constructing pathways to translation - Higher Education Commission

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11.6 TRANSLATION STUDIES CURRICULUM (Tentative) POST GRADUATE LEVEL- M.A/M.S INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD 208 DEGREE OBJECTIVE: It aims to produce a group of professional translators who have a solid foundation of both English and Urdu languages and are able to translate professionally. A very system atic and practical approach is therefore, adopted. First, it provides an in-depth and comprehensive analysis of the characteristics of English and Urdu Languages followed by the study of all disciplines involved in Translation Studies. It focuses on both pedagogy and process: Translation Theories, principles, techniques, genre and discourse study as have been underlined in the drawn pedagogy in Part 1. It is followed by practical and professional trends in the practice of Translation; academic, journalistic, li terary translation, applicable in the working world. Finally the students are required to undertake the dissertation in the relevant area of Translation Studies. On the completion of the Degree programme, students will be able to tran slate and interpret proficiently. MULTIDISCIPLINARY APPROACH: INTERDISCIPLINARY/ CROSS DISCIPLINARY The approach behind the cuuriculum is multidisciplinary: interdisciplinary /cross disciplinary. It is only an multidisciplinary approach – a synthesis of the linguistic, social and cognitive disciplines that can provide an adequate description of the many communicative factors involved in real translation and will also provide new principles to guide the teaching of translation skills. The de signed Translation Curriculum encompasses the range of translation reality because students have to evolve along a path from natural translation to professional translation. Curriculum has been based on understanding of how professional translators adjust and adapt their skills to meet the demands of a job, and this also implies that cognitive skills and processes of translation intersect with the pragmatic package that encloses the ST, the act of translation and the TT to be. The hierarchical framework being followed for an integrated Tran slation Curriculum is diagrammatically presented:
Select Student and Course Evaluation Instruments Design Student and Course Evaluation Instruments Pre-Development Stage Development Stage Identify Market Needs Identify Students Needs Define Objectives Design Curriculum Prepare Syllabus Select Teaching Methods & Techniques/ Teachers Develop Lesson Plans Fig 11.4 Framework for Translation Curriculum Design and Development The course outline is broad based and is constructed around the drawn pedagogy in Part 209 1 and the suggested model. The Curriculum design complies with the pedagogic framework of International Islamic University, Islamabad, in terms of the course requirements, credit hours and the degree requirements etc. However it can also be adopted by other universities at the post graduate level according to their peculiar professional framework. Cont….
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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
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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
Page 373 and 374: On the whole, all the respondents s
Page 375 and 376: freedom and limitation.Dr Ikram Aza
Page 377 and 378: It is for the same reasons that non
Page 379 and 380: CHAPTER 10 CONCLUSION AND RECOMMEND
Page 381 and 382: What is required at the moment is t
Page 383 and 384: different things. Gregory Rebassa i
Page 385 and 386: different people: the author, the e
Page 387 and 388: from Aristotle to recent reading th
Page 389 and 390: In Translation, there is no such th
Page 391 and 392: 175 control of the translator. The
Page 393 and 394: achievement occurs in Art. If one w
Page 395 and 396: its slips of vocabulary. It is far
Page 397 and 398: 181 In translations, language shoul
Page 399 and 400: entailed responsibility, is at the
Page 401 and 402: Linguistics to describe Translation
Page 403 and 404: it. So, while there must be theoret
Page 405 and 406: 189 Translation includes in itself,
Page 407 and 408: how they do it. They will need abov
Page 409 and 410: exists in other developed countries
Page 411 and 412: linguistics relevant to translation
Page 413 and 414: and are not comprehendible to reade
Page 415 and 416: TOWARDS CURRICULUM PLANNING AND 199
Page 417 and 418: The following models have been rese
Page 419 and 420: translation instruction as a unique
Page 421 and 422: 205 11.4 CONTRIBUTION OF THE RESEAR
Page 423: 11.5 THE RESEARCHERS SUGGESTED MODE
Page 427 and 428: SEMESTER 3 S. Course Title of Cours
Page 429 and 430: 213 hurculean task, the basic found
Page 431 and 432: REFERENCES Allen,S. (Ed.). (1999).
Page 433 and 434: Durrani, A. (Jan, 1993). Urdu Dunya
Page 435 and 436: Leighton, L. (Ed. & Trans.).(1984).
Page 437 and 438: Shahid, H.M. (1989). Sir Abdul Qadi
Page 439 and 440: PROCEDURAL KNOWLEDGE; PRODUCTION AN
Page 441 and 442: RECEPTION OF TEXT SURFACE PARSING I
Page 443 and 444: Table 2 Schema Of Textual Filters T
Page 445 and 446: Figure 5 Psycholinguistic Model of
Page 447 and 448: A. Literary translation General lan
Page 449 and 450: Table 03 CONCORD OF GENDER: MUSCULI
Page 451 and 452: APPENDIX C Table 1 Parts of Speech
Page 453 and 454: 3.5 Past Continuative Habitual : la
Page 455 and 456: 3.11 Present Progressive : / lar∂
Page 457 and 458: 3.17 Simple Future: / laega / (will
Page 459 and 460: � NAME: � AGE: � ACADEMIC BAC
Page 461 and 462: Q2: Does Translation process involv
Page 463 and 464: xxvi
Page 465 and 466: xxviii
Page 467 and 468: xxx
Page 469 and 470: PART-I xxxii Q.1 Approx about all t
Page 471 and 472: REPLY 3. DR. NAEEM KLASRA PROFILE x
Page 473 and 474: 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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