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A STUDY ON PERSONAL PRONOUNS IN ENGLISH AND VIETNAMESE
Le Thi Hong
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View paper →Listening to the voice of the translator: A description of translator’s notes as paratextual elements
Carmen Toledano Buendía
trans-int.org
Translator’s notes are paratextual elements in which the translator makes his
or her voice heard, thus giving up his or her invisible position in order to address the
reader directly. Together with other paratextual components, translator’s notes
accompany the text and influence how it is read and interpreted. In the framework of
descriptive and historical translation studies the analysis of translator’s notes, as well
as other types of paratext, may provide a privileged source of information for the
contextualisation of translation processes and the reconstruction of the translation
norms and policies in force at a specific moment. Furthermore, it may lead to a better
understanding of the position and reception of literary translated texts. This paper shall
provide a description of some of the contextual, pragmatic and functional features of
translator’s notes as evidence of the richness of the practices and procedures that are
hidden within this type of paratext in order to reveal the often under exploited potential
of such data for Descriptive Translation Studies; for illustrative purposes, examples are
provided from eighteenth-century and nineteenth-century Spanish translations of
English novels.
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View paper →Translating Childrens Literature An Exploration Of Techniques Used In English Vietnamese Translation Of Aesops Fables
Võ Thị Liên Hương, Bùi Lê Diễm Trang, Nguyễn Vũ Khanh
This study aims to explore techniques employed in translating children’s literature. In particular, it examines those used in translating story titles, proper names,
personal pronouns, and life lessons. Using a purposive corpus built from a collection of
Aesop’s fables written in English and their translation into Vietnamese, the study has
attained considerable findings. The results show that the techniques used were universal.
All the techniques mentioned above have been found in the Vietnamese versions of
selected Aesop’s fables. Nonetheless, due to differences in language properties between
English and Vietnamese, some instances of translation were far more complicated and
tended to combine techniques. This study found a new application for the adaptation
technique in translating proper names that can be described as domesticated replacement.
The study also suggests that by using bilingual fables as material for teaching English to
young learners, teachers can raise their awareness of linguistic differences between English
and Vietnamese, and help them appreciate the richness of English and Vietnamese,
encouraging them to express similar ideas in different linguistic and cultural contexts.
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