خلاصة:
Lors de la traduction des textes quelconques il existe plusieurs obstacles à franchir pour un traducteur. La traduction des romans n’en est pas exclue. Il arrive à maintes fois que le traducteur accomplit l’acte de traduction mais le texte final ne donne pas le message propre du texte de départ, et le traducteur reste hésité parmi ses alternatives. Au sens propre linguistique, il a une préoccupation principale : pouvoir opter pour le bon sens parmi les choix à la disposition lors de la traduction de la langue de départ à la langue d’arrivée.Dans cet article nous considérons la procédure de l’acte de traduction dans une perspective à la fois subjective et empirique, en nous appuyant sur l’aspect expérimental de traduction au sein de l’université Allameh Tabataba’i de Téhéran . Nous sommes prévus d’argumenter la validité ou l’inadéquation d’une traduction ou bien d’une équivalence spécifique et la façon d’opter pour le bon choix, en indiquant les exemples concrets de traduction ; leurs difficultés lexicales, stylistiques et culturelles. Nous verrons qu’a part la connaissance linguistique du traducteur le rôle de l’intuition est incontournablement majeur.
هدف ما در این مقاله بحث در مورد چالشهای خاص اموزش ترجمه به معنای دقیق و دورههایی برای دانشجویانی است که مایل به یادگیری ترجمه هستند. دورههایی که دانش کسب شده در یک زبان خارجی و مهارتهای زبان مادری را ارزیابی میکند.دیدگاه ما هم ذهنی و هم تجربی است و این مبتنی بر تجربه خودمان از تدریس ترجمه در دانشگاه علامه طباطبايی تهران خواهد بود. ما قصد داریم اعتبار یا عدم کفایت یک ترجمه یا معادل خاص را بر اساس نمونههای ترجمه و مشکلات واژگانی، سبکی و فرهنگی انها با استدلال نشان دهیم.این مقاله به سه بخش تقسیم خواهد شد:1. اولی بر پیچیدگی فعالیت ترجمه و ویژگیهای اصلی و همچنین مهارتهای مورد نیاز برای انجام ان تمرکز دارد.2. در بخش دوم، جدای از مشکلات درک و فرمول بندی مجدد، نمونه هایی عینی از مشکلاتی را که دانشجویان با ان روبرو هستند ارايه خواهیم کرد.3. بخش سوم نیز با تامل کلی تر بر8 نقش اموزش ترجمه تمرکز خواهد کرد.
When translating any text there are several hurdles a translator has to overcome.
The translation of novels is not excluded. It happens many times that the translator performs the act of
translation but the final text does not give the proper message of the original text, and the translator
remains hesitant among his alternatives. In the proper linguistic sense, he has one main concern: to be
able to choose common sense among the choices available when translating from the source language
to the target language. In this article we consider the procedure of the act of translation from both a
subjective and empirical perspective, relying on the experimental aspect of translation within the
Allameh Tabataba'i University of Tehran. We are expected to argue the validity or inadequacy of a
translation or a specific equivalence and how to choose the right choice, indicating concrete examples
of translation; their lexical, stylistic and cultural difficulties. We will see that apart from the linguistic
knowledge of the translator, the role of intuition is undeniably major.
Any translation presupposes good grammatical and lexical knowledge of the two languages between
which we are translating. The fact of linguistic production in translation also consists of two faces; on
the one hand, it is a familiar activity and a simple and easy exercise which is carried out according to
the linguistic needs of the translator, and on the other hand, this activity stems from an aptitude, from a
skill and a complicated know-how whose analysis is not a simple task.
Perhaps one could say that the main mission of a translation teacher is to make the student aware of
the difficulty and finesse of the translation activity. Because the translator breaks the silence that
separates languages and peoples. In him the end of speech becomes beginning again.
The translator is both a transmitter and a regenerator. In fact, apart from those who practice diligently,
few people are fully aware of the effort required to produce a "good" translation. It is obvious that one
of the concerns of translation specialists is to know the reasons for the difficulty and complexity imposed
by the fact of translation. At present some people think that translation requires both the most precise
sensitivity and very lively analysis, reconciles rigor and intuition, combines logic and creativity.
(Balacescu and Stefanink 286-287). But the act of translation is also based on the unconsciousness of
the translator, and this unconscious rise comes from the intuitions that each translator has at his disposal.
And it is exactly this intuition that pushes him to opt for common sense. The question that arises in this
step is the following: In producing the target text, what is the role of the linguistic intuition of the
translator? Is the linguistic knowledge of both languages sufficient to succeed in the translation, or the
linguistic feeling developed is also an important step to cross it?
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In this article we try to answer the mentioned questions by focusing on the complexity of the translation activity to find the common senses and the main qualities of translation, as well as on the skills necessary to execute them honorably. Then, we will present concrete examples of the problems that our students face apart from the problems of comprehension and reformulation. In this study, we want to position the role of intuition in the translation of texts, especially novels.
Everyone knows that a translator without a rational mind would not be able to define the reasonable and argumentative line of the original text, nor eliminate the uncertainties that result from ambiguities, or ellipses and possible blunders. By this reasoning, he could even unveil the implicit aspects for the addressee of the original, which may escape the reader of the translation.
Moreover, he needs great rigor to do his documentary research (to ensure the reliability of his sources) and terminology. In addition, he must be very vigilant to constantly examine his own interpretation, because he must be wary of his certainties in order to keep his gaze blank; which is, according to Lavault, "The only guarantee of a truly respectful reading, which 'lets the text speak' and refuses to project into its components likely to corrupt or distort it. »
From the very beginning, our goal is to make students aware of the importance of common sense and logical thinking. To achieve this goal, it is good to give them texts so that they can identify, based on the sources of information (textual or extratextual), the clues allowing them to better understand the meaning of the author.
What is obvious is that normally students do not see beyond the text. Even sometimes they do not bother to decipher the accompanying graphic of the latter, to understand the ambiguity of the passage worked.
A question that should also be addressed is that of the “model translation” that often desired by students and advocated by some teachers. Too often, students, destabilized, subsequently seek to produce a translation of the same order, without suspecting that it will forever be impossible for them to conceive themselves a text which is the fruit of another subjectivity. The aim should not be to lead them to spontaneously find the teacher's solution, but to the best solution they are able to produce. Thus, to preserve their creativity – an invaluable resource in complex situations – it is advisable to present them with “model” translations only for information purposes.
In this case, it seemed preferable to explain to the students how we proceed to translate the expressions, reminding them that everyone applies their own method and that, for lack of anything better, it is always possible to opt for another effect. stylistic. One approach that is felt is to give several solutions to the students, to make it clear that none is “the right one”. (Lederer, 2003). But a very important question is that how does the translator translate a text in its entirety? In our view, intuitively.
Our main goal in this article is to know that, without a linguistic intuition, despite the linguistic skills, it is almost difficult to arrive at a correct interpretation of the text, because intuition designates the mental capacity of the translator who apprehends the linguistic structures before analytical explanations do not intervene. We will see that linguistic competence plays its part but in order to create the final text in the target language, the role of linguistic intuition in its entirety is inevitable.
In addition, the concentration that must be brought to weigh all the words and find the right meaning exercises judgment, memory and imagination at the same time, in fact learning the beauty of the source language as much as that of the language of arrival via linguistic intuition.
By presenting concrete examples of the problems with which our students are confronted apart from the problems of comprehension and reformulation, we will reached the point that translation does not have a model, nor does it have a recipe, and each translated text is the result of the different processes as well as the linguistic knowledge in the two languages, the linguistic intuition, the spirit of the
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translator and his sensitivity. Needless to say, the absence of this mental capacity of the translator, does not lead the translator to a sufficient consequence.