- Rashidun in Arabic); they formed what is called Al-
Rashidun Caliphate. This ruling era was characterized by the followings:
i. It was a short period of ruling
ii. The rulers were busy in stabilizing the internal socio-political situation of the Islamic state.
iii. They have faced internal challenges as well as external ones. These challenges divert the
Rightly Guided Caliphs (Al klhulafa Al- Rashidun) attention from developing the translation movement
and other scientific issues, they were rather busy in sorting out different socio -political issues, as it will
be explained in the following section.
The Rightly Guided Caliphs (Al-Rasheedun Caliphate) are:
i. Abu Bakr (632634 A. D.): He ruled the Islamic state for only two years and he faced many
challenges, especially the Rebels from some Arab tribes who threatened the authority and unity of the
Islamic state, by rejecting Islam and refusing to obey Abu Bakr, so he was very busy in restoring the
order and stabilizing the Islamic community. The Islamic community also faced border threats from the
Roman and Persian Empires. In 633 the Caliph Abu Bakr defeated that revolt (known as a ridda) or
apostasy and thereby secured the whole Arabian Peninsula for Islam. So, it is expected that during
this ruling era, little work has been done for the translation movement, except those translation
activities related to the communication with people from Persians or Romans at the borders of the
Islamic state.
ii. Omar ibn al-Khattab, ( 634644 A. D)
iii. He launched the first waves of conquest beyond Arabia, and ruled for 10 years. Under Omar
reign, the Islamic empire expanded at an unprecedented rate ruling the whole Sassanid Persian
Empire and more than two thirds of the Eastern Roman Empire. Omar also established the public
treasury which controlled the financial affairs of the Islamic state. Cities were built with irrigation
canals and paved roads, and education in the Quran became more widespread. He also codified the
Islamic law. He decreed that the Islamic calendar should be counted from the year of the Hijra of
Muhammad from Mecca to Madinah (Campo 2009). With this expansion of the Islamic territories
during Caliph Omars reign, it is expected that there was obviously a demand on teaching Quran and
Arabic. So, this could have been achieved by the presence of bilingual teachers or /and interpreters
and translators.
iv. Othman ibn Affan (644656 A D.) Othman is the Caliph who codified the Quraninto its final
orthographic form which is namely Arabic. With the growth of a multilingual population in the Islamic
state during his ruling period, Othman ordered the Quran to be compiled in a single unified dialect by
forming a committee who compiled the basic text of the Quran as it exists today.
v. It was important to develop a standardized orthography and writing system in order to
eliminate the regional, dialectal and linguistic variations that existed in the Arab world. This work was
undertaken due to the vast expansion of Islam under Othman's rule, the Islamic empire expanded into
Iran and some areas of Khorasan (present-day Afghanistan, which encountered many different
dialects and languages. This had led to variant readings of the Quran for those converts who were not
familiar with the language. So translated versions of the interpretation of Quran was necessary to be
available (Natheer 2001). Othman was originally a trader and a son of a rich and trader family, so
bilingualism was expected to accompany his caravans and commercial communication.
vi. Ali ibn Abi Talib (656661 CE) During this period however, Muawiyah ibn Abi Sufyan
(Muawiyah I) and Amr ibn al-As controlled the Levant and Egypt regions independently of Ali. His rule
as caliph was plagued with internal troubles and hostilities. Therefore, there were insu fficient
documents about this period. However, it is expected that Caliph Ali has followed the steps of his
preceded caliphs and the same steps of the Prophet Muhammad (Peace be Upon Him)
3.2.3.The Translation Movement during Umayyad Ruling Era (661- about 750 A.D.)
General Information and Historical Background
The Umayyad dynasty was established by the caliph Muawiyah I (Mu'awiya) in 661. Caliph Muawiyah,
previously governor of Syria, inaugurated dynastic rule. From their capital city at Damascus, the
Umayyad caliphs ruled a vast empire, extending from Europe to India, until 750. After the Umayyad
dynasty was overthrown by Abbasids, it continued in Spain in the west until 1031.
So, Umayyad Caliphate was divided into two main parts, the first one was in the east which ruled
(661-750) from Damascus as its capital city with different caliphs; started with Muawiyah I ibn Abu
Sufyan (661-680), Yazid I ibn Muawiyah (680-683), Muawiya II ibn Yazid (683-684), and ended with
Marwan II (744-750). The second part of Umayyad dynasty was ruling the west part of the Islamic
state including Spain, and Cordoba was the capital city for the Umayyad Emirs of (Spanish Umayyad
Caliphs 929-1031), started with Abd-ar-rahman I, 756-788, Hisham I, 788-796, al-Hakam I, and ended
with Hisham III, 1027-1031. An Umayyad prince, Abd-ar-Rahman I, took over the Muslim territory in
Al-Andalusia (Hispania) and founded a new Umayyad dynasty there.
The first or east part of Umayyad Caliphates or dynasties started in 661 and ended in 750, so it l asted
about ninety years, and during that time, as mentioned previously, Islam spread from China in the east
to Spain in the west. In this era, the translation of scientific books into Arabic has already begun, but
the translation movement under the Abbasids, who succeeded the Umayyads, was greater and more
comprehensive.
The Umayyad dynasty has made a great task related to the translation movement; it is the adoption of
Arabization or Arabicization, by which Arabic was considered as the official and common language or
mode of communication within the empire. This can also be considered as a major step of language
planning made in the Islamic state or Arab world at that time.
The translation process in the Umayyad period is considered as the first stage or t he corner stone of
the whole Arab translation movement in the Islamic time. However, if we compare the Umayyad
translation movement and its accomplishments with other Islamic periods of translation, such Abbasid
one; we can easily conclude that the translation movement in this era was limited in quantity and
quality. The amount of translated works was limited in number, as it included only the translation of
the basic and natural sciences. For example, medicine, or chemistry which was involved in the
Umayyad translation movement, as it is important for preparing the medical prescriptions and recipes
for patients by physicians, but it didnt comprehensively tackle the translation of logic, mental
sciences, psychology and philosophy books among others.
The translation movement into Arabic during the Umayyads reign began under the rule of Omar bin
Abd Alaziz who was one of the famous Umayyad caliphs; he encouraged and supported translators
and worked for the sake of knowledge and science. Prince Khalid ibn Yazid was also one of the
famous translation supporters. His situation as a member of the ruling family in addition to his
enthusiasm and efforts had undoubtedly contributed in the transfer and spread of knowledge (Ibn Al
Nadeem, n. d.). He, himself, was also one of the famous translators in the First Hijri century (700 A.D);
he and other translators had translated books of medicine, chemistry and mental subjects. He was
interested in sciences such as alchemy, so he requested to translate the works of Greek or Byzantine
philosophers and scientists. He rewarded the translators generously, and they also translated Greek,
Persian and Egyptian books into Arabic (Bahri 2011).
As Islam expanded, Muslims did not destroy but preserved others cultures, because their ma in goal
was to revert people ask them to adopt and spread the Islam mission. Furthermore, they absorbed
and used the technology and sciences of these civilizations to produce and develop a new knowledge
and Arab-Islamic civilization, which was the beacon for humankind for hundreds of years. For example
in the Persian Empire land, which is called Iran nowadays, Muslims left the Academy of Gundishapur
(in Arabic was called Jundishapur) intact and later added to its knowledge treasures. This Academy
was the intellectual center of the Sassanid Empire (Persians); it was founded by Sassanid king
Shapur I. It included a teaching hospital, big library and centre of higher education. This Academy had
also included Indian works, such as Indian mathematics, including H indi numerals, called Arabic
numerals today, were also introduced to Muslims during this time. The Abbasid Muslim rulers ordered
to translate the works at Jundishapur and other places in the Sassanid Empire into Arabic. So it is
expected that Arab translators have carried out this task (Mathews n.d. and Bahri 2011).
Translation is a form of communication and that is the reason it is so important to establish equivalence
between the source text and the target text. Nida defines translation as reproducing in the receptor
language the closest natural equivalent of the source-language message, first in terms of meaning and
secondly in terms of style. (Nida, 1982, p. 12). It is evident that equivalence is one of basic concepts of
translation which can not be neglected.
According to Jacobson, translator searches for synonyms when making intralingual translation in order to
pass the message. This means that intralingual translation does not imply full equivalence between
language units. According to Jakobson: translation involves two equivalent messages in two different
codes (Jakobson, 1959, p. 233). This means that the task of translator becomes to reach equality in
messages despite different grammatical, lexical and semantic structures of ST and TT. Despite difference
in grammar and lexical structures translation becomes possible through finding necessary equivalents. As
he states: whenever there is deficiency, terminology may be qualified and amplified by loanwords or
loan-translations, neologisms or semantic shifts, and finally, by circumlocutions (ibid. p.234). Jakobson
uses different examples to illustrate his concept. He compares different language structures from English
and Russian languages and illustrates cases where it is not possible to find a literal equivalent to the ST
unite. In these cases translator should choose the most suitable way to translate the text trying to reach
the most possible equivalence.
Same as Vinay and Darbelnet, Jakobson states that linguistic approach does not suit for the need of the
translation theory. He stresses on the limitations of linguistic theory and point out different methods which
help to make the equivalence in translation the same. Jakobson counts on semiotic approach where
translator should extract the message from the source language and then choose the most appropriate
means to pass it to the target language.
Later scholars continued the study of translation theory and developed their own understanding of
equivalence. Nida and Tiber distinguished two types of equivalence formal equivalence
(correspondence ) and dynamic equivalence. Dynamic equivalence is based on the equivalent effect,
while formal equivalence is focused on the message itself. As they state Typically, formal
correspondence distorts the grammatical and stylistic patterns of the receptor language, and hence
distorts the message, so as to cause the receptor to misunderstand or to labor unduly hard (Nida and
Taber, 1982, p. 201). Despite the detailed study of both types of equivalence, Nida gives preference to
the dynamic equivalence, because it gives more opportunities for the translators and proves to be more
effective during the translation procedure. Nida showed other specialists the way and let them distance
from the word-to-word translation and make a translation process more dynamic and more reader-
oriented.
Catford is another scholar who dedicated much effort to the study of translation theory. His concept of
translation equivalence differs from the concept presented by Nida and Taber. Catfords approach is
based on the linguistic approach. Catford expanded translation theory and added new criteria, such as
the extent of translation, the grammatical rank and the levels of language involved in the translation.
According to Catford, grammatical rank establishes translation equivalence.
Catfords theory of translation was criticized by many scholars. Snell-Hornby became one of the most
active critics of Catfords ideas. She called equivalence in translation to be an illusion and didnt believe
that translation could be regarded as a merely linguistic process.
The notion of equivalence was changed and developed with the flow of time. Bakers ideas gave new
vision of the problem. She explores the notion of equivalence on different levels and applies it to the
translation process. She combines linguistic and communicative approaches in order to make translation
process more effective. Baker distinguishes equivalence at the level of the word, at the grammatical
level, and at the level of the text . Pragmatic equivalence deals with the purpose of communication and
also makes an important contribution to the translation process. All these levels are important for the
translator and should be taken into consideration during the translation process because only their
combination can result in the qualified translation.
Peter Newmark is another specialist whose ideas had great impact on the development of translation
theory. He steps away from Nidas ideas of recipient-oriented translation and changes the vision of
equivalence in translation. Newmark develops ideas of communicative and semantic translation in
contrast to literal translation. Not leaving ideas of equivalence and literal translation, Newmark gives
preference to semantic and communicative translation. According to Newmark, translation is rendering
the meaning of a text into another language in the way that the author intended the text. (Newmark,
1988, p. 5). His views had great influence on many other specialists who studied his works and used his
approach.
5. Conclusions
Equivalence is a complex term which describes phenomena from different spheres of human knowledge.
In the field of translation it first appeared in the middle of the last century and since then has become an
important indicator of the translation process. Most translation theorists and researchers pay attention to
the equivalence in translation, despite the fact that their opinions on this phenomenon may differ. Some
specialists believe that the equivalence may be regarded as a synonym of the translation process, others
believe that the equivalence should not cause the loss of main message of the text. Despite different
approaches, the equivalence is an important notion in the translation process and it helps to approach the
meaning and value of the translation process in general
Skopos
Deepti Bhardwaj
In an essay titled What does it Mean to Translate Hans J. Vermeer (1987) explores the structural,
semantic and stylistic problems of translation. He asks, Why does one translate a text?(p. 28) and
asserts, Linguistics alone wont help us. Firstly, because translating is not merely and not even
primarily a linguistic process. Secondly, because linguistics has not yet put the right questions to
tackle our problems. So lets look somewhere else. (p.29) The present paper will explore
Vermeers skopos theory and the second half of the paper will use Vermeers skopos theory to
analyse the skopos of some translations from Hindi into English and English into Hindi.
Vermeer finds the translator an expert who knows the best way to project the source text in the
target language. His translational action is not only dependent on the source text but on his
understanding and his purpose to translate in a given situation. Vermeer developed
the skopos theory as an approach to translation in Germany in the late 1970s. The word skopos in
Greek stands for purpose, goal target or aim. This theory marks a general shift from the
predominantly linguistic approaches and moves towards a more functionally and socioculturally
oriented concept of translation (Baker, 1998, p. 235). Vermeers skopos theory presented in 1978
stands on the premise that human interaction (and its sub category: translation) is determined by its
purpose (skopos), and therefore it is a function of its purposeThe skopos of a translation is
determined by the function which the target text is interned to fulfil (Nord,2005, p. 26). This implies
that the source text and the source text recipient do not have a very significant role to play in the
determination of the target text. Instead, it is the purpose of the translation and the intention of the
translator/commission to present it to an originally unintended readership which fixes its translation
process.
Vermeer explicates the theory by firstly clarifying the basic assumptions. Skopos theory is not valid
just for complete actions but it also applies to parts of texts. The text is not an indivisible whole and
hence has numerous skopoi within it. Considering that the source text is a result of the source
culture it is not expected to possess any knowledge of the target culture. Therefore, mere trans-
coding or transposing of the source text into the target language cannot result in an appropriate
translatum (translated text). In turn, it is the translators job to make it compatible with the target
culture. His role is to establish intercultural communication.
Since the source text is oriented towards the source culture and the target text towards the target
culture, according to Vermeer (2000), the two texts might or might not converge source and
target texts may diverge from each other quite considerably, not only in the formulation and
distribution of the content but also as regards the goals which are set for each, and in terms of which
the arrangement of the content is in fact determined (p. 229). Therefore, there is always a degree of
intertextual coherence between the translatum and the source text which might vary according to
the skopos.
Basil Hatim(2001) defines intertextual coherence as the translators basic ability to comprehend the
source text and to engage with the skopos it is intended to have in the target language (p. 75). The
fidelity rule according to skopos theory merely maintains that some relationship should
exist between the source and the target text having the skopos and the intertextual coherence basis
satisfied.
Vermeer (2000) cites two major possible interrelated objections that exist/will arise against
the skopos theory and provides counter arguments to them. The first objection is that not all actions
have an aim; but Vermeer argues that any action by definition has an aim. Aim or skopos must be
potentially specifiable; for him every translational action- process, result and mode have a goal, a
function and an intention to fulfill. The second possible objection is that every translation activity
might not have a purpose or intention; that goal oriented translation would limit the range of
interpretation of the target text, and the translator does not have a specific addressee in mind.
Vermeer hcounter argues that a translational action has a much wider conception of the translators
task including matters of ethics and translators accountability. And therefore, notions like
translators fidelity also provide a skopos to a translator. A translation might aim to protect the
breadth of interpretations of the source text in the target text too as one of its skopoi.
The realizability of a commission depends on the circumstances of the target culture, not on the
source cultureon relation between the target culture and the source text(Vermeer, 2000. p. 235).
Therefore the commission actually decides the skopos of a translation, not freely falling for impulses
but directed towards a well defined goal. Hence, this challenges the conventionally validated
view that translations should be literal and loyal to the source text. It is this skopos which
determines if a text should be translated, paraphrased or completely re-edited (p. 237).
In this manner, the theory debunks the concept of equivalence that has demanded precedence
over any other idea in translation procedures. Equivalence stands for a relationship between a
source text and a target text making them directly related to each other in a way that the target text
is seen as an outcome of translating the source text. In Nords (2005) words it is the greatest
possible correspondence between source text and target text (p. 25).This concept is used by
translators to produce the same meaning, effect or value as the source text. Though, no concrete
definition has come up for this concept it is generally equated with fidelity.
However, skopos theory, functionalist in essence dethrones the source text itself. This theory as
already pointed out does not rely on the only premise that equivalence depends on. Yet, as Nord
suggests and one can see achievement of equivalence can be one of the skopoi of a translational
action. Fidelity is not the criterion but a mere adequacy with regard to the skopos (Nord, 2005, p.
27).
I would now illustrate skopos theory with practical instances. Let me take the example of Ruth
Vanitas translation of short stories by Hindi writer, Pandey Bechain Sharma Ugra. Ruth Vanita has
very often taken up same-sex love as a central thematic concern; and her work recurringly raises the
issue of homosexuality.
Ugras stories pertaining to same sex love came up during the Indian nationalist movement for
independence. Ugras narrator seems to be against same sex relationships, but he never wins any
argument against it. Ugra was heavily criticised for bringing up such a subject to the literary world in
a language which was going to become the national language of India. His discussions about
gender, masculinity, sexuality, obscenity, censorship and Section 377, along with nationalist
concerns are just as relevant today.
Ruth Vanita and Saleem Kidwai (2000) traced the history of modern homophobia as it developed in
nineteenth century India. Vanitas intention is to use Ugras stories and the discussions around them
as examples of homophobia. As a translator she decides her area, namely the stories that discuss
gay relationships. Her skopos makes her extra sensitive to some nuances of the stories. She
mentions in the translators note that problems arose especially with regard to Sanskrit, Perso Urdu
and regional language terms for sexual preferences such as batuk prem, laundebazi, paalatpanthi,
and idiomatic turns of phrase, particularly when they involve puns and wordplay, such as Ugras use
of his own pen-name or that of the journal Matvala as adjectives within the text (Vanita, 2006, p. x).
Vanita liberally uses Indian English words, translates literally, provides approximations, works hard
to retain the poetic quality of some verses, and provides endnotes to explain untranslatable difficult
metaphoric words. However, she confesses that dhwani of some words cannot be produced in the
target language. Her aim is to draw our attention to what was a problematic aspect of literary and
historic period of Hindi writing, and continues to be so. From a work written during the nationalist
period, she makes her case against homophobia and strengthens her point about Indian discussions
of homosexuality. She adheres to her political position while choosing the subject and to a large
extent in her technique of translation.
Moving on, let me now discuss an English canonical text translated into Hindi, Amrit Rais translation
of Shakespeares Hamlet. Amrit Rais Bhumika (Introduction) to the translation expresses his
unhappiness with the available translations of Shakespeares plays. Rai holds Shakespeares ideas
and emotions in such high value that for him any languagewhich can retain them in translation
actually proves its own efficiency and capability. For him translation is a creative process and he
encounters two major problems in translating Hamlet. The first is the appropriate understanding of
the text and its translation in such a way that the complexity of the original does not get lost.
Secondly it should never be forgotten that Shakespeare wrote these plays for performance and if
that gets affected then the translation does not mean anything (Rai, 1965, p.7).
Rai is a propagator of the Hindi language and has such faith in it that he does not pine for word to
word translation of the play but translates it into simple day to day Hindi which gives it the
naturalness of Shakespeares thoughts. He aims to maintain detailed intricacies of expressions and
emotions in his prose translation, accepting the problems of rendering the works into verse. His
intention is to capture the essence; this translation is actually a panegyric to Hindi which is true,
secular, receptive to new words and is lively. He concentrates on the emotions of the characters and
presents them in the target language to prove its vitality and vast vocabulary independent of the
source text at least linguistically. The translators declaration of his intention serves as examples
which very well illustrates skopos theorys point that the translators decision making power has
precedence over the source text.
The paper has tried to argue that any translation cannot be understood, analysed and critiqued
merely on the basis of the linguistic equivalence between the source and the target texts. It takes a
lot more in the process of translation and the study of a translation should also look outside a mere
comparison between the original and the new version. With the above mentioned examples we find
translations a lot more than mere linguistic and mechanical re-coding of a text in a target language.
Translations are intimate works of art which involve absolute attention of the translator in what
(choice of texts) and how to translate. The skopos theory of translation brings the translator in the
perspective. It helps us gather the human link between two languages and thereforecultures. With
this theory in mind a reader of translation would be more conscious of the two diverging texts and
the respective separate ideological standpoints of the author and the translator
Language acquisition
Language Acquisition
by Henna Lemetyinen published 2012
Early Theories
One of the earliest scientific explanations of language acquisition was provided
by Skinner (1957). As one of the pioneers of behaviorism, he accounted for language
development by means of environmental influence.
Skinner argued that children learn language based on behaviorist reinforcement
principles by associating words with meanings. Correct utterances are positively
reinforced when the child realizes the communicative value of words and phrases.
For example, when the child says milk and the mother will smile and give her some
as a result, the child will find this outcome rewarding, enhancing the child's language
development (Ambridge & Lieven, 2011).
Universal Grammar
However, Skinner's account was soon heavily criticized by Noam Chomsky, the
world's most famous linguist to date. In the spirit of cognitive revolution in the 1950's,
Chomsky argued that children will never acquire the tools needed for processing an
infinite number of sentences if the language acquisition mechanism was dependent on
language input alone.
Consequently, he proposed the theory of Universal Grammar: an idea of innate,
biological grammatical categories, such as a noun category and a verb category that
facilitate the entire language development in children and overall language processing
in adults.
Universal Grammar is considered to contain all the grammatical information needed
to combine these categories, e.g. noun and verb, into phrases. The childs task is just
to learn the words of her language (Ambridge & Lieven). For example, according to
the Universal Grammar account, children instinctively know how to combine a noun
(e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).
This Chomskian (1965) approach to language acquisition has inspired hundreds of
scholars to investigate the nature of these assumed grammatical categories and the
research is still ongoing.
Contemporary Research
A decade or two later some psycho linguists began to question the existence of
Universal Grammar. They argued that categories like noun and verb are biologically,
evolutionarily and psychologically implausible and that the field called for an account
that can explain for the acquisition process without innate categories.
Researchers started to suggest that instead of having a language-specific mechanism
for language processing, children might utilise general cognitive and learning
principles.
Whereas researchers approaching the language acquisition problem from the
perspective of Universal Grammar argue for early full productivity, i.e. early adult-
like knowledge of language, the opposing constructivist investigators argue for a more
gradual developmental process. It is suggested that children are sensitive to patterns in
language which enables the acquisition process.
An example of this gradual pattern learning is morphology acquisition. Morphemes
are the smallest grammatical markers, or units, in language that alter words. In
English, regular plurals are marked with an s morpheme (e.g. dog+s). Similarly,
English third singular verb forms (she eat+s, a boy kick+s) are marked with the s
morpheme. Children are considered to acquire their first instances of third singular
forms as entire phrasal chunks (Daddy kicks, a girl eats, a dog barks) without the
ability of teasing the finest grammatical components apart.
When the child hears a sufficient number of instances of a linguistic construction (i.e.
the third singular verb form), she will detect patterns across the utterances she has
heard. In this case, the repeated pattern is the s marker in this particular verb form.
As a result of many repetitions and examples of the s marker in different verbs, the
child will acquire sophisticated knowledge that, in English, verbs must be marked
with an s morpheme in the third singular form (Ambridge & Lieven, 2011; Pine,
Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005).
Approaching language acquisition from the perspective of general cognitive
processing is an economical account of how children can learn their first language
without an excessive biolinguistic mechanism.
Conclusion
However, finding a solid answer to the problem of language acquisition is far from
being over. Our current understanding of the developmental process is still immature.
Investigators of Universal Grammar are still trying to convince that language is a task
too demanding to acquire without specific innate equipment, whereas the
constructivist researchers are fiercely arguing for the importance of linguistic input.
The biggest questions, however, are yet unanswered. What is the exact process that
transforms the childs utterances into grammatically correct, adult-like speech? How
much does the child need to be exposed to language to achieve the adult-like state?
What account can explain variation between languages and the language acquisition
process in children acquiring very different languages to English? The mystery of
language acquisition is granted to keep psychologists and linguists alike astonished a
decade after decade
Constructivism
The primary message of constructivism is that active learning enables the students to
construct their own knowledge and make their own meaning of what is being thought.
1) Constructivist Design Model, developed by George W. Gagnon. Jr., and Michelle Collay, favours all
the assumption of the constructivist learnig and teaching and forms six elements which teacher should
take into consideration while planning the lesson. They focus on the developnemt of situations as a way
of thinking about constructive activities of the learner rather that teacher's demonstrative behaviour while
conducting the lesson. Most conventional teacher planing models are centred on verbal explanations or
visual demonstratins of the issues by the teacher to the learners and only by then followed by stuent's
practice, while it should be the learner who discovers the knowledge themselves.
Six elements of constructivist learning model, have been designed to provoke teacher planning and
reflection on student's process of learning.
2) The Learning Cycle - three-step learning model can be applied to many kinds of constructivist
activities. This model was previously used in science education.
1. Discovery phase - the teacher on the basis of various materials encourages the students to generate
questions and hypotheses.
2. Concept introduction - the teacher focuses on students' questions and helps them create hypotheses
and design experiments.
3. Concept application - students work on problems that reconsider the concept introduced in the first
two steps.
PRINCIPLES OF CONSTRUCTIVIST FOREIGN LANGUAGE TEACHING
http://webdoc.gwdg.de/edoc/ia/eese/artic20/marcus/8_2000.html
Action-orientedness
cooperative learning
creative forms of classroom work
learning by projects
LBT - learning by teaching
Learner-centredness
individualisation of learning
autonomy of learner
Process-related awareness
learning awareness
language awareness
intercultural awareness
content-orientedness
authentic and complex learning environment
One of the most important principles in constructivist aproach to language teaching is action
orientedness. Coopeartive learning (such as pair work, group work or any other social forms of learning),
creative and active participation in classroom activities, learning by preparing various projects as well as
learning by teaching (when the student is asked to take over teacher's role) have been treated as the
major tasks reffering to the action oriented method.
The second substantial principle in constructivis FLT is individualisation of learning which is centred on
the learner. Dieter Wolff, a notable German FLT researcher claims, that learning can only be influenced
by teaching in a very restricted way. It is the learner who is allowed to decide about the fragments and
sections of the materials provided by the teacher during the lesson. This possibility to make choises
fosters learner's autonomy, thus it takes into account their preferable style and type of learning. However,
the crutial thing is that beforehand the learner should be instructed on how to become aware and take
responsibility of his/her own learning, what considers strategies and techniques selected and applied
during learning.What is also important is that learning awareness should be complemented by language
awareness as well as intercultural awareness.
Another principle of contructivism referes to holistic language experience which referes to content-
oriented FLT and usually takes place in bilingual classes or project instruction. According to this
approach, acquiring foreign language will be effective in autentic and complex learning environment or
situation.
CONSTRUCTIVIST TEACHING INVOLVES NEGOTIATION
Negotiation unites teachers and students in a common purpose. It is important for the teacher to talk
openly with the learners about the choice of new information as well as the way of introducing it during
classes, and the formal constrains such as obligatory curriculum. What is also vital is negotiation of the
curriculum, which implies student's contribution to the modification of the educational program. It would
benefit in student's sense of their investment both in learning and in the outcomes.
CONSTRUCTIVIST ACTIVITIES
In the constructivist, classroom students are mostly working in groups, and learning and knowledge are
interactive and dynamic. The accent is put on social and communication skills as well as cooperation and
change of ideas.
Constructivist Activities for Language Teaching
The other function of constructivism theory is it can create problem solving, if the
students find problem, they can discuss with other friends to get the solution. That is the
point of view about constructivism theory. The next session will be the description of
constructivism through the history, definition, types, principles, implementation in teaching
learning process, the characteristics of learning, the characters of learners, strength and
weaknesses, differences of constructivism with other theories and the comparison between
traditional to the constructivist one.
History of Constructivism
According to asiaeuniversity (2012:146)Constructivism is a part of cognitive
revolution. Cognitive revolution is the name of an intellectual movement in the 1950s that
began with what are known collectively as the cognitive sciences and increasingly
deliberated in the late 1960s. The term cognitive revolution began to be used to take
advantage of an analysis of scientific revolution in general that was developed by Thomas
Kuhn (Royer, 2005 in the asiaeuniversity, 2012: 146). The cognitive revolution was the
response to the behaviorism (asiaeuniversity ,2012:106). As we know that, behaviorism
was a theory that based on observable changes in behavior. Moreover, behaviorism was the
theory in which central attention was in the teachers role. It means that the character of
the students in the teaching learning process was passive while the teacher was in the
opposite. The students just absorbed the information from the teacher rather than
constructed the meaning by their own selves. While, constructivism was a theory to learning
in which learners were provided the opportunity to construct their own sense of what was
being learned by building internal connection or relationship among ideas and
facts being taught( Brich & Tombari, 1997 as cited in asiaeuniversity,2012: 144). It means
that the character of the students in which the constructivism theory was
applied was active. The teacher as the facilitator (give little guidance to the students). So,
this is the reason why constructivism is a part of cognitive revolution that it becomes the
response to the behaviorism.
Definition of Constructivism
Constructivism is a theory of how learning occurs (Henson, 1996 in asiaeuniversity,
2012:143). It means that this theory determines how learning happens. It is one of the
useful learning in which it determines the lives of learners; try to look for their own
understanding about something that they are curious to know. The ways to seek can be
done through questioning of their knowledge and new discoverers. Constructivism as a
learning theory learns about how people learn to construct something in their own
understanding by relating the prior knowledge and new information. By doing this, a
constructivist learners try to be an active creators.
Types of Constructivism
Constructivism is a theory of learning to help the learners to construct something based
on their own understanding by assimilating prior knowledge and new ones. According to
Kanselaar (2002) there are two major constructivist perspectives. They are Jean Piaget from
Swiss and Lev Vygotsky from Russia.
The development of the human intellectual can be processed through the process of
adaptation and organization. Adaptation is a process of assimilation and accommodation.
According to Cynthia et al (2005) the term assimilation occurs in which learners add new
knowledge into their existing knowledge framework and accommodation occurs when
individuals adjust to new information. In this case, I can infer that assimilation is the way to
relate what has already know and prior experience while accommodation to correct the way
relating to the new information.
Piaget also organizes scheme to produce the adult mind by using schemata. According to
Brynes(1996) in asiaeuniversity (2012: 148) schemata or prior knowledge links organize
our experience more efficiently for processing. It is important to produce the effective
problem solving. Overall, Piagets cognitive constructivism focuses on how the individual
processes and relates new information to information that already in mind.
Vygotsky as the expert of constructivism in socio cultural perspectives assumed that the
theory came from the theory of language, thought and mediation in social environment.
According to Lowenthal & Muth (2008) pure social constructivists believe that learning
occurs via construction of meaning in social interaction within cultures and through
language. Social constructivism classroom is rooted from Vygotskys psychological theory
that knowledge is not transferred from teachers to students but constructed in the students
mind (asiaeuniversity, 2012:152). It means that the social constructivism which rooted from
Vygotskys perspective can be applied in education field. In this case, the focus of
knowledge doesnt come from teacher to students but how the students can construct by
their own selves Here are the list of some characteristics of social constructivism classroom.
The curriculum that is applied in classroom can absorb the interest of the students and
then assimilate it with their own cultures.
From the characteristics of social constructivism, it is important to emphasize to the
social environments not within the individuals mind. Moreover, it is also important that the
teacher and peers also have the significant role in the application itself. There are four tools
for social constructivism. They are scaffolding, cognitive apprenticeship, tutoring, and
cooperative learning (asiaeuniversity,2012: 153-154).
1. Scaffolding is the technique to increase the students competence and to reduce the
teachers guidance.
2. Cognitive apprenticeship is the technique where the teachers belief about the students
competence to show the best performance and to create the learning situation as well as
possible
3. Tutoring is the effective technique to help the students learning by giving explanation
that can be done between an adult and a child or between a more-skilled child and less
skilled child.
4. Cooperative learning is the learning by discussing something in group based on their
own experience.
Those are the viewpoint of individual and social cultural constructivism .In the followings are
the three primary propositions that characterize constructivism from a cognitive and social
viewpoint (Safery & Duffy, 1995).
Cognitive is seen as the tool for sharing the peoples understanding about something
that they want to know then they test it.
The goal is to assimilate the people prior knowledge and the new one in order to
construct new understanding.
1. Instruction must be concerned with the experience and the contexts that make the
students willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the students(spiral
organization)
3. Instruction should be designed to facilitate extrapolation or fill in the gaps (going beyond
the information given)
Bruner also uses discovery learning in translating cognitive constructivism principles in
teaching and learning in the classroom. In this case, the teacher presents examples and the
students work with the examples until they discover the interrelationship between the
subject structure. Furthermore, Jerome Bruner also emphasizes in the importance of
understanding the structure of a subject being studied. Subject structure refers to the
fundamental ideas, relationship, or patterns of the fields that connect all of the essential
information (asiaeuniversity,2012:149). According to Bruner, learning will be more
meaningful, useful and memorable for students if they focus on understanding the structure
of the subject if they focus on understanding the structure of the subject being studied.
Firstly, present examples and non-examples of the concepts that you are teaching
Example: give example that include people, kangaroos, whales, cats, dolphins as examples
while non-examples are chicken, fish, penguin
Examples: ask questions such as these: what do we call things we eat? Food
Thirdly, pose a question and let students try to find the answer
What is the relation between the area of one tile and the area of the whole floor?
Fourthly, encourage students to make intuitive guesses
Example: Instead of giving a words definition, say, Lets guess what it might mean by
looking at the words around it.
5. Cognition serves the organization of the experiential world, not the ontological
reality. Truth as viability, not validity.
In doing the term learning an individual has different ways, perspectives, life and the
purpose of it. So, he or she has different result in interpreting the term learning that it is
based on his or her experience.
6. Reality represents an interpretation.
To construct our understanding of the meaning of certain thing, we cant separate with the
term interpretation.
Discovery Learning
Discovery learning is one of the applications of constructivism. According to
ODonnell(1997) Discovery Learning is an instructional method in which the students are
free to work in learning environment with little or no guidance. This assumption from
ODonnell is also supported by Ryan & Muray (2009) who assume that discovery learning is
problem based learning with minimal guidance. It means that through discovery learning
the teacher gives opportunity to students to explore their selves by learning through the
environment with little guidance from the teacher. There are some structures that must be
paid attention in applying discovery learning. They are readiness to learn, intuitive and
analytical thinking, motivates for learning. These structures must be moved from basic to
advanced step.
Readiness to learn:
Any subject will be useful if the students have readiness to learn through discovery learning.
Intuitive thinking is the students find the solution from their problem with little guidance
from the teacher.
The examples of constructivism when it was conducting in the class are when students are
given a math problem and asked to come up with a solution on their own, and when the
students are given a scientific problem and allowed to conduct experiments.
1. Engagement with a scientific question, event or phenomena connected with their current
knowledge, though at odds with their own ideas which motivates them to learn more.
1. Exploration of ideas through hands on experiences, formulating and testing hypotheses,
problem solving and explaining observations.
2. Analysis and interpretation of data, idea synthesis, model building and clarification of
concepts and explanations with scientific knowledge sources(including teachers)
3. Extension of new understanding and abilities and application of learning to new
situations(transfer)
4. Review and Assessment of what they have learned and how they have learned it
(metacognition).
The Characteristics of Learning in Constructivism Classroom
According to Seigel (2004) there are some characteristics of learning in constructivism
theory. These characteristics are useful especially for students in taking the position in the
constructivism situation. They are as follows:
1. Constructed => the students learn how to construct the meaning of thing or word
through assimilating prior knowledge and new one to get new understanding.
2. Active => by studying constructivism, it creates the students become active
creators.
3. Reflective => the students reflect what they already know to their real life
4. Collaborative => constructivism as the theory of learning to construct the meaning of
certain word by discussing with the peers or others in group discussion.
5. Inquiry Based => study of constructivism to find the solution from the problem
6. Evolving =>evolving is the temporary way to integrate the knowledge that is
already gained to reduce invalidity.
The Characters of Learner in Constructivism Classroom
According to Can (2007) the other point that must be considered in applying
constructivism in classroom is about the characters of the learner itself. In this situation ,
the teacher must create the character of the learners naturally such as feel responsible for
their learning ,have developed awareness .,have developed autonomy,
have developed goals for learning, have developed initiative, use strategies ,accept the
complexity of life, respectful to multiple perspectives and world-views, open minded, task
oriented, process oriented, self-controlling, realistic, scientific, value generator, holistic,
articulate ,flexible, moderate, humanistic, innovative, social
indulging into the experience, self-motivated, self-reflective.
Constructivism
It emphasizes on how to construct the meaning of the word or thing based on
their own understanding. It can be done through individual experience and schema. The
role of the teacher is to ask the students to learn to construct meaning and to assimilate
and accommodate the students prior knowledge and the new ones.
Behaviorism
It stresses on students observable behavior to create automatic learning includes the
use of instructional cues, practice, and reinforcement. In this case, the role of the teacher in
behaviorism theory is determines what type of cues that could produce the desired
response, to create conducive situation to reach the target stimuli and to create
environmental condition.
Cognitivism
It stresses on the process happens inside the human mind, acquisition of the language,
and internal mental structure. In this case, the role of teacher is to understand the position
of the students who have different experience that will influence to the learning outcome, to
determine the manners that mostly used and which one is effective to organize the new
information, to provide feedback in order to make the new information will be more
effective and efficient.
CONSTRUCTIVIST CLASSROOM
a) Curriculum emphasizes big concepts, beginning with the whole and expanding to
include the parts.
e) Teachers have a dialogue with students, helping students construct their own
knowledge
g) Assessment includes student works, observations and points of view, as well as tests.
Process is as important as product
h) Knowledge is seen as dynamic , ever changing with our experiences
CONCLUSION
Constructivism is a theory of learning in which the learners are provided the opportunity
to construct their own sense about what is being learned by building the connection
through experiencing things and reflecting on those experiences. This theory is the response
to the behaviorism theory that tends to focus in teachers centered while constructivism
stresses in students centered. In constructivism theory, the students are active in the
classroom. The role of teacher is as the facilitator. The way the teacher guides the students
can be conducted through questioning. By giving question, it can create the students to
conduct the meaning of thing by them.
There are two types of constructivism. They are cognitive constructivism and social
cultural constructivism. Cognitive constructivism was developed by Piaget. He
conceptualizes learning as the result of constructing based on individuals experience and
prior knowledge. While social cultural constructivism was developed by Vygotsky. He
assumed that constructing understanding through interaction with others in the social
environment in which knowledge is to be applied. Although there is different assumption
between them, but there is similarity that is both create the learners to construct the
meaning of thing by their own sense by building the connection through experiencing.
Overall, I can infer that constructivism theory is a good theory to create active students
by building the connection between what is being learned and reflecting it through
experience. The students will be enjoyable in teaching learning process. Moreover,
constructivism promotes social and communication skills by creating a classroom
environment that emphasizes collaboration and exchange of ideas