Unit 2: Analyzing the Meaning of the Text

1. Analysis of the Text as a Whole:

            Gile’s Model: two stage model of translation

·        Comprehension: analysis stage and Reformulation: develops a   

·        “Meaning Hypothesis” which is to assign a meaning based on prior knowledge, linguistic abilities, and context. If translator does not have prior knowledge, then s/he will seek additional information then critically examines the plausibility of the meaning hypothesis in context of other available information. If it makes sense then the translator moves on, if not, then another hypothesis must be drawn and examined. At this stage (analysis) is an integral and ongoing part of the translation process.

Nida and Tabor’s Model

·        Three stages:

·        Analysis: get the overall meaning of the source language, analyze phrases to reduce ambiguity, and then analyzing individual words. 

·        Transfer: Message can then be transferred to the target language and

·        Restructuring: translated into the target language

2. Aspects of Analysis- analysis of:

·        Function:

·        Word order:

·        Ambiguity

·        Source text has a communicative function and all the words and phrases that make up the text must be considered within the cultural framework and function of the text.

·        We must always understand the overall context of the source text.

·        We must be aware that there are some expressions that function only in the source language and have no communicative function in the target language.

·        Linguists like Fillmore call aspects of context “frames”, “schema” or “scenes”.

Now imagine this scene:

“At the beach”

 “Sand dunes”

 “Beach umbrella”

 “Surf board”

The latter evokes more similar images than the original because there is more general variety compared to the latter.

Ambiguity:

Biblical Phrase:             Unambiguously marked relationships

1. the will of God                      God wills

2. the God of Peace                  God causes/produces peace

3. the word of truth                   the word is true

4. servant of all                         he serves all (people)

5. the land of Judea                   the land is Judea

6. The ball was thrown by John.

7. She told on him.

8. It was a known fact that germs cause colds.

9. The meeting was run by the Secretary General.

10. The dog was bit by the cat.

• The most difficult task for the translator is to find lexical equivalents when objects and events are not known in the target culture. This may be due to differences in geography, customs, beliefs, worldview, level of technological development or similar factors.

Discussion Questions:

1. Why is it important for us to understand different theorists’ models of translation?

2. What is a “meaning hypothesis” What is its relevance to the translation process?

3. Why would you want to do an analysis at the grammatical level before an analysis at the word level?

4. How do you decide which meaning of a word is intended in a specific text?

5. What does Fillmore mean by scenes and frames and how do they affect the analysis process?

Exercise 2.1 “The Phone Call” Diana Gorman

A woman is looking for a phone number in the phone book. She is dialing the phone number. She is talking on the phone.

Exercise 2.2  “Watching TV”  Diana Gorman

A man is looking through his TV guide. He turns on the TV and there is static. He finds his TV show and then he sits down and enjoys the show.