Prof Pr of.. Reim Reima a Al Al-J -Jar arff King Saud University, Riyadh, Saudi Arabia reemasado msn.com http://faculty.ksu.edu.sa/aljarf
Using Corpo Cor pora ra in Contrast Con trastive ive and Transl Translation ation Studi Studies es (UCC (UCCTS TS)) Con Conference. ference. Edge Hill Hill Universi University, ty, Orms Ormski kirk rk,, UK. UK. July Ju ly 27 27-29 -29,, 201 20100
2
Arabic Pronouns Unlike Eng, Standard Arabic (SA) has two forms of sub ect ronouns: Î Independent
detached form
pronominal affixes attached to the verb.
3
Independent Subject Pronouns in SA ?na (I)
Huwa (he)
Nahnu we
Hi a she
?nta (you – mas –sing)
Huma (they – dual)
–
–
?ntuma (you – dual ) ?amtum (you – mas - pl) ?antunna (you –fem – sing)
–
–
Hunna (they – fem – pl)
4
Pronominal Affixes (Clitic Pronouns) katab + tu (wrote ‐ I)
?a + ktub (I ‐write)
katab + na (wrote ‐ we)
na + ktub (we ‐write)
kataba + ta (wrote –you‐sing) ta‐ktubu (you‐write‐sing) kataba + tum (wrote –you‐pl) ta‐ktubu ‐uwn (you‐write ‐pl) –
‐
kataba + t (wrote ‐ she)
ta‐ktubu (She‐ writes)
katab + uw (wrote ‐they‐pl)
ya‐ktub ‐uwn (they‐write‐ pl)
5
unc ons o
n epen en
. Subject of an equational sentence
Predicate of an equational sentence
ronouns
6
Pragmatic & discoursal functions z Ar
is a “pro‐drop” language. This feature resu ts in t e ver in ectiona para igm distinguishing all persons uniquely.
z Pro‐drop
is applied in discourse‐neutral word order.
z Independent
sub ect.
pronouns give emphasis to the
7
z Pragmatic,
discoursal, stylistic, syntactic factors that affect the use of independent pronouns include implied contrast and new information, introducing a discourse topic, discourse structure and organization of information.
z Subject,
theme and agent do not tend to coincide in expository, descriptive or instructional discourse.
8
Aims of Study z To
explore translation students’ awareness of the syntactic, pragmatic and discoursal restrictions that determine the use of Ar subject pronouns when translating connected discourse from Eng. into Ar.
z To
escri e t e nature, requency, possi e sources of deviant use of independent pronouns in Eng‐Ar .
z To
examine the syntactic environments in which .
9
Subjects z 46
senior female students majoring in translation at COLT .
z Native
speakers of Ar.
, linguistics (11 hours), interpreting (15 hours), hours), target culture (7 hours), and Ar .
10
Data Collection & Analysis zA z
corpus of 400 faulty uses of independent .
collected from the translation projects of gra ua ng sen ors.
z Errors
were collected from the first translation of the source text.
11
z Judgments
of deviations were based on s ntactic st listic and ra matic criteria.
z Deviant
use of independent pronouns were
verify the error data.
12
Results ¾ All
faulty independent pronouns occurred in statements & in expository, descriptive discourse.
¾ No
pragmatic or discoursal reasons for using independent pronouns.
¾ No
contrast, no emphasis and new information, introducing a discourse topic, discourse structure an organ za on o n orma on.
¾ Student tended
pronouns.
to use third person singular
13
¾ Faulty
independent pronouns occurred in long stretches of discourse, containing compound sentences.
¾ Parallel
structure between the 2 clauses was not note ; ot c auses o t e compoun sentence should contain a (verb + pronominal affix). (verb + (particle + independent pronoun + verb + ronominal affix was used in the second clause.
14
¾ Avoidance
strategy (avoided pro‐drop). Each incorrectl used inde endent ronoun was preceded by particle (wa, fa). = pay attention to the structure of Ar sentences whether both clauses should have
15
Interlingual = transfer from L2 to L1 ¾ Students translate
imitatively rather than
discriminately. ¾ Since Eng sentences begin with a subject pronoun suc as e, s e, t ey, t e stu ents use an independent pronoun followed by a verb + , statement, without realizing that the subject is contained in the verb and use of huwa or hi a is redundant.
16
Error Sample . . . z
.
22
874 z
.
17
Recommendations z The
syntactic functions of Ar pronouns.
independent pronouns should be part of the students take.
18
z Focus
on a contrastive analysis of Eng & Ar ronoun usa e when Ar ronouns should be dropped, with examples of similarities and differences.
z Increasing
students’ awareness of pragmatic,
translating Eng pronouns into Ar.
