ts lecture7
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Translation Studies
7. Cohesion in translation
Krisztina Kroly, Spring, 2006Source: Klaudy & Kroly, 2000
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Introduction
Aim of any aspiring translator: to reflectfaithfully the global meaningcommunicated by the source text
Motivation for this investigation: a remarkby Neubert and Shreve (1992):
the argument for a textual approach totranslation rests to a great degree on the
notion of global textual meaning. It is theglobal meaning of translation,recontextualized as an L2 text, that mustbe matched to the original global meaningof the source text (p. 139)
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This study
will argue that one of the means by which
this match may be realized is through
concrete markers of cohesion identifiable
on the textual surface (lexical repetition)aims to demonstrate that the partly revised
version of Hoeys (1991) repetition model,
which, via the systematic analysis of lexical
repetition can capture themacropropositions of texts, is capable of
indicating the quality differencebetween
translations.
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The analytical tool
Starting point = Hoeys (1991) repetitionmodel
the greater part of cohesion is the productof lexical rather than grammatical relations
perceives lexical relations as various formsof lexical repetition, serving to show therelatedness of sentences, which produceelaborate patternings in texts
sentences are connected if they share atleast three points of reference, i.e. threerepetition links
can distinguish between central andmarginal sentences
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Types of repetition
2 main types of repetition:
(1) lexical repetition (simple and complex)
(2) paraphrase (simple and complex)
lexical items form links, and sentences
sharing three or more links form bonds
bonding is a useful tool because it helps
identify adjacent or non-adjacent relatedsentences in texts, and the netsthey
combine can reflect the organization of the
text
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Revised taxonomy of repetitions
(Kroly, 1998, 2002)
exempt from the weaknesses of the
original model and has been shown to
be able to predict quality differencesin English written discourse
basic unit of analysis = the lexical
unit(= a unit whose meaning cannotbe compositionally derived from the
meaning of its constituent elements)
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Lexical unit:
(a) one-word units, such as dog, invite,
happy, including compounds such asoutnumber, teapot, blackbird, darkroom,andlazy-bones,
(b) idioms (e.g., a bitter pill, hit and miss)
including idiomatic and phrasal verbs(e.g., let down, do sth up),
(c) phrasal compounds:words often usedtogether to refer to a unique conceptcomposable from the meaning of theindividual words in the expression.Examples of this are National Theater,black box, electrical engineer, bankholiday, high winds,conscientious
objector, dark brown, andburning hot.
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Categories of repetition
See handout
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Method
Texts submitted to analysis
Procedures of analysis
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Texts submitted to analysis: 3 types
(1) an original English newspaper
article (i.e. ST) of approximately 250
words
(2) its 10 Hungarian translations made
by professional translators and
(3) its 10 Hungarian translations written
by trainee translators
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Procedures of data analysis(1) the texts were segmented into sentences and
sentences were numbered,(2) the structural components of the text were identified tobe able to investigate whether sentences with specialdiscourse function (e.g., the one which states the"problem") participate in bonding or not:
- situation (introduces background material)
- problem (the statement of the undesirable condition ofthings: claim, justification)
- solution (statement of the desirable condition,induction)
- evaluation
(3) the repetition links between each and every sentencewere identified and classified,
(4) repetition bonds between sentences were identified,
(5) repetition links and bonds within the texts werecounted.
+ inter-coder reliability checked + t-tests
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Sample analysis
See handout
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Results
Quantity of various types of repetitionThe repetition use of professional
translators resembles that of the ST
more than the novice translators' use
(especially simple repetition)
Reason: ST is a highly factual, informative
type of text, to reflect faithfully its global
meaning, the translator cannot avoidthe verbatim repetition of particular
lexical units, the same way as it is done
in the original English text
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Results cont.
The combination of repetition links and
bonds(1) professional translations' mean values are
closer to the ST's values, and the novicetranslators differ more considerablyprofessional translators "weave" the text viathe use of repetitions and bonding in a moresimilar way to the ST than novice translatorsdo
(2) t-tests: the two groups of translators differ in
their strategies of using intersentential linksand bonding the number of links andbonds + the number of central sentences aresignificantly higher in the professionaltranslations than in the work of novice
translators
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Repetition matrices
density of bonds: professional
translations (similarly to the ST)
novice translations
amount bonds among key sentences:
professional translations (similarly to
the ST) novice translations
title: professional translators seem to
integrate the title more heavily into the
text via bonding (as done in the ST)
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