- Курс-практикум «Педагогический драйв: от выгорания к горению»
- «Труд (технология): специфика предмета в условиях реализации ФГОС НОО»
- «ФАООП УО, ФАОП НОО и ФАОП ООО для обучающихся с ОВЗ: специфика организации образовательного процесса по ФГОС»
- «Специфика работы с детьми-мигрантами дошкольного возраста»
- «Учебный курс «Вероятность и статистика»: содержание и специфика преподавания в условиях реализации ФГОС ООО и ФГОС СОО»
- «Центр «Точка роста»: создание современного образовательного пространства в общеобразовательной организации»
Свидетельство о регистрации
СМИ: ЭЛ № ФС 77-58841
от 28.07.2014
- Бесплатное свидетельство – подтверждайте авторство без лишних затрат.
- Доверие профессионалов – нас выбирают тысячи педагогов и экспертов.
- Подходит для аттестации – дополнительные баллы и документальное подтверждение вашей работы.
в СМИ
профессиональную
деятельность
What does it mean translation
WHAT DOES IT MEAN - TRANSLATION
Translation is the communication of the meaning of a source-language text by means of an equivalent target-language text. The English language draws a terminological distinction (not all languages do) between translating (a written text) and interpreting (oral or sign-language communication between users of different languages); under this distinction, translation can begin only after the appearance of writing within a language community.
A translator always risks inadvertently introducing source-language words, grammar, or syntax into the target-language rendering. On the other hand, such "spill-overs" have sometimes imported useful source-language calques and loanwords that have enriched target languages. Translators, including early translators of sacred texts, have helped shape the very languages into which they have translated.
Because of the laboriousness of the translation process, since the 1940s efforts have been made, with varying degrees of success, to automate translation or to mechanically aid the human translator. More recently, the rise of the Internet has fostered a world-wide market for translation services and has facilitated "language localization
Etymology
Rosetta Stone, a secular icon for the art of translation
The English word "translation" derives from the Latin word translatio, which comes from trans, "across" + ferre, "to carry" or "to bring" (-latio in turn coming from latus, the past participle of ferre). Thus translatio is "a carrying across" or "a bringing across": in this case, of a text from one language to another.
The Germanic languagesand some Slavic languages have calqued their words for the concept of "translation" on translatio.
The Romance languages and the remaining Slavic languages have derived their words for the concept of "translation" from an alternative Latin word, traductio, itself derived from traducere ("to lead across" or "to bring across", from trans, "across" + ducere, "to lead" or "to bring").
The Ancient Greek term for "translation", μετάφρασις (metaphrasis, "a speaking across"), has supplied English with "metaphrase" (a "literal", or "word-for-word", translation)—as contrasted with "paraphrase" ("a saying in other words", from παράφρασις, paraphrasis). "Metaphrase" corresponds, in one of the more recent terminologies, to "formal equivalence"; and "paraphrase", to "dynamic equivalence".
Strictly speaking, the concept of metaphrase—of "word-for-word translation"—is an imperfect concept, because a given word in a given language often carries more than one meaning; and because a similar given meaning may often be represented in a given language by more than one word. Nevertheless, "metaphrase" and "paraphrase" may be useful as ideal concepts that mark the extremes in the spectrum of possible approaches to translation.
Theories
Western theory
John Dryden
Discussions of the theory and practice of translation reach back into antiquity and show remarkable continuities. The ancient Greeks distinguished between metaphrase (literal translation) and paraphrase. This distinction was adopted by English poet and translator John Dryden (1631–1700), who described translation as the judicious blending of these two modes of phrasing when selecting, in the target language, "counterparts," or equivalents, for the expressions used in the source language:
When [words] appear... literally graceful, it were an injury to the author that they should be changed. But since... what is beautiful in one [language] is often barbarous, nay sometimes nonsense, in another, it would be unreasonable to limit a translator to the narrow compass of his author's words: 'tis enough if he choose out some expression which does not vitiate the sense.
Cicero
Dryden cautioned, however, against the license of "imitation", i.e., of adapted translation: "When a painter copies from the life... he has no privilege to alter features and lineaments..."
This general formulation of the central concept of translation—equivalence—is as adequate as any that has been proposed since Cicero and Horace, who, in 1st-century-BCE Rome, famously and literally cautioned against translating "word for word" (verbum pro verbo).
Despite occasional theoretical diversity, the actual practice of translation has hardly changed since antiquity. Except for some extreme metaphrasers in the early Christian period and the Middle Ages, and adapters in various periods (especially pre-Classical Rome, and the 18th century), translators have generally shown prudent flexibility in seeking equivalents—"literal" where possible, paraphrastic where necessary—for the original meaning and other crucial "values" (e.g., style, verse form, concordance with musical accompaniment or, in films, with speech articulatory movements) as determined from context.
Samuel Johnson
In general, translators have sought to preserve the context itself by reproducing the original order of sememes, and hence word order—when necessary, reinterpreting the actual grammatical structure, for example, by shifting from active to passive voice, or vice versa. The grammatical differences between "fixed-word-order" languages (e.g. English, French, German) and "free-word-order" languages (e.g., Greek, Latin, Polish, Russian) have been no impediment in this regard. The particular syntax (sentence-structure) characteristics of a text's source language are adjusted to the syntactic requirements of the target language.
Martin Luther
When a target language has lacked terms that are found in a source language, translators have borrowed those terms, thereby enriching the target language. Thanks in great measure to the exchange of calques and loanwords between languages, and to their importation from other languages, there are few concepts that are "untranslatable" among the modern European languages . A greater problem, however, is translating terms relating to cultural concepts that have no equivalent in the target language. For full comprehension, such situations require the provision of a gloss.
Generally, the greater the contact and exchange that have existed between two languages, or between those languages and a third one, the greater is the ratio of metaphrase to paraphrase that may be used in translating among them. However, due to shifts in ecological niches of words, a common etymology is sometimes misleading as a guide to current meaning in one or the other language. For example, the English actual should not be confused with the cognateFrench actuel ("present", "current"), the Polish aktualny ("present", "current," "topical", "timely", "feasible"),the Swedish aktuell ("topical", "presently of importance"), the Russian актуальный ("urgent", "topical") or the Dutch actueel ("current").
The translator's role as a bridge for "carrying across" values between cultures has been discussed at least since Terence, the 2nd-century-BCE Roman adapter of Greek comedies. The translator's role is, however, by no means a passive, mechanical one, and so has also been compared to that of an artist. The main ground seems to be the concept of parallel creation found in critics such as Cicero. Dryden observed that "Translation is a type of drawing after life..." Comparison of the translator with a musician or actor goes back at least to Samuel Johnson's remark about Alexander Pope playing Homer on a flageolet, while Homer himself used a bassoon.
Johann Gottfried Herder
If translation be an art, it is no easy one. In the 13th century, Roger Bacon wrote that if a translation is to be true, the translator must know both languages, as well as the science that he is to translate; and finding that few translators did, he wanted to do away with translation and translators altogether.
Ignacy Krasicki
The translator of the Bible into German, Martin Luther (1483–1546), is credited with being the first European to posit that one translates satisfactorily only toward his own language. L.G. Kelly states that since Johann Gottfried Herder in the 18th century, "it has been axiomatic" that one translates only toward his own language.
Compounding the demands on the translator is the fact that no dictionary or thesaurus can ever be a fully adequate guide in translating. The Scottish historian Alexander Tytler, in his Essay on the Principles of Translation (1790), emphasized that assiduous reading is a more comprehensive guide to a language than are dictionaries. The same point, but also including listening to the spoken language, had earlier, in 1783, been made by the Polish poet and grammarian Onufry Kopczyński.
The translator's special role in society is described in a posthumous 1803 essay by "Poland's La Fontaine", the Roman Catholic Primate of Poland, poet, encyclopedist, author of the first Polish novel, and translator from French and Greek, Ignacy Krasicki:
[T]ranslation... is in fact an art both estimable and very difficult, and therefore is not the labor and portion of common minds; [it] should be [practiced] by those who are themselves capable of being actors, when they see greater use in translating the works of others than in their own works, and hold higher than their own glory the service that they render their country.
Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/324752-what-does-it-meantranslation
БЕСПЛАТНО!
Для скачивания материалов с сайта необходимо авторизоваться на сайте (войти под своим логином и паролем)
Если Вы не регистрировались ранее, Вы можете зарегистрироваться.
После авторизации/регистрации на сайте Вы сможете скачивать необходимый в работе материал.
- «Реализация профессионального стандарта «Педагог профессионального обучения, среднего профессионального образования»
- «Социальная работа с несовершеннолетними и семьями в трудной жизненной ситуации»
- «ОГЭ 2026 по литературе: содержание экзамена и технологии подготовки обучающихся»
- «Обучение музыке в школе: специфика организации образовательного процесса по ФГОС НОО и ФГОС ООО от 2021 года»
- «Социальное обслуживание граждан пожилого возраста»
- «Техника безопасности в кабинете физики: организация и проведение инструктажа»
- Деятельность тьютора по сопровождению детей с ограниченными возможностями здоровья
- Теоретические и практические аспекты деятельности по реализации услуг (работ) в сфере молодежной политики
- Изобразительное искусство и педагогическая деятельность в образовательных организациях
- Теоретические и практические аспекты оказания экскурсионных услуг
- Организационно-педагогическое обеспечение воспитательного процесса в образовательной организации
- Психолого-педагогическое сопровождение образовательного процесса

Чтобы оставлять комментарии, вам необходимо авторизоваться на сайте. Если у вас еще нет учетной записи на нашем сайте, предлагаем зарегистрироваться. Это займет не более 5 минут.