constructing pathways to translation - Higher Education Commission

More documents

Recommendations

Info

PART 1- TRANSLATION THEORY Q1: How much have you read about the Translation Theories? Q2: Is there any Urdu Translation theory? Q3: Which specific Urdu Translation Theory do you recommend for the Translation or you adopted in the course of your work? Q4: Do you agree that most of the of the Urdu Translation theory is replication/ translation of the English Translation theory? Q5: What role does the modern Literary Theories ; Deconstruction, Hermeneutics, Feminism, Postcolonial Framework and Psychoanalysis have in the Translation? Q6: Do you agree that special acquaintance with the standards of Textuality; Coherence, Cohesion, Intertextuality, Informativity, Situationality etc of both Languages is required for a good Translation? Q7: How well versed the translator should be in the Urdu/English Linguistic theory as far as Prose designs and Textual Configurations are concerned? Q8: Is the genre of Fiction easy to Translate, than the philosophical, political or sensitive texts? Q9: Should the Translation be Free, Literal, or combination of all? Q10: Does a Translator require extra Proficiency in Two Languages for Translation? Q11: Which Writing Skills are required for Translating the Texts in particular; Rhetoric,Discourse etc.? Q12: Is Translation a creative act, a double art? How? Q13: Can Machine Translation (MT) provide a substitute for translating Literary Texts? Q14: Is Cultural transmission possible in Translation; from Urdu into English and vice versa? Q15: Should Translations be done? Q16 : Can the Translations be done without adherence to any Translation theory? PART 11- COGNITION AND THINKING IN TRANSLATION Q1: Do Translation skills require some special thinking and cognitive processes? xxiii
Q2: Does Translation process involve the use of intuitive powers or the use of sixth sense etc.? Q3: Translation can be done instinctively, and does not require any special training. Do you agree? PART 111- ROLE OF THE TRANSALTOR Q1: How would you look upon the role of the Translator; A mediator, A reconciliator, A creator, A co-creator, A re-creator or all in one? Q2: Is the Translator a complete writer or just the Translator; Autonomous or Imitator? Q3: Underline the important Tasks of the Translators? Q4: What are the Translators Freedom and Translators Limitations, according to your experience of Translation? Q5: Does a Translator require extra Proficiency in Two Languages for Translation? Q6: Do you agree with the notion that no special Qualification is required for becoming a Translator? PART 1V- PRACTICAL SITUATION IN PAKISTAN Q 1: What are the reasons for the non-existence of Urdu Translation theory? Q2: Do you think that special academic programs should be introduced to teach Translation skills formally at the graduate and post graduate Level in Pakistan? Q3: Are you satisfied with the standards of Literary Translations produced in Pakistan, both in English and Urdu? Q4: Translation Studies at the professional level has never emerged in Pakistan. What are the impelling factors behind its fossilization? Q5: Do Professional Translators have any career or future in Pakistan? Q6: What is the role and attitude of the Publishing Industry towards Translation in Pakistan? PART V- SUGGESTIONS AND RECOMMENDATIONS Q1: Suggest a model and a guide line for Translation; from Urdu into English? xxiv
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 and 40:
considerable unease and puzzlement
Page 41 and 42:
� To build this outline into a Mo
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
Page 91 and 92:
2.6.4.3 Thematic structure; Text Or
Page 93 and 94:
The concepts of theme/rheme determi
Page 95 and 96:
-description). This can then be fol
Page 97 and 98:
Reference Substitution Junction End
Page 99 and 100:
the chunking of information, how mu
Page 101 and 102:
In translations, it is impossible t
Page 103 and 104:
is linked as explanatory coherence,
Page 105 and 106:
Figure 2.9 Variation: Use and User
Page 107 and 108:
In the main, accessibility is a fun
Page 109 and 110:
the manner in which the message is
Page 111 and 112:
in the TT the effects it has on the
Page 113 and 114:
Figure 2.11 Relationship between La
Page 115 and 116:
features with their roots in the So
Page 117 and 118:
Third, in planning translation stra
Page 119 and 120:
100 assessing the segment of the Ta
Page 121 and 122:
I. Compensation in Kind 102 This re
Page 123 and 124:
104 The traced Pedagogy has, theref
Page 125 and 126:
2.7.1 CONTEXTUAL CONFIGURATION 106
Page 127 and 128:
108 Sequences. A Sequence in a text
Page 129 and 130:
110 All this configuration is of gr
Page 131 and 132:
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 and 184:
5. Genres (Keinda) and the spirit o
Page 185 and 186:
166 connotations of the word ‘Def
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
Page 235 and 236:
Khush qismati to kai andaz mein aan
Page 237 and 238:
TT.P:46. Sirgasoon bootiyon keh aik
Page 239 and 240:
2. Measures: ST. p:10. There was a
Page 241 and 242:
The sun rose thinly from the sea an
Page 243 and 244:
Boorhey macheron main sey kai doser
Page 245 and 246:
1: Voice Change ST. p:11. There was
Page 247 and 248:
2.Substitution ST. p:80. The boy we
Page 249 and 250:
Aik aurat ki nazar machli ki aik az
Page 251 and 252:
I ‘ll kill him through, ‘he sai
Page 253 and 254:
esides the great birds and beasts.
Page 255 and 256:
On the brown walls of the flattened
Page 257 and 258:
Aay mariyam! to baes-i-i khudawandi
Page 259 and 260:
As for grammatical equivalence: num
Page 261 and 262:
aspect which are absolutely contrar
Page 263 and 264:
CHAPTER 6 ANALYSIS OF THE NOVEL :
Page 265 and 266:
Characters lack names; such epithet
Page 267 and 268:
deconstructive reading of these opp
Page 269 and 270:
TT. P: 294. Un sipahiyon ko apni kh
Page 271 and 272:
TT. p: 265. Hamayshaa tum jahiloon
Page 273 and 274:
Bohat sey sipahee mutawatar sar uta
Page 275 and 276:
2- Cliche Metaphors ST. p:22. In th
Page 277 and 278:
Us ney kuch tammul key saath yeh bh
Page 279 and 280:
Wo aik aysey shagen ko itmanan sey
Page 281 and 282:
Pattion or Tehnioon ka acha khasa m
Page 283 and 284:
The longest speech of the novel on
Page 285 and 286:
Jab wo yoon andha dhundh barrha cha
Page 287 and 288:
TT. p:10. ‘Jim, Kiya baat hay’
Page 289 and 290:
3. Impersonality and Accessibility
Page 291 and 292:
You talk as if you thought you was
Page 293 and 294:
3. Compensation by Merging ST. p: 1
Page 295 and 296:
B.Compound phrases Adjective & Noun
Page 297 and 298:
and untranslatable. But the plot an
Page 299 and 300:
CHAPTER 7 ANALYSIS OF THE NOVEL ‘
Page 301 and 302:
The first domestic strand of the na
Page 303 and 304:
did not have an auxiliary role, but
Page 305 and 306:
ST. p:54 -Alu choolay TT. p:38 Pota
Page 307 and 308:
Khushk pate rukruk kar us tahra kha
Page 309 and 310:
ST. p: 76 TT . p: 48 ST . p:118 TT.
Page 311 and 312:
Ghabraen nahi TT. P:40 There’s no
Page 313 and 314:
ST. p: 1 64 Donoo darakhtoon key ne
Page 315 and 316:
2. ST. p: 364 Us ke awaz us waqat p
Page 317 and 318:
3.4 Translation of Puns ST .p: 216
Page 319 and 320:
TT. p:16 103 Nausha lowered his eye
Page 321 and 322:
Norouz hairat se chonk para. iskool
Page 323 and 324:
But I shall be here when you want m
Page 325 and 326:
5. Voice ST. p:386 Car start hoyi o
Page 327 and 328:
Aaj paanch haramzade mare gai TT. p
Page 329 and 330:
TT. p: 50 Leaning over to Akbar he
Page 331 and 332:
It was her dearest desire to put he
Page 333 and 334:
4. ST. p: 39 Abey thater chalta hai
Page 335 and 336:
Qadam qadam tokhrein khaney key bad
Page 337 and 338:
Nausha jail mein tha aur phansi key
Page 339 and 340:
TT : p.160. R aise the truth up to
Page 341 and 342:
125 7.5 FINDINGS OF THEORETICAL ANA
Page 343 and 344:
impersonal but lacks spontaneity an
Page 345 and 346:
CHAPTER 8 ANALYSIS OF THE NOVEL:
Page 347 and 348:
131 forging identities, about great
Page 349 and 350:
133
Page 351 and 352:
135 However if analysed theoretical
Page 353 and 354:
344)__(TT.p: 242-258), are some of
Page 355 and 356:
Political slogans have not even bee
Page 357 and 358:
uthta, aur koi bhi gootnoo per utta
Page 359 and 360:
143 Kia maangta hai - kiyoon aya? G
Page 361 and 362:
One misses in the Englsih version,
Page 363 and 364:
The author in the ST has employed a
Page 365 and 366:
The Fourth and final part in both t
Page 367 and 368:
9.1.1 Purpose/ Justification CHAPTE
Page 369 and 370:
3. Dr Attash Durrani: 153 He has a
Page 371 and 372:
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 and 424: 11.5 THE RESEARCHERS SUGGESTED MODE
Page 425 and 426: Select Student and Course Evaluatio
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: � NAME: � AGE: � ACADEMIC BAC
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
Page 475 and 476: xxxviii ANS:- It is must to have ap
Page 477 and 478: 4:- Should have acquaintance about
Page 479 and 480: REPLY 4. DR ASIF FARRUKHI xlii
Page 481 and 482: xliv
Page 483 and 484: REPLY 6. DR IKRAM AZAM xlvi
Page 485 and 486: xlviii
show all

constructing pathways to translation - Higher Education Commission

Create successful ePaper yourself

Delete template?

Save as template?