Culture Bumps: An Empirical Approach to the Translation of by Ritva Leppihalme

By Ritva Leppihalme

This paintings specializes in translators and readers as members within the communicative method, the place using allusions is one kind of challenge to be solved. Reader-response exams and interviews with specialist translators spotlight the trouble in conveying the functionality and that means of allusive passages to readers in one other tradition. the various examples mentioned additionally supply fabrics for translation lecturers eager to deal with the interpretation of allusions of their classes.

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Extra info for Culture Bumps: An Empirical Approach to the Translation of Allusions (Topics in Translation , No 10)

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Ben-Porat (1976: 115-6) believes that there is a tacit agreement between sender and receiver in journalism and advertising to discourage further interpretation, which might even, as in this instance, have a 'grotesque' effect. Page 10 Limiting this study to the sophisticated interplay of evoked and alluding texts in literary allusion would, however, bypass the problems caused for translators also by the less evocative examples common in many genres. A decision to focus on literary allusion alone might make the results of this study less useful for translators as both allusions in general and literary allusions cause translation problems.

Allusions may not always be recognised as an actual translation problem by practising translators (cf. Chapter 4) but they are a recurrent and often significant feature of many types of text to be translated. The Concept of Allusion The etymology of the term 'allusion' shows a connection with the idea of play: ad + ludere ® alludere. While not all use of allusion is playful, humour Page 6 is clearly one of its functions. In the long rhetorical tradition allusion has had a place among such other tropes or figures of speech as allegory, hyperbole, metalepsis, irony etc.

The Page 18 aim of enriching the TL by translation from languages considered superior models is a common stage of historical developmentEnglish went through this stage in the 16th and 17th centuries. Blake (1992) links this development with the status of the translator: it is high as long as the TL is thought to be in need of such enrichment and expansion, and falls when this is no longer the case. The Translator as Competent Reader and Responsible Text Producer The role of the translator needs special emphasis in a problem-restricted study of translation because whatever translation scholars may write, it is ultimately the translator who must decide how to solve each individual problem occurring in the process of translating a text.

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