constructing pathways to translation - Higher Education Commission

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III. Socially, the students horizons would expand and minds would be strengthened through cross- cultural bi-lingual communication by the simultaneous transmission of their own cultures and values abroad and the interpretation of foreign thought: ideas, concepts and ideologies of the foreign text in their own language. In the 21st century, access to international trade, industry, globalization and the outreach of mass media and technology, increased migration and the recognition of the rights of indigenous cultures and linguistic minorities is promoted through translation activity. It enhances sociability and help to build bridges of friendship. IV. Economically, the Translation program would compensate for the unemployment problem pervasive in the field of Human and Social Sciences. Students would find an amiable niche in the job market both at home and abroad. V. Professionally, Translation Studies would prepare students with sound knowledge to become competent future specialized translators. The discipline of Translation Studies requires the synchronization of both its theoretical and practical aspects, to neutralize a marginalization in both educational and vocational fields, so that students can visualize their future careers accordingly. Gabr in http:/www.occurapid.com/journal/16edu.htm Towards a Model approach to Translation Curriculum Development is of the view that students should be taught: a general set of communication skills that they can apply to the changing demands of the future markets and indeed the changing trends in the specialization of the market, the greater the market needs, the greater the Translator needs diversifying their competence….[T] traditional philological translator would eventually be unable to supply the skills needed by the market. 1.9 Research Objectives Research Objective for the present research are three-fold: � To explore the theoretical aspects involved in Translation, in order to outline the kind of knowledge and skills that must underlie the practical abilities of the translator. 21
� To build this outline into a Model of Translation Process, by suggesting various strategies, procedures and tactical tools required for translation. � To establish the validity and reliability of Translation Studies as a discipline, and suggest a pedagogic model for translation curricula, to be implemented in all national universities of Pakistan. 1.10 Research Questions Translation Studies as a discipline is still in its infancy even abroad. The discipline is still wrapped up in controversy, so that a large number of insurmountable queries, prevails. However, the present research answers the following core research questions: � What is the role and status of a Translator? � Is there any Translation Theory? � What are the factors that account for the notion of Untranslatabilty Theory? � Is Bi-Lingualism a core caveat for translation? � What are the standards to judge the quality of Translation? � Is cultural transmission possible through translation? � What should be the style, language and textual configuration of prose translation? � Does translation/ translator require special cognitive thinking in the translation process? � Do Literary Theories have any role in the Translation Process? � Does the translator require some special training and learning? � Is translation a science, a craft or an art? � What is the future of translation in Pakistan? 1.11 Research Design The research design is Qualitative Research and the researcher has relied primarily on the following two research methods in thesis: I. Content Analysis (Literature Overview/ Critique) As is evident from the references in the present work, all the accessible relevant literature was studied to produce it. The literature was thoroughly explored and an exhaustive theoretical /pedagogic framework has been devised in chapter 2, which is later applied 22
Page 1 and 2: CONSTRUCTING PATHWAYS TO TRANSLATIO
Page 3 and 4: NATIONAL UNIVERSITY OF MODERN LANGU
Page 5 and 6: ABSTRACT The study touches upon all
Page 7 and 8: Chapter 2 LITERATURE REVIEW--------
Page 9 and 10: Chapter 4 URDU TRANSLATION: PROCESS
Page 11 and 12: Chapter 07 Page ANALYSIS OF THE NOV
Page 13 and 14: xiii Page 10.2.8 The use of Cogniti
Page 15 and 16: 11.3 Researcher’s Suggested Model
Page 17 and 18: ACKNOWLEDGMENTS xvii I owe a debt o
Page 19 and 20: DEDICATED TO MY FATHER Citadel of P
Page 21 and 22: When? Is concerned with the time of
Page 23 and 24: 3. Translation: the abstract concep
Page 25 and 26: A theory/pedagogy is an explanation
Page 27 and 28: 3. Models of the dynamics of the pr
Page 29 and 30: a domain dominated by mimesis, but
Page 31 and 32: candidates such as ‘translatology
Page 33 and 34: Figure 1.5 Applied Translation Stud
Page 35 and 36: translation research, or felt that
Page 37 and 38: quantifiable textual and extra- tex
Page 39: considerable unease and puzzlement
Page 43 and 44: of Translation and Text Linguistics
Page 45 and 46: ways of talking more sensibly about
Page 47 and 48: At word Level TRANSLATION PEDAGOGY
Page 49 and 50: Table 2.1. Text -types, Forms and S
Page 51 and 52: A still different line has been ado
Page 53 and 54: otherwise, but caution must be exer
Page 55 and 56: Figure 2.3 Reception and Production
Page 57 and 58: Parser Lexical Search Mechanism Sou
Page 59 and 60: the boundaries of such elements are
Page 61 and 62: phenomenon. The actual words and ex
Page 63 and 64: c. The SL Word is Semantically Comp
Page 65 and 66: Language. ‘Dilentante’ is a loa
Page 67 and 68: 7. Translation by Omission: If the
Page 69 and 70: particularly significant in a given
Page 71 and 72: . An idiom or fixed expression may
Page 73 and 74: Naturalness and readability means t
Page 75 and 76: The above discussion and practical
Page 77 and 78: iv. Translation of Puns: If the pur
Page 79 and 80: supported with an attribute, unless
Page 81 and 82: In practice, the lack of grammatica
Page 83 and 84: All this amounts to the fact that i
Page 85 and 86: 2.6.4 TEXTURAL EQUIVALENCE: THEMATI
Page 87 and 88: a. It acts as a part of orientation
Page 89 and 90: 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
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CHAPTER 3 114 IMPLICATIONS OF LITER
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116 constraints on the reader, writ
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118 Translation, then, is a visible
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120 The practice of translators als
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122 In order to be ethical, we have
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124 second is Foreignizing method,
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126 Equivalence can be established
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128 Association that takes place wi
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130 Within the model, attention nee
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132 typical of contemporary psycho-
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134 All Text Processing is, to a la
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136 operate under a different set o
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138 3.5.5 A HEURISTIC FOR RESEARCH
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140 level of the sentence. Furtherm
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142 often been argued that translat
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144 a. It is an activity, which, by
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146 Some characteristics can be und
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148 3.6.4 CONCLUSION Finally, Secon
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150 the world’s languages. Accord
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152 Thus the development of Urdu pr
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154 According to historians, the mi
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156 phase. The entire literary scen
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158 In 1950, Bakir Hussain Syed in
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160 stands for the great sin(Gunah-
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162 3. Introduce new inputs and to
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5. Genres (Keinda) and the spirit o
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166 connotations of the word ‘Def
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168 should, therefore, be given to
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170 there is ambiguity, but it is r
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4.5.8 Differences in Expressions -
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174 Translation Pedagogy and Proces
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176 The problems faced by Urdu theo
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178 least six various forms; Ro par
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180 number of advantages for meetin
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182 Muqtadira Quami Zuban (National
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184 language. The committee constit
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186 Hussain, translating the litera
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188 beings, because both are the so
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Chapter 05 TABLE OF CONTENTS RESEAR
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Chapter 08 iv Page ANALYSIS OF THE
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vi Page 11.3 Initial steps that hel
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11.3 Researcher’s Suggested Model
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CHAPTER 5 RESEARCH METHODOLOGY AND
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From Urdu into English: 1- Novel: K
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5.1.9 Coding Categories All Coding
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5.2 ANALYSIS OF THE NOVEL ‘THE OL
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the man and Marlin at opposite ends
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Boorhey ney Dolphin key halq sey ka
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2-ST. p: 3. He never went turtling.
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ST. p: 10. He left the smell of the
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---------(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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