The Translator as Communicator

Document Outline

• Book Cover
• Half-Title
• Title
• Copyright
• Contents
• Figures
• Preface
• Chapter 1 Unity in diversity 
  • FIELDS OF TRANSLATING 
    • Sample 1.1
    • Sample 1.2
    • Sample 1.3
    • Sample 1.4
    • Sample 1.5
  • MODES OF TRANSLATING 
    • Sample 1.6
    • Sample 1.7
    • Sample 1.8
  • THE TRANSLATOR’S FOCUS 
• Chapter 2 Foundations for a model of analysing texts 
  • ASSUMPTIONS ABOUT TEXTS AND THEIR USERS 
    • Sample 2.1
    • Assumption 1
    • Assumption 2
    • Assumption 3
    • Assumption 4
    • Assumption 5
  • REGISTER AS A SOCIAL SEMIOTIC 
  • MOTIVATEDNESS IN THE USE OF LANGUAGE 
    • Sample 2.26
  • STYLISTIC INFORMATIVITY 
    • Sample 2.3
  • COMMUNICATIVE STABILITY VS. TURBULENCE 
    • Sample 2.4
    • Sample 2.5
  • THE STATIC AND THE DYNAMIC IN TRANSLATION 
    • Sample 2.6
    • Sample 2.7
    • Sample 2.8
    • Sample 2.9
    • Sample 2.10
    • Sample 2.11
• Chapter 3 Interpreting: a text linguistic approach 
  • HOW TEXTS HANG TOGETHER 
    • Sample 3.1
  • THE COMPOSITIONAL PLAN 
    • Sample 3.2
  • CONTEXTUAL FACTORS 
    • Rhetorical purpose in texts 
    • Attitudinal meanings in discourse 
    • Genre as a fashion of speaking 
    • The interaction of text with text 
    • Intended actions 
  • INTERPRETING AND THE STANDARDS OF TEXTUALITY 
  • A SET OF HYPOTHESES 
  • THE PROMINENCE OF TEXTURE IN SIMULTANEOUS INTERPRETING 
    • Sample 3.3
    • Sample 3.4
    • Example 1
    • Example 2
    • Example 3
    • Example 4
  • THE PROMINENCE OF STRUCTURE IN CONSECUTIVE INTERPRETING 
    • Sample 3.5
  • THE PROMINENCE OF CONTEXT IN LIAISON INTERPRETING
    • Sample 3.6
  • PEDAGOGIC IMPLICATIONS 
    • Sample 3.7
    • Sample 3.8
      • The consecutive module 
    • Sample 3.9
      • The liaison module 
    • Sample 3.10
  • THE STATIC AND DYNAMIC DISTINCTION REVISITED 
    • Sample 3.11
  • THE WAY FORWARD 
• Chapter 4 Texture in simultaneous interpreting 
  • RELEVANT FEATURES OF SIMULTANEOUS INTERPRETING 
    • Divided attention 
    • Ear-voice span 
    • Audience design 
    • Continuous response 
    • Sample 4.1
    • Sample 4.2
• Chapter 5 Politeness in screen translating 
  • POLITENESS
  • AUDIENCE DESIGN 
  • THE DATA 
    • Positive and negative politeness 
    • Sample 5.1
    • Sample 5.2
      • 1 Disagreement 
      • 2 Attempted reconciliation 
      • 3 Challenge 
• Chapter 6 Register membership in literary translating 
  • THE TRANSLATION OF IDIOLECT AND TENOR 
  • IDIOLECTAL USE: THE TRANSLATOR’S OPTIONS 
  • TOWARDS A MORE WORKABLE SOLUTION 
  • THE STATIC AND THE DYNAMIC IN REGISTER SPECIFICATION 
  • IDIOLECTAL MEANING 
  • THE FLOWER GIRL AND FUNCTIONALLY-MOTIVATED IDIOLECTAL MEANING 
    • Sample 6.1 
  • THE PRAGMATICS OF IDIOLECT 
  • ATTITUDINAL MEANINGS IN THE FLOWER GIRL’S PERFORMANCE 
• Chapter 7 Form and function in the translation of the sacred and sensitive text 
  • THE PHENOMENON INVESTIGATED 
  • INFORMATIVITY REVISITED 
  • REFERENCE-SWITCHING: A MORE DETAILED STATEMENT 
  • COMPENSATION
  • PRONOMINAL SWITCHING IN QUR’ANIC DISCOURSE 
    • Sample 7.1
    • Sample 7.2
  • TENSE SWITCHING AND BIBLICAL DISCOURSE 
    • Sample 7.3
    • Sample 7.4
    • Sample 7.5
• Chapter 8 Cross-cultural communication 
  • TEXT TYPE: AN OVERVIEW 
  • PREDOMINANT TEXT TYPE FOCUS 
    • Sample 8.1
    • Sample 8.2
  • THE COUNTER-ARGUMENTATIVE TEXT 
    • Sample 8.3
  • ARGUMENTATION ACROSS CULTURES 
    • Sample 8.4
    • Sample 8.5
  • STRUCTURE, TEXTURE AND CULTURE 
    • Sample 8.6
    • Sample 8.7
  • THE PRAGMATICS OF COUNTER-ARGUMENTATION 
    • Power
    • Attitude to truth 
    • Sample 8.8
    • Sample 8.9
  • ORAL AND VISUAL CULTURES 
  • SUMMARY
• Chapter 9 Ideology 
  • DISCOURSE AND IDEOLOGY 
  • THE IDEOLOGY OF TRANSLATING 
  • THE TRANSLATION OF IDEOLOGY 
  • MINIMAL MEDIATION 
    • Sample 9.1
    • Cohesion and transitivity 
    • Over-lexicalization
    • Style-shifting
  • MAXIMAL MEDIATION 
    • Sample 9.2
    • Lexical choice 
    • Cohesion
    • Transitivity
    • Sample 9.3
  • PARTIAL MEDIATION 
    • Sample 9.4 
    • Sample 9.5
    • Sample 9.6
  • SKOPOS, AUDIENCE DESIGN AND INTENDED EFFECTS 
• Chapter 10 Text-level errors 
  • NEGOTIATING TEXT IN CONTEXT 
    • Sample 10.1
  • THE MISHANDLING OF CONTEXT 
  • WHAT WENT WRONG AND WHY? 
  • A REGISTER ERROR 
    • Sample 10.2
    • Sample 10.3
  • A PRAGMATIC ERROR 
    • Sample 10.4
    • Sample 10.5
  • A SEMIOTIC ERROR 
    • Sample 10.6
  • A SUCCESS STORY 
    • Sample 10.7
    • Sample 10.8
  • SUMMARY
• Chapter 11 Curriculum design 
  • RATIONALE FOR A TEXT TYPE APPROACH 
  • TEXT TYPE IN CURRICULUM DESIGN: A BASIC HYPOTHESIS 
  • THE RELATIVITY OF EVALUATIVENESS 
  • VARYING DEGREES OF MARKEDNESS 
    • Sample 11.1
    • Sample 11.2
    • Sample 11.3
    • Sample 11.4
  • DRAWING UP AND IMPLEMENTING A CURRICULUM DESIGN 
    • Sample 11.5
  • FROM TEXT TYPE TO TEXT FORMS 
    • 1 Instruction 
    • Sample 11.6
    • 2 Exposition 
    • 3 Argumentation 
  • TEXT, DISCOURSE AND GENRE 
  • THE STATIC AND THE DYNAMIC 
  • SUMMARY
• Chapter 12 Assessing performance 
  • WHAT’S WRONG NOW 
  • WHAT’S NEEDED 
  • ‘ERRORS’ AND CATEGORIES OF ERROR 
  • DEFINING TRANSLATOR ABILITIES 
  • TRANSLATORS’ DECISIONS AS EVIDENCE OF KNOWLEDGE AND SKILLS 
    • Sample 12.1
  • DESCRIPTIVE PROFILES 
  • CRITERION REFERENCING 
    • Sample 12.2
  • SUMMARY
• Notes
• References
• Index