Contrastive Grammar and Stylistics - Student Handbook
Transcript of Contrastive Grammar and Stylistics - Student Handbook
-
All rights reserved. No part of this handbook may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, including photocopying
and recording, or in any information or retrieving system without permission in writing from the Arabic and Translation Studies Division, School of Continuing Education, The
American University in Cairo.
2007
Arabic & Translation Studies Division
CONTRASTIVE GRAMMAR AND STYLISTICS
Student Handbook
This is a first draft of STTI102 Contrastive Grammar and Stylistics
Student Handbook (Fall 13)
-
ii
-
iii
Forward
Changes in how professional translators practice their profession have been
recently frequent. They are not only derived by the growth of the young
discipline of translation, which is the success story of the 1980s, but also by
changes in the world around us such globalized societies and economies, the
spread of internet, and the need for intercultural communication, not to mention
the changes in the geography of translation with the move of the multi-million
industry towards the Middle East and the Arabic language. Translation in the
era of globalization requires interdisciplinary approach to translation that
stresses the need for a translator with background knowledge in various fields.
This necessitates training the learners in more than one field of specialization,
and hence a career certificate which focuses on the specializations of legal, UN
and economic translation on the one hand, and a career certificate which
includes journalistic, literary and audio-visual translation on the other hand.
Taking a quick path unto automation and digitalization, the translation
profession nowadays looks into practical techniques to help translators produce
more and waste less.
in Translation and Interpreting with a
focus on CAT tools and translation software programs does not only train
learners on computer-assisted translation, but takes them directly into the on-
line translation environment. To satisfy a need for the translator as intercultural
communicator, also derived from globalization and the spread of new
technologies, new courses such as literary translation and audiovisual
translation were offered in a Career Certificate in Media and Literary
Translation.
The changes in the translation market have been given due focus in the
advanced courses such as Advanced Translation Problem-Solving Strategies
and Translation Portfolio and Project, which focus on topics such as translation
market and environment, project management in translation, code of ethics etc.
Learners in the Professional Diploma in Translation and the Professional
Diploma in Translation and Interpreting are nourished from day one on the
highest standards of professionalism of translation as an activity in the market
of service, of translation as a translator/client relationship and translation as a
mental process.
Furthermore, the translation diploma at ATS can be viewed as comprising three
stages. The first stage (The Foundation Certificate in Translation and
Interpreting) develops all basic translation skills required to produce an
acceptable translation including command of the language, familiarity with
-
iv
culture, computer skills and e-tools for translators, background knowledge, and
contrastive and transfer skills between the source and the target languages.
Finishing this stage, a trainee can produce a good translation of a general text
but not necessarily of a specialized text such as legal, UN and journalistic texts.
The second stage (The Career Certificate in Legal and UN Translation and The
Career Certificate in Literary and Audiovisual Translation) focus on the text-
specific features in translation so that a trainee can be able to produce a
translation in a specialized field. After the career certificate, the trainee can
produce a sound translation in a certain specialization, but he may not be aware
of many factors related to the environment of translation such as certain code of
ethics, rates, project management etc. The diploma is the level of
professionalism which makes the trainee ready to go to the market after being
enlightened on many issues related to translation theory and the translation
market.
Dr. Hussein Ali
Director, Arabic and Translation Studies Division
-
v
The American University in Cairo
School of Continuing Education
Arabic and Translation Studies Division
CURRICULUM DESIGN FORM
Course Title: Contrastive Grammar and Stylistics
Course Code: STTI102
Course Type (Regular / Customized): Regular/Customized
Number of Continuing Education Units (CEUs): 3.0 1
Target Audience:
Learners who are seeking knowledge on and skills at rendering the functions of grammatical
structures and stylistic devices between English and Arabic; trainees/translators seeking help with
problem-solving techniques at the levels of grammar and stylistics
Course Pre-requisites (if any): 1. None
Course Description:
This course is an exploration of how the differences between English and Arabic grammar and
stylistics are dealt with in translation, an investigation of how professional translators handle the
differences between English and Arabic in translation, and practice of the different techniques of
translation between English and Arabic.
Learning Outcomes:
By the end of this course, learners will be able to
1. contrast different sentence structures in English and Arabic;
2. translate appropriately different sentence structures in English and Arabic;
3. contrast tense and aspect in English and Arabic;
4. translate appropriately tense and aspect between English and Arabic;
5. contrast passive voice in English and Arabic;
6. translate appropriately passive voice between English and Arabic;
7. contrast punctuation in English and Arabic;
8. render appropriately punctuation between English and Arabic;
9. contrast adverbs and adverbial phrases in English and Arabic;
10. translate appropriately adverbs and adverbial phrases between English and Arabic;
11. contrast adjectives and adjectival phrases in English and Arabic;
12. translate appropriately adjectives and adjectival phrases between Arabic and English;
13. contrast sentence connectors in English and Arabic;
14. translate appropriately sentence connectors between English and Arabic;
15. contrast affixation in English and Arabic; and
16. translate appropriately affixation between Arabic and English.
1 Offered as customized; the number of CEUs depends on client's request.
-
vi
Instructional Materials:
1. Contrastive Grammar and stylistics. ATS Student Workbook. (Updated Every Term) 2. Baker, M. (1992). In other words. London: Routledge 3. Ghazala, Hasan. (2004). "Stylistic semantic and grammatical functions of punctuation in English
Arabic translation". Babel 50:3. 230-245.
4. Malmkjaer, K. (2005). Linguistics and the language of translation. Edinburgh: Edinburgh University Press.
Syllabus / Training Outline:
Serial* Title/subtitle Assignment
1 Orientation and theoretical introduction
Tenses and aspects;
Selected readings on theories of contrastive
analysis and translation
Selected readings on sentence structures in
English and Arabic
Selected readings on English and Arabic tense
and aspect
Controlled practice on translating tense and
aspect.
2 Tenses and aspects;
Conditional
Controlled practice on translating conditionals in
English and Arabic
3 Voice
Quiz 1
Controlled practice on translating active and
passive in English and
Arabic
Selected readings on voice in English and Arabic
4 Affixations and collocations Controlled practice on translating affixation and
collocations in English
and Arabic
5 Adjectives
Quiz 2
Controlled practice on translating adjectives in
English and Arabic
* Session: In this course one session equals 2.5 contact hours.
-
vii
6 Adverbs and adverbial phrases Controlled practice on translating adverbs and
adverbial phrases in
English and Arabic
Selected readings on
adverbs and adverbial
phrases in English and
Arabic 7 Sentence connectors
Punctuation
Controlled practice on
translating sentence
connectors in English
and Arabic
Selected readings on
sentence connectors in
English and Arabic
Controlled practice on
translating punctuation
devices in English and
Arabic
8 Models and articles
Quiz 3
Controlled practice on translating modals and
articles in English and
Arabic
9 Thematic organization of information
Controlled practice on thematic organization of
information
10 Translation at paragraph level
Distribution of the final Project
11 Translation at paragraph level
12 Discussion of project
-
viii
Instructional Methods:
Learners will experience interactive, practice and skill-based learning; methods of teaching in this
course also include group work and case studies of published translations.
Assessment of Learning Outcomes
Frequency**
: Three assessments and a project.
Type: Written tests and/or projects.
Classroom assessments should not take more than 30 minutes.
The first two assessments should be recorded in the class folder by session 7.
ring the course (70%) and an end-of-term exam (30%).
Instructors are required to provide learners with appropriate feedback on their performance throughout the course.
For all written courses, three assessments at least should be conducted as follows:
Session 3 20 points Session 5 25 points Session 8 25 points Project 30 points Total 100 points
For further information or Inquiries: Please see the Assistant Division Director for Regular Programs
in Room 617 SCE, or call 2797-6873, or email [email protected]
**
Exact dates will be announced in class two sessions before the quiz, exam, or project is due.
-
ix
-
x
Classroom Guidelines for SCE Learners
CLASSROOM GUIDELINES FOR SCE
LEARNERS
Attendance Policy
You must attend at least 75% of the class sessions. Failure to do so will result in failing the course, although you will be allowed to attend classes.
Punctuality Policy
You are expected to arrive on time for all scheduled classes and laboratory sessions.
You will be considered late if you enter the class any time after the start of instruction.
You are allowed to be late twice without penalty. All successive instances of tardiness will be counted as absences, although you will be allowed to attend the class.
Grading System:
Learners are assessed throughout the term by tests, quizzes, assignments, projects or other means of evaluation. End-of-term
performance in the course.
The final grade in each course is based on
assessment measures and the final test.
Final course grades are NOT based on
attendance policy, learners must attend at least 75% of the class sessions in order to be allowed to take the final examination.
At the end of each term, final course grades are posted on the divisional bulletin boards
names. Accordingly, the ID number is necessary to know your course grade.
Incomplete Grade:
An incomplete grade (I) for any scheduled course may be given at the discretion of the course instructor only to learners who have attended the course, but cannot sit for the final examination or cannot complete course requirements due to circumstances beyond their control.
In order to record the final course grade, all requirements should be completed before the end of the second week of the following term. Failure to change an incomplete grade will result in the final grade being recorded as "F".
-
xi
Learner Evaluation of Instruction:
Learner evaluation of instruction is very important. Based upon your response and comments, changes can be made.
Please take these evaluations seriously and answer all the questions honestly. Remember that instructors are not permitted to see their evaluation results until after your grades are posted.
SCE values your input.
Learner Petitions and Grievances:
You may appeal to a division administrator in any aspect pertaining to class instruction, learning environment, or administration processes.
You may seek resolution at higher administrative levels if the matter is not resolved. The decision of the Associate Dean for Instructional Affairs is final.
Anonymous complaints or petitions will be completely disregarded. All petitions are handled with discretion, protecting your best interests.
Cheating:
Cheating is not acceptable in an institution dedicated to learning. Cheating includes giving or receiving information during an examination, using unauthorized material during an examination, and other acts of academic dishonesty, including plagiarism.
If you are caught cheating on the final examination, your final course grade will be
The penalty for a second offense is automatic suspension from studying at SCE for one 12-week term and failing the course.
In instances of a third offense, you will be permanently dismissed from SCE.
F
Harassment
SCE does not tolerate any form of harassment, including sexual harassment.
Sexual harassment is any conduct of a sexual nature that significantly impairs a
or her job or educational pursuits.
SCE is committed to providing a secure educational and work environment for its learners, instructors, staff, and administrators.
Photocopying:
Photocopying textbooks and original content including computer software is a violation of AUC copyright and photocopying policies and thus will not be allowed in SCE classes.
-
xii
Smoking
Smoking is not allowed in any SCE building, including classes, lounges, workspaces, single-occupancy offices, balconies, stairwells, open-areas within buildings, and outside the entrance of buildings.
Cellular / Mobile Phone
SCE prohibits the use of cellular/mobile phones in the classroom and during the administration of entrance and end-of-term testing sessions.
You should turn off your phone during any class time and/or testing session.
Misconduct:
Acceptable adult behavior is expected of SCE learners in the classroom and on university campuses.
Breach of such behavior will be reported by the instructor to the Division Director, and learners involved will be referred to the Learner Disciplinary Committee.
-
xiii
Table of Contents
Session Number: One ............................................................................................................... 2
Tenses .................................................................................................................................... 3
Tenses (PowerPoint) ............................................................................................................ 7
Tenses Exercises .............................................................................................................. 13
Session Number: Two ............................................................................................................ 16
Conditional in English and Arabic ................................................................................... 17
Session Number: Three .......................................................................................................... 22
Active & Passive ................................................................................................................. 23
Passive & Active (PowerPoint) ......................................................................................... 28
Session Number: Four ............................................................................................................ 30
Affixati ons ........................................................................................................................... 31
................................................................................................................................... 42
............................................................................................................................. 46
Collocations ........................................................................................................................ 49
Exercises on Collocations .................................................................................................. 50
Idioms .................................................................................................................................. 51
What is a Fixed Expression? ............................................................................................. 52
Fixed Expressions Quiz ..................................................... Error! Bookmark no t defined.
Session Number: Five ............................................................................................................ 54
Adjectives ............................................................................................................................ 55
Modifiers ............................................................................................................................. 59
Adjectives PowerPoint ....................................................................................................... 62
..................................................................................................... 65
Session Number: Six .............................................................................................................. 72
Adverbs ......................................................................................................... 73
........................................................................................................ 81
Session Number: Seven .......................................................................................................... 82
PUNCTUATION ................................................................................................................ 83
........................................................................................................................... 87
Sentence Connectors .......................................................................................................... 91
Connectors .......................................................................................................................... 94
Session Number: Eight ......................................................................................................... 100
Models and Articles ......................................................................................................... 101
Session Number: Nine .......................................................................................................... 110
Session Number: Ten ........................................................................................................... 114
Session Number: Eleven ...................................................................................................... 116
Session Number: Tweleve .................................................................................................... 118
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 1
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 2
Certificate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: One
Description of Session and Main Activities:
In this session, students will explore the differences between English and Arabic
verb tenses, and how professional translators handle the differences. They will also
practice different translation techniques from English into Arabic and vice versa.
What is the function of the structure and
how For example, the
function of the present perfect is to give news of recent events, where as the function
is performed by the use of the past tense in Arabic.
Learning Outcomes:
By the end of the class session, students will be able to
- contrast tense and aspect in English and Arabic; and - translate appropriately tense and aspect from English into Arabic and vice versa.
Material:
Material developed at ATS
Assignments:
- Selected readings on theories of contrastive analysis and translation. - Selected readings on sentence structures in English and Arabic.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 3
Tenses What is a tense? Tense in English means a system marked by verb inflection or auxiliaries whose
basic use is to locate the situation in time or to express certain time relations.
Present Simple: When we talk about permanent situations, or about things that happen regularly,
repeatedly or all the time (not just around now), we use the simple present tense.
Simple present tense is used to indicate: Facts: Ex. The sun rises in the East.
Habits: Ex. The British drink tea a lot.
Making declarations: By the authority vested in me, I now pronounce you husband and wife.
Senses: did you hear that?
Mental & Emotional states: think, feel, believe, belong, doubt, know, matter, mean, prefer, understand, suppose, suspect, want, wish, depend.
Communication of Reactions: agree, astonish, deny, disagree, impress, please, promise, satisfy, surprise.
With Frequency Adverbs: Ex. He usually practices 90 minutes of yoga every morning.
Timetabled future: Ex. The president holds talks with his French counterpart on Wednesday.
The plane arrives at 10 AM.
Present Continuous (Progressive) It indicates contemporary or continuing actions that are going around now. In other
words, it indicates:
Actions that are in progress at the moment: I'm staying in a hotel until I find a suitable apartment.
Complaints and bad habits You are always telling lies. (Bad habit)
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 4
Description of change & development Things are getting worse.
Gradual Change The status quo in the Arab world is deteriorating.
Note: Present Continuous is sometimes used to indicate future plans:
The prime minister is meeting the new ministers late this afternoon.
Present Perfect This tense indicates:
Giving news of recent events: The government has announced the new Cabinet.
No time reference: I have visited the Caribbean islands many times.
Up to the present I have not seen Romeo and Juliet
s never apologized for anything in her life.
The result at hand (connected with the present): I've broken my leg.
Not distant in time and place (on part of the speaker) I've left my wallet in the car. (Speaker about to return)
Something happened several times up to the present: I have written six letters since morning.
Present Perfect Continuous This tense is used mainly to talk about situations that started in the past and are
still going on.
Emphasis of a duration I've been waiting for you all morning.
A habitual action in a period of time up to the present I've been jogging every morning since I quit my job.
Incomplete action that continued over a period of time I've been ironing
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 5
Simple Past Tense It refers to a completed action, state, and habits in the past (with definite time
reference).
Last year I changed my career from a stockbroker into a real estate agent.
Note: simple past is used to when distancing oneself.
I left my wallet in the car. (I'm not near my car.)
Past continuous Actions in progress (often interrupted by other actions)
While we were trying to find a solution to the problem, the CEO suggested a
brilliant idea.
Changing states
Your behavior was getting worse.
Past Perfect This tense refers to an event in the distant past before another in the past.
When I came back, someone had stolen my wallet. I guess I had forgotten to lock
the locker.
Note: When past events are reported in their order of occurrence, there will be no
need for the past perfect; the need would arise if the events were reported out of
their sequence.
We use will to refer to the future in the following situations:
Description of what we suppose to be true: That will be Jim at the door.
Immediate (spur of the moment) decision: I'll take this one.
Intention or plan:
I'm going to do my best to be there on time.
An event whose cause is present: Look at the tree! It is going to fall.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 6
Decisions referring to a more distant point in the future: Next year, I'm going to work as a reporter.
Future Continuous: An event that will be continuing at a future point
Come around in the morning, I'll be cooking in the kitchen.
An event that will happen anyway, rather than events we choose to make happen
I won't fix a time to see you as I'll be calling into the office anyway.
Fixed arrangements: The band will be performing next spring.
Future Perfect: To express assumptions on the part of the speaker that a particular action will be
finished by a future point
ll have finished the roof by Tuesday.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 7
Tenses (PowerPoint)
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 8
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 9
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 10
I. Translate the following sentences into Arabic showing the function of the tense in
each sentence, and how to convey it into the target language:
1. social wants, needs, and desires.
2. We celebrate Halloween every year on October 31.
3. The platform of the Democratic Party stressed the importance of the economic reform.
4. The manifesto of Al Wafd party includes all their views and motives.
5. The Central Intelligence Agency has concluded that China has recently delivered important components for missile systems to Iran and Pakistan.
6. EEAA has exerted enormous efforts to conserve environment in Egypt.
7. In 1979 the Conservative party has won the general election making Margaret
8. Previous government attempts to find a consensus on terror laws have failed but the London bombs appear to have changed that.
9. He observed that the economy had expanded steadily since 1981
10. NASA scientists had thought they'd solved the technical problems which have dogged the Space Agency.
11. ntrol policies have been criticized as draconian, especially the -
II. Translate the following into English, showing the function of the tenses included
and how to convey them into English:
III. Translate the following taking into consideration the function of the tenses
included and the brief:
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 11
Exercise one:
Target group: employees of health services and young managers
Text type : Self reporting questionnaire on teamwork and total quality management
- The first part of the questionnaire asks non-identifying demographic data. The second part is composed of statements that represent items of teamwork that
may influence TQM. You are requested to mark the best response which
reflects your own beliefs. The third part asks you to respond to open-ended
questions. In this part you can write what you would like to add and believe
was not addressed in the questionnaire items.
- Management Support
Exercise two:
Target group: Same as previous
Text type : Same questionnaire- some items
- Teams are active and their input is appreciated by management - Management encourages multidisciplinary, multilevel team decisions - Management gives incentives to promote teamwork. - Management consults appropriate employees to solve quality issues - Incentives are given to employee who participates in setting quality plans. - Management appreciates employee work based only on their performance.
Exercise three:
Brief: academic paper review
Context: workshop
Target group: young researchers
- This section will explore the various ways in which resistance to change has been unmasked in the literature and the areas that perhaps did not capture much
attention by the researchers in general.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 12
Exercise four: Target: Children with special needs educators
Text type: Book: In Early Childhood Through Middle School: Laying the Foundation
- Scenario: Jacob was born with Down syndrome, severe cognitive delays, and additional health problems to parents who understood that Jacob would need
special attention. Even before Jacob was born, hospital officials had connected
the family with agencies and resource people who helped them understand how
the family could best help Jacob in his years as an infant. The connections to
agencies and resources continued into his toddler days and through his
transitions into public school.
Exercise five:
Target group: doctors
Text type : Medical report
Brief History:
- Patient is a known case of mitral steno-sis presented in ER with left side weakness. CT Brain shows right tempero parietal infarc.
- Echo- rheumatic heart with infected endocraditisimproves, trans out to the ward where he developed respiratory distress, heart
failure and aspiration pneumonia. Admitted again to the ICU, intubated and
ventilated.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 13
Tenses Exercises
.
.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 14
1. The blast Thursday that killed Stephen Everhart, who was working for the U.S.
Agency for International Development, was the second in a week in the Iraqi capital
that targeted embassy personnel.
2. Tunisia, the country where the Arab Spring uprisings began this year, has joined the
International Criminal Court, becoming the first North African country to do so.
3. I was sorry when Jacky moved to America; we had been good friends since university
days.
4. Obama said when I came into office, this economy was in a freefall, and the economy
has stabilized.
5. The Syrian Observatory for Human Rights has said more than 2,000 people -- mostly
demonstrators -- have died since the uprising began in mid-March.
6. Movie producer Khoury had planned to make two series for this Ramadan, but the
other had to be postponed until next year because several members of his team were
too busy participating in the revolution to work on it.
7. Egyptian Gabriel Khoury's first foray into television drama "Dawaran Chobra" is
being watched by millions on four channels every night during the holy month of
Ramadan.
8. This year we have tried to break the mold with a good quality series without the big
names.
9. Despite violence and political uncertainty sweeping the country, Syria's production of
Ramadan drama continued largely undisturbed in the capital Damascus.
10. The United Nations' World Food Programme was sending 600 tons of food
commodities for the Red Cross to distribute in Tripoli.
11. A group of University of Kentucky students and staff has been patrolling campus
grounds -- scouting out any student, employee or visitor lighting a cigarette.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 15
12. This year, we've certainly become aware of how social media can coordinate the
activities of protesters and rebels acting against repressive regimes.
13. The Arab Spring was initiated on Facebook pages, orchestrated through Twitter
accounts, and video recorded on cell phones.
14. In a brave and noble move, the United Kingdom's Advertising Standards Agency this
week issued a ban on two makeup advertisements.
15. There has been a string of scientific studies in recent years showing a potential health
benefit from eating chocolate.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 16
Certif icate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: Two
Description of Session and Main Activities:
In this session, students will explore the differences between the English and Arabic
conditional, and how professional translators handle the differences. They will also
practice different translation techniques from English into Arabic and vice versa.
Learning Outcomes:
By the end of the class session, students will be able to
- contrast the conditional in English and Arabic; and - translate appropriately the conditional from English into Arabic and vice versa.
Material:
Material developed at ATS
Assignments:
- Controlled practice on translating tense and aspect from English into Arabic and vice versa.
- Controlled practice on translating conditionals from English into Arabic and vice versa.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 17
Conditional in English and Arabic
Conditional in Arabic is understood at the lexical level, while in English it's
understood at the syntactic level.
Suggest Arabic Translations:
There are four main types of 'if' conditional in English:
CASE ZERO: - Formation: present simple + present simple
- Usage: 1. It expresses universal fact:
If you heat ice, it melts. (Universal fact)
2. It expresses personal fact: If I drink coffee, I get a headache. (Personal fact)
3. It is also used to give instructions, using the imperative in the main clause:
If he phones, tell him I'll be back at 5:00.
CASE I: - Formation: Present simple + "will + infinitive - Usage: to express real possibility in the future.
If you study, you will succeed. (Present in form, future in meaning)
CASE II: - Formation: Past simple + "would + infinitive
- Usage: 1. to express untrue present, unlikely future, probable result
If you studied hard, you would succeed (Past in form but present in
meaning)
If you won the prize, what would you do?
2. Imaginary present
If I were you, I would say the truth.
I was not on that occasion and I'll never be
If I had been you, I would have said the truth.
I was not on that occasion, but I may be in future.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 18
CASE III :
Formation: Past perfect + "would + have + P.P.
Usage: Imaginary past impossible past
If you had studied hard, you would have succeeded.
If the test had been easier, I'd have had a full mark.
If I had been elected US president, I would have reduced taxes.
Exceptions:
If I were a queen, I would have lived in a palace.
III + II = Present result of a past condition
Past perfect / if clause + would + infinitive / main clause.
If I had accepted that job I would be a millionaire now.
If I had married him I would be happy now.
The time is past in the If-clause & present in the main clause.
Unreal past condition + its probable result in the present.
II + III = Past result of a present or continuing condition
Simple past / If clause + would have + P.P. / main clause.
If I didn't love him I wouldn't have married him.
=
I still love him and that is why I married him.
Unreal present situation + its probable (but unreal) past result. If I were a good cook, I would have invited them to lunch.
=
I am not a good cook so I can't invite them to lunch.
If I spoke English, I would have got a better job.
If I knew him, I would have said Hello
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 19
ADVICE :
Take 2 days off, if that will help you to recover.
INSISTENCE:
If she will (insists on) smoke so heavily,
it's not surprising she has a disease in the heart.
REQUEST:
If you will just fill in this form, you can hand it in the reception.
INVERSION :
Had he studied hard, he would have entered faculty of engineering. Should you have any questions, do not hesitate to ask me.
UNLESS: is used instead of "if not"
Unless you got an ID, you wouldn't have access to the library.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 20
In Zero case "if" is mostly replaced by "when" (time clause).
If in front position is more emphatic and put a comma.
Request: ex: It will be nice if you help me. (direct request - Type 1)
ex: It would be nice if you helped me. (more polite request - Type 2)
Type I: Future tense may be used in both clauses. This is particularly common in polite requests.
ex: If you will marry me, I will love you forever.
ex: If you would marry me, I will love you forever.
(More polite than 'If you will marry
Type I: "be + going to" often replaces "will" to emphasize a certain result.
ex: If you skip your classes, you are going to fail.
For example:
If she gets good grades, she will go to university.
We are talking about the future, but we use a present tense for the condition
and will for the result. In this case, the person is sure about going to
university.
Other modal verbs in the result part of the sentence.
We can use other modal verbs in the result part of the sentence. For example:
IF Condition Result Possibility
If she gets
good grades,
she will go to
university.
If the condition is met, then she
definitely will go
If he gets good
grades,
he may go to
university.
He is not sure about going to
university.
If she gets
good grades,
she should go to
university.
The speaker is expressing his or her
opinion, giving advice.
If he gets good
grades,
he can go to
university.
This means that it is possible.
If she gets
good grades,
she could go to
university.
This means that it is possible, but not
that likely.
If he gets good
grades,
he might go to
university.
This means that it is possible, but not
that likely.
http://www.perfectyourenglish.com/glossary/clause.htm -
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 21
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
------------------------------------------------------------------------------------------------
)(
-----------------------------------------------------------------------------------------------
)(
----------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 22
Certificate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: Three
Description of Session and Main Activities:
In this session, students will explore the differences between the English and Arabic
active and passive, and how professional translators handle the differences. They
will also practice different translation techniques from English into Arabic and vice
versa. Assessment 1 will be given in this session.
Learning Outcomes:
By the end of the class session, students will be able to
- contrast the active and passive in English and Arabic; and - translate appropriately the active and passive from English into Arabic and vice
versa.
Material:
Material developed at ATS
Assignments:
- Controlled practice on translating simple and continuous aspects.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 23
Active & Passive
Arabic tends to use the actuve more frequently, whereas passive voice is inherent in the
English language structure.
A professional translator should know that not every active vocie case in Arabic is
necessarily translated to active in English; it might be better rendered with the passive
voice.
Likewise, not every passive case in English is necessarily translated into passive voice in
Arabic ; it might be better rendered with active vocie.
When is Passive voice is used in English? 1. When the doer of the verb is not known from the text or the situation as a whole.
When they got back from their holiday they found that their home had been
burgled.
2. When the doer is known but is not really important.
The streets are swept every day.
3. When the subject or the doer of the active verb is generic; "people" or the infinite
pronoun ONE; OR the doer can be easily understood from the context,(in this case it
is better to translate the sentence to in Arabic).
French is spoken in France, Switzerland and Belgium.
This sort of advertisement is seen everywhere.
4. When we are more interested in the action than the person who does it.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 24
5. When the doer is known but is of little importance compared to the action. In this
case, the English mentions the doer after "by"
The notes were written by the committee.
(These kind of sentences must be translated in Arabic to the activeThus it would be
inaccurate to translate the word "by" using )
6. The passive may be used to avoid an awkward or ungrammatical sentence. This is
usually done by avoiding a change of subject.
When their mother got sick, the children were looked after by neighbors.
7. Passive is used with some verbs that collocate or exist with a single known doer: Ex.
arrest, sentence, acquit. (In this case translation of the sentences would be better if
we use the active voice)
He was arrested on charges of spying.
8. Passive is also used when the speaker gets someone to do the act for him.
I got or (had) my car repaired last week
(Here the translator is dealing with a cultural aspect since it is very unusual in Arabic to
indicate that an (agent) carried out an act for the speaker. Hence the Arabic would tend
to use )
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 25
The action is unexpected, involuntary or possibly unwelcome.
When he picked up the phone we got cut off.
An achievement based on something that has been built up beforehand.
She got elected.
An achievement in the face of difficulty.
I finally got accepted for the job.
GET or HAVE
To describe things we arranged to be done for us.
I got/had my nails polished.
''By'' indicates an animate agent. Ex.: by the police.
''With '' indicate an inanimate instrument. Ex.: with a stick.
Compare: I was hit with a branch.
I was hit by a branch.
Verbs not used in the passive Note that:
Not all verbs can have passive forms. Passive forms are impossible with intransitive
verbs which cannot have objects like: die, arrive
Some transitive verbs, too, are seldom used in the passive form. Most of these are
fit, have, lack,
resemble, suit.
fit me any more.
Some prepositional verbs are mainly used in the active voice.
Everybody agreed with my opinion.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 26
Passive in modern standard Arabic:
Usages of are restricted to some cases:
The law was twice amended.
The meeting was held yesterday.
At the banquet held by the president in honor of the French president, our president went
on telling anecdotes about his last trip to France.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 27
He is expected to travel to the USA next month.
The bank is to open the new branch next month.
It has been decided that
It's well established that
It's well known that
It's understood that
It has been agreed that
It is likely that
Is scheduled
It is said that women live longer than men.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 28
Passive & Active (PowerPoint)
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 29
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 30
Certificate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: Four
Description of Session and Main Activities:
In this session, students will explore affixations and collocations. They will practice
different translation techniques from English into Arabic and vice versa.
Learning Outcomes:
By the end of the class session, students will be able to
- translate appropriately affixation between Arabic and English; and - translate appropriately collocations between Arabic and English.
Material:
Material developed at ATS
Assignments:
- Controlled practice on translating affixation and collocations.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 31
Affixations
Affixation : formation of a word by means of an affix (Prefix, Suffix or Infix) - Prefix: a group of letters that is added to the beginning of a word to change
its meaning and form a new word.
- Suffix: a letter or letters added to the end of a word to form a new word.
- Infix : is a morpheme attached in the middle of the word to facilitate pronunciation.
Pan-African Unity Organization
All - African Unity Organization (UN)
Pan-America Airways
The Islamic Nation
The Pan-Muslim Nation
The Arab Nation (according to context)
The Pan-Arab Nation
Inter-ministerial committee between the Ministers of Irrigation in Egypt, the Sudan
and Alexandria
The seven-state inter-governmental committee has discussed the draft resolution.
7. Inter -state commerce laws
8. Intra -state commerce laws
9. Inter -governorate taxi
10. Intra -governorate taxi
Disarmament and Decolonization Organs Servicing Branch (term)
Inter-rater reliability
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 32
I) Translate the following sentences into English using the suffix between brackets:
(-able)
(-aholic)
(-oid)
(-cide)
(-ee)
(-fold)
(-est)
(free)
(-ic/-ical)
(-ic/-ical)
(-ic/-ical)
(-ish/-li ke)
(-ish/-like)
(-ic/-ical)
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 33
(-ic/-ical)
(-phone)
II) Translate the following sentences from Arabic into English using prefixes , paying due
attention to the underlined words and phrases:
[co-, de-, il-, auto-, con-, cross-, im-, demi-, fore-, hypo-, extra-, mal-, anthropo-, by-, all-,
foster-, down-]
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 34
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 35
Translate the following sentences into Arabic heeding the use of affixation in the
underlined words:
1- The efforts of this poet are laudable.
-------------------------------------------------------------------------------------------------------
2- Aerial imaging advanced the field of geography.
-------------------------------------------------------------------------------------------------------
3- I have ambivalent feelings towards my cousin.
-------------------------------------------------------------------------------------------------------
4- Anomalies that occur at child birth are usually incurable.
-------------------------------------------------------------------------------------------------------
5- The anterior part of your body is beautiful.
-------------------------------------------------------------------------------------------------------
6- The blind rely on their auditory sense.
-------------------------------------------------------------------------------------------------------
7- Biophysics is a difficult field of knowledge.
-------------------------------------------------------------------------------------------------------
8- Pesticides and herbicides are used by farmers.
-------------------------------------------------------------------------------------------------------
9- The Palestinians and the Israelis have failed to coexist in peace.
-------------------------------------------------------------------------------------------------------
10- One of the contraindications of this medicine is hypertension.
-------------------------------------------------------------------------------------------------------
11- I bought a golden bracelet to match my yellowish scarf.
-------------------------------------------------------------------------------------------------------
12- I was greatly saddened by the news.
-------------------------------------------------------------------------------------------------------
13- All the shoes we make are of genuine leather not leatherette.
-------------------------------------------------------------------------------------------------------
14- The good deed is rewarded by tenfold.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 36
-------------------------------------------------------------------------------------------------------
15- Both ultraviolet and infrared radiations are used in treating certain diseases.
-------------------------------------------------------------------------------------------------------
16- Before the rebellion against heaven, Satan was the most important of the archangels,
now he is the archfiend.
-------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
17- Farouk was the monarch of Egypt.
-------------------------------------------------------------------------------------------------------
18- Archeology is the study of ancient civilizations.
-------------------------------------------------------------------------------------------------------
19- Diabetes is a chronic disease.
-------------------------------------------------------------------------------------------------------
20- Please indicate your degrees in chronological order.
-------------------------------------------------------------------------------------------------------
21- Demography is one of the areas studied in this department.
-------------------------------------------------------------------------------------------------------
22- Bigamy is not a crime in Islam.
-------------------------------------------------------------------------------------------------------
23- Many congenital diseases are curable.
-------------------------------------------------------------------------------------------------------
24- The child has hydrophobia.
-------------------------------------------------------------------------------------------------------
25- Beware of dehydration in this heat.
-------------------------------------------------------------------------------------------------------
26- This is not logical.
-------------------------------------------------------------------------------------------------------
27- I am specialized in astrology.
-------------------------------------------------------------------------------------------------------
28- Cairo is a megalopolis.
-------------------------------------------------------------------------------------------------------
29- Microprocessors are part of the computer technology.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 37
-------------------------------------------------------------------------------------------------------
30- This physician is specialized in treating neonatals.
-------------------------------------------------------------------------------------------------------
31- Agronomy is the science of managing crops.
-------------------------------------------------------------------------------------------------------
32- This movement is pan-African.
-------------------------------------------------------------------------------------------------------
33- I was struck by apathy.
-------------------------------------------------------------------------------------------------------
34- I specialized in pathology.
-------------------------------------------------------------------------------------------------------
35- He loves reading English novels, he is an Anglophile.
-------------------------------------------------------------------------------------------------------
36- Physical punishment is not a necessary component of pedagogy.
-------------------------------------------------------------------------------------------------------
37- Many animals are quadrupeds.
-------------------------------------------------------------------------------------------------------
38- This child is polylingual.
-------------------------------------------------------------------------------------------------------
39- There are many microscopic organisms in the air.
-------------------------------------------------------------------------------------------------------
40- Atheism means the lack of belief in a god.
-------------------------------------------------------------------------------------------------------
41- Iran is ruled by a theocratic regime.
-------------------------------------------------------------------------------------------------------
42- Anemia is a grave disease.
-------------------------------------------------------------------------------------------------------
43- Anarchy can be caused due to the lack of leadership.
-------------------------------------------------------------------------------------------------------
44- The antidote of many poisons is a small dose of the poison itself.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 38
-------------------------------------------------------------------------------------------------------
45- Antibiotics are prescribed to treat many diseases.
-------------------------------------------------------------------------------------------------------
46- When I was a child I had an appendectomy.
-------------------------------------------------------------------------------------------------------
47- Hypersensitive people are hard to deal with.
-------------------------------------------------------------------------------------------------------
48- Insulin injections are hypodermic.
-------------------------------------------------------------------------------------------------------
49- The word "sofa" and "couch" are synonyms.
-------------------------------------------------------------------------------------------------------
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 39
Translate the following into English using one word for the underlined word:
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 40
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 41
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 42
:
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 43
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 44
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 45
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 46
And after we made them understand the consequences of marriage.
And after I explained the consequences of marriage
The students understood the lesson.
The teacher made the students understand the lesson.
The teacher made sure the students understood the lesson.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 47
Translate the following verb forms into English:
He understood
He made sure someone understand
He made someone understand
He showed understanding
He asked to understand/ He requested understanding
To forgive
Forgiver
The Ever-Forgiving
The All-Forgiving
To hear
Hearer
The Ever-Hearing
The All-Hearing
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 48
I) Translate the following into English, paying due attention to the verb form in the word
underlined:
II) Translate the following verb forms into English:
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 49
Collocations2
What is a collocation?
A collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them
all the time. On the other hand, other combinations may be unnatural and just sound "wrong". Look at these examples:
Natural English... Unnatural English...
the fast train fast food
the quick train quick food
a quick shower a quick meal
a fast shower a fast meal
2
http://www.englishclub.com/vocabulary/collocations.htm
http://www.englishclub.com/vocabulary/collocations.htmhttp://www.englishclub.com/vocabulary/collocations.htm -
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 50
Exercises on Collocations
I. Render the following sentences into English paying special attention to the
underlined collocations:
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 51
Idioms
Idiom : A group of words in a fixed order that have a particular meaning, that is different
is too difficult for you.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 52
What is a Fixed Expression? 3
To children, non-native English speakers, and anyone who confronts a fixed expression for
the first time, they can be baffling. A fixed expression is a little like a secret code that allows
e that has a very specific meaning that
turn them into a joke cre
word.
Unlike idioms, fixed expressions typically offer neither folk wisdom nor an image.
have a better chance of solving it than just a single thinker. Fixed expressions are more often
a collection of words with individual meaning that really have nothing to do with one
another.
A fixed expression 4 in English is a standard form of expression that has taken on a more
specific meaning than the expression itself. It is different from a proverb in that it is used as a
part of a sentence, and is the standard way of expressing a concept or idea.
Examples include:
all of a sudden
come into mind
fall in line
I can assure you
so to speak
surf the web
trinomials (3-word fixed expressions); e.g. "lights, camera, action", "signed, sealed,
delivered".
English uses a number of fixed expressions in everyday conversations and writing.
For example:
I'm going to go come rain or shine. (Come rain or shine: "no matter whether it rains or
the sun shines; in any sort of weather")
To tell you the truth, I don't enjoy going to parties. (To tell you the truth/To tell the truth: "really; actually")
3 http://www.wisegeek.com/what-is-a-fixed-expression.htm
4 http://en.wikipedia.org/wiki/Fixed_expression
http://en.wikipedia.org/wiki/English_languagehttp://en.wikipedia.org/wiki/Expression_(language)http://en.wikipedia.org/wiki/Proverbhttp://en.wikipedia.org/wiki/Sentence_(linguistics)http://en.wikipedia.org/wiki/Concepthttp://en.wikipedia.org/wiki/Ideahttp://www.wisegeek.com/what-is-a-fixed-expression.htmhttp://en.wikipedia.org/wiki/Fixed_expression -
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 53
Contrastive Grammar and Stylistics
Time: 30 minutes
I. The following are some sentences (15 to 50 words) extracted from news items, websites, books etc. Although the sentences are decontexualized, their
meaning is still unambiguous. The sentences include tenses and aspects
which are problematic in translation into Arabic. Write down the function of
the aspect followed by the appropriate translation of the sentences.
(Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
II. The following are some sentences (15 to 50 words) extracted from news items, websites, books etc. Although the sentences are decontexualized, their
meaning is still unambiguous. The sentences include tenses and aspects
which are problematic in translation into English. Write down the function of
the aspect followed by the appropriate translation of the sentences.
(Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
III. The following are some sentences (15 to 50 words) extracted from news items, websites, books etc. Although the sentences are decontexualized, their
meaning is still unambiguous. State the function of the conditional, and
translate into Arabic so that the function(s) is conveyed in the target
language.
(Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 54
Certificate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: Five
Description of Session and Main Activities:
In this session, students will explore the differences between the English and Arabic
adjectives, and how professional translators handle the differences. They will also
practice different translation techniques from English into Arabic and vice versa.
Assessment 2 will be given in this session.
Learning Outcomes:
By the end of the class session, students will be able to
render appropriately adjectives between Arabic and English.
Material:
Material developed at ATS
Assignments:
- Controlled practice on translating adjectives between English and Arabic.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 55
Adjectives Handout
Most adjectives and adjectives derived from nouns can be either attributive or predicative.
(a) Attributive : It comes before a noun.
(b) Predicative: It comes as complement after the following:
- Verb to be.
- Linking verbs: seem/ appear/ become.
- Verbs of senses: look/ smell/ taste/ feel.
- Verbs of continuity: keep/ remain/ stay.
- Verbs of opinion: think/ believe/ consider.
- Verbs of change: grow/ turn.
When translating adjectives pay due attention to the following:
N.B. Some attributive adjectives appear after nouns.
N.B. Nouns of measurements occur after nouns.
N.B. Some adjectives can be used as both attributive and predicative, yet with a
difference in meaning.
N.B. Position of participial adjectives may change the meaning.
U.N. Secretary General Ban Ki-moon has called on the leaders of Bahrain not to use
violence against civilians and journalists.
Since Martelly became the President elect back in April, he has fought to put a properly
functioning government.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 56
The average depth of the lake is approximately 14.5 feet deep.
The Suez Canal is 163 kilometers long.
All the present members of the Egyptian parliament attended the session.
The members present at the board meeting are very few.
Try to translate the following examples
I was certain that she would be the perfect choice for the movie.
There are certain circumstances where deceit is permissible.
This smiling man over there is my boss.
This man smiling over there is my boss.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 57
The Royal Order of Adjectives
Opinion
An opinion adjective explains what you think about something (other people may
not agree with you). Examples:
silly, beautiful, horrible, difficult
Size A size adjective, of course, tells you how big or small something is. Examples:
large, tiny, enormous, little
Age An age adjective tells you how young or old something or someone is. Examples:
ancient, new, young, old
Shape A shape adjective describes the shape of something. Examples:
square, round, flat, rectangular
Colour A colour adjective, of course, describes the colour of something. Examples:
blue, pink, reddish, grey
Origin An origin adjective describes where something comes from. Examples:
French, lunar, American, eastern, Greek
Material A material adjective describes what something is made from. Examples:
wooden, metal, cotton, paper
Purpose
A purpose adjective describes what something is used for. These adjectives often
end with "-ing". Examples:
sleeping (as in "sleeping bag"), roasting (as in "roasting tin")
Try to translate the following examples:
Genitive with adjective construction:
Ex.: Helen's big car was stolen
It is ambiguous in Arabic
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 58
Verbless adjective clause
An adjective can function as a verbless clause (a part of a sentence without a verb)
Ex.:
Long and untidy, his hair played in the breeze.
Anxious for a quick decision, the chairman called for a vote.
Numerous adjectives qualifying one noun may pose a difficulty in translation.
The broken lock of the steel safe door drew his attention at once.
The broken lock of the door
(ambiguous)
*********
Compound Adjectives
They are made up of two more words, normally with a hyphen between them. They have got
several patterns:
Adj/Adv + Past Participle
Ex. empty-handed, old-fashioned, open-minded, well mannered You can travel to the ends of the earth but you will come back empty-handed.
Adj/Adv/Noun + Present Participle
Ex. good-looking, long-lasting, mouth-watering The banquet we have been invited for was really mouth-watering.
Noun + Past Participle
Ex. sun-dried, tongue-tied While he was addressing the European parliament for the first time, he became
somewhat tongue-tied. Noun + Adjective
Ex. trouble-free, lead-free If you want trouble-free motoring, make sure you use lead-free gas.
Cardinal Number+ Singular Noun
Ex. Three-hour, twenty-page You should finish reading this twenty-page article by the weekend.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 59
Modifiers Definition:
A word, phrase, or clause that limits or qualifies the sense of another word or word group. A
content word that qualifies the meaning of a noun or verb. (American Heritage Dictionary of the English Language)
Definition of Compounding:
Any combination of two or more parts, aspects, etc (Collins English Dictionary)
Section (1)
Compound noun:
A compound noun is a noun that is made up of two or more words. Most compound nouns in
English are formed by nouns modified by other nouns or adjectives.
Compound nouns can also be formed using the following combinations of words:-
Noun + Noun toothpaste
Adjective + Noun monthly ticket
Verb + Noun swimming pool
Preposition + Noun underground
Noun + Verb haircut
Noun + Preposition hanger on
Adjective + Verb dry-cleaning
Preposition + Verb output
www.learnenglish.de/grammar/nouncompound .htm
Examples:
1. Road Accident Research Center
2. Furniture Factory Pay Cut Riot
3. The Convention Refugee Definition
4. Cambridge University Press Conference
A compound noun is a noun + noun combination characterized by a primary-tertiary stress
pattern in which the second element is the head of the construction and the first element is a
kind of modifier. Hence, contrary to what we may feel the meaning relationship should be
from right to left.
English Teaching Forum, Volume X, May-June, 1972 #3
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 60
Section (2)
The order of adjectives may change the meaning
His last great novel
His great last novel
Section (3)
If we have a Noun+Noun construction in English, and it is possible to have an adjective
derived from the same noun and both are acceptable, this means that the Noun+Noun has a
singular meaning and the Adj+Noun has a plural meaning.
Division Approval Divisional Approval
Program Funding Programmatic Funding
Program Planning Programmatic Planning
Institution Development Institutional Development
Section (4)
Participles with different meanings
If we have a gerund + noun preceded by the verb to be we have two possible ways for
interpretation:
a) Verb to be may be the main verb, and in this case what follows the verb to be constitutes a
compound noun. The pause will be after the verb to be.
b) The main verb is the gerund, that is used in the progressive form and in this case we can
only have a pause after the ing form.
1- They are moving vans.
2- They are washing machines.
3- They are visiting professors.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 61
Section (5)
Number of modifiers
If we have a noun+noun preceded by an adjective, this construction may be ambiguous.
1- French Language Conference
2- New Gas Station
3- Foreign Car Dealers
4- Economic Planning Council
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 62
Adjectives PowerPoint
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 63
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 64
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 65
1. By this marriage, they are attempting to put some form of stability into the most
dysfunctional royal family in the world.
2. The former Egyptian governments failed to provide proper medical care for the seniors.
3. Purifiers have been affected by radiation in Tokyo city proper and 5 suburban districts.
4. They have also done little to change the perception that his family, the Grimaldi dynasty,
is one of the most troubled royal households in Europe.
5. His long-running bachelorhood has been a major cause for concern in Monaco.
6. Early attempts at flight are the subject of much debate.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 66
Study the following compound and adjective + noun constructions into Arabic:
1 Management Information System
(MIS)
2 Divisional Approval
3 Institution Development
4 Time Management
5 Progress Report
6 Core Programs
7 Experience Exchange Program
8 Change Management
9 Concept paper
10 Donor Countries
11 Institutional Development
12 Development agencies
13 Needs Assessment Survey
14 Mother and Child Care
15 Community Participation
16 Programmatic activities
17 Teaching hospital
18 Laser Printer User
19 Professional Traditions
20 Inter-Agency Coordination
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 67
1. MOE staff
2. Local Community Development
Association
3. Training program
4. Organizational Development
5. Small Local Voluntary Organizations
6. Individual and Organizational
Management
7. Practical Operation
8. Management Structure
9. Business or Government
Organizations
10. Religious Institution
11. Religion Education
12. Development Agencies
13. Participatory Planning
14. Strategic Management
15. Guidelines
16. Decision-making
17. Decision-taking
18. Financial Management
19. Trust Fund
20. Fund-raising
21. Conflict Resolution
22. Community Participation
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 68
23. Staff Development
24. Loan Coordinator
25. Time Management
26. Personnel Management
27. Water Project
28. Problem Solving Exercise
29. Preschool Programs
30. Program Management Skills
31. Program Needs
32. Staff Development
33. Proposal and Report Writing
34. Programmatic Funding
35. Organizational Funding
36. Core Funding
37. Administration Costs
38. Telephone Calls
39. Governorate Level
40. Pre-program Systems
41. Monitoring System
42. Monthly Health Committee Meetings
43. Membership Fees Account
44. Funding Proposal
45. Communication System
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 69
46. Performance Appraisal
Form/Guidelines
47. Key Accountabilities
48. Key Processes
49. Work Flow
50. Performance Development Plan
51. Overall Performance Rating
52. Inter -rater Reliability
53. Work Assignments
54. Team-building
55. Change Management
56. Management Change
57. Village Leadership
58. Committee Members
59. Professional Organization
60. Volunteer Staff
61. Wider Community Participation
62. Income Generation Programs
63. Income Supplementation Programs
64. Strategic management and Planning
65. Financial Management and Funding
66. Decision-making Structures and
Leadership
67. Membership Criteria
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 70
68. Current Membership
69. Some Fund-raising Successes and
Failures
70. Job Description/ Analysis
71. A Special Major Business Goal
72. Quality Management Systems
Requirements
73. Family of Standards
74. Transition Planning Guidance
75. Guidance on the Documentation
Requirements
76. General Information on Structure
and Work Program
77. Links to related password-protected
and public websites
78. A list of organizations
79. Summary of pages
80. Title Page
81. Forward Page
82. Water's Project
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 71
Contrastive Grammar and Stylistics
Time: 40 minutes
I. The following are some sentences (15 to 50 words) extracted from news
items, websites, books etc. Although the sentences are decontexualized, their
meaning is still unambiguous. Translate the following sentences into Arabic
paying attention to affixation.
(Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
II. Translate the following phrases into English using affixation. (Suggested
time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
III. Translate the following phrases into English using the appropriate
collocations. (Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
IV. Translate the following sentences into Arabic pay attention to the meaning of
the adjectival phrase(s). (Suggested time 10 min. Points 5)
1. .
2. .
3. .
4. .
5. .
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 72
Certificate Title: The Foundation Certificate in Translation and Interpreting
Course Title: Contrastive Grammar and Stylistics
Session Number: Six
Description of Session and Main Activities:
In this session, students will explore the differences between the English and Arabic
adverbs and adverbial phrases, and how professional translators handle the
differences. They will also practice different translation techniques from English
into Arabic and vice versa.
Learning Outcomes:
By the end of the class session, students will be able to
- contrast adverbs and adverbial phrases in English and Arabic; and - translate appropriately adverbs and adverbial phrases from English into Arabic and
vice versa.
Material:
Material developed at ATS
Assignments:
- Controlled practice on translating adverbs and adverbial phrases.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 73
Adverbs can be translated into Arabic either syntactically or lexically
EX. The wind blew fiercely.
How do we translate ''adverbs'' into Arabic?
Adverbs in English
- Manner: How something happens
- Degree: To what extent Ex.: She is totally insane.
- Frequency: How often something happens. Ex.: She occasionally visits her hometown.
- Time: When something happens Ex.: lately, recently.
- Place: Where something happens Ex.: here, there
- Intensifying: Make things stronger or weaker Ex.: I am really sick of indifferent people.
Form
A large number of adverbs are formed by adding -ly to their adjectives.
(Ex.: completely, haphazardly )
There are exceptions such as:
Adverbs whose adjectives end in -ly
(Ex.:
In this case, adverbs can be formed by (in a + adj. + way / manner / fashion).
Some problematic issues when translating Adverbs
1- Some adverbs have different meanings from those of their adjectives:
- U.S. president's speech has been received coldly in Germany.
- The Turkish prime minister welcomed the Egyptian delegation so warmly.
2- Some adverbs have the same form as their adjectives:
- We have never received a straight answer from the Navy regarding his mysterious
disappearance.
- We'll go straight to the jewelry store where I have see a perfect ring for my
engagement.
- Turn right on County Road 130 and follow signs to Eldora.
- You were right when you accused him of treason.
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 74
3- Some pairs of adverbs are closely related but have different meanings :
Compare:
- They really worked hard to finish the project on time.
- I hardly know him.
- He hardly ever attends the board meeting.
Position of adverbs
Adverbs of Manner
1. They usually come after the verb
He behaved foolishly.
OR after the object if there is one
She answered him reluctantly
(NEVER put an adverb between verb and object)
2. If we have verb + preposition + object the adverb can occur either before the preposition
or after the object
He looked at me suspiciously. OR He looked suspiciously at me.
Note: If the object is long, the adverb comes before the preposition.
He looked suspiciously at everyone who laughed.
3. With phrases or clauses, the position of the adverb changes the meaning. If it is placed
after the clause or phrase, it is normally considered to modify the verb in that clause or
phrase.
COMPARE:
*They secretly decided to leave the town. (the decision was secret)
*They decided to secretly leave the town. (the departure was secret)
Adverbs of Time
They are usually placed at the very beginning OR the very end of the clause
Eventually, he decided to put an end to his bachelorhood and get married.
OR
He decided to put an end to his bachelorhood and get married eventually.
Adverbs of Frequency
They are normally placed:
After the simple tense of (to be)
He is always in time for dinner.
Before the simple tenses of all other verbs
-
Arabic and Translation Studies Division
Contrastive Grammar and Stylistics Page 75
They sometimes stay up all night.
With compound tenses, they are placed after the first auxiliary
He will never understand.
Adverbs of Degree
An adverb of degree modifies adjectives or another adverb.
You are absolutely right.
Only modifies verbs. It is placed next