Ramon Magsaysay Memorial Colleges – Marbel Inc

Liberal Arts Department

Prk. Waling-waling, Lower Arellano St, Brgy. Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392

TRANSLATION STUDIES

A Term Paper
Presented to

JOEL CHRISTIAN AMORA

LA Faculty

Instructor of ESLM2 (Translation Studies)

Presented by
SEAN GERARD B. ARTIEDA

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TABLE OF CONTENT

Abstract………………………………………………………………………………. 3
Introduction…………………………………………………………………………. 4

Lesson 1: Nature and Scope of Translation………………………………… 5

Roles of Translation………………………………………………… 6
Art, Science, and Craft……………………………………………… 7

Lesson 2: Process of Translation…………………………………………… 8

Lesson 3: Types of Translation…………………………………………….. 11

Classification of Translation………………………………………… 12

Lesson 4: Theory of Translation…………………………………………… 16

Translation as Disciplinary Theory………………………………… 17

Lesson 5: Principle of Translation…………………………………………. 20

Historical Perspective……………………………………………… 21
Secondary Principle………………………………………………… 23

Lesson 6: Translation Poetry………………………………………………… 24

Lesson 7: Translation Problems……………………………………………... 26

Socio-cultural Problem………………………………………………. 27
Problem of Style……………………………………………………… 28
Genre-related Problem………………………………………………... 28

Conclusion…………………………………………………………………… 29
Citation………………………………………………………………………………… 30

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 ABSTRACT

Translation studies is an academic study of translation. It offers multiple theories of

translation and varieties of ways to translate SL to TL. The study field contains more variety and
strategies to translate text in an efficient way. Translation is not uncommon to us all, many
scholars and linguists tag translation as science. Eugene Nida calls it the “science of translation”.
Translation as a science could be a valid case in the hands of the scholars who view the concept
of translation in technical manner. Although, this is true logically speaking, it may differ to other
linguists and scholar who also study the field. On the contrary, as Pietre Goffin called it
“Translatolgy”.

For other scholar or people who studies translation, they consider they process as craft
and art. Translation that bridges two cultures together needs a lot of cognitive process, thus
anything done through hard work is an art. For this instance, translatology is not just a craft for
translation, it is also means to expound your knowledge to other culture. It gives open-mind and
additional view to the world. As for this topic, this will also be discussed in a wide range of
spectrum to introduce and familiarize the translation as an art or science.

In this paper, prospects of knowledge define by concise reading of the previous lesson
and present. This will give easier access to the translation studies and its spectrum of ideas.
Nonetheless, there are issues as well in translation that needed to be discuss but that doesn’t
mean we can make a quick solution to its thesis. However, countless recommendation is
presented by scholars as well us, who can it by our cognitive mind. So long as the indifference of
language exist, the strive for knowledge continue to progress in translation studies.

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 INTRODUCTION

The translation study in this subject comprises of multiple lessons that is tackled and to
be tackled. Hence, the study may provide some information about concepts of translation, theory
of translation, translation in poetry, principle in translation, and also some problems we
encounter in translation. Moreover, translation is not a complicated so long as we remember that
not all words are needed to translated directly.

Through translation, we can also determine the people who understand and master the
English language. Translating process needs more mastery in regards to semantics, pragmatics,
phonology, and other linguistic features of the target language; some instances with source
language. Thus, the studies for languages never ends in the mastery of its grammatical structure,
it is only the beginning of transcreation of a new language.

Sequencing this paper will follow first at Lesson 1: The Nature and Scope of Translation,
Lesson 2: Process of Translation, Lesson 3: Types of Translation, and Lesson 4: Theory of
Translation; the Lesson 5: Principle of Translation, Lesson 6: Translating Poetry: A process of
Translation, and lastly, Lesson 7: Problems of Translation. This mention shall be concisely
written with careful understanding to the topic.

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LESSON 1: THE NATURE AND SCOPE OF TRANSLATION

The lesson provides us some insights from the scholars who study translation in a broader
spectrum. It is also discussing the concept of translation as an art, science, and craft. There are
some converging and diverging aspects discuss in this lesson along with its challenging part as a
process of translation.

First, scholars such as Goffin, Nida, and Holmes discusses in this lesson the concept of
translatology and also the process of translating from foreign language. The Philippines is one of
the examples in this concept where they relate “Grammar Translation Method”. In this case, it is
true that this teaching method does have a compelling relation to the process of translation.
Since, the grammar translation method processes to understand the materials use for learning
then translate it to the TL(target language). Hence, the translation originated to this method of
teaching for their concepts of transability do not differ but converge.

Then, the discussion between translation relating to language subtopics such as culture,
media, literary, and social aspects. This aspect pertains to translation signifies the complexity of
attention needed for translation, but as a multilayered concept evolve so does the difficulty of
translation decrease. Since, in that case, the variety of precautions to avoid misinterpretation
decrease. But the nuances of transability form SL( Source Language) to TL (Target Language)
still occurs since tenses, semantics, pragmatics and other aspects is in need of attention.

The term “Language Universal” or sometimes referred as “Linguistic Universal” is

terminology develop as basis for translation. It means that any natural language in the world has
systematic approaches within. Thus, languages have nouns, verbs, adjectives, and other linguistic
structure. In that case, through language universal, we can easily determine what process of
translation is needed to certain sentences.

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 In addition, Van den Broeck propose 6 laws of transability in this lesson. The following
as quoted:
1. “The larger the unit of translation, the larger the translatability would be, and vice
versa.”

2. “The smaller the amount of information, the less complex the structure would be and
the greater the translatability, and vice versa.”

3. “Translatability is greater when there is a degree of contact between the source

language and the target language.”

4. “Translatability is greater when the source language and target language are on equal
cultural level of development.”

5. “Translatability is greater between two non-related languages, if the conditions in 3

and 4 are applicable and attention is given to faux amis (apparent similarities).”

6. “Translatability can be influenced by the expression possibilities of the target

language. No two languages are similar. During the translation process, some cultural
coloring and nuances will be lost, but could also be gained due to the vocabulary and
lexical diversity of the target text.”

ROLES OF TRANSLATION

As stated in the lesson, of the translator is not mechanical, though it is complex. Hence,
as previously mention, a lot of factors imbued to the process of translation from SL to TL. Thus,
the translator should take it lightly when it comes to translation text, for the authenticity to retain
it needed a deep comprehension throughout the source materials meaning. As a translator, we
should be aware of the cultural difference and we should the linguistic capability to create a
precise interpretation of the text you are trying to translate. Also, the cognitive level and stylistic
approach should have cohesion within the scope of translation.

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ART, SCIENCE AND CRAFT

In this lesson, Jumplet conveyed that translation is more of science due to the technicality
of translation while Carrey stated that translation is an art. The two could not be more
contradicting but they do provide logical explanation for their thesis.

Translation as a science, could arguably correct when we focus on the technicality of

translating text, for there are systems imbued in the process of translation and the aspect of
linguistic approach. Hence, this is understandable since translation involves communication thus
the process goes to network of systems from the model of communication and linguistic
approach to structure of the sentence or as we discuss previously, the language universal.

Translation as an art, may refers to the aesthetic of the literary. Translating any text needs
cognitive process which means it needed imagination to interpret the SL words to TL with
authenticity at the same time it is new. Focusing in meaning of the text is a concept of artistic
approach since art is all about the definition, for it is an object, living things, or literary piece
could be considering work of art. Another reason is craftsmanship; an art is created not grown.

LESSON 2: PROCESS OF TRANSLATION

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 In this lesson we discuss about the deciphering methods in translation from its SL to TL.
There are methods or processes that helps us construct more precise translation by understanding
the structural process of translation itself. It is required in the process of translation to understand
the structure of how translation works. In the lesson a diagram of was introduce to understand
how this structure goes in order for translation to work.

Translation Process

SL TL
Original text ---------------------------------------- Equivalence ------------------------------- Translated text
Writer --------------------------- Reader ---------------------------- Writer --------------------- Reader

Message --------------- Equivalence ------------------- Message

1 2 3

Figure taken from the lesson module

This is the example of the structure of decoding and encoding of translation process. The
diagram shows that the SL to TL transfer of message begins at the writer perspective. As a
translator, our goal is to read the whole text of what we are trying to translate. Next, we begin the
process of translation by deciphering semantics, idioms, and the meaning of the words. Then,
writing process begins as the words of the original text has been deciphered, it is time to put it on
the TL. Lastly, the reader can be the judge of the work or could be casual by reading the new text
in new language with the idea still intact.

This process of translation still needs of careful evaluation via Intralingual and
Extralingual concept. The Extralingual is a general term as whole for the language. In this way,
we could say that universality is absolute in language, for there structures, grammar, and

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meaning in each language. On the contrary, Intralingual pertains only to one language. It could
refer to interchanging text but still the meaning is the same, as with the language.

Along with these processes are role of the translator in translating text. These roles are
important to remember in structuring the original into the new one. The three roles are under the
Interlingual process of translation, with this effective translation could be achieve along with
simultaneous result if we follow thoroughly. These are the following quoted:

“Translator—who decodes the message in SL”

“Translator—who encodes the message in TL”
“TL Reader—who decodes the TL message encoded by the translator”

In this lesson, the translator must be able to predict the reader's reaction through
'anticipatory feedback' in order to communicate effectively. We feel that reading is a prediction-
based activity, hence this is crucial. This complicates the translator's task even more. According
to Dolet (1540, cited in Baker, 1998), the translator must concentrate on the spirit of the SL text
rather than the words. This is achievable if he has a deep understanding of the material as well as
strong verbal abilities. The lesson also suggest that the translator should be a transcreator in order
to become an effective translator, for the process of translation is dynamic due to the fact there
are a lot of factors included when translation a text. Thus, two folds was introduced to this topic
quoted:

 “To understand the meaning and intention of the writer. If possible, to clear ambiguities,
if any, with the writer provided he is alive. His point of view is really important.”
 “To pay attention to the syntactic structure of SL and TL and the style and tone.”

Also, as stated in the text, the process of translation is a creative one. It's similar to COPY
writing across languages. Effective communication is critical in this situation. Literary
translation should be a pleasurable activity that is also academically rewarding. The translator's
function is critical. All in one, he's a mediator, thinker, interpreter, re-creator, and contributor.
This makes his job more difficult. He must balance logical and physical space. Otherwise, there

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may be an inconsistency between the SL and TL texts. He must choose what to translate and
what not to translate. In conclusion, in the lesson, the translator should evaluate first before the
attempts to interpret the author's text by decoding the encoded text in SL and re-encoding it in
TL. Thus, before engaging in the same writing process, the translator engages in the reading
process to fully comprehend the material.

LESSON 3: TYPES OF TRANSLATION

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 In this lesson, it helps us understand the level of faithfulness when it comes to translation.
Translation has a deeper intention when it comes to translation, and with deeper intention; comes
a deeper dilemma when we translate text from SL to TL. When it comes to cultural difference
between SL and TL, the dilemma will surface itself on the time a word with no equivalence in
TL. Thus, the translator should decide whether to translate it to the stretch out of synonym or
retain the word itself.

The lesson also brought up history in the idea from King Alfred (871-899) during ninth
century, he concurred the use of “word to word” and “sense to sense” translation. In addition, the
passage from the Lindisfarne Gospels (700AD) translation, had their own ways of translating
inserted text from Latin in Northumbrian Dialect. Contrary to that, Cicero do not agree with their
idea of “word to word” translation. The “sense to sense” translation is much the preferred idea
due to the fact that you do not need to aggravate some ideas that do not match on the text when
we translate SL to TL. Jerome’s taxonomy for this helps us understand more about the
translation difference from “word to word” and “sense to sense to sense”.

Translation

Faithful Unfaithful

Free

Sense of sense word for word

Figure taken from the lesson module

If we analyze this concept the separation of faithful and unfaithful, it is clearer that
faithful section has this dilemma between the “sense to sense” and “word for word”. Scholars
like Dryden prefer “sense to sense” and oppose “word for word”.

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CLASSIFICATION OF TRANSLATION

Roman Jakobson (1959) has classified translation into three types. In this diagram:

Intralingual

Translatio
n

Intersemiotic Interlingual
Figure taken from the lesson module

Intralingual or “rewording” refers to monolingual process that paraphrase words in the

language. One example is by interpreting a story into the same language.

Interlingual or “translation proper” refers to bilingual process of translation where we translate

all verbal aspects into the other language.

Intersemiotic or “Non-verbal translation” refers to translation that focuses in non-verbal sign to

translate. This process is called a science of signs.

With these types of translation, it is still a must to carefully translate each text. Thus,
the balance between these types should be consider in order to translate text seamlessly.

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Additionally, the types have been categorized into two, literal translation and free translation
where word for word belongs to literal translation while “sense by sense” is a free translation due
to the fact it does not translate SL into similar translation to the words but retain its faithfulness
to the original text.

Catford (1965) added the textuality and the two terms suggested in order to attain a
good transability. Thus, extent, level, and rank are produced to categorize the textuality of
translatability of the text.

Extent categorizes as translation to both written and verbal approach. The range of translatability
could range to an essay into a book. Under extent is another sub category, Full Translation and
Partial Translation:

 Full Translation refers to whole text being replace from SL to TL.

 Partial Translation refers to partial translation. Some parts of the text are translated
while there are parts where words with no equivalence is retained to the TL.

Level refers to restrain of language use depending on the text itself.

 Total Translation pertains to total translation of SL to TL. This includes the

grammatical structure and lexical with exception of phonology and graphology of the SL
that has no equivalence in the TL.

Rank of Translation hierarchical of grammar and phonology when establishing translation

equivalence. In this translation, the deviation from the normal process of translation is tinkered
into two types; rank bound and rank unbounded.

In addition to the types and category, translation should be supported by its medium
such as oral and written. The medium could be relay through technology, nowadays, internet and
other programmed. Baker (1998) has classified this quoted:

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  “Verbal auditory channel, including dialogue, background voices and sometimes lyrics.”

 “Nonverbal auditory channel, including music, natural sound and sound effects.”

 “Verbal, visual channel, including superimposed titles and written signs on the screen.”

 “Nonverbal visual channel: picture, composition and flow.”

On the verbal part there are many types that could introduce in translation.

Dubbing is an oral translation. Also, a screen type translation that involves replacement of
speech in the program but still in sync.

Subtitling is another type of program translation that is popular in media that provide viewers
immediate access to the program while voice is still SL but the text dialogue through subtitle.
Along with it is the sub category for translation:

 Intralingual Subtitling refers to subtitling done is the same language

commonly use to deaf or partially deaf people.

 Interlingual Subtitling refers to bilingual translation of text dialogue.

 Adaptation this translation faces a lot of criticism. Since the concept is to

replace every aspect of the original to the new language and new theme.

Machine Translation this refers to translation that is done by machine. It involves computer-
mediated program in order to translate the text to the new language. There are also three
approaches when it comes to machine translation:

 Machine aids for translation an efficient translation which aided translator via
dictionary, terminologies, and thesaurus.
 Machine aided translation is a translation done by the machine but still the aid of
translation is necessary by some point in order to fully translate the text.

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  Machine translation it is a total task of the computer to translate each text with only a
little help with the translator.

Nonetheless, machine translation is backed up by the process and algorithm of the

machine or computer. In order to do the process of translation, the activity of the machine
translation should be delivered within the algorithm. Here are the stages of activity done by
machine translation:
1. Analysis of both the SL and the TL syntactic and semantic aspects and the
preparation of a bilingual dictionary. This is clone by a linguist.
2. Programming is done by the programmer.
3. Synonyms are provided by the computer.
4. Editing of the translated text is done by an expert.

With this, the machine translation is one of the efficient tools to use when it comes to
translating text. Additionally, it is time saving and easy to use. In conclusion, the types of
translation differ by process but the only goal here is to translate the text without diminishing the
original message.

LESSON 4: THEORY OF TRANSLATION

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 Since the types and process concluded in the previous lesson, in this one, theories that
have been developed by scholars, linguist, and translation experts. Translation theories could
help us clarifies nuances that unfamiliar to the common concept of translation. Thus, translation
theories act as a guide to check our behavioral way translation to the text.

According to Savory’s theory, contradictory remarks should be settled in order to honed

translation capability. The following are the guidelines quoted:

 “A translation must give the words of the original.”

 “A translation must give the ideas of the original.”
 “A translation should read as a contemporary of the original.”
 “A translation should read as a contemporary of the translation.”

The statement is contradicting and Savory’s take do not justify firmly. However, it could
be tentatively fix by a strategy within the two; Adequate and Effective.

 Adequate: general understanding of the text.

 Effective: generally, understand the nuances of the text and the wholistic view of the text.

The goal for translation is to be effective and respectful to the original text. With the
addition of the theories will help translators become more effective and efficient at the same
time. Theories goals is to understand some background process in the translatability’s efficacy.
Thus, these theories presented is crucial to learn when pursuing translatability efficiency. The
following are theories:

Language-based theories refers to applicability of language in translation as it gives

characteristics and nature to the language use in translation. In this theory approximation was
stated as necessity to calibrate translation. As Saussure and Chomsky stated that due to all
language has its universality, it is possible to translation from SL to TL despite the that the

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approximation could be difficult and could lead to a translation block or untranslatability of one
text.

Pragmatic-based theories focuses on the deeper meaning of the text or the context of context.
Its solely pertains to the context of the words and how to inherit it to the TL, for there phrases
that could differ from what it intended to meant. In speech acts, this could be the case.
Nevertheless, these are the important types of speech acts stated:

 Assertive speech acts committing the speaker to address the truth and proposal.
 Directive speech acts project the audience to an act by giving guidance or order.
 Commissive speech acts commit the speaker to future action such oaths and promises.
 Expressive speech acts express the emotion or sentiments of a speaker towards the
audience.
 Declarative speech acts enforce the audiences with changes or orders in pronouncement.

TRANSLATION AS A DISCIPLINARY THEORY

Mary Snell Homby believes that congregation of theories issues could solve translation
problems. Where she includes multiple theories such as theory of style, reception theory, and etc.
In these theories the focus is as a whole or general sense.

Translator-based theory focuses in the translator understanding in general or the knowledge of

the world itself. The cognitive mind should take action in this process with its three-sequencing
rule of comprehension, reverbalization, and rendering when they try to approach translation that
involves cultural complexion.

On the other hand, with the complexity of the theory comes the efficacy of its content. Thus,
some theories reach goal and milestone. These are the following:

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Catford’s linguistic theory (1965) in this theory conforms the equivalence of SL to TL. It
gauges between the formal equivalence and the target correspondent of the word.

Textual equivalence theory refers to the TL form that targets the equivalence of a given SL.

Formal correspondence refers to any TL category which may be nearly the same from the SL.
Usually culture-bound SL is difficult to translate in the TL. Such as idiomatic expressions.

Peter Newark’s communicative/functional theory refers to the translatability of the text lies on
the discourse itself. It focuses on the semantics and pragmatics of the text whilst translator
should read carefully the context in the discourse. Newark follows two method of translation
method, these are:
 Semantics – being faithful to the semantics and syntactic aspect of the SL
 Communicative – retain the same context or meaning on the TL when the
SL is translated.

Nida’s equivalence theory concept is to translate words to the nearest form of its word to TL.
Although, the cultural difference of the SL and TL lag the process of translation. The theory
suggests that there are multiple types of equivalence that we can refer in order for us to translate
culture-bound words to the TL. Popovich (1976) provides four types of equivalence:

1. Linguistic Equivalence this refers to the word for word translation from SL
to TL.
2. Paradigmatic Equivalence refers to the commonality of both SL and TL
words. Usually these re basics words from each language.
3. Stylistic and Functional Equivalence this refers to the identical meaning of
the SL and TL.
4. Textual Equivalence refers to the syntactical approach of the translation in
which the TL should be faithful to the way the SL is written.

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 Since Nida is the well-known proponent of equivalence theory. He also proposed
on his own two types of equivalence in which will help translator transcreate words
efficiently. These are the following:

1. Formal Equivalence refers to the equivalence between the SL and TL in

which it should to its nearest context the form and meaning of the SL to TL.
2. Dynamic Equivalence refers to the natural flow of translation in which we
retain the originality by its contest and at the same time renew the forms of its
language through translation. This theory is on equivalence effect which we
previously discuss. In this theory, dynamism could play a big role in order to
translate the text in a way that it doesn’t diminish its content.

In theory of translation, one could be flawed but effective in a certain way. But it does
not mean that theories presented in this lesson is obsolete. Hence, they are helpful to the process
of translation if one knows where to apply the theory in the process of translation. In conclusion,
theory is a big fundamental study in order to understand the concept of translation.

LESSON 5: PRINCIPLE OF TRANSLATION

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 Since translation is a continuous process of communication, principle emerge as one
of the guiding lines for the translator to follow for them to achieve continuous success when
translating. Somehow, translator needs to be careful on the other hand free in translating words.
It means a translator needs to be linguistic in approach and at the same time be artistic to the text
they are trying to translate. Nevertheless, this complexity could be regarded as principles for
translation and should be keep in mind when translating text, this to avoid loss of meaning and
deviate away from the original text meaning.

HISTORICAL PERSPECTIVE

Historical traces of translation principles are always been there even the old days.
Luther king in an instance, translator the German bible and also one of the proponents of
principles of translation. In his suggestion, he said that the translator can bring changes
depending on the target language norms. The following are the principles given in the lesson:

 Shifts of word order of the SL into the TL.

 Employment of modal auxiliaries to explain the concept.
 Introduction of connectives when these are required.
 Suppression of Greek or Hebrew terms, which had no acceptable equivalent in German.
 Use of phrases where necessary to translate single words in the original.
 Shifts of metaphors to non-metaphors and vice-versa.
 Careful attention to exegetical accuracy and textual variants.

Enforcing those principles are the thumb-rules of Etienne Dolet (1540). According to
him, translator should be (given in the lesson):

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  Understand perfectly the context and the intention of the author of the original text.
 Have an in-depth knowledge of the language of the original and the TL.
 Be faithful to the meaning of the sentences.
 Produce a version in plain speech.
 Use sweet even style so as to ravish the reader's ears and intellect.
 Avoid the tendency for word-to-word translation as it may destroy the meaning of the
original and ruin the beauty of expression.
 Produce total overall effect using appropriate tone.

Both Dolet and Luther King believe in word-to-word translation for their concern is the
surface of the TL not the of the SL. But a word-to-word translation does not mean we should
neglect the context of the text, it only implies that the priority for them is the surface text of the
TL rather than the context. George Chapman reiterated Dolet’s work with revision, this is back
in the 16th century.

On the other hand, Dryden (1697) defies the idea of word-to-word translation. He wrote
down some preface of translation as quoted:

1. “First, that of 'metaphrase' or turning an author's word to word and line for line, from one
language into another.”
2. “The second way is that of 'paraphrase' or translation with the latitude, where the author
is kept in view by the translator, so as never to be lost, but his words are not so strictly
followed as his sense, and that too is admitted to be amplified, but not altered.”
3. “The third way is that of 'imitation', where the translator assumes the liberty not only to
vary from the words and sense, but to forsake them both as he sees occasion, and taking
only some general hints from the original to run division on the ground work as pleases.”

Dryden being opposed to the word-to-word translation has its own reservation when it comes

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to translation. He stated that the mastery of both language is a necessity to translate the original
text properly. The literal translation compromises the original text meaning if we follow Luther
and Dolet principle, for Dryden, translation is an art that needed to be taken care. Also, defining
features of translation includes indeterminacy, restrictedness, proscriptivity, and interrelatedness.
On the other hand, Savory mention about the principle of indeterminacy face by any translators
at the first place. The following are the contradictory explanations given in the lesson:

 A translation must give the words of the original.

 A translation must give the ideas of the original.
 A translation should read like an original work.
 A translation should read like a translation.
 A translation should reflect the style of the original.
 A translation should reflect the style of the translation.
 A translation should read as a contemporary of the original.
 A translation should read as a contemporary of the translation.
 A translation may add or omit from the original.
 A translation may never add or omit from the original.
 A translation of verse should be in prose.
 A translation of verse should be in verse.

In addition to this, there are certain things that needed more consideration when it comes
to the translatability of the text. For an instance, the over and under translation of the text, with
this, translation could loss meaning or gain unnecessary meaning to the text. This will reflect on
the following statement taken from the lesson:

 Translation may be lesser than the original.

 Translation may be better than the original.
 Translation may be at par with the original.

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 SECONDARY PRINCIPLES

In the second principle, it is much important for the translator to understand that there are
colloquial words that is bound to the culture of the SL. Thus, translator may face of dilemma of
translation whether they need to coin the word or create a new equivalence. As an example,
“kalapating mababa ang lipad” which means “prostitute” is hard to translate. In this case, we
can’t translate it to “A low-flying dove” which will kill its meaning consequentially. There are a
lot of examples also that is culturally bound to their SL counterpart, with these problems, often
the solution to this is to retain the words itself.

Another example is the term “Raiden Shogun” in Japanese in which there is no clear
equivalence for this term. It is much safer to retain the term into TL rather than finding the
closest equivalence of the word. In conclusion, translation is not an easy task and there is a lot of
points that needs a lot of consideration.

LESSON 6: TRANSLATING POETRY

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 Translation as an art sprung in the first lesson of this subject whilst the sense to sense and
word to word idea sprung in the middle point of this subject. But when it comes to translation in
poetry, we need to consider a lot ways and circumstances in order to translate the text properly.
Additionally, there are grammatical aspects that needs deeper understanding such as the
semantics, pragmatics, phonology, and etc. Also, there are poetic structures that is in place in a
poetry such as measurement, style, and rhymes. All of this are the factors that is needed to be
taken care when translating the poem from SL to TL.

But when comes to poetry, translation does not only mean transferring words from SL to
TL. It means you need to recreate the idea of the original text, make it fresh to the reader, but at
the same retains its artistic authenticity. The translator’s job is to make sure that the culture
between the SL and TL converge and do not diverge. They need to make sure that the transfer of
language is not just a language transfer, it should a recreation in between two languages.

Paul (1999) quoted “is not what you want to read' but what the text wants to be read as” it
means that the translated text should not let the reader dictate the artistry of the story instead, it is
the text of the written words that should dictate the flow of the story. In order to do that, the
original should be consider as a blueprint of the TL. Every connotative and denotative arguments
in between the understanding and interpretation should be compromised, for that could either
destroy or procreate a brand-new text for the reader.

In linguistic approach, there are multiple aspects that demands cultural convergence
whether it lies in name, geography, or history for the reason of retaining the authenticity of the
original text. Hence, most of the time this culture bound words in poetry do not have an
equivalent word in the target language, so they carry it over. Example is the poetry from Japan:

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Kanojo ga kitanode ojigi wo shinasai
Subete no hyō Raiden Shogun
-Poetry passage from Genshin Impact, Mihoyo Co. Ltd

The English translation of the text goes like this:

Bow down, for she has come,

All hail the Raiden Shogun.

But notice that “Raiden Shogun” has been retained since this word cannot be translated
directly nor it does have an equivalence in English language. Although, the meaning of the
“Raiden” means thunder god, you cannot translate it directly because of cultural retrospect. It
will sound disrespectful if we just translate it to Thunder God. The only way to translate is by
intralingual process which means monolingual so it will go to its other name such as “Kaminari-
sama”, “Raijin-sama”, “Narukami”, or “Kamawokeikazuchi no Kami”.

In conclusion, poetry is a complex task for the translation since it needed more attention
in the style, culture, measurement, and message of the poem. Translating poetry could sense to
sense but the problem here is, if that sense-to-sense perspective is enforced by the perspective of
the original writer, or has been translated subjectively. But once all the work properly, a new art
will emerge out of it.

LESSON 7: PROBLEMS OF TRANSLATION

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 In the previous lesson, Eugene Nida (1975) talks about two types of equivalence where
formal focuses on the content and message while the dynamic focuses in bilingual aspect.
Finding the equivalence in translation is a common problem with the translation process, for
there are a lot of linguistic aspects that needed attention before translating the text.

Gopinathan (1985) stated that “translinguistic” problems such in the sematic field when it comes
to translation could be fix. Here, he illustrated a diagram below:

Translinguistic Problems

Problems of meaning Problems of style

Suggestive meaning Phonological Level

(Dimensions of meaning (Sound effects, figures of speech based on sound
satire, humour, shades of effects, adaption of foreign phonemes gra-
meaning of words) phonological problems of transliteration)

Socio-cultural meaning Word Level

(socio-cultural vocabulary (Choice of words, functional styles and
Proverbs, folk images, idioms, vocabulary range, echo words, compound words.)
Myths, satire, humour)
Syntax Level
Common vocabulary (Phrase, sentence, clause, tone groups,
(Contraction, expansion and displacement of meaning)
and syntax in verse translation)
Morphological Level
(Number, gender, case, verb, tense)

*Figure taken in the lesson module

In this level, competence when it comes to linguistic should be aware of syntactic and
lexical meaning between SL and TL. Along with that, the culture difference and process on how
to carry, replace, or find the equivalence of the word. It is a difficult task to do but it does not

26 | P a g e
mean it is impossible. The aspect shown above, if taken seriously could make translation
possible in the process.

SOCIO-CULTURAL PROBLEMS

This lesson discusses about culture difference, including the previous in poetry. Thus, it
is true that socio-cultural differences are one of the difficult factors to attend with when it comes
to translation. There might be some traditional, historical, and religious aspects in some word
that needed to evaluate before translating to the TL. Hence, if we try to translate and disregard
those factors, we may encounter some backlash from the reader for disrespecting the original
intention of the text. This are the following socio problems:

Kinship terms is culture bound words form a certain place. Example of it is “Ate” in Filipino,
“Ane” in Japanese, and there’s no exact equivalence in English with this term but only “Big
Sister”.

Greetings in some part of the globe may differ and do not have some equivalence in English
language. Example of this is “Konbanwa” in Japanese. Although, the “good evening” is the
closest translation, this is not the literal translation of it.

Swear Words is also having a problem when it comes to translation. It is not only pertaining to
swear words but also in puns. Example of it is, “That dog can really track people, he got the
NOSE of it”. That phrase is really awkward to translate in Filipino.

Rituals and Customs is one difficult term to translate and mostly the translator will just carry it
over the TL. Example is the folkdance “Carinosa”.
Religious Ceremony is also a problem when it comes to translation. Example of it is
“Hinugyaw” festival which often time carry over the TL instead of searching the equivalence.

27 | P a g e
Geography is most of the time cannot be translated for it is disrespectful. But there is exception
such as “Germany” usually native will just call it “Deutsch Land” instead of Germany.

PROBLEMS OF STYLE

The problems in stylistic approach are whether you understand the trajectory of what the
original writer intended. There are instances of satirical, sarcastic, and convoluted flow when it
comes to the discourse of the text you are trying to translate. Moreover, some of this term may
not be suited in the TL thus translator may tend to add or delete some words in order to get the
point of the discourse.

GENRE-RELATED PROBLEM

This problem may also refer to over sensationalize text by the original writer. Most
common literary of this is the Hamlet of William Shakespeare. But often exaggeration is a
necessity in order to get the point of that text. Hence, the translator will commit to the original
writer idea of sensationalizing the text especially the semantics where they often connote in the
farthest definition it could get.

CONCLUSION

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 In conclusion, problems within translatability could be fix if we know how to determine
problems and apply processes or principles that we have learn in this lesson. Moreover,
translation studies are an important craft for the English major students to learn. Nevertheless,
this idea, processes, and principles discuss in this lesson will be applied in our daily lives. No
matter how vague it could or clear consciously, translation will be a part Filipinos lives.

Now, translation is also part of nation-building. Part of it why is because of globalization,

for the bridge of economical progress lies in communication in business. Hence, translation
though may be difficult is a necessity for us to learn in order to contribute to our country. Finally,
it is much safer to say that translation as a whole is a bridge to peace.

CITATION
LESSON 1: Nature and Scope of Translation Prepared By: Joel Christian Amora

29 | P a g e
 Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
Lesson 2: Process of Translation
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
Lesson 3: Types of Translation
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
Translation theories and application
Lesson 6: Translation Poetry
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
30 | P a g e
(Page 22-25)
Authored by James Munday
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon
OX14 4RN
ISBN10: 0–415–39694–8 (hbk)
Lesson 4: Theories of Translation
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
Lesson 5:Principle of Translation
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392
Poem credit
Mihoyo Co. Ltd.
Extracted from Genshin Impact game
Story Quest Act II
The Immovable God and the Eternal Euthymia
©2021
Lesson 7: Translation Problems
Prepared By: Joel Christian Amora
Ramon Magsaysay Memorial Colleges – Marbel Inc
Liberal Arts Department
Prk. Waling-waling, Lower Arellano St, Brgy.
Zone II, Koronadal City
Tel./Fax.No.: (083)228-2880/228-6392