No Translation Summary

Though with the clever choice of incorporating the language Greek in the transliteration of the book, inadvertently utilizing diction as well,

Translators across the world will face problems through out their translation. One of these problems is allusion. An author referring to a person, or a place, or an event, in his\her book won't make a problem for readers from the same culture to figure it out, but it may cause a cross culture for readers from other culture.

Another type of translation technique used in Shrek series by Wierzbięta is allusion, a reference to a particular event, person, thing, piece of literature or art. For instance, the authors of Shrek made allusions to a number of fairy tales, like Cinderella or Sleeping Beauty, that Polish audience is also familiar with and for that reason they will be able to understand them and fully appreciate their entertaining function. The allusion to the popular film productions, like Mission Impossible or Baywatch are also noticeable in the whole series. The majority of such allusions in Shrek is rooted in the visual rather than aural aspect of the film and in consequence, is not of translator’s concern. However, when it comes to the verbal

Free translation: The attempt to translate the ideas from one language to another with less concern about using the exact words of the original. (paraphrasing)

Tan’s purpose of her text is to let people know that there are different kinds of English and there is no right type of English. For example, she uses the word “simple English” to describe the kind of English she uses to spoke to her mother. “Broken English” for the type of English her mother uses whenever she spoke to her. “Watered down English” to describe her translation of her mother’s Chinese. According to Tan, due to these different kinds of English, there are people who are very narrow-minded who cannot understand that there is no right type of English. These narrow-minded people fail to understand that everybody has different culture and language background. In fact, she uses her experience and her mother’s personal experience

According to the National Institute on Deafness and Other Communication Disorders, about two to three children out of every 1,000 are born with a detectable level of hearing impairment in the United States. Without hearing, children miss out on the acoustic correlates of the physical world, such as car horns and footsteps. Children are also limited in their exposure to patterned complexities in music and spoken word. These hard of hearing and deaf students grow and develop in unique ways compared to their hearing peers because of the stimulus they do not have. Researchers have focused on how communication methods for hard of hearing and deaf children affect their development in the physical, social-emotional, cognitive and communicative

An Interpretation Service will sit with you during the conversation and translate into another language.

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

However, Pinker (1994) then goes onto note that the particular sub-stage of reduplicated babbling occurs around 7-8 months, and states that the children will exercise phonemes and syllable patterns that are not specific to a singular language, but rather are seen as common across a variety of languages. Yet, Pinker (1994) does also argue that the children are able to distinguish between phonemes of their own mother tongue, which has been seen from birth, and this is seen to be more prominent by the time the child reaches the age of around 10 months. Pinker (1994) refers to this as the children no longer being ‘universal phoneticians’, and states that the children will no longer distinguish foreign phonemes.

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills

For a long time in the 20th century, translation studies followed the linguistic tradition in assuming the notion of equivalence. Translation studies in the linguistic tradition have relied on the notion equivalence. Nowadays equivalence between words in a source text and a target language is also important but other requirements also need to be met. It is specifically apparent in translating scientific texts. One of the other criteria for translation is incorporation of the main ideas and broader meaning of the whole texts. The source text needs to be recognised and understood as a whole, not as sequence of sentences and paragraphs. It should concern the cultural

Switching to the next paragraph, connotations are to be discussed as another troublesome part of the process of translation. To define, connotation is “an idea or feeling which a word invokes for a person in addition to its literal or primary meaning” (Oxford Dictionary Online). Simply speaking, connotation is the feeling the given word causes that is beyond its literal meaning. The countertype of a connotation is a denotation, which is a literal meaning of a word or a phrase which we can find in a dictionary. As in previous examples, connotations may vary regarding different cultures, countries or regions. This literary device may have both negative and positive reference; it also can use various figures of speech, such as metaphor, symbolism, personification, etc.

The process of translating literary prose is very complex and might provide some challenges or even traps for the translator. For the very beginning, the translator should consider three main objectives: intention, effect target and audience. Even a very qualified translator may sometimes mistranslate the information, subinterpret the original text, or he can make a superficial interpretation, but one question arises: does he have the right to do it?

Relevant literature review are offered in Chapter 1, exploring where a contribution to knowledge may be situated. Chapter 2 begins by considering the origin of intertextuality theory from a number of linguistic, literary and philosophical key figures to outline clearly its development process. Thereafter, it is explained how intertextuality is related to translation. An explanation then follows of how translating activity can be analyzed in terms of reading and translating when the intertextuality is taken as an effective approach and principle. This chapter also includes considering intertextuality as applicable to the analysis of the case adopted in this study, explaining why it is feasible to use the framework to analyze the material. The main analyses are presented in Chapters 3 with intertextual approach to the co-translation. Fairclough’s classification of manifest and constitutive intertextuality is used to construct the structure of this part and source and target texts are then analyzed to explore intertextual effects on translating

There are two critical elements you must know when translation a document and they cannot be stated too many times: