1
SCRIPT-‐
Advanced
Translation
1-‐
C2.1,
Topic
2:
Education
&
Work
I.Theory:
EQUIVALENCE
IN
TRANSLATION
STUDIES
Slide
1:
Hello,
everybody.
I’m
Trinh.
Today,
I’d
like
to
present
the
topic,
“Equivalence
in
Translation
Studies”.
The
concept
of
equivalence
has
been
a
controversial
topic
among
translators
in
terms
of
definition,
nature
and
applicability.
Slide
2
To
provide
a
better
understanding
of
equivalence,
I‘d
like
to
show
some
influential
equivalence
theories
proposed
by
scholars
in
the
field
of
translation
studies
such
as
Vinay
&
Darbelnet
(1958
&
1995),
Jakobson
(1959
&
2000),
Catford
(1965
&
1994),Nida
and
Taber
(1969),
Koller
(1979),
Newmark
(1981),
Baker
(1992)
and
House
(1997)
Slide
3:
Vinay
&
Darbelnet
(1958
&
1995)
First
of
all,
I’d
like
to
present
the
view
of
Vinay
&
Darbelnet.
They
group
2
types
of
translation
namely
(1)
Literal
translation
and
(2)
free
translation.
Equivalence
is
defined
as
a
procedure
in
which
the
same
situation
is
replicated
as
in
the
original
but
different
wording
is
used
(Vinay
&
Darbelnet,
1958,
p.32)
An
equivalent
of
an
expression
in
the
SL
(source
language)
text
in
a
dictionary
does
not
guarantee
a
successful
translation.
The
situation
determines
the
necessity
for
creating
equivalences.
Thus,
translators
are
encouraged
to
firstly
look
in
the
situation
of
the
ST
(source
text)
in
order
to
find
out
a
possible
solution
(Vinay
&
Darbelnet,
1995,
p.
255).
Slide
4:
Jakobson
(1959
&
2000)
Second,
I’d
like
to
clarify
the
concept
of
equivalence
from
the
perspective
of
Jakobson.
According
to
(Jakobson,
2000,
p.
114),
there
is
no
full
equivalence
between
two
words.
There
are
3
kinds
of
translation
namely
(1)
intralingual
(rewording
or
paraphrasing
within
one
language),
(2)
interlingual
(rewording
or
paraphrasing
between
two
languages),
(3)
intersemiotic
(rewording
or
paraphrasing
between
sign
systems).
In
this
section,
we
refer
to
interlingual
translation
because
it
focuses
of
translation
studies.
Advanced
Translation
1-‐NN470
2
Slide
5:
Kade
(1968)
Third,
according
to
Kade
(1969)
quantitative
equivalence
is
divided
into
4
main
categories
namely
(1)
One-‐to-‐one
equivalence;
(2)
One-‐to-‐many
equivalence;
(3)
One-‐to-‐part-‐of-‐one
equivalence
and
(4)
Nil
equivalence.
Now,
I
‘d
like
to
detail
these
categories:
(1)One-‐to-‐one
equivalence:
A
single
expression
in
TL
is
equivalent
to
a
single
expression
in
SL
Ex:
IT
(Information
Technology)=Công
nghệ
thông
tin
(2)One-‐to-‐many
equivalence:
More
than
one
TL
expression
is
equivalent
to
a
single
SL
expression
Ex:Bamboo
(n):
tre,
nứa,
trúc
To
wear:
mặc
(quần
áo);
đi
(giày);
xức
(nước
hoa);
đội
(mũ,
nón);
đeo
(bông
tai/hoa
tai)
(3)One-‐to-‐part-‐of-‐one
equivalence:
A
TL
expression
is
equivalent
to
part
of
the
concept
labeled
by
a
single
SL
Ex:Cá
tính:
Personalities
(4)
Nil
equivalence:
No
TL
expression
is
equivalent
to
a
single
SL
Ex:
Bánh
chưng
Bánh
tét
Phở
Suhsi
Slide
6:
Catford
(1965
&
1994)
Fourth,
Catford
(1965)
defines
translation
as
the
replacement
of
Second
Language
textual
material
by
Target
L
equivalent
textual
material
(p.
20).
He
does
not
mean
equivalent
in
meaning.
According
to
him,
there
are
three
translation
criteria.
Firstly,
full
translation
is
contrasted
with
partial
translation
which
differs
according
to
the
extent
of
translation.
Secondly,
total
translation
differs
from
restricted
translation
according
to
the
levels
of
language
involved
in
translation.
Thirdly,
the
differences
between
between
rank-‐bound
translation
and
unbounded
translation,
depend
on
the
grammatical
or
phonological
rank
at
which
equivalence
is
recognized.
Slide
7
:Nida
&
Taber
(1969)
Fifth,
the
view
of
Nida
&
Tabers
(1969)
in
relation
to
equivalence
in
translation
studies.
Equivalence
is
grouped
2
types
as
follows:
(1)
Formal
equivalence
Advanced
Translation
1-‐NN470
3
(2)
Dynamic
equivalence.
In
formal
equivalence
the
Target
Text
(TT)
resembles
the
Source
Text
(ST)
in
both
form
and
content
whereas
in
dynamic
equivalence
an
effort
is
made
to
convey
the
ST
message
in
the
TT
as
naturally
as
possible.
It
should
be
noted
that
Nida
&
Taber
(1969)
are
in
favour
of
dynamic
equivalence
because
it
is
an
effective
translation
procedure.
Slide
8:
Koller
(1979)
Sixth,
the
concept
of
equivalence,
according
to
Koller
(1979),
is
related
to
the
term
correspondence.
Particularly,
correspondence
involves
the
comparison
of
two
language
systems
where
differences
and
similarities
are
described
contrastively,
whereas
equivalence
deals
with
equivalent
items
in
specific
Source
Text-‐Target
Text
pairs
and
contexts.
There
are
5
kinds
of
equivalence:
(1)Denotative
equivalence
involving
the
extra-‐linguistic
content
of
a
text
(2)Connotative
equivalence
relating
to
lexical
choices
(3)Text-‐normative
equivalence
relating
to
text-‐types
(4)Pragmatic
equivalence
involving
the
receiver
of
the
text
or
message
(5)
Formal
equivalence
relating
to
the
form
of
the
text
(p.
186-‐191).
Slide
9:
Newmark
(1981)
Seventh,
Newmark
(1981)
categorizes
2
kinds
of
translation
namely
(1)
semantic
translation
and
communicative
translation.
Semantic
translation
focuses
on
meaning
whereas
communicative
translation
concentrates
on
outcomes.
Semantic
translation
looks
back
at
the
Source
Text
and
tries
to
preserve
its
characteristics.
Its
nature
is
more
multifaceted,
detailed
and
there
is
also
a
tendency
to
over-‐translate.
By
contrast,
communicative
translation
looks
towards
the
requirements
of
the
recipients,
thus
trying
to
satisfy
them
as
much
as
possible.
In
this
respect,
communicative
translation
tends
to
under-‐translate;
to
be
smoother,
more
direct
and
easier
to
read.
In
semantic
translation
a
great
emphasis
is
placed
on
the
writer
of
the
original
text
whereas
communicative
translation
is
meant
to
serve
a
larger
readership.
Advanced
Translation
1-‐NN470
4
Slide
10:
Baker
(1992)
Eighthly,
Baker
(1992)
proposes
4
types
of
equivalence
namely
(1)
Equivalence
at
word
level;
(2)
Grammatical
equivalence;
(3)
Textual
equivalence;
(4)
Pragmatic
equivalence.
(1)Equivalence
at
word
level:
Adopting
a
bottom-‐up
approach,
Baker
recognizes
the
significance
of
individual
words
in
terms
of
conveying
different
meanings
in
diverse
languages.
Thus,
factors
such
as
number,
gender
and
tense
should
be
taken
into
consideration
when
translating
a
word.
(2)Grammatical
equivalence
refers
to
the
variety
of
grammatical
categories
across
languages
and
the
difficulty
in
finding
an
equivalent
term
in
the
target
text
(TT)
due
to
the
diversity
of
grammatical
rules
across
languages.
As
a
consequence,
the
translator
may
be
forced
to
add
or
delete
information
in
the
TT
because
of
the
lack
of
specific
grammatical
categories.
Major
categories
causing
problems
for
translators
are
(1)
number;
(2)
voice;
(3)
person;
(4)
gender;
(5)
tense
and
(6)
aspect.
(3)
Textual
equivalence
refers
to
equivalence
that
may
be
achieved
between
a
ST
and
TT
in
terms
of
cohesion
and
information.
The
characteristics
of
texture
is
of
significance
because
it
facilitates
comprehension
and
analysis
of
the
ST
and
helps
produce
a
cohesive
and
coherent
text
in
the
TL.
Three
major
factors:
(1)
the
target
audience,
(2)
the
purpose
of
the
translation
and
(3)
the
text
type
help
maintain
cohesion
and
coherence
of
the
SL
text.
(4)Pragmatic
equivalence
deals
with
implicature.
The
term
implicature
is
used
to
refer
to
what
is
implied
and
not
to
literal
meaning.
The
translator
needs
to
recognize
the
implied
meaning
of
the
SL
text.
Slide
11:
House
(1997)
Lastly,
House
(1997)
proposes
two
basic
types
of
translation,
namely,
overt
translation
and
covert
translation.
As
the
term
itself
denotes,
an
overt
translation
is
faithful
to
the
source
text
and
culture
whereas
a
covert
translation
is
truthful
to
the
target
language
and
culture.
That
is,
covert
translation
may
make
some
adjustments
such
as
substituting
source
language
idioms
for
target
language
equivalents.
That
is
because
these
modifications
bring
benefits
to
the
target
culture
readers.
Advanced
Translation
1-‐NN470
5
Slides
12-‐14
Now,
I’d
like
to
move
to
the
second
section,
English-‐
Vietnamese
Translation
Practice.
Topic
2:
Education
&
Work
Individual
work:
Choose
the
best
phrase
to
fill
in
each
numbered
gap.
As
schools
close
because
of
the
coronavirus
(a)
engineering
lab
course
outbreak,
educators
in
specialized
subjects
are
(b)
the
difficulty
of
moving
their
dealing
with
(1)….
classes
online.
College
classes
in
the
sciences
and
arts
often
(c)
a
musical
group
use
(2)….,performances
or
even
travel
to
teach
students
important
lessons.
(d)
laboratory
work
Some
of
these
classes
require
special
(e)
the
ability
to
gather
in
a
equipment
or
(3)…..
For
example,
what
does
group
an
(4)……look
like
online?
How
does
(5)…..
(f)
the
difficulty
of
moving
practice?
classes
online
Challenges
(g)
across
the
United
States
VOA
Learning
English
spoke
to
educators
(6)….
(h)
have
some
kinds
of
recently.
Some
described
(7)…in
economic
or
technology
technical
terms.
(i)
more
difficult
to
do.
Tom
Luer
is
a
music
professor
at
California
(k)
concerned
about
State
Polytechnic
University,
Pomona.
He
noted
that
his
school
has
many
students
who
(l)
not
too
difficult
to
deal
with
do
not
(8)….or
special
equipment
at
their
(m)
an
engineering
professor
homes.
(n)
technical
problems
Lectures,
reading
assignments
and
class
discussions
are
(9)….,Luer
explained.
But,
some
(o)
local
non-‐profit
organizations
kinds
of
lessons
and
performances
are
(10)…..
(p)
lead
a
group
of
students
Other
educators
were
less
concerned
about
(q)
find
possible
US-‐based
(11)……
and
were
more
(12)…….the
overall
partners
goals
for
their
classes.
(s)
develop
solutions
to
Aaron
Sakulich
is
(13)….at
Worcester
Advanced
Translation
1-‐NN470
6
Polytechnic
Institute,
in
Massachusetts.
He
problems
was
going
to
(14)…..on
a
project-‐based
class
in
(t)
preparing
for
the
project.
Armenia.
(u)
do
interviews
The
students,
each
working
with
(15)…..,
were
going
to
help
(16)…..facing
their
partners
in
(v)
such
as
Zoom.
Armenia.
The
students
had
spent
months
(17)….
The
trip
was
canceled.
But
the
project-‐
based
class
is
continuing
online.
For
now,
Sakulich
has
worked
hard
to
(18)……to
work
with.
He
hopes
students
can
still
(19)……and
research
using
apps
(20)…….
Cross-‐checking
is
required
to
have
the
agreed
version.
Slides
15
&16
Now,
we’d
like
to
move
to
the
next
section.
Topic
2:
Education
&
Work
(Source:
Retrieved
from
https://learningenglish.voanews.com/a/us-‐colleges-‐seek-‐
to-‐change-‐the-‐shape-‐of-‐higher-‐education/5175989.html
US
Colleges
Seek
to
Change
the
Shape
of
Higher
Education
Wofford
College
president
Nayef
Samhat
knows
the
future
of
his
school
is
at
risk.
The
1,600-‐student
school
based
in
Spartanburg,
South
Carolina
is
similar
to
many
small,
private
colleges
that
have
closed
in
recent
years.
The
closures
are
closely
linked
to
issues
like
increasing
competition
among
colleges
and
universities
for
a
smaller
traditional
student
population.
In
United
States,
that
group
is
mainly
young
people
coming
right
out
of
high
school.
But
Samhat
told
VOA
he
is
not
worried.
He
says
his
school
and
many
others
are
working
to
find
new
and
different
ways
of
providing
higher
education.
At
Wofford,
that
means
meeting
the
needs
of
a
very
specific
group
of
students,
Samhat
says.
He
notes
that
a
strength
of
American
higher
education
is
that
there
are
many
institutions
to
choose
from.
Some
students
want
the
experience
of
a
large
school,
while
others
want
a
smaller,
more
personal
environment.
That
is
exactly
what
Wofford
offers,
with
about
95
percent
of
its
students
living
on
the
school
grounds
throughout
their
four-‐year
program.
Advanced
Translation
1-‐NN470
7
Slide
17
Task
1:
Individual
Work
Give
equivalent
phrases
in
Vietnamese:
(1)To
be
at
risk:……………………………………………………………………………………………………
(2)To
be
closely
linked
to:…………………………………………………………………………………..
(3)A
smaller
traditional
student
population:……………………………………………………..
(4)To
come
right
out
of
high
school
:………………………………………………………………..
(5)To
meet
the
needs
of
:…………………………………………………………………………………
(6)Specific
group
of
students:…………………………………………………………………………..
(7)To
live
on
the
school
grounds
:…………………………………………………………………….
Slide18
Task
2:
Group
work
Comment
on
Version
1:
(Source:
Google
Translate)
Các
trường
cao
đẳng
Hoa
Kỳ
tìm
cách
thay
đổi
hình
dạng
của
giáo
dục
đại
học
Nayef
Samhat,
chủ
tịch
của
Wofford
College,
biết
rằng
tương
lai
của
trường
mình
đang
gặp
rủi
ro.
Trường
1.600
sinh
viên
có
trụ
sở
tại
Spartanburg,
Nam
Carolina
tương
tự
như
nhiều
trường
đại
học
tư
thục
nhỏ
đã
đóng
cửa
trong
những
năm
gần
đây.
Việc
đóng
cửa
được
liên
kết
chặt
chẽ
với
các
vấn
đề
như
tăng
sự
cạnh
tranh
giữa
các
trường
cao
đẳng
và
đại
học
cho
một
lượng
sinh
viên
truyền
thống
nhỏ
hơn.
Ở
Hoa
Kỳ,
nhóm
đó
chủ
yếu
là
những
người
trẻ
tuổi
sắp
ra
trường
trung
học.
Nhưng
Samhat
nói
với
VOA
rằng
anh
không
lo
lắng.
Ông
nói
rằng
trường
của
ông
và
nhiều
người
khác
đang
làm
việc
để
tìm
ra
những
cách
mới
và
khác
nhau
để
cung
cấp
giáo
dục
đại
học.
Tại
Wofford,
điều
đó
có
nghĩa
là
đáp
ứng
nhu
cầu
của
một
nhóm
sinh
viên
rất
cụ
thể,
Samhat
nói.
Ông
lưu
ý
rằng
một
thế
mạnh
của
giáo
dục
đại
học
Mỹ
là
có
nhiều
tổ
chức
để
lựa
chọn.
Một
số
sinh
viên
muốn
trải
nghiệm
của
một
trường
học
lớn,
trong
khi
những
người
khác
muốn
có
một
môi
trường
nhỏ
hơn,
cá
nhân
hơn.
Đó
chính
xác
là
những
gì
Wofford
cung
cấp,
với
khoảng
95
phần
trăm
sinh
viên
sống
trong
sân
trường
trong
suốt
chương
trình
bốn
năm
của
họ.
Dear
students,
You
are
warned
about
the
adoption
of
the
copycat
version,
Google
Translate
with
serious
mistakes
for
submission.
Such
versions
are
not
marked.
Advanced
Translation
1-‐NN470
8
Slide
19
Task
3:
Group
work
Suggest
a
better
version
in
terms
of
equivalence,
naturalness
and
authenticity
Note:
Feedback
will
be
made
on
authentic
versions
of
group
translation
projects
through
video
conferences
(Week
6,
Sunday
evening
from
9pm
to
10pm/10.30pm
up
to
students’
learning
needs)
Students
can
gradually
improve
their
bilingual
translation
skills
by
participating
in
group
translation
projects.
They
can
learn
from
the
teacher’s
critical
comments
as
well
as
their
peers’
feedback.
Moreover,
students
develop
an
awareness
of
(i)
how
a
source
text
can
be
translated
into
the
target
language;
(ii)
how
diverse
translation
versions
are.
Slides
20-‐24
To
help
you
practice
a
lot,
I’d
like
to
share
some
websites
available
on
the
Internet
for
further
practice.
If
you
have
any
problems
in
relation
to
the
assignment,
don’t
hesitate
to
contact
me.Thank
you
for
your
listening.
-‐-‐-‐THE
END-‐-‐-‐
Advanced
Translation
1-‐NN470
