constructing pathways to translation - Higher Education Commission

When? Is concerned with the time of communication realized in the text and setting; in
its historical context.
How? Is ambiguous, since it can refer to:
a. Manner of delivery: the tenor of discourse; serious or ironic.
b. Manner of communication : the mode of discourse; the channels: verbal/
nonverbal.
Where? Is concerned with the place of communication; the physical location of the
speech event realized in the text.
Who? Refers to the participants involved in communication (Bell, 1991).
1.2 TRANSLATION PEDAGOGOY /THEORY
The word PEDAGOGY has been used by the researcher in terms of theories and
methods of translation.
No simple theory or set of rules can ever suffice to provide meaningful answers to what
has [been] described as ‘probably the most complete type of event yet produced in the
evolution of the cosmos’.
The inevitable inability of a theory of translation to be strongly predictive or delineated,
is mainly due to the chaos of variation faced in the text by the translator. It adds to the
denial of the possibility of creating a ‘single valid comprehensive theory of translation,’
and falls back on stressing ‘the subjective, craft, nature of activity’.
For a valid translation theory, one cannot rely on the promulgation of general principles
on the basis of mere anecdotalism. But it would be true that there are no universally
accepted principles of translation as lists of approved rules and techniques continue to
appear for translation. The generally approved rules for translation are underlined by Bell
(1991) and are henceforth delineated:
1.2.1 Description and Prescription:
Tytler argues that rules of the art would flow naturally from the accurate definition, or
description, of a ‘good translation’. He therefore, concedes, to a considered definition:
I would, therefore, describe a good translation to be that in which the merit of the
original work is so completely transfused into another language, as to be as
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