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Im Rahmen eines umfangreichen Projekts zu Übersetzungsmöglichkeiten der deutschen Modalverben ins Portugiesische – und nachdem wir schon den Fall sollen behandelt haben (siehe Hörster/Athayde/Carecho 2011) – stellen wir in dieser Studie einige wesentliche Ergebnisse unserer Untersuchung bezüglich des Modalverbs müssen dar. Ziel unserer Arbeit war nicht die semantische und pragmatische Beschreibung der einzelnen Modalverben, ein Thema, das immer wieder im Mittelpunkt der wissenschaftlichen Diskussion steht. Vielmehr war es unsere Absicht, einen Beitrag zur zweisprachigen Lexikografie, zur Fremdsprachendidaktik und vor allem zur Übersetzungsdidaktik zu leisten.
Türkiye’de son yıllarda birçok üniversitede çeşitli dillere yönelik “mütercim-tercümanlık”, daha yeni bir tanımla “çeviribilim” bölümlerinin açılmasıyla birlikte çeviri eğitimi, bilimsel açıdan araştırmaya değer bir konu haline gelmiştir. Sayıları yıldan yıla artarak bugün 20’ye ulaşan çeviri bölümlerinin hedef ve temel ilkeleri, son on yıllarla ifade edilen evreli bir gelişim sürecinde kurumsallaşmaya yaklaşan “çeviribilim” alanı açısından araştırılmaya değer olgusal durum olarak karşımızda durmaktadır. Bu çalışmanın amacı, bir yandan Türkiye’deki üniversitelerin çeviri programlarını temel alarak sürdürülen eğitim-öğretim etkinliklerini, ortaya koydukları hedefler açısından ele alıp irdelemek; diğer yandan ise çeviri eğitimi uygulamaları ile çeviri eğitimine dönük olarak ortaya atılan yaklaşımlar arasındaki benzerlikleri - farklılıkları tartışmak, çeviri bölümlerinin eğitim-öğretim izlenceleri üzerinden çeviri eğitiminde görülen olası eksikliklere ve yetersizliklere ilişkin çözüm önerileri geliştirmektir.
I shall use the precise term 'interlinear morphemic translation (IMT) to designate the object of this study. [...] An IMT is a translation of a text in a language L1 to a string of elements taken from L2 where, ideally, each morpheme of the L1 text is rendered by a morpheme of L2 or a configuration of symbols representing its meaning and where the sequence of the units of the translation corresponds to the sequence of the morphemes which they render. [...] An IMT is needed whenever it is essential that the reader grasp the grammatical structure of the L1 text but is presumed to be so unfamiliar with L1 that he will not be able to do so merely with the aid of a normal translation and the context in which the text is cited. [...] The primary aim of an IMT is to make the grammatical structure of the L1 text transparent. The textual fluency of the IMT by standards of the L2 grammar is a subordinate aim at best.
This article will attempt to suggest translation procedures necessary to translate culturally bound items in the referential level of a literary work illustrated with examples from two novels: “The Bluest Eye” by Toni Morrison and “Vineland” by Thomas Pynchon. First, the article will include a general description of the referential level in literary works offering possible avenues of 285 its rendition, then and finally suggest a translation methodology and techniques together with practical examples of the theory at work.
This paper aims to investigate the dynamics of text-image interplay as exemplified by various text types applied to second language teaching and translation didactics. Based on examples of texts from the fields of Science, Technology, Literature and Language Teaching, the authors attempt to assess both successful and unsuccessful instances of the application of iconical resources in text production. Some didactic consequences are discussed.
Metaphorization and selected translation techniques : the case study of "National Geographic"
(2008)
The present study is about note taking techniques in consecutive translation and their application. In the beginning we analyzed in the relevant literature, consecutive interpretation among translation techniques, note taking, and the function and features of note taking in consecutive translation. Afterwards, we presented the problems that an interpreter might face in consecutive interpretation with concrete examples and provided possible methods and techniques to overcome these. Hereby, we emphasized that note taking techniques are an important feature to remember while translating and its function as a memory supporting tool. In the last section we discussed the roles of a consecutive interpreter and emphasized within this context the usage of the earlier mentioned note taking techniques (use of acronyms, signs, and symbols). Moreover we highlighted that each interpreter has to have his/her own techniques and improve these continuously.