Different Views To Non Equivalence English Language Essay

Different Views To Non Equivalence English Language Essay Equivalence does not mean the source text is the only significant factor. However, equivalence does make out the translation from writing. 2. Equivalence to a manuscript in another language entails more difficulties, linguistic, temporal and cultural, and therefore, more challenges than monolingual interpretation. 3. Similarity to the source texts is neither possible nor even preferred. 4. Text type is a vital issue in deciding how much a translation should be equivalent as well as other factors such as translation purposes, demands of the clients and expectations of the target readers. 5. Equivalence is never a static term, but is similar to that of value in economics. 6. Equivalence and the techniques to achieve it cannot be dismissed all together because they represent a translation reality. He stresses that equivalence it will remain central to the practice of translation even if it is marginalized by translation studies and translation theorists. Finally (Leonardi, 2002) sees the concept of equivalence as would known is one of the most problematic and complicated issues in the study of translation theory. The term has created, and it seems quite possible that it will keep on causing, heated issues in debates in the field of translation studies. This term has been classified, studies and widely discussed from various points of view and has been reached from several various perspectives. The first debate of the concepts of equivalence in translation was the additional explanation of the term by contemporary theorists. The complexity in defining equivalence as the consequence of the impossibility of having a widespread approach to this concept. The investigation of equivalence in translation reveals that how translators exactly transfer massage in translation from the source language into target language or vice versa. 2.4 Different views to non-equivalence at a word level especially culture- specific concepts One of the most challenging tasks for all translators is how to render culture- specific concepts in a foreign language. Indeed, we will see how much attention has been paid to this problem by translation theories. (Newmark, 1987) define culture as the manner of life and its appearance that relate to a community that uses exact language as its way of expression; he also said that culture is object , processes , institutions , customs, idea peculiar to one group. While (Deretti, 1980) define culture as the whole thing that individual have produced, discovered, constructed, changed, and progressed during life. (Demo, 1987) define culture as total of knowledge, a way of life, creative and moral, main beliefs, laws, habits, as well as the capability acquired by humans as members of a community. (Albà ³, 2005) defines culture as an idea connected to personality asserting that citizens have the tendency to distinguish themselves as parts of a group due to the common distinctiveness they share with its other members and also to the differences they develop in relation to others. While (Sapir, 1986) points out that no two languages are ever completely similar to be taken as indicating the same social reality in the worlds in which various societies exist are distinctive worlds, not simply the same world with different labels attached. The idea of equivalence has a lot of disparagements and challenges. If equivalence is taken as the heart of translation, the second issue will about cases of nonequivalence in translation. As (Baker, 1992) points out, the complicatedness and the difficulties in translating from one language into another is posed by the idea of nonequivalence, or lack of equivalence. This crisis can be seen at all language levels initially from the word level up till the textual level. She explores a variety of nonequivalence troubles and their achievable solutions at the word, above word, grammatical, textual, and pragmatic levels. She takes a bottom-up approach for educational reasons. She goes on with her nonequivalence debate from the word to more upward levels. She claims that translators must not miscalculate the increasing consequence of main idea options on the way we understand the text. She also acknowledges the reality that there are translation troubles created by nonequivalence. She classifies common difficulties of nonequivalence and gives suitable strategies in handling such cases. (Baker, 1992)cultural specific concepts are those SL words may state an idea that is entirely mysterious in the target culture. They possibly will cover something to do with a spiritual belief, community custom, or even a kind of food. For instance, in Arabic, we have Jihad, as a holy word which is unidentified in the majority of the other languages. The second group is SL idea is not found in the target language which reveals that the SL word can state an idea that is identified in the target culture but basically not lexicalized. She also gives an example of landslide has no accurate equivalence in various languages. She also points out that the SL word is semantically problematical and reveals that a particular word can occasionally state a difficult meaning than an entire sentence. The other is that the TL lacks a superordinate or a hyponym which means that the TL possibly will have an exact word (hyponym) but no general words (superordinate), and vice versa. For instance, under house, English has a diversity of hyponyms which have no equivalence in several languages such as Arabic, for example in English we have: bungalow, cottage, croft, chalet, hut, and manor, lodge and so on. Diversity in meaningful is an extra difficulty of nonequivalence at the word level shown by (Baker, 1992) which show that there may present a TL word which has the similar propositional meaning as the SL word, but possibly will have a dissimilar meaningful meaning. Terms like homosexuality offer fine examples homosexuality is not a naturally uncomplimentary word in English, although it is normally used in this way. On the other hand, the equivalence expression in numerous other languages is naturally more badly and would be reasonably not easy to employ in a neutral context without suggesting strong dissatisfaction. (Nida, 1945) holds out that almost all would identify that language is most excellent classified as a branch of culture when dealing with several kinds of semantic problems, mainly those in which the culture under consideration is quite different from his or her own, for instance, the English expressions the houses of Commons are culture-bound. Similarly, the expression brother-in-law loses its meaning when translated literally into Arabic akh fi al-qaanun a brother in the law. While English applies this expression to the brother of your husband, the brother of your wife, the husband of your sister, the husband of your husbands sister, and the husband of your wifes sister, so Arabic expresses itself differently. Most significantly, in Quran translation, schools of exegesis have considered as the major part in the translation. Therefore, intra-language translation plays a major function within the target text. Translating the Quran text is the difficult job due to the fact that the translation process is fraught with pragmalinguistic and cross-cultural limitations. The Quran translator, for example, must be aware of the cultural Muslim tradition that draws a difference between exegesis tafsiir and para-transfer opinion tail. (Nida, 1964) states that a person who is engaged in translating from one language into another must to be always conscious of the dissimilarity in the entire variety of culture shown by the two languages pragmatic and contextual divides among the source language and the target language. He also shows that the semantic associations between the words of various languages have no one-to-one sets of correspondences or even one-to-many sets. The associations are always many-to-many, with more of scope for ambiguities, unclear, and unseen boundaries. Furthermore he identifies two kinds of equivalence, formal and dynamic, where formal equivalence keeps its concentration on the message itself, in both type and content. In this kind of translation one is concerned with such correspondences as poetry to poetry, sentence to sentence, and concept to concept. He calls this kind of translation a gloss translation; which aims to let the reader to comprehend more of the SL context as possible. (larson, 1984) stress that there is rarely completely equivalent between languages. Because of this, it is often essential to translate one word of the source language by a number of words in the target language in order to give the similar meaning. The fact that the target language is spoken by people of a culture which is often very dissimilar from the culture of those who speak the source language will mechanically make it hard to find lexical equivalents. The lexical difference will make it necessary for the translator to make various adjustments in the process of translation. This shows that, in translating, we often encounter source language lexical items that do not correspond semantically and grammatically to target language expressions. (Schnorr, 1986) identifies the place where a lack of cultural specific of nonequivalence can be found: 1. Festivals and celebrations: Such as standing day in pilgrimage in the Islamic World, which is an extension for the example derived by Schnorr (the idea of Guy Fawkes Day in the United Kingdom) in the Islamic world? 2. Dressing and national traditions: Such as Sari in India and shal a type of head garments in the Arab World. Tools and objects: Like Mugwar a tool for fighting in Iraqi Arabic. 3. Historical facts: Such as the restoration in England and Al-twabeen in the Islamic history. 4. Spiritual terms such as minister, priest in Christianity and Ayatollah in Islam. 5. Educational and specialist knowledge. A number of scholars have accepted the importance of the problem that appears at a culturally specific terminology of translation for example, (Pistor-Hatam, 1996) argument of translations from Persian to Ottoman Turkish beginning of the fourteenth century, remarks that Arabic tarjama2 meant to interpret, to care for way of explanation, rather than to transfer from one language to another as take place in its recent practice. (Hagen, 2003) scripts of a related period and position _ Persian-Ottoman translations in the fifteenth to seventeenth centuries _ claims that the difficulty of translation into Anatolian Turkish starts with terminology, since translating the Arabic-Turkish term tercume as translation does not fully render the idea. In local usage tercume covered a much wider capacity, by transferring a text or parts of it into another language. (Jedamski, 2005) puts a variety of terms that appear to have been used almost synonymously for translation in Malay, for example, terkarang (written, composed), terkutip (quoted, copied) and dituturkan (arranged), indicating that no single term was sufficient to describe the multiple and creative activities. (Levy, 1984) states that any reduce or remove of complex expressions in translating were morally wrong. The translator, he supposed, had the responsibility of discovering an answer to the most discouraging of the problem, and he stated that the practical view must be selected taking into account all the aspects like appearance, style and sense. If the principle of sameness cannot exist between two languages is accepted, it becomes likely to come close to the issue of loss and get into the translation method. (Nida, 1964) found rich materials about the reasons of failure in translation, in particular regarding the complication with a translator when he or she found a term or ideas in the SL that cannot be found in the TL. He cites the case of Guaica, a language of southern Venezuela, where there is small trouble in finding suitable terms for the English murder, stealing, lying, etc., but where the terms of good, bad, ugly and beautiful cover a very different area of meaning. When such difficulties are faced by the translator, the whole issue of the translatability of the text is raised. (Catford, 1965a) identifies two types of untranslatability, which he calls the linguistic and cultural. On the linguistic rank, untranslatability take place when there is no lexical or syntactical alternate in the TL for an SL it Catfords class of linguistic untranslatability, which is also introduced by (Popovic, 1971). In linguistic untranslatability, he insists, because of variations in the SL and the TL, whereby cultural untranslatability is of the absence in the TL culture of a significant situational feature of the SL text. For instance, he combines the different concepts of the term bathroom in an English, Finnish or Japanese context, where both the object and the use made of that object are not at all alike. But (Catford, 1965b) also claims that more concrete lexical items such as the English term home or democracy cannot be said as untranslatable, and holds that the English phrases like Im going home, or Hes at home can readily be provided with translation equivalents in most languages while the term democracy is international. The English phrases can be translated into the major European languages and democracy is an internationally used term. But he ignores to take into consideration two significant factors, and this seems to symbolize and add a slight approach to the issue of untranslatability. If Im going home is transferred to as Je vais chez moi, the sense meaning of the SL sentence (positive self speech aims to carry on in place of residence and/or origin) is only insecurely produced. And if, for example, the phrase is spoken by an American stay for some time in London, it could either mean a return to the immediate home or and Beyond. (Kashgary, 2010) religious vocabulary are culture-specific they have taken as a symbol group of translation nonequivalence since they cannot be correctly translated by giving their dictionary equivalents. The lexicon equivalents of these terms may be measured within the framework of Nidas estimate in translation where equivalents are specified only to estimate the meaning in universal terms and not the details since the content of these terms is extremely dissimilar from the content of their equivalents. (Korzeniowska and Warszawa:, 1994) the entire culture-specific concepts which take place in the source language but are completely unknown in the target language are the most notorious for the making the problems with finding equivalents. There possibly will be also circumstances where the source culture and source language build different distinctions in meaning from the target culture and target language. The target language may also lack a more specific concept or term (hyponym) or a more general one (superordinate). Also a literal, word for word, translation would be completely difficult: the speakers of English would neither understand the nature of this establishment in reference to source language culture, nor associate it with any institution of a similar type present in their system. Translators are always under pressure to reproduce the exact meaning of the original in the translated text. (Davies., 2003) defines culture as the set of principles, way of thinking and behaviors shared by a group and accepted by learning. These culture specific items are different among cultures as a variety of countries have a dissimilar history and experience of life. When the source text expression is found as being strange to the target audience, the strategies for dealing with nonequivalence should be applied in translating. Different types of nonequivalence should be treated using different translation strategies .While he works in the field of translation with more consideration on the translation trouble of culture specific items such as different traditions, dress, or references to a variety of types of food. He identifies a number of measures that are used in translation of culture specific items:

John F. Kennedy and Yellow Card Man

One day in his class he assigns an essay topic â€Å"The Day That Changed My Life† One student named Harry Dunning writes about the night hls father murdered his mother and siblings; Jake is deeply impacted by the story. About two years later Jake is summoned to his frequent diner by the owner A1 Templeton. A1 was becoming deathly ill and because of this A1 shows Jake his discovery. A1's discovery Is a time portal located in the back of his diner. This portal sends the user back to the year 1 958 at always the same moment and place and when the user returns only two minutes will have elapsed.There is a suspicious man with a yellow card in his hat and which they refer to as the â€Å"Yellow Card Man† and he is also aware of the time portal. The portal can be used to change history but If you make a change once you visit the past again the change will be reset like it never happened at all. After A1 discovered this portal he became obsessed with preventing the JFK assassi nation and planned to spend five years in the past waiting to stop Lee Harvey Oswald. A1 had to give up on his plan because he had developed lung cancer so now he put the mission In Jake's hands.Jake decides to test the portal out on Harrys family. hen he enters the past he notices the â€Å"Yellow Card Man's† card had turned orange. Jake buys a gun and follows Harry's father ready to kill him to prevent the murder of Harrys mother and siblings. Jake saves everyone except Harrys older brother. When Jake returns to the past he calls Harrys sister and he Is told Harry died In Vietnam. Jake tries to find A1 and discovers he had overdosed on pain killers. Jake quickly takes A1's notebook and goes back into the past. This time when he enters the â€Å"Yellow Card Man† has committed suicide and his card is black.Jake waits out time until the JFK assassination. He falls In love with a librarian but the relationship does not last because Jake talks about this from the future a nd Sadie is unsettled about it. Jake then focuses full time on Oswald and rent an apartment right next to Oswald. After investigating Oswald Jake becomes reluctant to kill him early on. As a result of gambling on games and races he knew the outcome of Jake was beaten and suffers memory loss. Jake recovers his memory just in time for the JFK assassination. He andSadie hurry to get to Oswald's sniper nest and make it before the shooting. Jake prevents Oswald from killing JFK but enraged by this Oswald shoots at Jake but misses and kills Sadie. After hearing the gunshots the secret service fires at Oswald once ne returns ne sees tnat tne â€Å"Yellow cara Man† was replacea wltn a younger man and his card is now green. He reveals that he is a guardian of these time portals all around the universe. He explains that changing the past only creates another thread in time where events occur differently; the larger the changes the more nstable the reality is.He explains that the cards are there mental state and consciousness through the multiple time threads. Fearing the death of the Yellow Card Guardian the Green Card Guardian begs Jake to set things right. Upon returning to 2011 Jake discovers many Dramatic changes have taken place and he returns to the past to and goes back to the present to reset everything. A1's diner is demolished and with it the portal as well. ‘V. Excerpt A. It was quarter past two in the morning, which meant it was actually the sixth of April.Still not too late. Not too late for what? To back off, to let well enough alone? Or bad enough, come to that? The idea of backing off was attractive, God knew. If I went ahead and things went wrong, this could be my last night with Sadie. Ever. Even if you do have to kill him, you don't have to do it right away. † B. I think this excerpt is important because it shows how detailed the novel is in recreating the history of the JFK assassination and in the fictional parts as well. as well as it shows the behavior of the narrator Jake.It shows how obsessed he is with the mission to stop the ssassination and it not easily distracted. He puts much thought into each and every decision. In his decision to not kill Oswald sooner rather than later is a big mistake on his part and is caused by his over thinking every aspect of the mission. Jake will eventually be beaten and suffer memory loss and as a result be late to kill Oswald and as a result of that Sadie will die. V. Explain Project A. For my project I decided to complete project number 43 which was to research the author of the book I chose and present that information.It goes into detail on Stephen King's life from early childhood days to modern times and explains how great of a writer he was. I featured some of his popular written works and notable awards in my research. VI. Why should the book be considered for selection A. I think the book 11/22/63 should be considered for selection because it is a very knowledgea ble book. It explains about a time that mostly anyone alive during will remember where they were. It takes the events of the JFK assassination and puts a science fictional twist on them.Throughout the novel the details about the past are written in detail and allow the reader to learn about a real event while enjoying the thrill of a fictional novel. The abundance of pages might seem like a lot but it is a very good read therefore very much worth it. I found myself at times not able to put the book down because interesting events were almost always occurring. The novel also has a wide variety of high-level vocabulary words suitable for high school students. Therefore I believe that the book 11/22/63 should be considered for selection.

Commerce vs Humanities Essay

In today’s times there is a clear-cut distinction between certain tertiary educational courses, namely the two major aspects of Commerce or business and Humanities or liberal arts. I believe though that the distinction of the two interwoven materials is incorrect and that an integration of the materials taught must be established. In this essay I will clarify that the one is not more necessary than the other but that they are equally essential and crucial to the development of civilisation’s enhancement. There are vast similarities and differences between these two faculties with regards to their content, skills taught and overall educational learning. Most of my essay will revolve around how the Commerce and the Humanity faculties not only prepare you for life’s ambitions, experiences and setbacks but also the role that a the degrees play in the lives of students. In my essay I will convey the response that a Commerce degree does not necessarily prepare a student for life’s experiences nor that it is much superior to how a Humanities course ensures a student’s higher learning and further development. A problematic scenario however is created when a comparison is made between the two faculties and that is that the two faculties may view certain facets of the world the correspondingly. On the one hand the Commerce faculty deals with what works and anticipates predictions, numbers, trends, how the world works from a business perspective and how the core needs and wants of the world are satisfied but on the other side of the spectrum the Humanities faculty preaches philosophical concepts, why the world works, understanding human behaviour on a larger scale, the teaching and understanding of complex ideas by studying history and through data collection. Personally I review the Commerce or Humanities faculty in equal regard however with regards to the comment â€Å"A career without a life is empty; a life without a career is tragic† I cannot come to an understanding and agree more. The Commerce faculty may have a constricted and narrow approach to teaching certain materials in the Commerce courses but I believe that various other positive life lessons and skills are learned indirectly from those materials. Some of the major and most vital skills learned from some of the alleged â€Å"tedious and useless† Commerce courses for example accounting, teach the most vigorous of life’s skills including problem solving, critical thinking, data handling and writing and speaking persuasively. These are also only the indirect skills being acknowledged and recognized when the genuine skills being taught are how to record and report on the financial transactions of a business. This proves how versatile, balanced and essential one of the most loathed subject courses in the Commerce faculty is and how important it is for life and a career as a whole. Therefore with regards to the Commerce faculty it not only adequately prepares you for a career in a specific field but also enriches a student’s life and furthers their development. The role a Commerce degree plays in the life of a student is therefore tremendous. It acts as a balancing of practical and theoretical life lessons and skills being communicated and learned which ensures the students optimal choices in life as a whole and in his/her career choice. Another factor that is positive for Commerce students is that of job possibilities and choice. Most Commerce degrees are held in high esteem and can assist in securing a career in a specific field. Commerce students are taught many practical skills used in the workplace and will be very beneficial when trying to acquire a job. I believe though that the Commerce faculty does adequately prepare the student for both life and a career but that just by saying that a Commerce degree prepares one for a career is ill-advised and misguided. The problem though is that many of the students enrolled in the Commerce Faculty are not exposed to other certain life skills that the Humanities faculty teaches and that could be incorporated in the student’s courses and therefore further enhance their development. The Humanities faculty prides itself on not teaching practical skills but rather educating their students on perspective. The courses that are provided and taught in the Humanities faculty are primarily subjective. Courses for example like philosophy, politics, ethics and economic history  are largely source based and opinionated whereby justification is fundamental and facts or source work must be well documented. Philosophy on the other hand is another topic for review. A subject like philosophy which is a higher learning subject should not only be taught in mainstream Humanity courses but also incorporated into most Commerce degrees as it teaches a way of thinking that is vital to all parts of life and especially can be integrated with regards to a career choice and the skills learnt could be manipulated in the business world. The different ways of thinking taught in philosophy could be advantageous in the workplace when creative ideas are needed or an extra tool for problem solving need be incorporated. The Humanity faculty’s major social skills include creativity, inspection, predictions, the development of interpersonal skills, perspective skills and theoretical knowledge and understanding. These skills can more than adequately prepare one for the job market and ensure a career. Some skills learnt in the Humanities can also be specialized in order to learn a certain trade or expertise for an example a student could take anthropology as a course and further on in their educational career could specialize into becoming an anthropologist. The foremost factor that I have a problem with though is when people compare the two faculties. Both faculties must be measured on different scales and appeal to very different people. The idea of tertiary education though as a whole can and should be measured not by the individual resources that it comprises of but the skills learned as a whole. The argument here is that it does not necessarily matter whether you study a Commerce or Humanity degree but as long as the student is being shown and is learning the obligatory social skills needed to ensure sustainability and further growth of humanity. Another problem I have about the discussion of whether or not the one degree is superior than the other is that degrees in actual fact do not teach students practical knowledge. When an educated student with a degree in hand wants to acquire a job usually the company needs the person to require job experience. This not only disputes the complete argument of whether or not a degree prepares one for the job market but also which degree is better suited that the next. Practical experience earned from previous occupations is not only held in higher regard than a degree but is more useful to an employer whom does not want to waste time teaching a new employee, when he can employ a candidate whom already possesses the necessary skills. Therefore I believe that a fusion of Commerce â€Å"practical† skills and that of Humanities â€Å"theoretical† skills should be introduced. The fusion of the discussed skills would be immensely beneficial to all students wanting to get involved in the business world and would assist the same students on everyday decision making. A mixture of these skills would also adequately prepare a more balanced student for the labour force of South Africa and therefore improve the efficiency of the South African economy. The problem though on the other hand is that students which would have a more diverse set of skills and knowledge may be disadvantaged in certain areas of the business world as opposed to a more specialized student introduced into the job market. A specialized student may have extra insight into a particular career and therefore more â€Å"useful† or â€Å"valuable† to a company but the perfect combination of a predominantly business orientated degree unified with a small number of Humanity courses for example philosophy and economic history would produce the perfectly balanced student for both the career world and life. In my essay I have explained and clarified that a clear cut Commerce degree on its own is not the optimal choice for a student wanting to enter the business world or the optimum choice to ensure they fulfil their full potential in life. Therefore as I have discussed in my essay a perfect balance of Commerce courses and a merging of Humanities courses will be impeccable and flawless in the development of the future generations of the South African populace.

Internet Promotion Advantages And Disadvantages Essay

Internet Promotion - Advantages and Disadvantages By Carla Lendor | Submitted On July 23, 2005 Recommend Article Article Comments 3 Print Article Share this article on Facebook 9 Share this article on Twitter 6 Share this article on Google+ 2 Share this article on Linkedin 2 Share this article on StumbleUpon 3 Share this article on Delicious 2 Share this article on Digg 1 Share this article on Reddit 1 Share this article on Pinterest 1 The emergence of globalise trade, increase in foreign investment and cross-border transactions have put many small businesses under pressure to find innovative ways to continue to market their products and services. This is especially difficult given that they often operate on tight marketing budgets. In the quest for cheap marketing alternatives, these small businesses continue to use conventional marketing tools such as newspaper, magazine, radio and television advertisements, unaware of the advantages that Internet Promotion offers. All too often, these entrepreneurs focus on the disadvantages of Internet Promotion and fail to adequately take advantage of the opportunities that it presents. Moreover, their preoccupation with conventional marketing strategies is driven by a misconception that these are cheaper than Internet Promotion. To most small business entrepreneurs, marketing or promoting their products or services via the Internet can be a daunting task. However, with adequate information small businesses can benefitShow MoreRelatedInternet Promotion - Advantages and Disadvantages1127 Words   |  5 Pagesadvertisements, unaware of the advantages that Internet Promotion offers. All too often, these entrepreneurs focus on the disadvantages of Internet Promotion and fail to adequately take advantage of the opportunities that it presents. Moreover, their preoccupation with conventional marketing strategies is driven by a misconception that these are cheaper than Internet Promotion. 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