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Thefateof“TheFamiliesofMedellín” 213 Table 5. Retaining vs. changing the metaphoric instances of home/family Home/family metaphor without with instructions (N = 45) instructions (N = 35) both retained 22 = 49% 15 = 43% one retained 16 = 36% 14 = 40% both missing 7 = 15% 6 = 17% With the repetition related to the metaphoric extensions the students’ behaviour seems to be more random than with the “normal” kinds of repetition in the ST, although the differences are not very great. The reason could be that we are dealing with a slightly different phenomenon here, and students do not identify the metaphorical extensions as such. On the other hand, this may also imply that the students’ unit of translation is not large enough; students may operate successfully at the level of sentences or paragraphs; but they do not operate at the level of the whole text. 5. Concluding remarks The isolated examples of ST repetition and the students’ reactions to it discussed in this article give a somewhat incoherent picture. In some cases there is evidence of avoidance of repetition; in other cases the mechanism at work seems to be the principle of “faithful” translation (typical of first-year students who enter the university with a firmly rooted school-translation concept). In some cases stylistic sensitivity training seems to produce results, while sometimes the students seem more immune. Obviously, as novices in translation the students have not yet internalised the unspoken “norms” of translation which professionals might share (cf. Blum-Kulka & Levenston 1983). Furthermore, as less experienced writers, they might not apply the “rules of good writing” as systematically as experienced writers, such as professional translators, do. In fact, there are a few intriguing exceptions in my material; these are students who have entered translator training after studying e.g. English philology for a couple of years. These students seem to be more inclined to avoid repetition than the genuine novices who have entered university right after school. The findings may also stem from the fact that the examples deal with different kinds of phenomena. In the future it might make more sense to treat the repetition related to the metaphoric extensions separately from the “ordinary” kinds of lexical and structural repetition. There are also other
214 Riitta Jääskeläinen factors to be considered; as I mentioned earlier, the teaching environment appears to play a role, although I have not done a systematic comparison of the translations collected by myself and my colleagues. Furthermore, until now I have been working on the intuitive assumption that the same features of style operate in a similar fashion in both English and Finnish; this question needs to be addressed in the future. On the whole, however, I feel that the observations discussed here show that the classroom experiment in progress merits my attention also in the future. Note 1. As teaching translation classes has not always belonged to my job description, I have also relied on the help of my colleagues to collect this material. I am very grateful to Kari Honkanen, Kati Martikainen and Tiina Puurtinen for their assistance. References Blum-Kulka, Shoshana, & Levenston, Edward A. (1983). Universals of lexical simplification. In C. Faerch & G. Kasper (Eds.), Strategies in Interlanguage Communication (pp. 119– 139). London/New York: Longman. Laviosa-Braithwaite, Sara (1998). Universals of translation. In M. Baker (Ed.), Routledge Encyclopedia of Translation Studies (pp. 288-291). London/New York: Routledge. Toury, Gideon (1991). What are descriptive studies into translation likely to yield apart from isolated descriptions? In K. van Leuven-Zwart, & T. Naaijkens (Eds.), Translation Studies: The State of the Art. Proceedings from the First James S. Holmes Symposium on Translation Studies (pp. 179–192). Amsterdam: Rodopi.
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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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148 Vilma Pápai (Sinclair 1991:13-
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150 Vilma Pápai Table 2. Summary o
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152 Vilma Pápai 4.1.2 Shifts on th
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154 Vilma Pápai part of speech and
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156 Vilma Pápai his former prison
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158 Vilma Pápai Table 4. Frequency
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160 Vilma Pápai In addition, consi
Page 169 and 170: 162 Vilma Pápai PA Porter, A. 1997
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Page 173 and 174: 166 Tiina Puurtinen (1996) and Bake
Page 175 and 176: 168 Tiina Puurtinen (1) Hän katsoi
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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
Page 187 and 188: 180 Sonja Tirkkonen-Condit Table 1.
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Page 222 and 223: Author index A Adab 1 Aijmer 131 Al
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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