Translating From English Unit 5: Priorities in Translation Lecture Note

B. Aron, 2007

 

The highest priority in translation is rendering a message in the target language that is equivalent to the source language message.

 

You must consider the overall meaning, grammatical form, and lexical issues, you must also consider how all those components fit together to create equivalence.

 

This unit focuses on strategies in how to achieve equivalence between source and target messages.

 

The word “equivalent” means “a very close similarity in meaning as opposed to similarity in form” (Nida and Tabor, 1982) or “a valid representation of the original in the communicative act.” (Beaugrande, 1978)

 

In striving to achieve equivalence, translators must

1)      take into account the cultural aspects of both the source and target languages,

2)      admit that there are “blurred edges” between meanings in various languages, and

3)      account for the “web of relationships” that exist between individual words and the larger context in which they are situated and which accounts for culture, text, and situation.  (Snell-Hornby, 1995)

 

Equivalence is not a black and white issue. Understanding equivalence requires study, linguistic maturity, and some tolerance for ambiguity. So, the goal is to create a translation that preserves as much of the meaning and impact while being culturally relevant in the target language. The translator must have enough competence in the source and target language and in translation (analysis, transfer, and reformulation) to be able to determine if the source and target text are equivalent in meaning.

 

Priorities in Translation:

 

            A. Contextual Consistency: the first priority in achieving equivalence in translation is contextual consistency. This means the translator must be aware of the context that surrounds the source language message and that the form of the target language message must reflect the context in which it is delivered.

 

Translations demonstrate the importance of linguistic forms that are appropriate to the target language. For example: some languages have one word to express a concept while others have many words to express the same concept.

 

In translation, meaning must be preserved rather than form.

 

Contextual consistency means that words cover areas of meaning and are not discrete points of isolated meaning. Choosing the “correct” word in the target language will depend on the word’s context in the source text and the translator’s understanding of the source text.

 

Ex: CALL, WANT, RUN, ASK

 

Dynamic Equivalence and Formal Correspondence:

 

Dynamic Equivalence: means the translation has the same impact on the target audience as the original text did on the original audience.

 

Dynamic equivalence takes into account the contexts in which the source and target messages occur. It is a broader term than “equivalence” and generally includes making cultural adjustments to the translation so the impact of the message is preserved.

 

Ex: Bible translation of “Lamb of God” symbolizes innocence but in Eskimo culture, the word “lamb” would not have any particular significance or impact so the appropriate phrase would be the “Seal of God” because seals represent innocence in Eskimo culture.

To achieve the best possible equivalence, it is important to place a higher priority on dynamic equivalence than formal correspondence in translation.

 

Formal Correspondence: is the opposite of dynamic equivalence. Formal correspondence means that the features of the form of the source text have been mechanically reproduced in the target language. It is similar to a literal translation.

 

Formal correspondence typically distorts the grammatical and stylistic patterns of the target language and thus distorts the message. It not only distorts the message but the receiver to labor unduly to understand or misunderstand. The target audience should not have to struggle to understand the message.

 

“The best translation does not sound like a translation”  (Nida and Tabor)

 

Thus it is important to preserve the meaning not the form in translation.

 

The priority of dynamic equivalence reflects the reactions of the audience, their cultural understandings, and the context of the message.

 

Intelligibility of the target message takes precedence over formal correspondence or “word-for-word” translation.

 

If the responses of the original and target audiences are dissimilar, there may be a lack of dynamic equivalence.

 

One way to determine impact may be to look at the functions of the source and target texts and consider the responses of the audience. If the message is a statement, the audience obtains information. If the message is in the form of a question, the audience ponders the question. Some other functions of the message include imperative function (commands), persuasion, or to evoke emotion.

So another way to look at impact is to see how the message functions in the context and on the target audience.

 

Audience Needs: The third priority reflects factors such as age, sex, education, and background experience of the audience. (Nida and Tabor, 1992) They also suggest that the linguistic forms that the audience can understand and accept must take precedence over forms that may have greater prestige such as more formal or technical language.

 

The message will “fit” the linguistic needs of the intended audience. As an interpreter, you may have an idea of the specific audience but we do not know who will eventually use the interpretation. Also, most audiences are rarely homogenous and often the interpreter must render a translation that can suit the most people.

 

It is easier for interpreters as they will interpret in real time, that is, they will actually see the people who they are interpreting for while translators will not have that opportunity.

 

Unit 5 does not address the linguistic needs of the audience however, you can practice by creating hypothetical situations where you decide who is your target audience and then render your interpretation, and do the same with a different audience i.e., Senior Citizens, Boys’ Scout troop, International Students etc.

 

Audience:

a. Deaf  and Deaf-Blind Senior Citizens            

b. Boy’s Scout Troop

c. International Students

 

Examples:

 

  1. “And there before Nyasha’s eyes, the garden snake changed shape into a young boy.”

 

  1. “After traveling for what seemed to be a great distance, Nyasha came to a small clearing.”

 

  1. “Masai men groom their long thick hair with red clay and cow grease. Dozens of tiny neat braids flow over their strong lean shoulders. Pulled and looped into fancy styles, the braids flop heavily when they run or jump”

 

  1. “It is Masai custom for the women to shave their heads and wear pounds and pounds of jewelry made of beaded iron and copper wire. They soothe the skin under the heavy wires with special leaves and grease.”

 

  1. “He had no call to call her names. They both had an equal number of people to call. He calls on the phone and she calls on the TTY. Although it was easier for her to get his attention by calling out his name and he had to walk over to call for her. Yet, they call on each other for little slights.”

 

  1. When I discovered I was out of milk, I ran to the store and ran into an old friend, Kristy. I forgot how she can run on and on. As I was walking backwards, I ran up against the wall. With nowhere to turn, I interrupted, “Do you have a tissue” my nose is runny. I have a very bad cold. Immediately, Kristy said, “Hasta la Vista, I gotta run off.”

 

Discussion Questions:

 

1. What is equivalence and can it ever be perfectly achieved in a translation?

 

2. What are the priorities in dynamic equivalence according to Nida and Tabor?

 

3. What is dynamic equivalence? What is formal correspondence?

 

4. Why is it difficult to measure the impact of a message on the target audience?

 

5. Why is it difficult to create a translation that is ideal for the target audience?