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Books > Language & Literature > Language & linguistics > Translation & interpretation
Taking a cognitive approach, this book asks what poetry, and in
particular Holocaust poetry, does to the reader - and to what
extent the translation of this poetry can have the same effects. It
is informed by current theoretical discussion and features many
practical examples. Holocaust poetry differs from other genres of
writing about the Holocaust in that it is not so much concerned to
document facts as to document feelings and the sense of an
experience. It shares the potential of all poetry to have profound
effects on the thoughts and feelings of the reader. This book
examines how the openness to engagement that Holocaust poetry can
engender, achieved through stylistic means, needs to be preserved
in translation if the translated poem is to function as a Holocaust
poem in any meaningful sense. This is especially true when
historical and cultural distance intervenes. The first book of its
kind and by a world-renowned scholar and translator, this is
required reading.
This book examines how translation facilitated the Western conquest
of China and how it was in turn employed by the Chinese as a weapon
to resist the invasion in the late Qing 1811-1911. It brings out
the question on the role of translation as part of the Western
conquest of Late Qing China, with special attention drawn to the
deceptions and manipulations in the translation of the Sino-foreign
unequal treaties signed during 1840-1911. The readers will benefit
from the assertion that translation did not remain innocent, but
rather became intermingled with power abuses in the Chinese milieu
as well.
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1, 2, 3 John
(Hardcover)
Gilbert Soo Hoo; As told to Pervaiz Sultan
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R613
Discovery Miles 6 130
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Ships in 12 - 17 working days
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Translation exposes aspects of language that can easily be ignored,
renewing the sense of the proximity and inseparability of language
and thought. The ancient quarrel between philosophy and literature
was an early expression of a self-understanding of philosophy that
has, in some quarters at least, survived the centuries. This book
explores the idea of translation as a philosophical theme and as an
important feature of philosophy and practical life, especially in
relation to the work of Stanley Cavell. The essays in this volume
explore philosophical questions about translation, especially in
the light of the work of Stanley Cavell. They take the questions
raised by translation to be of key importance not only for
philosophical thinking but for our lives as a whole. Thoreau's
enigmatic remark "The truth is translated" reveals that apparently
technical matters of translation extend through human lives to
remarkable effect, conditioning the ways in which the world comes
to light. The experience of the translator exemplifies the
challenge of judgement where governing rules and principles are
incommensurable; and it shows something of the ways in which words
come to us, opening new possibilities of thought. This book puts
Cavell's rich exploration of these matters into conversation with
traditions of pragmatism and European thought. Translation, then,
far from a merely technical matter, is at work in human being, and
it is the means of humanisation. The book brings together
philosophers and translators with common interests in Cavell and in
the questions of language at the heart of his work.
National Cultures and Foreign Narratives charts the pathways
through which foreign literature in translation has arrived in
Italy during the first half of the twentieth century. To show the
contribution translations made to shaping an Italian national
culture, it draws on a wealth of archival material made available
in English for the first time.
Corpus Linguistics for Translation and Contrastive Studies provides
a clear and practical introduction to using corpora in these
fields. Giving special attention to parallel corpora, which are
collections of texts in two or more languages, and demonstrating
the potential benefits for multilingual corpus linguistics research
to both translators and researchers, this book: explores the
different types of parallel corpora available, and shows how to use
basic and advanced search procedures to analyse them; explains how
to compile a parallel corpus, and discusses their uses for
translation purposes and to research linguistic phenomena across
languages; demonstrates the use of corpus extracts across a wide
range of texts, including dictionaries, novels by authors including
Jane Austen and Mikhail Bulgakov, and newspapers such as The Sunday
Times; is illustrated with case studies from a range of languages
including Finnish, Russian, English and French. Written by two
experienced researchers and practitioners, Corpus Linguistics for
Translation and Contrastive Studies is essential reading for
postgraduate students and researchers working within the area of
translation and contrastive studies.
This volume revisits Genette's definition of the printed book's
liminal devices, or paratexts, as 'thresholds of interpretation' by
focussing specifically on translations produced in Britain in the
early age of print (1473-1660). At a time when translation played a
major role in shaping English and Scottish literary culture,
paratexts afforded translators and their printers a privileged
space in which to advertise their activities, display their social
and ideological affiliations, influence literary tastes, and
fashion Britain's representations of the cultural 'other'. Written
by an international team of scholars of translation and material
culture, the ten essays in the volume examine the various material
shapes, textual forms, and cultural uses of paratexts as markers
(and makers) of cultural exchange in early modern Britain. The
collection will be of interest to scholars of early modern
translation, print, and literary culture, and, more broadly, to
those studying the material and cultural aspects of text production
and circulation in early modern Europe.
This book introduces a new topic to applied linguistics: the
significance of the TESOL teacher's background as a learner and
user of additional languages. The development of the global TESOL
profession as a largely English-only enterprise has led to the
accepted view that, as long as the teacher has English proficiency,
then her or his other languages are irrelevant. The book questions
this view. Learners are in the process of becoming plurilingual,
and this book argues that they are best served by a teacher who has
experience of plurilingualism. The book proposes a new way of
looking at teacher linguistic identity by examining in detail the
rich language biographies of teachers: of growing up with two or
more languages; of learning languages through schooling or as an
adult, of migrating to another linguaculture, of living in a
plurilingual family and many more. The book examines the history of
language-in-education policy which has led to the development of
the TESOL profession in Australia and elsewhere as a monolingual
enterprise. It shows that teachers' language backgrounds have been
ignored in teacher selection, teacher training and ongoing
professional development. The author draws on literature in teacher
cognition, bilingualism studies, intercultural competence,
bilingual lifewriting and linguistic identity to argue that
languages play a key part in the development of teachers'
professional beliefs, identity, language awareness and language
learning awareness. Drawing on three studies involving 115 teachers
from Australia and seven other countries, the author demonstrates
conclusively that large numbers of teachers do have plurilingual
experiences; that these experiences are ignored in the profession,
but that they have powerful effects on the formation of beliefs
about language learning and teaching which underpin good practice.
Those teachers who identify as monolingual almost invariably have
some language learning experience, but it was low-level,
short-lived and unsuccessful. How does the experience of successful
or unsuccessful language learning and language use affect one's
identity, beliefs and practice as an English language teacher? What
kinds of experience are most beneficial? These concepts and
findings have implications for teacher language education, teacher
professional development and the current calls for increased
plurilingual practices in the TESOL classroom.
This book investigates the political, social, cultural and economic
implications of self-translation in multilingual spaces in Europe.
Engaging with the 'power turn' in translation studies contexts, it
offers innovative perspectives on the role of self-translators as
cultural and ideological mediators. The authors explore the unequal
power relations and centre-periphery dichotomies of Europe's
minorised languages, literatures and cultures. They recognise that
the self-translator's double affiliation as author and translator
places them in a privileged position to challenge power, to
negotiate the experiences of the subaltern and colonised, and to
scrutinise conflicting minorised vs. hegemonic cultural identities.
Three main themes are explored in relation to self-translation:
hegemony and resistance; self-minorisation and self-censorship; and
collaboration, hybridisation and invisibility. This edited
collection will appeal to scholars and students working on
translation, transnational and postcolonial studies, and
multilingual and multicultural identities.
This book presents a map of the application of memory studies
concepts to the study of translation. A range of types of memory
from personal memory and electronic memory to national and
transnational memory are discussed, and links with translation are
illustrated by detailed case studies.
This book investigates a special genre of interpreting in the
Chinese context, namely Government Press Conference (GPC)
Interpreting. Drawing on the modality system from Systemic
Functional Grammar and a corpus of 21 interpreting events, the
project explores the regular patterns of modality shifts in
Chinese-English GPC interpreting and seeks explanations in the
sociocultural context. As a corpus-based project, the book covers
qualitative analysis of the sociocultural context, qualitative
analysis of the interpersonal effects of modality shifts, and
quantitative analysis of modality shifts. This book will contribute
to the understanding of the distinctive features of GPC
interpreting in China, shed new light on the rendition of modality
between Chinese and English in specific contexts, and also inspire
new thoughts on the nature of interpreting in general.
This study recapitulates basic developments in the tradition of
hermeneutic and phenomenological studies of science. It focuses on
the ways in which scientific research is committed to the universe
of interpretative phenomena. It treats scientific research by
addressing its characteristic hermeneutic situations, and uses the
following basic argument in this treatment: By demonstrating that
science's epistemological identity is not to be spelled out in
terms of objectivism, mathematical essentialism,
representationalism, and foundationalism, one undermines scientism
without succumbing scientific research to "procedures of
normative-democratic control" that threaten science's cognitive
autonomy. The study shows that in contrast to social
constructivism, hermeneutic phenomenology of scientific research
makes the case that overcoming scientism does not imply restrictive
policies regarding the constitution of scientific objects.
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