constructing pathways to translation - Higher Education Commission

CHAPTER 10
CONCLUSION AND RECOMMENDATIONS
10. 1 Introduction
The foregoing survey has taken the researcher in the following directions:
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As a result of the overall theoretical study of Translation
pedagogy, the Novel and
Questionnaire analysis, the following findings can be drawn. The theoretical framework
for Translation pedagogy underlined in Chapters
2-4, has been reorganized and
reconstituted from multiple and diverse sources to serve as a framework and guideline
for Translation Analysis of Literary fiction from English into Urdu, and vice versa, to
reach the conclusion. Urdu has no established and organised Translation pedagogy to be
followed or worked upon. Hence the Translation Pedagogy and Process for English has
been dilated in all dimensions, to provide the basis for the research. It been applied to
both the languages; English and Urdu, and has yielded
positive results. It has further
helped to underline the most important fact that Urdu pedagogy can be developed on
parameters similar to those traced for English translation into other languages with
certain linguistic and cultural specific modifications. Translation analysis also reveals the
fact that Urdu translators have consciously or unconsciously followed all the said
parameters and adopted the techniques needed for translation, because of their adoptable
applicability if not universality. Besides this, certain important facts about Urdu
Translation have been gathered, which will help to device future stratagems for the
development of Urdu Translation Pedagogy.
Principally, there is no such thing as Urdu Pedagogy in terms of the status and
responsibilities of the Translator, the Theory of Translation, Text systems, and Literary
theories etc. Whatever exists is very general and vague. Most of the ideas underlined by
Dr Hamid in his book already discussed in Chapter 4 are derived from Western