CA s use in translation may well lie in projects such as this, which are capable of providing with equal facility explanations of past translating decisions and guidance as to prospective ones.
Scientists distinguish such relevant areas of study in translation: pragmatic aspects (original audience vs. target audience, eg, modern English-speaking one); context (original vs. target): writer intention, reader expectation , medium, time/place of reception; source-and target-text analysis (intercultural, interlingual aspects, personal preferences of translators); translation problems; translation strategiesobjects of study are considered to be important in translation:
) Textual aspects ("product"):
- comparison between ST and TT
translated vs. original language
2) Cognitive aspects ("process"):
- cognitive processing
translation competence, etc.
The emphasis of much of work on CA on teaching and language learning raises questions about its relevance to translators. At a practical level, it is probably most useful in pointing our areas where direct translation of a term or phrase will not convey accurately in the second language the intended meaning of the first. At a global level, it leads the translator to look on broader issues such as whether the structure of the discourse for a given text-type is the same in both languages., Although CA is widely practiced, there are a number of theoretical and practical problems in its application, all of which must affect judgments as to its usefulness in preparing or evaluating translations. There is some overlap between these problems, but they can nevertheless be related to specific difficulties to identifying a common ground for comparison, comparing descriptions of different languages, taking account of psycholinguistic and sociocultural factors, and taking account of extratextual and intertextual factors.
3) Ways of word formationformation addresses the processes for creating new words in a language. This does not mean, however, that the study of word formation only addresses how words are created that express concepts new to us current speakers of the language. It also does not mean that we cognitively "form" these new words every time we use them. Instead it investigates past and present means for creating words in languages; that is, some of these means may not be in use any longer. For example, the-ly in friendly or ghostly is no longer used to create new adjectives. But understanding the way in which the word was formed anew at one point in the past helps us see the relationship with other words. For example, in the word ghostly we can see that it was originally derived from the stem ghost and the ending-ly. Other means are sti...
