Metaphor and translation: some implications of a cognitive approach ¨ Christina Schaffner* School of Languages and European Studies‚ Aston University‚ Aston Triangle‚ Birmingham B4 7ET‚ UK Received 5 June 2003; received in revised form 12 September 2003; accepted 8 October 2003 Abstract Metaphor has been widely discussed within the discipline of Translation Studies‚ predominantly with respect to translatability and transfer methods. It has been argued that metaphors can become a translation problem
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Translation and Technology Palgrave Textbooks in Translating and Interpreting Series Editors: Gunilla Anderman and Margaret Rogers‚ The Centre for Translation Studies‚ University of Surrey‚ UK Palgrave Textbooks in Translating and Interpreting bring together the most important strands of thinking in a fast-developing field. Volumes in the series are designed for Masters students in Translation Studies and Interpreting‚ as well as for upper-level undergradutaes considering a career in this area
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http://www.translationdirectory.com/article301.htm Literary Translation: Recent Theoretical Developments By Sachin Ketkar Lecturer in English SB Garda College‚ Navsari www.geocities.com/sachinketkar sachinketkar@yahoo.com Literary studies have always‚ explicitly or implicitly‚ presupposed a certain notion of `literariness ’ with which it has been able to delimit its domain‚ specify‚ and sanction its methodologies and approaches to its subject. This notion of `literariness ’ is crucial
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Case Study 4 Found in Translation XXXXXXXXX Principles of Management‚ EMG 3301 Professor Halams October 9‚ 2011 Closing Case: Found in Translation: How to Make the Multicultural Workforce Work 1 What role does the basic communication process in Figure 11.1 play in this case? Explain. The basic communication process is vital from the Figure 11.1 in this case. The definition of communication is “the interpersonal transfer of information and understand” as
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Bachelor’s Thesis‚ summer 2010 BA‚ English and Communication Department of Language and Business Communication Creativity in translation – a study of various source and target texts Name: June Lyngbak Fogh Holst Examination number: 284589 Supervisor: Nick Wrigley Number of characters: 49.571 Creativity in translation – a study of various source and target texts June L.F. Holst ------------------------------------------------------------------------------------------------------------------------------------------------
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GLOBALIZATION AND TRANSLATION GLOBALIZATION AND TRANSLATION Two fundamental features of Globalization are crucial for the overcoming of spatial barriers and for the crossing of knowledge and information‚ thus resulting in the mobility of people and objects; and a proper contact between different linguistic communities. Globality is manifested not only in the creation of supra-territorial spaces for finance and banking‚ commodity production (transnational corporations production chains)
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Helsinki | | | 20.03.2013 | | The article represents a part of a research about English multi-word expressions and their translation equivalents in other languages. The research was important for different tasks such as language learning‚ translation‚ automatic multilingual lexicon etc. The article is a short review of English phrasal verbs and their translations to Russian and Finnish. English phrasal verbs are multi-word expressions consisting of a verb and an adverbial particle with
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Adaptation In adaptation‚ the translator works on changing the content and the form of the ST in a way that conforms to the rules of the language and culture in the TL community. In general‚ this procedure is used as an effective way to deal with culturally-bound words/expressions‚ metaphors and images in translation. That is‚ the translator resorts to rewriting the SLT according to the characteristics of the TLT. Monia Bayar (2007)[16] argues that adaptation is based on three main procedures:
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ITEM ANALYSIS Facilitator: Marelen H. Amanuence Item analysis is a process which examines student responses to individual test items (questions) in order to assess the quality of those items and of the test as a whole. 1) Item Difficulty(Di) The percentage of pupils who got the item right 2) Item Discriminating Power (Dp) Indicates the difference between high and low achievers Item analysis procedures for classroom test 1. Score the papers and rank them from highest to lowest. 2. Separate
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8Teaching Strategies 1. Take Five Procedure: In pairs‚ students take five minutes to orally review a concept and present it to the class‚ usually at the beginning or end of a class period. Purpose • Briefly consolidate or reinforce learning. Payoff Students will: • develop a strategy that can be used to review content material in all areas. • share responsibility for teaching and reviewing with each other. • “talk” their way into meaning and understanding through verbal rehearsal. • perceive
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