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5) Style and clarity :
The translator should not change the style of the original. But if the text is sloppily written, or full of tedious repetitions, the translator may, for the reader's sake, correct the defects.
6) Idiom :
Idiomatic expressions are notoriously untranslatable. These include similes, metaphors, proverbs and sayings, jargon, slang, and colloquialisms and ( in English ) phrasal verbs. If the expressions cannot be directly translated, try any of the following :
a. retain the original word, in inverted commas.
b. retain the original expression, with a literal explanation in brackets.
c. use a close equivalent.
d. use a non-idiomatic or plain prose translation.
The golden rule is : if the idiom does not work in the L1, do not force it into the translation.
2. What are the reasons for using translation in the classroom?
For many years, the discourse (but not necessarily the practice) of English language teaching was dominated by UK-based private language schools (e.g. the British Council, International House), the teacher training courses (e.g. CELTA) they ran, the coursebooks their teachers and ex-teachers wrote, and the university departments that they maintained close links with. Even now, take any well-known ELT writer and the odds are they have very close connections with this world. The context of this world is multilingual and therefore problematic for translation practices. These institutions are also closely connected to the nexus of private language schools around the world, often staffed with large numbers of native-speaker teachers (who are not necessarily competent in the students’ own languages), that market themselves as different from the traditional grammar-translation approaches of state school teachers.
This dominance is beginning to shift, however. With a massive growth in English language teaching provision around the world and with a growing awareness of the global nature of English as a lingua franca, native-speakers are starting to lose their authority over both the language and methodologies for teaching it.
3. Speak about the levels of equivalence.
The comparison of texts in different languages inevitably involves a theory of equivalence. Equivalence can be said to be the central issue in translation although its definition, relevance, and applicability within the field of translation theory have caused heated controversy, and many different theories of the concept of equivalence have been elaborated within this field in the past fifty years. there are two different types of equivalence, namely formal equivalence - which in the second edition by Nida and Taber (1982) is referred to as formal correspondence - and dynamic equivalence. Formal correspondence 'focuses attention on the message itself, in both form and content', unlike dynamic equivalence which is based upon 'the principle of equivalent effect'. In the second edition (1982) or their work, the two theorists provide a more detailed explanation of each type of equivalence.
4. What is semantic equivalence?
While translating the lexical units partial correspondences mostly occur. That happens when a word in the language of the original conforms to several equivalents in the language it is translated into. The reasons of these facts are the following. Most words in a language are polysemantic, and the system of word — meaning in one language does not concur with the same system in another language completely (compare the nouns «house» and «table» in English, Uzbek and Russian). That's why the selection of a word in the process of translating is determined by the context.
5. What is stylistic equivalence?
In order to attain equivalence, despite the difference in formal and semantic systems of two languages, the translator is obliged to do various linguistic transformations. Their aims are: to ensure that the text imparts all the knowledge inferred in the original text, without violating the rules of the language it is translated into.
The following three elementary types are deemed most suitable for describing all kinds of lexical transformations:
1. lexical substitutions;
2. supplementations;
3. omissions (dropping).
6. What is formal equivalence?
Formal correspondence consists of a TL item which represents the closest equivalent of a SL word or phrase. Nida and Taber make it clear that there are not always formal equivalents between language pairs. They therefore suggest that these formal equivalents should be used wherever possible if the translation aims at achieving formal rather than dynamic equivalence. The use of formal equivalents might at times have serious implications in the TT since the translation will not be easily understood by the target audience. Dynamic equivalence is defined as a translation principle according to which a translator seeks to translate the meaning of the original in such a way that the TL wording will trigger the same impact on the TC audience as the original wording did upon the ST audience.
8. What is a communication process?
We often hear, at the conclusion of an argument, that there should have been better communication to begin with. The importance of good communication is always emphasized and its absence may lead to disastrous results, in business as in private life. When the intention is not to deceive but rather to be constructive through one’s own ideas, understanding communication’s main concepts is mandatory. This is a key qualification for any good translator as well, as the attributes of good communication are often the attributes of a good translation: clarity, transparency or efficiency in delivering the message.
We become better communicators with a better understanding of the following elements: the sender, the message, the medium and the receiver. The entire communication process may be seen as successful when certain conditions are met: the appropriate transfer of the sender’s ideas and intention’s into the message, the adequateness of the medium to the purpose of the message, the correct appropriation, by the receiver, of the sender’s ideas and intentions.
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