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“Unique items” in learners’ translations 199 on translation processes, this phenomenon has been described in several ways, depending on the perspective (and experimental conditions, subject population and the data), e.g. “form-oriented learner translation” vs. “sense-oriented professional translation” (Lörscher 1987), “shallow processing” as a feature of non-professional and unsuccesful behaviour and semi-professional translators’ growing awareness of potential translation problems (Jääskeläinen 1999:202; Tirkkonen-Condit 1987) or “unmonitored equivalence generation” manifested in novices’ performance (Tirkkonen-Condit 2002:12). The basic observation, however, remains the same: the idea or ideal of establishing translation relationships on higher levels than that of one single word or compound has not been adopted by (most of the) volunteers of this experiment, yet. 4 Such task performance may have to do with a number of so called implied rules of translation in novice translators’ thinking. As Hönig (1988:158, 1995:25) has shown, these include rules such as “translate word-for-word whenever possible and as freely as necessary”, “translate as exactly as possible”, so that “the correctness of the translation” can be checked with bilingual dictionaries. According to these rules translation is inevitably poorer than the source text and usually sounds odd or in any case not like a non-translated target language original. This is, as the train of argument goes, inevitable and therefore quite normal (ibid.). The repertoire of such and other encultured rules not only defines the way the discourse on translating, translations and – consequently – on the status and role of translators is manifested in our contemporary society, be it by users of translators’ services, in reviews of translated novels, in foreign language exercises in schools and universities, in layman discussions on the correctness of subtitles etc., but also constitutes the basis of students’ “translatorische Inkompetenz” (Hönig 1988: 156) at the beginning of their studies. Moreover, it will continue to mark their translation performance, if our teaching is unable to challenge this disposition. After all, in an endeavour to construct a more realistic view of translation processes and translations as products, of features of expertise and/or professionality etc., scientific knowledge provides an evident tool kit. This is why “theories”, “models”, “concepts” and experimentation with them should have an essential role in the pedagogics of translation, not only in research seminars but also and above all in the translation class: they open a way to novices’ better understanding of their future status as experts of human translation.
200 Pekka Kujamäki Notes 1. I thank Stephen Condit and Martina Natunen, Savonlinna School of Translation Studies, for their translations. 2. I am very grateful to Riitta Jääskeläinen, Savonlinna School of Translation Studies, and Dieter Hermann Schmitz, University of Tampere, School of Modern Languages and Translation Studies, for their assistance. 3. I thank Riitta Jääskeläinen and Unto Sinkkonen, Savonlinna School of Translation Studies, for their assistance. 4. This hypothesis will be tested at the next stage of this project, where students’ translation processes are recorded for analysis with screen recording software (see Kujamäki 2003). Appendix 1: The source texts of the present experiment SE TAVALLINEN TALVINEN TARINA Tänään aamulla herättyäni huomasin kauhukseni, että yöllä oli satanut syksyn ensimmäinen lumi. Eikä minulla ole talvirenkaita autossa tai edes autotallissa! Aamun linja-auto kaupunkiin oli kuitenkin ehtinyt jo mennä, joten minun oli pakko lähteä ajelemaan töihin omalla autolla. Rengasliikkeestä saisin sitten turvalliset renkaat alleni. Matkalla tuiskuava lumi muuttui rännäksi ja keli vain paheni. Edellä ajelevan aura-auton jäljiltä tien viereen jäi jo matalia kinoksia. Ajelin hiljaa mutta en sitten kai kuitenkaan tarpeeksi varovasti: yhdessä risteyksessä auto vain lähti puskemaan kohti tien oikeaa reunaa, ja pian löysin itseni ja autoni hangesta. Hieno alku päivälle! Vaikkei itselleni kummemmin käynytkään, tiesin kuitenkin siinä apua odotellessani, millaisin otsikoin tämän aamupäivän liikenteestä raportoitaisiin huomisen lehdessä: (. . .)(112 words) WINTER, O WEH! Als ich heute morgen aufwachte, bemerkte ich zu meinem Entsetzen, dass es in der Nacht zum ersten Mal in diesem Herbst geschneit hatte. Und ich hatte noch nicht die Reifen gewechselt, besaß nicht mal Winterreifen! Den morgendlichen Bus in die Stadt hatte ich schon verpasst, so musste ich wohl oder übel mit dem Auto zur Arbeit fahren. Beim Reifenhändler würde ich mir dann Winterreifen montieren lassen.
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Translation Universals
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Translation Universals Do they exis
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Table of contents Introduction 1 I.
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Introduction The search for univers
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Introduction 3 the main methodologi
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Introduction 5 tious corpus would w
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Introduction 7 of several frequent
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Introduction 9 For many, the term u
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Introduction 11 Toury, Gideon (1991
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Probabilistic explanations in trans
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Beyond the particular* Andrew Chest
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Beyond the particular 35 6. A trans
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Beyond the particular 37 characteri
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Beyond the particular 39 Contributi
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Beyond the particular 41 A crucial
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Beyond the particular 43 representa
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Beyond the particular 45 or unclear
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Beyond the particular 47 What we ne
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Beyond the particular 49 Schulte, R
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52 Silvia Bernardini and Federico Z
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Corpora, universals and interferenc
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Untypical frequencies in translated
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102 Jarmo Harri Jantunen Mauranen (
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104 Jarmo Harri Jantunen 2.2 Lexica
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106 Jarmo Harri Jantunen eighth day
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108 Jarmo Harri Jantunen second pha
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110 Jarmo Harri Jantunen Figure 2.
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112 Jarmo Harri Jantunen synonymous
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114 Jarmo Harri Jantunen items comp
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116 Jarmo Harri Jantunen Table 4. T
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118 Jarmo Harri Jantunen translatio
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120 Jarmo Harri Jantunen Table 7. T
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122 Jarmo Harri Jantunen However, t
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124 Jarmo Harri Jantunen 13. The bo
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126 Jarmo Harri Jantunen Mauranen,
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Translation-specific lexicogrammar?
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144 Vilma Pápai It is in the last
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146 Vilma Pápai Table 1. Summary o
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Page 159 and 160: 152 Vilma Pápai 4.1.2 Shifts on th
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Page 163 and 164: 156 Vilma Pápai his former prison
Page 165 and 166: 158 Vilma Pápai Table 4. Frequency
Page 167 and 168: 160 Vilma Pápai In addition, consi
Page 169 and 170: 162 Vilma Pápai PA Porter, A. 1997
Page 171 and 172: 164 Vilma Pápai Ishikawa, Luli (19
Page 173 and 174: 166 Tiina Puurtinen (1996) and Bake
Page 175 and 176: 168 Tiina Puurtinen (1) Hän katsoi
Page 177 and 178: 170 Tiina Puurtinen conditional: jo
Page 179 and 180: 172 Tiina Puurtinen Table 2. Occurr
Page 181 and 182: 174 Tiina Puurtinen (5) Lisko voisi
Page 183 and 184: 176 Tiina Puurtinen Mauranen, Anna
Page 185 and 186: 178 Sonja Tirkkonen-Condit equivale
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Page 191 and 192: 184 Sonja Tirkkonen-Condit Östman,
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Page 224: Author index 217 Schäffner 1, 38,
Page 227 and 228: 220 Subject index G generalization
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Page 231: 47. SAWYER, David B.: Fundamental A
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