Professional Documents
Culture Documents
PDF Translation Between English and Arabic 1St Edition Noureldin Abdelaal Ebook Full Chapter
PDF Translation Between English and Arabic 1St Edition Noureldin Abdelaal Ebook Full Chapter
https://textbookfull.com/product/thinking-arabic-translation-a-
course-in-translation-method-arabic-to-english-2nd-edition-james-
dickins/
https://textbookfull.com/product/translating-tenses-in-arabic-
english-and-english-arabic-contexts-1st-edition-hassan-abdel-
shafik-hassan-gadalla/
https://textbookfull.com/product/thinking-english-translation-
analysing-and-translating-english-source-texts-1st-edition-
stella-cragie/
https://textbookfull.com/product/japanese-english-translation-an-
advanced-guide-1st-edition-judy-wakabayashi/
Errors in English Pronunciation among Arabic Speakers
Analysis and Remedies 1st Edition Mohamed Fathy Khalifa
https://textbookfull.com/product/errors-in-english-pronunciation-
among-arabic-speakers-analysis-and-remedies-1st-edition-mohamed-
fathy-khalifa/
https://textbookfull.com/product/on-translating-arabic-and-
english-media-texts-a-coursebook-for-undergraduates-1st-edition-
mahmoud-altarabin/
https://textbookfull.com/product/2001-translation-an-american-
english-bible-2001translation-com-2001translation-com/
https://textbookfull.com/product/perception-and-metaphor-a-
comparative-perspective-between-english-and-chinese-1st-edition-
xiugui/
https://textbookfull.com/product/news-framing-through-english-
chinese-translation-a-comparative-study-of-chinese-and-english-
media-discourse-nancy-xiuzhi-liu/
Noureldin Abdelaal
اﻟﱰﺟﻤﺔ
Translation
ﺑني اﻷﻧﺠﻠﻴﺰﻳﺔ
between English
و اﻟﻌﺮﺑﻴﺔ
and Arabic
A Textbook for
Translation Students
and Educators
Translation between English and Arabic
Noureldin Abdelaal
Translation between
English and Arabic
A Textbook for Translation Students
and Educators
Noureldin Abdelaal
University of Nizwa
Nizwa, Oman
This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to the soul of my
father.
Acknowledgements
vii
Contents
1 Translational Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Definitions of Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Translation Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Meaning in Translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2 Translation Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.1 Stages of Translation Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1.1 Linguistic Stage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1.2 The Communicative Stage. . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1.3 The Functionalist Stage. . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.1.4 The Ethical/Aesthetic Stage. . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 The Notion of Equivalence in Translation Theories . . . . . . . . . . . . 11
2.2.1 Direct and Oblique Translation (Vinay & Darbelnet,
1958/2004). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.2 Van Leuven-Zwart’s Comparative-Descriptive Model
of Translation Shifts (1989). . . . . . . . . . . . . . . . . . . . . . . . 17
2.2.3 Overt and Covert Translations (House, 1997). . . . . . . . . . 18
2.2.4 Jakobson’s Equivalence (1959). . . . . . . . . . . . . . . . . . . . . 21
2.2.5 Dynamic Equivalence and Formal Equivalence
(Nida, 1964). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.2.6 Communicative and Semantic Translation
(Newmark, 1981, 1988). . . . . . . . . . . . . . . . . . . . . . . . . . . 26
2.2.7 The House, Nida, and Newmark’s Theories
in a Nutshell. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2.2.8 Form-Based and Meaning-Based Translation
(Larson, 1998). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
2.2.9 Halliday’s Typology of Equivalence . . . . . . . . . . . . . . . . . 35
2.2.10 Catford’s Typology of Equivalence. . . . . . . . . . . . . . . . . . 40
2.2.11 Mona Baker’s Typology of Equivalence . . . . . . . . . . . . . . 44
2.2.12 Koller’s Notion of Equivalence. . . . . . . . . . . . . . . . . . . . . 51
2.2.13 Popovič (1976) Types of Equivalence. . . . . . . . . . . . . . . . 52
2.2.14 The Cognitive Approach to Translation. . . . . . . . . . . . . . . 53
ix
x Contents
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Abbreviations
SL Source language
ST Source text
TL Target language
TT Target text
xi
List of Tables
xiii
Translational Concepts
1
Overview
This chapter explains the main concepts related to translation. It provides theo-
retical definitions of translation. It also explains the concept of the ‘translation
unit’, and how scholars of translation disagree on identifying the unit of transla-
tion. Some scholars consider a word to be the unit of translation; others believe
that a unit of translation may be a sentence, piece of text, or culture. Moreover,
the chapter sheds light on the thorny notion of meaning in translation studies.
In particular, this chapter covers the following topics:
A. Definition of translation
B. Translation unit
C. Meaning in translation
1. The situation: sometimes the SL expresses one lexical item using a certain item
where the TL has two equivalents for the same word. For example, a transla-
tor has to make a decision when translating the English word ‘eclipse’ because
it has two equivalents in Arabic (i.e. one is related to the moon and the other
related to the sun).
2. Instruction I: This implies defining the class of possible alternatives.
3. Instruction II: This denotes making a selection from the available class
alternatives. This selection is context-based. For example, to translate the word
‘eclipse’ into Arabic, a translator should refer to the context to understand
whether it is a ‘lunar eclipse’ (relating to the moon), or a ‘solar eclipse’ (relat-
ing to the sun).
Levy’s (1976) view of translation is related to the process of the translation, which
sounds practical. Levy’s perspective of translation sounds comprehensive, as it
encompasses the notion of ‘equivalence’ without disregarding the role of a transla-
tor in selecting the most appropriate equivalent. Another perspective of translation
is that of Reiss (2004), who sees translation as a process of producing a text in the
TT that is functionally equivalent to the ST. However, she goes on to say that, dur-
ing the communication process, the message will be altered, perhaps by a transla-
tor’s views, or experience and knowledge. These changes can result in two types
of message changes:
1.1 Definitions of Translation 3
1. Unintentional changes: Changes may result from the differences between the
structure of a language, or from the degree of the translator’s competence.
2. Intentional changes: These changes can affect the functionality of the ST. This
kind of change occurs if the aim of the ST is rendered differently in the TT.
Exercise
sentence, clause, or culture) poses many problems, which will be discussed in due
course. However, first, we should discuss meaning in translation, as translation is a
process of conveying meaning.
Exercise
‘what remains when, given discourse together with all its stimulatory conditions,
we peel away the verbiage’ (Quine, 1959, p. 94). As for Cruse (1997), each word
is assumed to have canonical traits that cannot be discarded. For example, a bird
has the canonical trait of flying.
Translating such meaning from one language to another is challenging.
Nugroho (1999) argues that rendering meaning is a process that involves aspects
such as diction, grammatical structure, communication setting, and cultural con-
text of the ST. He adds that meaning in an ST should be equivalent to meaning in
a TT. In short, translation is basically about translating meaning from one SL to a
different TL. This process of transferring meaning is complicated, and many prob-
lems must be faced.
Exercises
References
Ahmed, M. F. (2006). Investigating some semantic problems in the translation of the Holy
Quran. Adab al-Rafidayn, 2(43), 61–72.
Bassnett, S. (2005). Translation studies. Vasa (3rd ed.). New York: Routledge; Taylor & Francis.
Bock, J. K. (1986). Syntactic persistence in language production. Cognitive Psychology, 18(3),
355–387. https://doi.org/10.1016/0010-0285(86)90004-6.
Cruse, D. A. (1997). Lexical semantics. Cambridge: Cambridge University Press.
Ghazala, H. (2008). Translation as problems and solution. Beirut: Dar El-Ilm Lilmalayin.
Halliday, M., Macintosh, A., & Strevens, P. (1965). The linguistic sciences and language teach-
ing. London: Longman Publishing House.
Halliday, M. A. K. (1992). Language theory and translation practice. Rivista Internazionale Di
Tecnica Della Traduzione, 1(1), 15–25.
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar
(4th ed.). New York: Routledge; Taylor & Francis. https://doi.org/10.4324/9780203431269.
Hatim, B., & Munday, J. (2004). Translation: An advanced resource book. London and New
York: Routledge; Taylor & Francis.
House, J. (2001). Translation quality assessment: Linguistic description versus social evaluation.
Meta: Journal Des Traducteurs, 46(January), 243. https://doi.org/10.7202/003141ar.
Hurford, J. R., Heasley, B., & Smith, M. B. (2014). Semantics: A coursebook. Cambridge: Cam-
bridge University Press.
Larson, M. (1998). Meaning-based-translation. Oxford: University Press of America.
8 1 Translational Concepts
Levý, J. (1967). Translation as a decision process. In L. Venuti (Ed.), To honour Roman Jakobson
on the occasion of his seventieth birthday (Vol. 2, pp. 1171–1182). The Hague: Mouton.
Levy, J. (1976). Translating as a decision process. In L. Venuti (Ed.), The translation studies
reader (pp. 148–189). London: Routledge.
Manfredi, M. (2014). Translating text and context: Translation studies and systemic functional
linguistics. Volume 2: From theory to practice. In Quaderni del CeSLiC. Functional gram-
mar studies for non-native speakers of English (p. 158). Bologna: Centro di Studi Linguisti-
co-Culturali (CeSLiC). https://doi.org/10.6092/unibo/amsacta/3219.
Newmark, P. (1988). A textbook of translation. Hertfordshire: Pearson Education Limited.
Nugroho, A. B. (1999). Meaning and translation. Journal of English and Education, 2(3),
94–112.
Ogden, M., & Richards, I. A. (1923). The meaning of meaning. New York and London: Harcourt
Brace Jovanovich.
Ordudari, M. (2007). Translation procedures, strategies and methods. Translation Journal, 3(5),
781–789.
Palmer, F. (1981). Semantics: A new outline. London and New York: Cambridge University Press.
Quine, W. V. O. (1959). Translation and meaning. In R. A. Brower (Ed.), On translation. Cam-
bridge, MA: Harvard University Press (Reprinted in L. Venuti (Ed.). (2000). The translation
studies reader (pp. 94–112). London: Routledge).
Reiss, K. (2004). Type, kind and individuality of text: Decision making in translation. In L.
Venuti (Ed.), The translation studies reader (2nd ed., pp. 168–179). New York: Routledge.
Venuti, L. (2004). The translation studies reader. London and New York: Routledge.
Widdowson, H. (1978). Teaching language as communication. Oxford: Oxford University Press.
Translation Theory
2
Overview
This chapter briefly explains the stages of translation theory: the linguistic stage,
the communicative stage, the functionalist stage and the ethical/aesthetic stage.
It also presents the notion of equivalence in translation theories, with reference
to the most prominent theories in translation, supported by examples.
The chapter covers the following topics:
In his discussion of translation theory, Munday (2009) explains that translation the-
ory was controlled by the West until recent times. He adds that, in Western Europe,
the topic of word-for-word or sense-for-sense translation was the subject of heated
debate until the twentieth century. Further, Munday (2009) states that ‘translation
studies’ as a discipline did not emerge until the second half of the twentieth cen-
tury; it arose from the branches of applied comparative linguistics and modern lan-
guages. The concept of translation studies was first introduced by James Holmes as
a substitute for ‘translation science’, or ‘translatology’, in 1972. However, Newmark
(2009) favours ‘translation theory’ over ‘translation studies’. He views theory as an
important framework that should be taught to translation students, though he states
that learning a theory is not fundamental to being a good translator. Peter Newmark
(2009) identified four stages of translation theory: linguistic, communicative, func-
tionalist and ethical/aesthetic. Each stage is marked with a unique approach.
Covering the period up to 1950, this stage was basically concerned with literary
texts—that is, poetry, short stories, plays, novels and autobiographies. This stage
was predominantly concerned with the discussion of the word-for-word translation
(literal), as opposed to sense-for-sense translation (natural, liberal, or idiomatic).
During this period, there was preference for sense-for-sense or contextual trans-
lation over word-for-word translation. This, as Newmark states, marks the inter-
pretive theory of translation. The most prominent work of translation theory in
this period was Essay on the Principles of Translation by Alexander Tytler (1790).
Tytler (1797, pp. 14–15), as cited in Newmark (2009), defined a good translation
as one in which ‘the merit of the original work is so completely transfused into
another language as to be as distinctly apprehended, and as strongly felt, by a
native of the country to which that language belongs, as it is by those who speak
the language of the original work’. Newmark adds that what can be inferred from
Tytler’s statement is that a good translation should completely convey the message
of the ST; it should also follow the same style and manner of the original, and
should have all the ease of the original composition (p. 23). George Steiner’s After
Babel (1975) marks the end of this linguistic stage.
Beginning in around 1950, this stage marked the application of linguistics to trans-
lation studies; it mainly covered non-literary and literary texts. It was concerned
with the categorization of text registers, the participation of a range of readership
groups (from the less well-educated to the expert) and the identification of types of
procedures for translating various segments of a text.
2.1 Stages of Translation Theories 11
Commencing in around 1970, this stage covered mainly non-literary texts—that is,
‘the real world’. It was concerned with the intention of a text and its essential mes-
sage, rather than the language of the ST. Translation in this period was concerned
with how to translate a text functionally.
Since around 2000, this stage has been concerned with authoritative and official
or documentary texts, and includes serious literary works. It highlights translation
as a truth-seeking profession. The truth is essentially twofold: the correspondence
of a factual text with reality; and the correspondence of an imaginative text with a
meaningful allegory—and, consequentially, the correspondence of the translation
with the respective type of text. Newmark concludes that these translation theory
stages are cumulative; in other words, they overlap, or, in Newmark’s words, they
‘absorb without eliminating each other’ (2009, p. 21). Having shed light on the
different stages of translation theories, we shall move on to the unit of translation.
Exercise
Discussing the concept of ‘equivalence’ brings into the discussion the perspectives
of concepts. There are two main perspectives of concepts: the universality of con-
cepts, as proposed by Chomsky (1977), and the relativity of concepts. According
to Chomsky, all humans share the same basic brain structures and, thus, there are
deep similarities between all languages, even if these are not obvious in surface
grammar. Universalists believe all languages have a commonality, or universal
concepts, that are shared by all languages. Relativists believe that languages are
too disjointed and, hence, concepts are not common among languages (Steiner,
1998). In his book After Babel (1998), Steiner rejects Chomsky’s universality of
concepts. Steiner believes that language is relative and that, thus, languages are
too disjointed. Steiner takes the stance of the Relativists and opposes that of the
positivistic Universalists (Steiner, 1998). These variant stances of Universalists
and Relativists bring different understandings of the notion of equivalence. Simply
put, if we were to adopt the Universalist stance, we would say that equivalence is
achievable between languages because they are similar in deep structure, at least.
However, adopting the Relativist stance, it can be argued that real equivalence
12 2 Translation Theory
does not exist between languages. Those different stances created considera-
ble debate in relation to the concept of equivalence, which has always been a
source of disagreement among scholars and theorists of translation and linguistics
(Munday, 2009).
According to Munday (2009), equivalence is a thorny issue in the realm of trans-
lation studies; it is fuelled by the debate among theorists and scholars; some schol-
ars more or less reject the notion (e.g. Gentzler, 2001; Snell-Hornby, 1988/1995),
while others find it useful and helpful (e.g. Baker 1992; Kenny 1998). By con-
trast, some scholars perceive that translation without equivalence is impossible
(e.g. Koller, 1989, 1995; Nida and Taber, 1974/1982). However, Munday con-
cludes that equivalence is a principal issue in the world of translation, and that it
will remain essential to the practice of translation (Munday, 2008, p. 49). There is
clear evidence of the necessity for equivalence in translation; first, the definitions
of translation mainly revolve around the notion of equivalence (e.g. Catford, 1965;
Newmark, 1981, 1988); second, translation is basically a kind of communication,
hence equivalence between ST and TT is a requirement; third, difficulty of trans-
lation and untranslatability are always discussed with respect to finding equivalent
items in a TT (Yinhua, 2011). The concept of equivalence was dominant in the dis-
cussions of translation during the period during the 1960s and 1970s (Venuti, 2004).
Many scholars and theorists, adopting a variety of perspectives, discussed the
notion of equivalence. The notions of equivalence of Vinay and Darbelnet, Mona
Baker, Jakobson, Nida, and Newmark, together with the strategies proposed by
them, will be discussed in the following sections.
Vinay and Darbelnet (2004) were basically influenced by Catford’s (1965) shifts.
They identified two strategies of translation: direct and oblique. They argued that
changing the syntactic order and lexis of the ST in the TT is sometimes neces-
sary in order to transpose certain stylistic effects of the ST, so as to fill the gap
in the TL: oblique translation. Sometimes it is possible to transpose the ST mes-
sage elements into the TT individually, due to structural or metalinguistic parallel-
ism between the ST and the TT: direct translation. These strategies are subdivided
into seven procedures; three for direct translation and four for oblique translation.
Those for direct translation include: borrowing, calque, literal translation, transpo-
sition, modulation, equivalence, adaptation.
Example
• I drink tea.
• أنا أشرب الشاي
• I speak English.
• أنا أتجدث األنجليزية
• I bought a villa.
• أنا اشريت فيلال
According to Vinay and Darbelnet (2004), if all the direct or literal translation
procedures, mentioned above have not yielded acceptable translations, oblique
translation offers an alternative. The unacceptability of translation as identified by
Vinay and Darbelnet refers to cases where ‘the message translated:
14 2 Translation Theory
the ST and TT can render the same message using different styles or different
structures. For example, the much onomatopoeia of animal sounds, e.g. the
sound of a donkey in English would be transcribed as ‘heehaw’, while in
French it would be transcribed as ‘hi-han’. Most equivalence is of a syntag-
matic nature (i.e. interchangeable); hence, equivalence mainly comprises a
fixed phraseological repertoire of idioms, clichés, proverbs, nominal or adjecti-
val phrases and so on. For example, the French proverb ‘Il pleut à seaux/des
cordes’ is an equivalent to the English proverb ‘It is raining cats and dogs’.
Vinay and Darbelnet (2004), however, warn against creating equivalences or
calques without having ready-made equivalences. For example, a translator
should not create an equivalent of the previous proverbs in Arabic because they
are not culturally accepted. Other examples are شئت أم أبيت, which can be trans-
lated as ‘willy nilly’, and ‘let things slide’, which can be translated as
دع األمور تجري في أعنتها. Examples of proverbs are as follows:
Example
ST TT
All that glitters is not gold ً ليس كل مايلمع ذهبا
A friend in need is a friend indeed الصديق وقت الضيق
Example
As seen in the Arabic translation in the example, some of the strategies suggested
by Vinay and Darbelnet (2004) have been used in the translation. For example, the
ST is reported in passive voice, while the TT is reported in active voice, which is
a modulation. Similarly, the ST begins with a verb, which is common in Arabic,
while the TT begins with a noun, which is also a modulation procedure.
Also, translating ‘The principles guiding the development of information tech-
nology and systems’ as ‘ ’المبادئ الموجهة لتطوير تكنولوجيا المعلومات ونظم المعلوماتis a lexi-
cal claque where the ST words were rendered into Arabic, preserving the syntactic
norms of the TL. Another example of calque is translating مشروع برلمان الطفلas ‘the
child parliament project’—the ST adjectival word ‘concerned’ was translated to a
verbal phrase (i.e. )تشعر بالقلق, which is a transposition. A further example that
explicates the use of Vinay and Darbelnet’s procedures is a segment of text from
Gibran’s Arabic work The Broken Wings (translated by Anthony Rizc Allah Ferris):
Example
In the translation above, there is a modulation in translating و سلمى – سلمى الجميلة العذبة
(proper noun + proper noun + adjective + adjective) as ‘my beloved, beautiful Selma’.
Ferris opted to delete the repeated proper noun and to add the adjective ‘beloved’ to
translate العذبة. The translation also exemplifies transposition, as the ST expression
( ذهبت إلى ماوراء الشفق األزرقliterally: ‘went to the beyond of the red twilight’) refers to
death. Therefore, the translator rendered it as ‘dead’, which is a transposition that made
the translation lose the aesthetic feature used in the ST. Similarly, غصات أليمة في قلبيwas
rendered as ‘broken heart’, which is a transposition.
2.2 The Notion of Equivalence in Translation Theories 17
Exercises
Van Leuven-Zwart (1989) proposed a comparative model that aims to carry out
analysis above the level of a sentence. The model is primarily based on Vinay and
Darbelnet’s categorization of direct and oblique translations, and consists of a
comparative model and descriptive model. The comparative model aims to ana-
lyse an ST and its TT at micro levels, or based on microstructural shifts. Van Leu-
ven-Zwart divides texts into comprehensible units, which she called ‘transemes’.
For example, ‘I love my parents so much’ is a transeme because it is a comprehen-
sible unit. Its equivalent transeme in the TL is أنا أحب والدي كثيرا. The identified
transeme is compared to what she calls an ‘architranseme’, the invariant principal
meaning of the ST transeme, but does not stand as a full equivalent for the ST
transeme. In the example ‘I love my parents so much’, ‘to love’ is the archi-
transeme. Then, each transeme is compared with its architranseme and the rela-
tionship between the two transemes is recognized (Munday, 2001). If the ST and
TT transemes are found to be synonymous in relation to the architranseme, then it
18 2 Translation Theory
can be deduced that no shift occurred. However, if they are found not to be synon-
ymous, then shifts are assumed to have occurred. The main shifts are modulation,
modification and mutation. Within each main category, there are subcategories.
Table 2.1 explicates these three main categories. Let us consider the following
example and its translation for purposes of clarification (Table 2.2).
Example
Table 2.2 Main categories of van Leuven-Zwart’s comparative model (from van Leuven-Zwart
1989, pp. 159–169)
Shift Definition
Modulation One of the transemes corresponds with the
architranseme; however, the other differs either semantically or stylistically. In
the previous example, there is a modulation because the ST has an extra word
that does not exist in the TT; that is, fluently
Modification Both transemes show some form of disjunction (semantically, stylistically,
syntactically, pragmatically, or in some combination of these) compared to the
architranseme
Mutation It is impossible to establish an architranseme, either because of addition, dele-
tion or some radical change in meaning in the TT
differentiates between two types of translation: overt and covert. Overt trans-
lation focuses on the universal meaning of a text, without addressing the reader.
This kind of translation is employed for translating STs of an established value.
She also considers that the intelligibility of a text depends on the culture of a text.
Hence, according to her, if a text is indigenous, it needs overt translation, which
can be provided through annotations, insertions, or expansions (Venuti, 2004).
This applies to translating the Holy Quran, prophetic hadiths, president’s speeches
and so on. Overt and covert translations are examples of translation approaches (or
global strategies) that deal with the text at the macro level. To achieve this, transla-
tion strategies (local strategies) are always employed. In the case of overt transla-
tion, ST oriented strategies are used, such as borrowing, literal translation and the
like. The following is an example of overt translation:
Example
ST TT
The Fatah-led Palestinian Authority in the التابعة لكل،اتهمت منظمة هيومان رايتس ووتش قوات األمن
occupied West Bank and Hamas authori- باستخدام التعذيب،من السلطة الفلسطينية وحركة حماس
ties in the Gaza Strip routinely arrest and ضد منتقديها،الممنهج والتهديد واالعتقاالت العشوائية
torture peaceful critics and opponents, ومعارضيها
Human Rights Watch says.
As seen in this example, the translation preserves the overtones and undertones of
the ST. To maintain the ST features in the translation, borrowing was employed;
for example, borrowing ‘Human Rights Watch’ as ‘’منظمة هيومان رايتس ووتش. Literal
translation was also employed throughout the text.
Covert translation, by contrast, makes translation equal to a ST in the target
culture. In other words, a translated text will appear to be original and not a mere
translation. Thus, in covert translation, the ST and its culture are not specifically
addressed. The most important consideration is to convey the ST message in a
functional manner. This approach can be used to translate novels, drama and such
texts. The following is an example of covert translation low:
Example
ST TT
AKORDI.
HILJAISIMMAT.
Me, jotka olemme maailmassa hiljaisimmat ja köyhimmät,
emme pelkää Kuolemaa.
HARTAUS.
KEVÄTHÄMÄRÄ.
Ui sateen henki yllä kaupungin, ja lyhdyt kuni silmät hunnun
takaa niin salamyhkäisinä hehkuvat.
BLAYAN PRINSSI.
TRUBADUURILAULU.
AAVELINNA.
SULEIKA.
II
III
IV
Oi, miksi halvan neidon näin petit, mahtavin? Et köyhä
armaani ollutkaan, josta lauloin, haaveksin! Oot rikas, kultaa
sulla on täynnä kammiot ja kallein helmin kivetyt sun linnasi
permannot.
YÖ KEITAALLA.
NETKRON SADUSTA.
Netkron laulu.
Pyhä lintu.
»Ape rek!»
KEVÄT.
KULTAISET PALLOT.
KELLASTUNEESTA VIHKOSTA.
Tähti.
Tähtikruunu:
TÄHTISUMUA.
UNEKSIJAT.
Suur Uneksija parhain kun hylkäs tämän maan, niin meidät
suossa harhain hän jätti tarpomaan.
Ei epäilyksen peikot
voi meitä käännyttää:
jos voimamme on heikot
ja murhe näännyttää,
PUISTOKUJA.
Näin usein tuntuu: on kohtalomme kuin pitkä, varjoisa puistotie.
Me sitä käymme, ja loputonten se hämäryyksien halki vie.
Updated editions will replace the previous one—the old editions will
be renamed.