Parallel target text analysis
Once the main features of the ST text have been presented and learned, it is time to study similar TT texts. The purpose of this exercise is to compare both English and Spanish texts types at various linguistic and non-linguistic levels.
Below you have a recipe in English for a similar dish:
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Quick Chicken and Chorizo Paella 1 tablespoon vegetable
oil Heat oven to 400° F. Heat oil in a large casserole over high heat. Add chorizo and cook until browned and fragrant, for about a minute. Add onion, red bell pepper and garlic. Cook, stirring occasionally, until vegetables are tender, about 3 minutes. Add rice (medium or short grain rice), paprika, saffron, and bay leaves. Stir to combine and coat the rice, about 1 minute. Add chicken stock and bring to the boil. Add roast chicken, frozen peas, and tomato; stir to combine. Transfer skillet to oven. Cook uncovered until rice is tender and no liquid remains, about 20 minutes. Remove from the oven. Fluff with a fork and serve immediately. Makes 4 to 6 servings. (Adapted from www.epicurious.com) |
If we adopt a top-down approach to this task (see 11.4), the main differences that can be observed between the English and Spanish texts are the following:
- Text layout. The
way the information is structured is slightly different. In Spanish,
the number of people is specified in the title, whereas in the English
text, it appears at the end.
- Syntax. The sentences
are longer and more complex in the Spanish text. Time adverbs are used
as cohesive devices in the Spanish text (una vez …, a continuación,
después).
- Grammar. The most
striking feature is the different use of verb tenses. The use of the
pasiva refleja in Spanish contrasts with the use of infinitives
in English. This is a feature that students must discover and apply
when translating this type of text. It is a clear example of a text-specific
feature.
- Lexis. The most obvious differences are found in the different measuring systems (the metrical system used in Spain versus the imperial system that is still employed in Britain and the USA; the metric system, however, has also been introduced here, so it would be up to the students to decide which they find most appropriate in this situation). Similarly, the use of language-specific collocations (1 diente de ajo versus clove of garlic).
Once the main differences have been established, students might attempt to produce a first draft of the text. The next stage should involve the identification of 'problems', or error analysis (see 11.5.1).
Reflective Task 6
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Which text types would you use for similar translation tasks: a) in a beginners course? _______________________________________________________ _______________________________________________________ _______________________________________________________
b) in a GCSE revision course? _______________________________________________________ _______________________________________________________ _______________________________________________________
c) in an advanced course for Engineers? _______________________________________________________ _______________________________________________________ _______________________________________________________
d) in a final year-course for students of modern languages? _______________________________________________________ _______________________________________________________ _______________________________________________________
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This exercise involves the translation of a fairly 'simple' text type. Similar steps can be followed with more complex texts (tourist brochures, newspaper articles, etc). For further suggestions of texts and activities, see Newmark (1988: 229-81).
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