Term
| What are the major components of a translation? [14] |
|
Definition
1. RECEPTOR
2. TRANSFER
3. SOURCE |
|
|
Term
RECEPTOR [14]
(major components of a translation) |
|
Definition
| The "target language." There needs to be a conscious control of the receptor language and culture. This includes linguistics, sociolinguistics, anthropology, etc. |
|
|
Term
TRANSFER [14]
(major components of a translation) |
|
Definition
writing and editorial skills
teaching skills |
|
|
Term
SOURCE [14]
(major components of a translation) |
|
Definition
| biblical languages and culture |
|
|
Term
| What is the value of a literal translation? [21] |
|
Definition
| You can see how the language is working. It gives you a window into the structure of the source language. |
|
|
Term
| What is the weakness of a literal translation? [21] |
|
Definition
| The meaning does not come across. |
|
|
Term
| What is idiomatic translation? [21] |
|
Definition
- get the meaning across in the most natural target language forms
- getting the meaning across is primary and the forms are secondary
- that does not mean that we just get rid of the forms just because we can |
|
|
Term
| Assertion of Translatability [21] |
|
Definition
| “anything which can be said in one language can be said in another” |
|
|
Term
| What does it mean when Hill says, "People say less than they mean"? [21] |
|
Definition
- generally people are not trying to be unhelpful
- they assume that there are things that you already know
- therefore, it is more efficient for you and the speaker to not resay the things that they think you already know
- they do not say what they mean, what they say simply points to what they mean |
|
|
Term
| How do we decide that we have understood someone? [21] |
|
Definition
- If it meets the expectations of being relevant to us.
- if there is some cognitive impact (i.e. it impacts our existing beliefs)
- what I derive is not always what is intended, but if it meets my expectations, then I decide that I have understood, even if I have not. |
|
|
Term
| In understanding, what is the role of effort and benefits? [21] |
|
Definition
| If the effort you expend to understand is less than the benefit you receive, you decide it is relevant to you. |
|
|
Term
| Contrasting the Code model with the Inferential model, what is the role of the speaker? [21] |
|
Definition
- Code model: "Speaker encodes meaning in the text"
- Inferential model: "Speaker encodes a cue to her informative intention" |
|
|
Term
| Contrasting the Code model with the Inferential model, what is the role of the hearer? [21] |
|
Definition
- Code model: "Hearer decodes meaning from the text"
- Inferential model: "Hearer uses cue & context to infer speaker's intention" |
|
|
Term
| Contrasting the Code model with the Inferential model, what is the role of the context? [21] |
|
Definition
- Code model: "Context adjunct to the model; often primarily co-text"
- Inferential model: "Context central to the model; broader than co-text" |
|
|
Term
| Contrasting the Code model with the Inferential model, what is the role of the encoded concept? [21] |
|
Definition
- Code model: "Encoded concept = intended concept"
- Inferential model: "Encoded concept only a cue to intended concept" |
|
|
Term
| What is the Container Metaphor for the Code Model? [21] |
|
Definition
- we encode the meaning into a message
- we decode the meaning out of the message
- I convey my meaning to you by using this message
- we dump our meaning into it, we hand it over, and you pour it out
- the text accomplishes the transfer of the meaning |
|
|
Term
| How does the Code Model view machine translation? [21] |
|
Definition
|
|
Term
| What are the three uses of the word context? [21] |
|
Definition
1. TEXTUAL
2. PHYSICAL
3. COGNITIVE |
|
|
Term
TEXTUAL [21]
(three uses of the word context) |
|
Definition
(especially in discourse analysis) the immediately preceding utterances.
Some relevance theorists use co-text to distinguish it from the other senses. |
|
|
Term
PHYSICAL [21]
(three uses of the word context) |
|
Definition
the physical environment, the situation in which the communication is taking place
- when Paul wrote to Corinth, there were a number of things going on in the context that informed what he wrote
- his communication with us in class takes into context what we have read and what we have studied in other classes, and that we are in a classroom setting |
|
|
Term
COGNITIVE [21]
(three uses of the word context) |
|
Definition
| we all bring our assumptions about the world and how it operates to every communication situation. These things that we have stored in our long-term memory. And we activate our assumptions about the other person, about ourselves, about the subject we are talking about … and it impacts the way that we interpret that person. |
|
|
Term
| What are the three assumptions of the Inferential Model? [21] |
|
Definition
1. MEANING IS NOT ENCODED
2. COMMUNICATION IS A TRANSACTION
3. NO ACCESS TO "PURE OBJECTIVE MEANING" |
|
|
Term
MEANING IS NOT ENCODED [21]
(assumptions of the Inferential Model) |
|
Definition
- the speaker is simply encoding a cue that she intends for the hearer to use to infer what she intends to communicate
- it is a cue to the hearer that says: “go fishing in this area of the cognitive soup for what I want to communicate” |
|
|
Term
COMMUNICATION IS A TRANSACTION [21]
(assumptions of the Inferential Model) |
|
Definition
- the speaker provides the cue (or clue) to her intention
- the hearer forms a hypothesis about the speaker’s intention (explicit and implicit) |
|
|
Term
NO ACCESS TO "PURE OBJECTIVE MEANING" [21]
(assumptions of the Inferential Model) |
|
Definition
- we do not have access to the original message
- the speaker has given us a linguistic cue, but we have to build on that cue in order to hypothesize what the speaker intended |
|
|
Term
| What are the three components of the Contextual Environment? [21] |
|
Definition
1. COGNITIVE ENVIRONMENT
2. SHARED COGNITIVE ENVIRONMENT
3. MUTUAL COGNITIVE ENVIRONMENT |
|
|
Term
COGNITIVE ENVIRONMENT [21]
(components of the Contextual Environment) |
|
Definition
- our background assumptions
- all of the facts, assumptions that you have in your encyclopedic entry that you either are aware of now (or capable of being aware of now) |
|
|
Term
SHARED COGNITIVE ENVIRONMENT [21]
(components of the Contextual Environment) |
|
Definition
| - the speaker and the hearer bring their own cognitive environments, and they never completely overlap. But the part that does overlap is called “shared cognitive environment" |
|
|
Term
MUTUAL COGNITIVE ENVIRONMENT [21]
(components of the Contextual Environment) |
|
Definition
the part that is manifest to us at this point, that we could be aware of, is our mutual cognitive environment
- the set of assumptions that we share that is where communication takes place
- these are the assumptions we can use to communicate |
|
|
Term
| In the Relevance Theory definition of communication, what is meant by the term "ostensive"? [22] |
|
Definition
| The "Speaker gives a stimulus in a way that makes it evident that she intends to communicate something by that stimulus". |
|
|
Term
| In the Relevance Theory definition of communication, what is meant by the term "inferential"? [22] |
|
Definition
The "Hearer infers the speaker's intention from the stimulus, taking into account the context".
- we do not decode the speaker’s meaning, we decode sentence meaning, and then infer what we think the speaker means |
|
|
Term
| What is "contextual information"? [22] |
|
Definition
o the information that comes to mind (out of everything we know) that we use to try to understand the utterance
o this does not mean that we bring to mind everything we know
o nor does it mean that we use everything that is brought to mind |
|
|
Term
| How do we select context? [22] |
|
Definition
o whatever comes to mind most quickly we tend to use
o we use what we think the person will assume that we both know
o we draw from what we believe to be our mutual cognitive environment
o we select contextual assumptions that lead to enough cognitive benefits that it satisfies |
|
|
Term
| What is the possible effect of secondary communication? [22] |
|
Definition
o there is a potential mismatch: the secondary audience has a different set of assumptions
o these mismatches become more frequent the greater the gap |
|
|
Term
| What is communication (inferential definition)? [22] |
|
Definition
- The speaker has an intention in her mind
- she communicates with a stimulus
- the hearer hypothesizes using the context as to what he thinks she is meaning to communicate |
|
|
Term
| What are "positive cognitive effects"? [22] |
|
Definition
| New information, whether external (e.g. utterances) or internal (e.g. thoughts), is relevant if it yields positive cognitive effects when processed in context. |
|
|
Term
| What are three types of positive cognitive effects? [22] |
|
Definition
1. Strengthen an assumption.
2. Weaken/negate an assumption.
3. Combine with an assumption to form a new implication. |
|
|
Term
| COGNITIVE PRINCIPLE OF RELEVANCE [22] |
|
Definition
Human cognition tends to be geared towards the maximization of relevance.
You are trying to achieve as many positive cognitive effects as possible for as little processing effort as possible when optimally processed. |
|
|
Term
| COMMUNICATIVE PRINCIPLE OF RELEVANCE [22] |
|
Definition
every act of ostensive communication communicates a presumption of its own optimal relevance.
the mere fact that a person says something to you conveys the assumption that they think it will be relevant to you. |
|
|
Term
| What are the three steps of the comprehension procedure? [22] |
|
Definition
1. Construct hypothesis about explicit content (explicatures)
2. Construct hypothesis about implicated premises
3. Construct hypothesis about implicated conclusions |
|
|
Term
| What is an ad hoc concept? [22] |
|
Definition
a working, occasion specific construct.
Examples:
“This boy has a temperature.”
• of course he does, even a corpse has a temperature. We are not using the word “temperature” to mean just a temperature, but one that is outside of the norm (i.e. too high).
“This steak is raw.”
• you are not saying that it is completely uncooked, but you are using an ad hoc concept: i.e. this steak is not sufficiently cooked to my liking |
|
|
Term
|
Definition
a direct or explicit speech act: simply put, what is actually said (the content) as opposed to what's intended or implied.
An assumption manifestly communicated by an utterance
Propositional form pragmatically developed from the decoded utterance |
|
|
Term
|
Definition
an indirect or implicit speech act: what is meant by a speaker's utterance that is not part of what is explicitly said.
manifestly communicated but not explicitly |
|
|
Term
|
Definition
| Information from context that hearer must access in order to infer the implicated conclusion. |
|
|
Term
| IMPLICATED CONCLUSION [22] |
|
Definition
| Meaning(s) that the speaker is inviting the hearer to infer. |
|
|
Term
| STRONG COMMUNICATION [22] |
|
Definition
| speaker tightly controls the inference the hearer is invited to derive |
|
|
Term
|
Definition
| speaker exercises less control, giving the hearer greater freedom & responsibility. |
|
|
Term
| Three types of meaning (from Larson). [23] |
|
Definition
1. REFERENTIAL MEANING
2. ORGANIZATIONAL MEANING
3. SITUATIONAL MEANING |
|
|
Term
REFERENTIAL MEANING [23]
(three types of meaning) |
|
Definition
| what the word refers to in the real world |
|
|
Term
ORGANIZATIONAL MEANING [23]
(three types of meaning) |
|
Definition
| discourse, procedural meaning |
|
|
Term
SITUATIONAL MEANING [23]
(three types of meaning) |
|
Definition
| the context and background assumptions |
|
|
Term
| Six things a translator should know [22] |
|
Definition
1. The author
2. The author's purpose
3. The audience
4. cultural context
5. relationship between the author and audience
6. their mutually-accessible information |
|
|
Term
| Explicature Formation [23] |
|
Definition
1. DISAMBIGUATION
2. SATURATION
3. 'AD HOC' CONCEPT FORMATION |
|
|
Term
DISAMBIGUATION [23]
(explicature formation) |
|
Definition
The grammar gives us more than one sense and we must decide which one is relevant.
i.e., "The spy searched the room for bugs." |
|
|
Term
SATURATION [23]
(explicature formation) |
|
Definition
| (e.g. reference assignment) the hearer is expected to go into the context and find something to plug into the reference. |
|
|
Term
'AD HOC' CONCEPT FORMATION [23]
(explicature formation) |
|
Definition
|
|
Term
| Types of translation products [24] |
|
Definition
1. LITERALISM
2. FOREIGNISM
3. FLUENCY
4. SUMMARY
5. COMMENTARY
6. SUMMARY-COMMENTARY
7. ADAPTATION |
|
|
Term
LITERALISM [24]
(types of translation products) |
|
Definition
| Word-for-word; structure of SL is painfully evident |
|
|
Term
FOREIGNISM [24]
(types of translation products) |
|
Definition
| Fairly fluent with alien feel; you know it’s a translation |
|
|
Term
FLUENCY [24]
(types of translation products) |
|
Definition
| Seems like an original in the TL; you never stop to think it’s a translation |
|
|
Term
SUMMARY [24]
(types of translation products) |
|
Definition
| Covers the ‘gist’ of the original |
|
|
Term
COMMENTARY [24]
(types of translation products) |
|
Definition
| Unpacks hidden complexities of the original including implicit information |
|
|
Term
SUMMARY-COMMENTARY [24]
(types of translation products) |
|
Definition
| Summarize some passages and comment closely on others of interest to the user |
|
|
Term
ADAPTATION [24]
(types of translation products) |
|
Definition
| Recasts to have desired impact that is substantially different from that of the original. (you are not worried about the form, or even if it is saying the same thing) |
|
|
Term
| What does a hearer understand if he has a level 1 understanding? [24] |
|
Definition
| The hearer can derive the explicature, but not the implicature. |
|
|
Term
| What does a hearer understand if he has a level 2 understanding? [24] |
|
Definition
| The hearer can deduce implicated conclusions. |
|
|
Term
| What does a hearer understand if he has a level 3 understanding? [24] |
|
Definition
| The hearer can place the utterance in the larger cognitive environment. |
|
|
Term
| Key assumptions of Meaning-based translation: [24] |
|
Definition
1. The author's meaning is accessible and normative.
2. Postulate of translatability: what can be said in one language can be said in another. |
|
|
Term
| Key idea for Dynamic Equivalence: [24] |
|
Definition
| the impact/effects of the text on the target audience ought to be the same as for the original audience |
|
|
Term
| Key idea for Meaning Equivalence: [24] |
|
Definition
| get the meaning across and the forms can be adjusted as necessary |
|
|
Term
| Key idea for Cognitive Equivalence: [24] |
|
Definition
| Same explicatures and implicatures using the same contextual assumptions. |
|
|
Term
| Key ideas for Stimulus-oriented translation: [24] |
|
Definition
1. Preserve communicative clues
2. Semantic, pragmatic, and procedural meaning
3. Context adjustments outside the text |
|
|
Term
| Key ideas for Communication-oriented translation: [24] |
|
Definition
1. may adjust communicative clues (as needed)
2. context adjustments outside the text |
|
|
