constructing pathways to translation - Higher Education Commission

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2. Natural and integrated. 3. Clear and fluent. 4. Does not sound artificial but stands as an independent text. 5. Interesting and enjoyable (M. H. Baig,1988:50). 165 4.5 PRINCIPLES AND PARAMETERS OF URDU TRANSLATION: The difficulties and complications of translation work give rise to number of questions. The answers to them can possibly form a base for the Pedagogy of Urdu Translation theory. They are: 1. Is a good translation usually creative? If so, why is the demarcation between a an original creation and a translation maintained? 2. If so, what are the criteria to judge the standards of translation related to academic books and journalism? 3. Is translation a search for synonyms and antonyms only? 4. Is the objective of translation to provide guidance or introduction to readers unfamiliar with the SL? 5. According to Dr. Lightener, one should not rely on translations, but should understand the concept of the text and translate into own language? Answers to the above questions have been provided by various translators through their practical translations. 1-Earnest Finolose 2- Ezra Pound 3-Aurther Welley are the most important names in the world of translation, who have been followed by Urdu translators in their works. An overview of their work is enough to comprehensively answer the above questions. The irony of the situation is that, although Urdu writers have followed the afore mentioned writers in their works, they did not attempt a comprehensive theory of Urdu Translation. Whatever has be written about Translation in theoretical terms is in outlines and very general principles. The basic rules outlined for Urdu translation are delineated below: 1. Select one word in Urdu for every English word; English words do not have dual meanings. For example, the English word ‘Defense’ can be substituted by three Urdu words “Diafah” “Hiafazat” and “Tahaffuz”, whereas in the word “Diafa” all the
166 connotations of the word ‘Defense’ are present. So to use the word “Diafa” would be more appropriate.” should be formalized. 2. While substituting the English words for Urdu translations, use the words whose derivates are clear, like the word “Intizam” for the word ‘Administration’ would be very suitable word, as it has many derivates which are “Tanzeem”, “Intizami”, “Muntazim”, “Intizamia” and “Tanzeemi” etc., 3. While coining new terms discretion is essential, in order to ensure their proper usage. In Urdu, there are many words for a single English term. Terms introduced at school level are different from the ones used at the college level, while at the university level the student has to face new terminology. Thus, the need for a scientific and standardized Urdu-English-Urdu dictionary . It would be appropriate if this task is under taken by the NLA, which is the most appropriate institution to do so. 4. While translating technical terms of English language, care must be taken that the equivalent terms are coined in Urdu, as simple definitions would not help. The objective of any technical term is precision, and that it should be descriptive, so that its meanings is free of ambiguity. 5. If any English term is equally popular in Urdu and an Urdu Equivalent also exist for it, the Urdu translator may use his discretion to apply either; e.g., Committee or “Majlis”, etc. 6. Unnecessary coinage of terms should be avoided. Instead of coining a new in appropriate and awkward term, commonly used words in the TL may be used. For example, where there is no need, translation should be avoided, and even if done, words in common use should be retained in their original form. It would be unnatural to omit such original terms that have been fully merged in a language, just as deletion of imported words of Arabic, Persian and Hindi from the Urdu language. It is very important that while selecting terms, the slang should be differentiated. Similarly in the field of science and technology new terms should be adopted and old once should be discarded.
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CONSTRUCTING PATHWAYS TO TRANSLATIO
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NATIONAL UNIVERSITY OF MODERN LANGU
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ABSTRACT The study touches upon all
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Chapter 2 LITERATURE REVIEW--------
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Chapter 4 URDU TRANSLATION: PROCESS
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Chapter 07 Page ANALYSIS OF THE NOV
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xiii Page 10.2.8 The use of Cogniti
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11.3 Researcher’s Suggested Model
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ACKNOWLEDGMENTS xvii I owe a debt o
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DEDICATED TO MY FATHER Citadel of P
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When? Is concerned with the time of
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3. Translation: the abstract concep
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A theory/pedagogy is an explanation
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3. Models of the dynamics of the pr
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a domain dominated by mimesis, but
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candidates such as ‘translatology
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Figure 1.5 Applied Translation Stud
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translation research, or felt that
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quantifiable textual and extra- tex
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considerable unease and puzzlement
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� To build this outline into a Mo
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of Translation and Text Linguistics
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ways of talking more sensibly about
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At word Level TRANSLATION PEDAGOGY
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Table 2.1. Text -types, Forms and S
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A still different line has been ado
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otherwise, but caution must be exer
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Figure 2.3 Reception and Production
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Parser Lexical Search Mechanism Sou
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the boundaries of such elements are
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phenomenon. The actual words and ex
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c. The SL Word is Semantically Comp
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Language. ‘Dilentante’ is a loa
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7. Translation by Omission: If the
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particularly significant in a given
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. An idiom or fixed expression may
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Naturalness and readability means t
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The above discussion and practical
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iv. Translation of Puns: If the pur
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supported with an attribute, unless
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In practice, the lack of grammatica
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All this amounts to the fact that i
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2.6.4 TEXTURAL EQUIVALENCE: THEMATI
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a. It acts as a part of orientation
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and transitivity in system, is that
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2.6.4.3 Thematic structure; Text Or
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The concepts of theme/rheme determi
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-description). This can then be fol
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Reference Substitution Junction End
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the chunking of information, how mu
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In translations, it is impossible t
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is linked as explanatory coherence,
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Figure 2.9 Variation: Use and User
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In the main, accessibility is a fun
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the manner in which the message is
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in the TT the effects it has on the
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Figure 2.11 Relationship between La
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features with their roots in the So
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Third, in planning translation stra
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100 assessing the segment of the Ta
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I. Compensation in Kind 102 This re
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104 The traced Pedagogy has, theref
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2.7.1 CONTEXTUAL CONFIGURATION 106
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108 Sequences. A Sequence in a text
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110 All this configuration is of gr
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112 taken into consideration is tha
Page 133 and 134: CHAPTER 3 114 IMPLICATIONS OF LITER
Page 135 and 136: 116 constraints on the reader, writ
Page 137 and 138: 118 Translation, then, is a visible
Page 139 and 140: 120 The practice of translators als
Page 141 and 142: 122 In order to be ethical, we have
Page 143 and 144: 124 second is Foreignizing method,
Page 145 and 146: 126 Equivalence can be established
Page 147 and 148: 128 Association that takes place wi
Page 149 and 150: 130 Within the model, attention nee
Page 151 and 152: 132 typical of contemporary psycho-
Page 153 and 154: 134 All Text Processing is, to a la
Page 155 and 156: 136 operate under a different set o
Page 157 and 158: 138 3.5.5 A HEURISTIC FOR RESEARCH
Page 159 and 160: 140 level of the sentence. Furtherm
Page 161 and 162: 142 often been argued that translat
Page 163 and 164: 144 a. It is an activity, which, by
Page 165 and 166: 146 Some characteristics can be und
Page 167 and 168: 148 3.6.4 CONCLUSION Finally, Secon
Page 169 and 170: 150 the world’s languages. Accord
Page 171 and 172: 152 Thus the development of Urdu pr
Page 173 and 174: 154 According to historians, the mi
Page 175 and 176: 156 phase. The entire literary scen
Page 177 and 178: 158 In 1950, Bakir Hussain Syed in
Page 179 and 180: 160 stands for the great sin(Gunah-
Page 181 and 182: 162 3. Introduce new inputs and to
Page 183: 5. Genres (Keinda) and the spirit o
Page 187 and 188: 168 should, therefore, be given to
Page 189 and 190: 170 there is ambiguity, but it is r
Page 191 and 192: 4.5.8 Differences in Expressions -
Page 193 and 194: 174 Translation Pedagogy and Proces
Page 195 and 196: 176 The problems faced by Urdu theo
Page 197 and 198: 178 least six various forms; Ro par
Page 199 and 200: 180 number of advantages for meetin
Page 201 and 202: 182 Muqtadira Quami Zuban (National
Page 203 and 204: 184 language. The committee constit
Page 205 and 206: 186 Hussain, translating the litera
Page 207 and 208: 188 beings, because both are the so
Page 209 and 210: Chapter 05 TABLE OF CONTENTS RESEAR
Page 211 and 212: Chapter 08 iv Page ANALYSIS OF THE
Page 213 and 214: vi Page 11.3 Initial steps that hel
Page 215 and 216: 11.3 Researcher’s Suggested Model
Page 217 and 218: CHAPTER 5 RESEARCH METHODOLOGY AND
Page 219 and 220: From Urdu into English: 1- Novel: K
Page 221 and 222: 5.1.9 Coding Categories All Coding
Page 223 and 224: 5.2 ANALYSIS OF THE NOVEL ‘THE OL
Page 225 and 226: the man and Marlin at opposite ends
Page 227 and 228: Boorhey ney Dolphin key halq sey ka
Page 229 and 230: 2-ST. p: 3. He never went turtling.
Page 231 and 232: ST. p: 10. He left the smell of the
Page 233 and 234: ---------(missing)Ye khar-e- Istikh
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Khush qismati to kai andaz mein aan
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TT.P:46. Sirgasoon bootiyon keh aik
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2. Measures: ST. p:10. There was a
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The sun rose thinly from the sea an
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Boorhey macheron main sey kai doser
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1: Voice Change ST. p:11. There was
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2.Substitution ST. p:80. The boy we
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Aik aurat ki nazar machli ki aik az
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I ‘ll kill him through, ‘he sai
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esides the great birds and beasts.
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On the brown walls of the flattened
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Aay mariyam! to baes-i-i khudawandi
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As for grammatical equivalence: num
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aspect which are absolutely contrar
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CHAPTER 6 ANALYSIS OF THE NOVEL :
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Characters lack names; such epithet
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deconstructive reading of these opp
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TT. P: 294. Un sipahiyon ko apni kh
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TT. p: 265. Hamayshaa tum jahiloon
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Bohat sey sipahee mutawatar sar uta
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2- Cliche Metaphors ST. p:22. In th
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Us ney kuch tammul key saath yeh bh
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Wo aik aysey shagen ko itmanan sey
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Pattion or Tehnioon ka acha khasa m
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The longest speech of the novel on
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Jab wo yoon andha dhundh barrha cha
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TT. p:10. ‘Jim, Kiya baat hay’
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3. Impersonality and Accessibility
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You talk as if you thought you was
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3. Compensation by Merging ST. p: 1
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B.Compound phrases Adjective & Noun
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and untranslatable. But the plot an
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CHAPTER 7 ANALYSIS OF THE NOVEL ‘
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The first domestic strand of the na
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did not have an auxiliary role, but
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ST. p:54 -Alu choolay TT. p:38 Pota
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Khushk pate rukruk kar us tahra kha
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ST. p: 76 TT . p: 48 ST . p:118 TT.
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Ghabraen nahi TT. P:40 There’s no
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ST. p: 1 64 Donoo darakhtoon key ne
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2. ST. p: 364 Us ke awaz us waqat p
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3.4 Translation of Puns ST .p: 216
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TT. p:16 103 Nausha lowered his eye
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Norouz hairat se chonk para. iskool
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But I shall be here when you want m
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5. Voice ST. p:386 Car start hoyi o
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Aaj paanch haramzade mare gai TT. p
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TT. p: 50 Leaning over to Akbar he
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It was her dearest desire to put he
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4. ST. p: 39 Abey thater chalta hai
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Qadam qadam tokhrein khaney key bad
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Nausha jail mein tha aur phansi key
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TT : p.160. R aise the truth up to
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125 7.5 FINDINGS OF THEORETICAL ANA
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impersonal but lacks spontaneity an
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CHAPTER 8 ANALYSIS OF THE NOVEL:
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131 forging identities, about great
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133
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135 However if analysed theoretical
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344)__(TT.p: 242-258), are some of
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Political slogans have not even bee
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uthta, aur koi bhi gootnoo per utta
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143 Kia maangta hai - kiyoon aya? G
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One misses in the Englsih version,
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The author in the ST has employed a
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The Fourth and final part in both t
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9.1.1 Purpose/ Justification CHAPTE
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3. Dr Attash Durrani: 153 He has a
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9.1.9 Standards of Survey Research
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On the whole, all the respondents s
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freedom and limitation.Dr Ikram Aza
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It is for the same reasons that non
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CHAPTER 10 CONCLUSION AND RECOMMEND
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What is required at the moment is t
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different things. Gregory Rebassa i
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different people: the author, the e
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from Aristotle to recent reading th
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In Translation, there is no such th
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175 control of the translator. The
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achievement occurs in Art. If one w
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its slips of vocabulary. It is far
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181 In translations, language shoul
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entailed responsibility, is at the
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Linguistics to describe Translation
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it. So, while there must be theoret
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189 Translation includes in itself,
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how they do it. They will need abov
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exists in other developed countries
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linguistics relevant to translation
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and are not comprehendible to reade
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TOWARDS CURRICULUM PLANNING AND 199
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The following models have been rese
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translation instruction as a unique
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205 11.4 CONTRIBUTION OF THE RESEAR
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11.5 THE RESEARCHERS SUGGESTED MODE
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Select Student and Course Evaluatio
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SEMESTER 3 S. Course Title of Cours
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213 hurculean task, the basic found
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REFERENCES Allen,S. (Ed.). (1999).
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Durrani, A. (Jan, 1993). Urdu Dunya
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Leighton, L. (Ed. & Trans.).(1984).
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Shahid, H.M. (1989). Sir Abdul Qadi
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PROCEDURAL KNOWLEDGE; PRODUCTION AN
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RECEPTION OF TEXT SURFACE PARSING I
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Table 2 Schema Of Textual Filters T
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Figure 5 Psycholinguistic Model of
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A. Literary translation General lan
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Table 03 CONCORD OF GENDER: MUSCULI
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APPENDIX C Table 1 Parts of Speech
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3.5 Past Continuative Habitual : la
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3.11 Present Progressive : / lar∂
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3.17 Simple Future: / laega / (will
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� NAME: � AGE: � ACADEMIC BAC
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Q2: Does Translation process involv
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xxvi
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xxviii
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xxx
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PART-I xxxii Q.1 Approx about all t
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REPLY 3. DR. NAEEM KLASRA PROFILE x
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xxxvi When I completed translation
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xxxviii ANS:- It is must to have ap
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4:- Should have acquaintance about
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REPLY 4. DR ASIF FARRUKHI xlii
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xliv
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REPLY 6. DR IKRAM AZAM xlvi
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xlviii
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