METHODS AND TRANSLATION

TECHNIQUES
 ¿Es lo mismo un método de
traducción que una técnica de
traducción?
No, no es lo mismo. En el ámbito de la traducción, el
método y la técnica son conceptos diferentes. Así, un
método de traducción se aplica a la totalidad del texto
por traducir y las técnicas de traducción pueden variar
dentro del mismo texto, dependiendo del caso y en
función de los elementos verbales que se tengan que
traducir.
¿Cuáles son los métodos de
traducción más utilizados?
MÉTODO INTERPRETATIVO-
COMUNICATIVO: El uso de este método de
traducción pretende conservar la misma finalidad del
texto original. Se persigue que la traducción tenga el
mismo efecto en el lector que el texto original.
MÉTODO LITERAL: Se reproduce el sistema
lingüístico del texto origen tal cual, pero
reconvirtiendo literalmente los elementos
lingüísticos que lo componen; es una traducción que
se ajusta palabra por palabra, sintagma por sintagma
o frase por frase a la morfología y la sintaxis del
texto original.
MÉTODO LIBRE: El traductor se aleja de la
estructura formal del texto de origen para transmitir
de manera libre el mensaje del autor del texto
original.
MÉTODO FILOLÓGICO: Se trata de una
traducción crítica y erudita con fines literarios o
documentales.
POEMA:

“Del cielo cayó una rosa y de la rosa un botón; de la misma forma estalla tu
amor en mi corazón”
YELL /SHOUT VS. SCREAM
DIFFERENCES BETWEEN THEM

• "Scream" tends to include a higher pitch and connotes fear, panic, rage and
other strong emotions. "Shout" is the general purpose, catch-all for a raised
voice without any particular emotional or signalling intent. "Yell" is similar
to shout but is usually for emphasis or to attract attention.
WHAT IS CULTURE?
THE IMPORTANCE OF CULTURE IN
TRANSLATION

Because culture gives birth to language, translation and culture are intimately
connected. Meanings in both source and target languages are profoundly
affected by their cultural context, especially in business translation. A phrase
that appears easy to translate may actually contain cultural subtleties that,
unless they are accounted for, can bring just the opposite meaning than is
intended. So translation without deep cultural context can be dangerous,
especially when meanings are critical.
TRANSLATION AND CULTURE: LITERAL AND
CONTEXTUAL MEANING
For every translated sentence, the translator must be able to decide on the importance of its cultural
context, what the phrase really means, not necessarily what it literally means, and convey that meaning
in a way which makes sense not only in the target language but also in the context of the target culture.
There are many institutions and practices that exist in one culture and don’t exist in other cultures.
Deeply held belief systems, even commitments to truth vary from culture to culture. Each of these
unique culturally based psychological entities is associated with words that have meaning in one
language that is distinct to that language and not duplicated in other languages. How would those
unique features of culture be translated? Only someone steeped in the cultures of both source language
and target language can hope to make an interpretation.
TABOOS AND VALUE DIFFERENCES

Deeply held taboos in one culture can be completely neutral in another culture. Translation
must be sensitive to the moral, spiritual values associations of the words and symbols in the
language to find meaning equivalents. The values dimension is where some of the worst
translation confounding takes place.
When President Carter went to Poland in 1977, the State Department hired a Russian
interpreter who was not used to translating into Polish. Through that interpreter, Carter ended
up saying things in Polish like “when I abandoned the United States” instead of “when I left the
United States”; and saying things like “your lusts for the future” instead of “your desires for the
future.” The mistakes became a media field day much to the embarrassment of the President.
When Nikita Khrushchev at the United Nations uttered the famous phrase “we will bury you” it
was a culturally insensitive mistranslation from the Russian which really meant “we will outlast
you.” The mistranslation was widely interpreted as a threat of attack. There are many examples
like that which point to the necessity for cultural sensitivity in translation. Mistakes have led to
expensive product re-branding, tumbling stock process, and a vision of horns on Moses’ head.
Culture gives language different contexts. The same words passed from one culture to another
obtain slightly or radically different meanings. Sometimes those meaning differences represent
slight or intense value differences that could be critical in translations.
MOVIE
RAT RACE
THE RAT RACE MEANING
• A way of life in modern society, in which people compete with each other
for power and money:
• He decided to get out of the rat race, and went to work on a farm.
CUT TO THE CHASE
Definition:
"Cut to the chase" is a phrase that means to get to the point without wasting time.
The saying originated from early film studios' silent films. It was a favorite of, and thought to
have been coined by, Hal Roach.
History:
Films, particularly comedies, often climaxed in chase scenes. Some inexperienced
screenwriters or directors would pad the film with unnecessary dialogue, which bored the
audience and prolonged the time before the exciting chase scene. Cut to the chase was a phrase
used by movie studio executives to mean that the audience shouldn't get bored by the extra
dialogue, and that the film should get to the interesting scenes without unnecessary delays. The
phrase is now widely used, and means "get to the point.“
https://www.youtube.com/watch?v=KK1ysowj1dA
THE RAT RACE

• “The Rat Race” ... La traducción literal es “Carrera de Ratas”. Hace

referencia a las ratas de laboratorio que corren sin parar en un cilindro tras un
pedazo de queso. En la vida laboral de hoy este concepto se aplica a las
personas que trabajan y compiten entre ellas; en una carrera sin fin, por
obtener poder y dinero.
• https://forum.wordreference.com/threads/the-rat-race.93847/
A CULTURAL THING
CULTURAL THING
COLOR EXPRESSIONS

https://www.youtube.com/watch?v=gQLwxxjSXWg
ECUADORIAN CULTURE
HTTPS://WWW.WORDREFERENCE.COM/
DEFINITION/CASANOVA

• Womanizer
• Playboy
QUACK DOCTOR
HTTPS://WWW.YOUTUBE.COM/WATCH?
V=WCXWJECA-LG
• Random House Dictionary describes a "quack" as a "fraudulent or ignorant
pretender to medical skill" or "a person who pretends, professionally or
publicly, to have skill, knowledge, or qualifications he or she does not
possess; a charlatan". ... In the Middle Ages the word quack meant
"shouting".
HABLAR PAVADAS
 INTRALINGUISTIC AND INTERLINGUISTIC
TRANSLATION
• Errors have been classified by J. Richard et al. (2002) into two categories.
The Interlingual Error and the Intralingual Error, those two elements refer
respectively to the negative influence of both the speaker’s native language,
and the target language itself.
INTERLINGUISTIC ERROR

• Interlingual error is caused by the interference of the native language L1

(also known as interference, linguistic interference, and crosslinguistics
influence), whereby the learner tends to use their linguistic knowledge of L1
on some Linguistic features in the target language, however, it often leads to
making errors.
EXAMPLE 1

• WORD ORDER
Spanish-speaking students usually use inappropriate word order: He in
kitchen has lunch, instead of He has his lunch in the kitchen; or Bobby is a
black beautiful dog, instead of Bobby is a beautiful black dog.
EXAMPLE 2

• ADJECTIVES
Spanish-speaking students may know a lot of adjectives, but the main
problem is where to place them in the sentence. In Spanish adjectives are
generally placed after the noun (OM Basic is a course very useful), but in
English it is exactly the opposite (OM Basic is a very useful course).
INTRALINGUISTIC ERROR

• Intralingual error is an error that takes place due to a particular misuse of a

particular rule of the target language, it is, in fact, quite the opposite of
Interlingual error, which puts the target language into focus, the target
language in this perspective is thought of as an error cause. Furthermore, J.
Richard, et al. (2002) consider I.E. as one which results from ‘’faulty or
partial’’ learning of the target language. (p.267) thus the intralingual error is
classified as follow:
OVERGENERALIZATIONS

• In linguistics, overgeneralizations error occur when the speaker applies a

grammatical rule in cases where it doesn’t apply. Richard et al, (2002)
mentioned that they are caused ‘’by extension of target language rules to
inappropriate context.’’ (P.185). this kind of errors have been committed
while dealing with regular and irregular verbs, as well as the application of
plural forms. E.g. (Tooth == Tooths rather than teeth) and (he goes == he
goed rather than went).
SIMPLIFICATIONS

• They result from learners producing simpler linguistic forms than those found in the
target language, in other words, learners attempt to be linguistically creative and produce
their own poetic sentences/utterances, they may actually be successful in doing it, but it
is not necessary the case, Corder (as cited in Mahmoud 2014:276) mentioned that
learners do not have the complex system which they could simplify. This kind of errors is
committed through both of Omission and addition of some linguistic elements at the level
of either the Spelling or grammar. A. Mahmoud (2014) provided examples based on a
research conducted on written English of Arabic-speaking second year University
students:
EXAMPLES 1:

• Spelling: omission of silent letters:

• no (= know) * dout (= doubt) * weit (weight)

• Grammar:
• Omission:
• We wait ^ the bus all the time.
• Addition:
• Students are do their researches every semester.
• Both the boys and the girls they can study together.
EXAMPLES 2:

• OMISSION OF SUBJECT
This is a very common (and understandable) mistake because, unlike
Spanish, a subject is always necessary in English. Students often say: Is
important to do this, whereas they should say, It is important to do this. The
word it may not refer to anything in particular, but it is absolutely necessary
to make the sentence above gramatically correct.
EXAMPLES 3:

• OMISSION OF ARTICLES

Spanish speakers often delete articles, He is teacher; I haven’t dog; Does she
have car? This occurs because they don’t use them in Spanish.
DEVELOPMENTAL ERRORS

• This kind of errors is somehow part of the overgeneralizations, (this later is

subtitled into natural and developmental learning stage errors), D.E are
results of normal patterns of development, such as (come = comed) and
(break = breaked), D.E indicates that the learner has started developing their
linguistic knowledge and fail to reproduce the rules they have lately been
exposed to in target language learning.
INDUCED ERRORS

As known as transfer of training, errors caused by misleading teaching examples,

teachers, sometimes, unconditionally, explain a rule without highlighting the
exceptions or the intended message they would want to convey. J. Richard et al.
(2002) provided an example that occurs at the level of teaching prepositions and
particularly ‘’ at ‘’ where the teacher may hold up a box and say ‘’ I am looking
at the box ‘’, the students may understand that ‘’ at ‘’ means ‘’ under ‘’, they may
later utter ‘’ the cat is at the table ‘’ instead of the cat is under the table.
ERRORS OF AVOIDANCE

• These errors occur when the learner fail to apply certain target language rules
just because they are thought of to be too difficult.
• Jumper chompa
EXAMPLES:

• I am agree.
• I have 25 years old.
• I am teacher.
• I want to know where do you live.
ERRORS OF OVERPRODUCTION

• In the early stages of language learning, learners are supposed to have not yet
acquired and accumulated a satisfied linguistic knowledge which can enable
them to use the finite rules of the target language in order to produce infinite
structures, most of the time, beginners overproduce, in such a way, they
frequently repeat a particular structure.
• Will (overuse)
• When I was a child, I would play on the beach
EXAMPLES:

• DOUBLE NEGATIVES
Use of double negatives is another typical error, I didn't even have no
problems. In Spanish it is grammatically correct to say: No tuve ningún
problema.
FUNCTION AND CONTENT WORDS

• Each word in English belongs to one of the eight parts of speech. Each Word in English is
also either a content words or a function word. Let’s think about what these two types
mean:
• Content: Information, meaning.
• Function: necessary words for grammar.
• In other words, content words give us the most important information while function are
used to stitch those words together.
CONTENT WORD TYPES

• Content words are usually nouns, verbs, adjectives and adverbs.

• Nouns, verbs adjectives and adverbs give us important information required for
understanding.
• Noun: person, place or thing.
• Verb: action, state.
• Adjective: describes an object, person, place or thing.
• Adverb: tells us how, where or when something happens.
OTHER CONTENT WORDS

• While nouns, verbs, adjectives and adverbs are the most important content
words there are a few other Word that are also to understanding. These
include negative no, not and never, demonstrative pronouns including this,
that, these and those, and questions words what, where, when, how and why.
FUNCTION WORD TYPES

• Function words help us connect important information. Function words are important for
understanding, but they add Little in meaning beyond defining the relationship between two
words. Function words include:
• Auxiliary verbs
• Prepositions
• Articles
• Conjunctions
• Pronouns
FUNCTION WORDS

• Auxiliary verbs: do, be, have –help with conjugation of tense.

• Prepositions: show relationships in time and space.
• Articles: used to indicate specific or non-specific nouns.
• Conjunctions: words that connect.
• Pronouns: refer to other nouns.
EXAMPLES:

• Auxiliary Verbs: Prepositions: Articles: Conjunctions: Pronouns:

• Do In A And I
• Has At An but you
• Will Through The for him
• Is Over so us
• Has been Between since ours
• Did Under as she
PARTS OF SPEECH
PARTS OF SPEECH 2
CONTEXT 1:

MEAN
CONTEXT 2:

SPOKE
CONTEXT :

SPORT GOODS
ACTIVE AND PASSIVE VOCABULARY

• Words that you use frequently, are the words in your Active Vocabulary.
• The words that you are aware of but hardly use , are the words in your
Passive Vocabulary.

• https://www.youtube.com/watch?v=h22xZFTeIVw
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
EXAMPLE 4

• South Korea
South Korea is one of the world’s most successful economies, having seen five consecutive decades of high
economic growth. When faced with adversity, South Koreans change direction quickly and effectively.
Despite the frantic economic growth, South Korean society is still very conservative and conformist due to the
influence of Confucian values. Companies are hierarchical and regimented and ‘face’ is very much valued.
Consequently, change can sometimes be slow and painful. Managers are paternalistic, authoritative figures
who expect their instructions to be carried out obediently and respectfully. In return, they give their
subordinates support and help, not only in work issues but in home issues as well. Group harmony is
important, so South Koreans avoid confrontation and blame, especially among people of equal rank.
Friendship is therefore vital to business success. The Korean saying 'make a friend first and a client second'
sums this up exactly.
 ABBREVIATIONS

An abbreviation is a short form of a word or phrase, made by leaving out some

of the letters or by using only the first letter of each words.
ACRONYM

• An acronym is a word composed of the first letters of the words in a phrase,

especially when this is used as a name. An example of an acronym is 'NATO',
which is made up of the first letters of the 'North Atlantic Treaty
Organization'.
• A pronounceable name made up of a series of initial letters or parts of words;
for example, UNESCO for the United Nations Educational, Scientific, and
Cultural Organization
ACRONYM EXAMPLES 1

• LASER: Light Amplification by Stimulated Emission of Radiation

• RADAR: Radio Detection And Ranging
• SCUBA: Self-Contained Underwater Breathing Apparatus
• SWAT: Special Weapons And Tactics
• HOPE:
• CARE:
• NATO:
INITIALISM

• An initialism is formed from the initial letters of a series of words and may
not be pronounceable as a word.
EXAMPLE 1
EXAMPLE 2

• YMCA
• BBC
• CNN
• NBA
• TLC
• UPC
CLIPPING

• Abbreviations are also formed by omitting one or more syllables from a

word. This is sometimes called ‘clipping’, because we keep the beginning of
the word and ‘clip’ the rest of the word. The abbreviations here are written
and spoken in this form:
EXAMPLES OF CLIPPING 1
• advertisement – ad
• alligator – gator
• examination – exam
• gasoline – gas
• gymnasium – gym
• influenza – flu
• laboratory – lab
• mathematics – math
• memorandum – memo
• photograph – photo
EXAMPLES OF CLIPPING 2

raccoon – coon
reputation – rep
telephone – phone
situation comedy – sitcom
public house – pub
TYPES OF CLIPPING

The four types of clipping are back clipping, fore-clipping, middle clipping,
and complex clipping. Back clipping is removing the end of a word as in gas
from gasoline. Fore-clipping is removing the beginning of a word as in gator
from alligator. Middle clipping is retaining only the middle of a word as in flu
from influenza. Complex clipping is removing multiple parts from multiple
words as in sitcom from situation comedy.
BLENDING

• Blending is the word formation process in which parts of two or more words
combine to create a new word whose meaning is often a combination of the
original words. For example:
EXAMPLES OF BLENDING 1

• advertisement + entertainment → advertainment

• biographical + picture → biopic
• breakfast + lunch → brunch
• chuckle + snort → chortle
• cybernetic + organism → cyborg
• guess + estimate → guesstimate
• hazardous + material → hazmat
• motor + hotel → motel
• prim + sissy → prissy
EXAMPLES OF BLENDING 2

• simultaneous + broadcast → simulcast

• smoke + fog → smog
• Spanish + English → Spanglish
• spoon + fork → spork
• telephone + marathon → telethon
• web + seminar → webinar
IDIOMATIC EXPRESSIONS

• An idiom (also called idiomatic expression) is an expression, word, or

phrase that has a figurative meaning conventionally understood by native
speakers. This meaning is different from the literal meaning of the idiom's
individual elements. In other words, idioms don't mean exactly what the
words say. They have, however, hidden meaning.
EXAMPLE 1
EXAMPLE 2
EXAMPLE 3
TRANSLATION OF IDIOMATIC EXPRESSIONS

What are the obstacles to translate such items?

The main problems that idiomatic and fixed expressions pose in translation
relate to two main areas: the ability to recognize and interpret an idiom
correctly; and the difficulties involved in rendering the various aspects of
meaning that an idiom or a fixed expression conveys into the target language.
TRASLATION OF IDIOMATIC EXPRESSIONS 2

• “Idioms are difficult to translate. It is sometimes hard to find the right equivalent for a single word
without finding equivalence for a sequence of words that convey one specific meaning” (p. 6).
• It appears that there are some socio-linguistic factors for this claim. For example, idioms may have
some culture specific or culturally-bound items which cause some difficulties in the process of
translating.
• In the case of culturally bound items Teilanyo (2007) stresses that: “The difficulty arises from the
problem of finding adequate target language equivalents for terms conveying culture sensitive
notions in the source language as a result of the fact that the two languages have different meaning
subsystems and cultures” (p. 16).
TRANSLATION OF IDIOMATIC EXPRESSIONS
3
• On the other hand Baker (1992) suggests four more detailed strategies as
follows:
• 1. „Using an idiom of similar meaning and form‟ in a way that the TL idiom
conveys exactly the „same meaning‟ by the use of the „same equivalent
lexical items‟ to the SL ones. She also expresses that this kind of match can
only be achieved occasionally (p. 72).
TRANSLATION OF IDIOMATIC EXPRESSIONS
4
• 2. „Using an idiom of similar meaning but dissimilar form‟ in a way that an idiom
or fixed expression in the target language has a meaning similar to that of the source
idiom or expression, but consists of different lexical items (Baker, 1992, p. 74).
• 3. ‘Translation by paraphrase‟. Baker continues that: …this is by far the most
common way of translating idioms when a match cannot be found in the target
language or when it seems inappropriate to use idiomatic language in the target text
because of differences in stylistic preferences of the source and target languages
(idem).
TRANSLATION OF IDIOMATIC EXPRESSIONS
5
• 4. „Translation by omission‟ (Baker, 1992, p. 77). This means that an idiom is
entirely deleted in the TL because “it has no close match in the target language,
its meaning cannot be easily paraphrased, or for stylistic reasons” (idem). This
strategy is done mostly in the sentence or paragraph level. The reason for this
phenomenon is that when an idiomatic expression is omitted, nearly always
there is a „loss‟ in the meaning. To „compensate‟ the resulting loss, one is
obliged to mention some supplementary words in some parts of the sentence or
paragraph where an omission has been done.
TRANSLATION BY OMISSION

• Omission means dropping a word or words from the SLT while translating. This
procedure can be the outcome of the cultural clashes that exist between the SL
and the TL. In fact, it is in subtitling translations where omission attains its
peak in use. The translator omits words that do not have equivalents in the TT,
or that may raise the hostility of the receptor. For example, Arab translators
usually omit English taboo words such as ‘fuck off’ and ‘shit’, while translating
films into Arabic, just for the sake of respecting the Arab receptors, who may
not tolerate the use of these words because of their culture.
PREFIXES AND SUFFIXES

• A prefix is a group of letters placed before the root of a word. For example,
the word “unhappy” consists of the prefix “un-” [which means “not”]
combined with the root (or stem) word “happy”; the word “unhappy” means
“not happy.”
• A short list of prefixes:
LIST OF PREFIXES
SUFFIX

• A suffix is a group of letters placed after the root of a word. For example, the
word flavorless consists of the root word “flavor” combined with the suffix
“-less” [which means “without”]; the word “flavorless” means “having no
flavor.”
• A short list of suffixes:
LIST OF SUFFIXES
DIRECT TRANSLATION TECHNIQUES

• BORROWING
• CALQUE
• LITERAL / FAITHFUL TRANSLATION
CALQUE
• In linguistics, a calque /kælk/ or loan translation is a word or phrase borrowed from another language by
literal, word-for-word or root-for-root translation. Used as a verb, "to calque" means to borrow a word or
phrase from another language while translating its components, so as to create a new lexeme in the target
language.
• "Calque" itself is a loanword from the French noun calque ("tracing; imitation; close copy"); the verb
calquer means "to trace; to copy, to imitate closely"; papier calque is "tracing paper". The word "loanword"
is itself a calque of the German word Lehnwort, just as "loan translation" is a calque of Lehnübersetzung.
• Proving that a word is a calque sometimes requires more documentation than does an untranslated loanword
because, in some cases, a similar phrase might have arisen in both languages independently. This is less
likely to be the case when the grammar of the proposed calque is quite different from that of the borrowing
language, or when the calque contains less obvious imagery.
• Calquing is distinct from phono-semantic matching. While calquing includes semantic translation, it does
not consist of phonetic matching (i.e. retaining the approximate sound of the borrowed word through
matching it with a similar-sounding pre-existing word or morpheme in the target language).
EXAMPLE 1: HOT DOG
EXAMPLE 3: BASKETBALL
EXAMPLE 2: BLUE BLOOD
EXAMPLE 4: HONEYMOON
BORROWING

• El préstamo es un procedimiento de traducción que consiste en utilizar una

palabra o una expresión del texto original en el texto de destino. El préstamo
se señala generalmente en cursiva. En definitiva, se trata de reproducir tal
cual una expresión del texto original. En tal sentido, es una técnica de
traducción que no traduce…
• Ejemplo: Esta vedette era una mujer alta y esbelta.
EXAMPLES:

• http://www.aprendeinglessila.com/2013/03/anglicismos-todos-los-dias-habla
mos-ingles/

• https://www.vix.com/es/btg/curiosidades/59129/7-idiomas-que-aportaron-un-
gran-numero-de-palabras-al-idioma-espanol
LITERAL / FAITHFUL TRANSLATION

Normalmente se llama traducción literal o metafrase. Consiste en traducir

palabra por palabra, logrando un texto en el idioma de destino tan correcto
como idiomático. Según Vinay y Darbelnet, la traducción literal solo puede
aplicarse entre idiomas cuya proximidad cultural es mayor. Es aceptable solo si
el texto traducido conserva la misma sintaxis, el mismo sentido y el mismo
estilo que el texto original.
Ejemplo: I am reading a book ⇒ Yo estoy leyendo un libro.
EXAMPLES:

• http://www.wikilengua.org/index.php/Traducción_literal
MODULACIÓN

• Consiste en dar el mismo mensaje, pero expresado de un modo distinto. Suele implicar transposición y
un cambio de vocabulario.
• La modulación reside en variar la forma del texto mediante un cambio semántico o de perspectiva.
• La modulación implica una variación en el mensaje que se obtiene luego de la traducción del mensaje
mediante un cambio de punto de vista. Su empleo se justifica cuando se advierte que tanto la
traducción literal como la transposición permiten lograr un enunciado gramaticalmente correcto pero
que no se adecua a la naturalidad expresiva de la lengua meta.
• How old are you?
• We both know the reality.
CATEGORÍAS

• Modulación explicativa.
• Lo abstracto por lo concreto.
• La parte por el todo.
• Una parte por otra.
• Inversión de términos.
• Lo contrario.
• Modulación de forma, aspecto y uso.
• Cambio de comparación.
MODULACIÓN EXPLICATIVA

• Blind flying ( Volar a ciegas) Pilotaje sin visibilidad.

• It is all in your mind. Te estas sugestionando.
• The firing of cannos. El estruendo de cañones.
LO ABSTRACTO POR LO CONCRETO

• Food for thought Materia de reflexión

• Brain drain Fuga de cerebros.
• Ring and state your business Llame y diga lo que desea.
LA PARTE POR EL TODO

• Articles of war. Código militar.

• To go for a sail. Ir de paseo en barco.
UNA PARTE POR OTRA

• Up to my nose. Hasta las orejas.

• At arm’s lenght. Al alcance de las manos.
• Eyeball to eyeball. Cara a cara.
• The other man was already in the drive’s seat.
• El otro individuo ya estaba sentado al volante.

• https://forum.wordreference.com/threads/up-to-my-nose.698478/
INVERSIÓN DE TÉRMINOS O DEL PUNTO DE
VISTA.
• Allowable error. Error admisible.
• I took the job for my friend. Mi amigo me cedió el trabajo.
• I ought to have known better. Debía haberlo pensado mejor.
• How can you be identified? ¿ Como podre reconocerte?
LO CONTRARIO

• Do not get so excited. Tranquilízate.

• Winter is not far away. El invierno se aproxima.
• Keep going. Sin detenerse.
• It is also true. No es menos cierto.
• He said, not unkindly. Dijo, con cierta ternura.
MODULACIÓN DE FORMA, ASPECTO Y USO.

• Highly literal. En alto grado literario.

• A mile from shore. A una milla de la costa.
• May I help you? En que puedo servirle?
CAMBIO DE COMPARACIÓN

• Unarmed combat. Lucha cuerpo a cuerpo.

• Poor judgment. Falta de criterio.
• East cost. Costa del Atlántico. (context).
TRANSPOSICIÓN

• La transposición consiste en pasar de una categoría gramatical a otra sin

alterar el significado del texto. Esta técnica introduce un cambio en la
estructura gramatical.
• Ejemplo: He learns quickly ⇒ Es veloz para aprender.
TRANSPOSICIÓN MÁS EJEMPLOS

• Before I come back. Antes de mi regreso.

• It is commonly believed that. La gente cree que.
 DOBLE TRANSPOSICIÓN

• Transposición de un grupo compuesto de dos categorías gramaticales en el

idioma fuente a dos categorías gramaticales diferentes en el idioma meta.
• After being warmly embraced. Tras recibir un abrazo afectuoso.
• Amazingly skillful. Con habilidad asombrosa.
TRANSPOSICIÓN CRUZADA

• Consiste en transponer las categorías gramaticales de dos elementos de forma

cruzada. Es una variante de las técnicas de traducción anteriores.
• He elbowed his way through. Se abrió paso a empujones.
• He swam across the river. Cruzó el río a nado.
EQUIVALENCE

• Here you have to express something in a completely different way, for example when
translating idioms or advertising slogans. The process is creative, but not always easy.
Would you have translated the movie The Sound of Music into Spanish as La novicia
rebelde (The Rebellious Novice in Latin America) or Sonrisas y lágrimas (Smiles and
Tears in Spain)?
• Ya tomaste café.
• Do the dishes.
• Go to bed.
LA EQUIVALENCIA

• Cuando hablamos de equivalencia a la hora de traducir, nos referimos a

intentar reproducir una misma situación mediante recursos estilísticos y
estructurales completamente distintos.
• Un ejemplo de equivalencia sería «No parking at all times»: «No estacionar».
La equivalencia es muy habitual a la hora de traducir refranes o dichos
propios de una cultura. Así, por ejemplo, el británico «it’s raining cats and
dogs» suele traducirse por nuestro «llueve a cántaros».
SEMANTIC TRANSLATION

• La traducción semántica, como indica su nombre, intenta reproducir el

significado contextual exacto del original, tan cerca como permitan las
estructuras semánticas y sintácticas de la segunda lengua (la lengua término).
TRADUCCIÓN COMUNICATIVA

• La traducción comunicativa trata de producir en el receptor de un texto un

efecto lo más cercano posible al que obtienen los lectores del texto original
(también se define así la equivalencia dinámica).
TRADUCCIÓN SEMÁNTICA VERSUS
TRADUCCIÓN COMUNICATIVA
• Si existe un problema de interpretación, la traducción comunicativa debe enfatizar el efecto del
mensaje, antes que el contenido del mismo. Una es más directa, más efectiva y simple, mientras
que la otra es más concentrada, más conceptual y se dirige al pensamiento más que a la intención
del transmisor. Por ejemplo: en “Dog that bites”, la traducción comunicativa diría “¡Cuidado con
el perro!” o “¡Perro peligroso!” La traducción semántica, en cambio, atendería al concepto y
traduciría “Perro que muerde; que como se ve, es una traducción literal, pero más fría. El autor,
Newmark, considera la traducción semántica inferior a la comunicativa, ya que pierde fuerza y
emotividad. La comunicativa, al contrario disipa la ambigüedad del texto, puesto que pretende
que el lector de la lengua término obtenga la misma sensación que obtenía el de la lengua fuente.