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In semantics and translation, dynamic equivalence and formal equivalence are seen as the main approaches to translation, and semantic equivalence, that prioritize either the meaning or literal structure of the source text respectively. The distinction was originally articulated by Eugene Nida in the context of Bible translation.
When glossed, each line of the original text acquires one or more corresponding lines of transcription known as an interlinear text or interlinear glossed text (IGT) – an interlinear for short. Such glosses help the reader follow the relationship between the source text and its translation, and the structure of the original language.
In 1981, Peter Newmark referred to translation as either semantic (word-for-word) or communicative (sense-for-sense). [19] He stated that semantic translation is one that is source language bias, literal and faithful to the source text and communicative translation is target language bias, free and idiomatic. [20]
On Linguistic Aspects of Translation is an essay written by Russian-American linguist Roman Jakobson in 1959. [1] It was published in On Translation, a compendium of seventeen papers edited by Reuben Arthur Brower. On Translation discusses various aspects of translation and was published in Cambridge, Massachusetts.
Literal translation, direct translation, or word-for-word translation is the translation of a text done by translating each word separately without analysing how the words are used together in a phrase or sentence. [1] In translation theory, another term for literal translation is metaphrase (as opposed to paraphrase for an analogous translation).
The Interpretive Theory of Translation [1] (ITT) is a concept from the field of Translation Studies.It was established in the 1970s by Danica Seleskovitch, a French translation scholar and former Head of the Paris School of Interpreters and Translators (Ecole Supérieure d’Interprètes et de Traducteurs (ESIT), Université Paris 3 - Sorbonne Nouvelle).
[1] [2] This distinction is related to the broader notion of Marr's levels used in other cognitive sciences, with competence corresponding to Marr's computational level. [ 3 ] For example, many linguistic theories, particularly in generative grammar, give competence-based explanations for why English speakers would judge the sentence in (1) as ...
These systems "create coherent text – text that coheres within itself and with the context of situation" [8] They are both structural (involving choices relating to the ordering of elements in the clause), and non-structural (involving choices that create cohesive ties between units that have no structural bond).