Eurocity C1 WEB Teacher’s Book, Mediation – Translation
14 Hey, give us a lift Task 1 – Warmer translation game A
In your groups read the Hungarian words or phrases on the slips you get from your teacher and try to give English equivalents. If there is no way to give a one word translation, think of other ways.
B
With the help of your teacher compare and discuss the translations and agree in “best ones”. Discuss the major difficulties you had to face while doing this task.
Task 2 – Jigsaw translation A
Look quickly through the text which your teacher has given you. What is the text about?
B
Turn over your paper, and compare your general understanding of the text with your partner’s.
C
Translate the Hungarian pieces of test into English.
D
Compare your translation with the translation on your partner’s sheet.
Task 3 – Working with Hunglish A
Quickly read the text on the worksheet. What is the native language of author?
B
Write the Hungarian or English version of the text. (Your teacher will tell you which)
C
In groups discuss your translation. Try to improve it. Note problems you have in translating.
D
With your partner, compare the Hungarian and English versions. Try to find differences of meaning.
Task 3 – Translation problems A
List some major problems in translating from Hungarian to English.
B
Write some sentences in Hungarian which would be problematic to translate into English.
C
Give the sentences to a partner to translate.
Eurocity C1 WEB Teacher’s Book, Mediation – Translation
Task 1 – Warmer translation game – Student’s pages
Words for translation1
1
ÉRETTSÉGI
LÁNGOS
BALLAGÁS
GANG (FÜGGŐFOLYOSÓ)
SZALONNASÜTÉS
CSÁRDA
ALUDTTEJ
PALOTÁS
NÉNI
HÁZMESTER
The words, the descriptions and the translations are adapted from the book“Hungary and the Hungarians, The Keywords. A concise dictionary of facts, and beliefs, customs, usage & myths”. István Bart, Corvina, 1999
Eurocity C1 WEB Teacher’s Book, Mediation – Translation
Task 2 - Jigsaw translation - Student’s pages Worksheet for student A Read the following letter and translate the Hungarian sentences into English. When you’ve finished, pair up with a student B, and check your work. Dear Monika, I’m so excited I just have to write to tell you m latest news! I am about to become a flat owner. A szüleim végre eldöntötték, hogy eladják a családi házat és vesznek két kisebb lakást: egyet nekem és egyet maguknak.
I have been looking through ads for weeks and have finally found two possible flats, which are both ideal in their own way but quite different. Az első egy régi, 1920-as években épült ház második emeleten van, egy nagy és nagyon szépen rendben tartott kerttel.
The neighbours are elderly and seemed friendly and helpful. According to the owner of the flat, they are really relaxed about having parties and people coming and going in the building. A lakásban van egy hálószoba, egy nappali, egy helyes de elég pici konyha és egy regi fürdőszoba, ami ugyan nagy mertekben felújításra szorul, viszont nagyon megéri, mert olyan szép.
The other flat is completely different. It was built two years ago and is very modern with all the nice comforts of a new flat: floor heating, built-in shelf system and an open kitchen area. Világos és nagyon tágas, amit én szintén nagyon szeretek. A szomszédokkal itt is találkoztam, fiatalok és barátságosnak tűntek.
So you see, I can’t make up my mind. Please come and see these flats with me – I’d really like you to tell me what you think. Nagyon várom, hogy jelentkezz! Sok puszi, Kati
Eurocity C1 WEB Teacher’s Book, Mediation – Translation Task 2 - Jigsaw translation - Student’s pages Worksheet for student B Read the following letter and translate the Hungarian sentences into English. When you’ve finished, pair up with a student B, and check your work. Kedves Monika Olyan izgatott vagyok, el kell, hogy meséljem a legújabb híreket! Hamarosan lakástulajdonos leszek.
My parents have finally decided to sell the family house and buy two smaller flats – one for me and one for themselves. Hetek óta nézem a hirdetéseket, és végre találtam két lehetséges lakást, ami mind a kettő tökéletes a maga módján, de elég különbözőek
The first one is on the second floor of an old building, built in the 1920’s, with a big and very well-kept garden. A szomszédok idősek, kedvesnek és barátságosnak tűntek. A tulaj szerint nagyon lazák bulikkal kapcsolatban, és ha emberek jönnek-mennek a házban.
In the flat there is a bedroom, a living room, a nice but fairly small kitchen and an old bathroom, which is badly in need of renovation but it’s worth it because it’s so pretty. A másik lakás teljesen különböző. Két éve épult, és nagyon modern, egy új lakás minden kényelmével ellátva: padlófűtés, beépített polcrendszer és egy nyitott konyha.
It is light and spacious, which I also really like. I have met the neighbours here as well and they are young and seemed friendly. Szóval érted, hogy nem tudok dönteni. Légyszi gyere, és nézd meg a lakásokat velem – nagyon szeretnem tudni, hogy mi a véleményed.
I’m really looking forward to talking to you, Love, Kati
Eurocity C1 WEB Teacher’s Book, Mediation – Translation
Task 3
Working with Hunglish - Student’s pages
Let’s beszéljünk Hunglish! DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: shoulderon. PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER:
Szép nap, isn’t it? Igen, lovely. Még hány more kilometres? Hang on egy sec, megnézem a map. (megnézi) Kilencven. Nézd, ott egy hitch-hiker. Let’s megállunk neki. Nem way, Jim. Ezek a hitch-hikerek are mind the same. Vagy ageing hippik, akik bore you halálba, vagy psycho angol foci huligánok. Te vagy a boss. Let’s csak vezessünk on, és pretend hogy nincs ott. Like mondtam, te hívod a shots. (NAGYON LOUD BANG!) Jaj!! Mi a hell volt ez? Damn és blast! Egy blowout. Megállok a kemény Ez serious? I mean, van spare kerék? Of course van. Akkor jó then. Ó, de nincs benne air. Well, then hívd az AA. Nem vagyok member. What a kár. Úgy néz ki, hogy stuck here vagyunk. Úgy. Kösz egy bundle. I know! Flag downolhatok egy másik kocsit. Biztos lesz egy pumpjuk. Off te mész, okos clogs.
( a driver kiszáll, és waves az ő arms) DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER:
Ez nem use, senki sem akar stopni. Talán próbáld showing nekik a te leg. Nagyon funny. Várj csak! Itt jön egy likely-looking kocsi. Ez nem túl likely-looking, tele van hippivel. Ó, tényleg, so it van. (eközben a kocsi passes őket, valaki shouts valami rude) Milyen impolite! Ki volt that? Ki? A hitch-hiker, akit earlier láttunk. Some emberek!
Eurocity C1 WEB Teacher’s Book, Mediation – Translation
PRF 14.3.2 Task 3
Working with Hunglish - Student’s pages
BESZÉLJÜNK MAGYARUL! - A possible Hungarian translation
VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS
Szép napunk van, nem igaz? Igen, gyönyörű. Még hány kilométer? Várj egy pillanatra, megnézem a térképen. Kilencven. Nézd, ott egy stoppos. Álljunk meg neki! Nem létezik, Jim. Ezek a stopposok mind egyformák. Vagy öreg hippik, akik halálra untatnak, vagy lökött angol focihuligánok. Te vagy a főnök. Csak hajtsunk tovább, mintha ott se lenne. Már mondtam, te osztod a lapokat. (Nagyon hangos durranás) Jaj!! Mi a fene volt ez? Ördög és pokol! Egy durrdefekt. Megállok a padkán. Nagy baj van? Vagy van pótkerék? Persze, hogy van. Akkor jó. Ó, de nincs felfújva. Hát akkor hívd a Sárga Angyalt. Nem vagyok tag. Milyen kár. Akkor úgy néz ki, hogy itt ragadtunk. Úgy. Na, kösz. Tudom már! Leinthetnék egy másik kocsit. Biztos lesz egy
VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: pumpájuk. UTAS Rajta, okostojás. (A vezető kiszáll, és integet) VEZETŐ: UTAS VEZETŐ: UTAS VEZETŐ: UTAS
Semmi értelme, senki sem akar megállni. Talán mutasd meg nekik a lábadat. Nagyon vicces. Várj csak! Itt jön egy bizalomgerjesztő kocsi. Ez nem valami bizalomgerjesztő, tele van hippivel. Ó, tényleg tele van. (Eközben a kocsi elhagyja őket, valaki odakiált egy durvát) VEZETŐ: Milyen bunkók! Ki volt ez? UTAS KI? Hát a stoppos, akit korábban láttunk. VEZETŐ: Micsoda alakok vannak!
Eurocity C1 WEB Teacher’s Book, Mediation – Translation PRF 14.3.3 Task 3
Working with Hunglish - Student’s pages
LET’S SPEAK ENGLISH! - A possible English translation: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: shoulder. PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: pump. PASSENGER:
Nice day, isn’t it? Yes, lovely. How many more kilometres? Hang on a sec, I’ll look at the map. (he looks) Ninety. Look, there’s a hitch-hiker. Let’s stop for him. No way, Jim. These hitch-hikers are all the same. Either ageing hippies who bore you to death, or psycho English football hooligans. You’re the boss. Let’s just drive on and pretend that he’s not there. Like I’ve said, you call the shots. (a very loud bang) Wow! What the hell was that? Damn and blast! A blow out. I’ll stop on the hard Is it serious? I mean, have you got a spare wheel? Of course I have a spare. All right then. OH, but there is no air in it. Well, then call AA or RAC. I’m not a member. What a pity. It looks as if we were stuck here. Yes. Thanks a bundle. I know! I could flag down another car. They will have a Off you go, clever clogs!
(The driver gets out and waves his arms in the air.) DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER: PASSENGER: DRIVER:
No use, nobody would stop. Try to show them your leg. Very funny. Wait. Here comes a likely-looking car. It’s not really likely-looking, it’s full of hippies. Oh, yes, it is. (The hippy car passes them, someone shouts something rude) How impolite! Who was that? Who? The hitch-hiker we saw earlier. Some people!
Eurocity C1 WEB Teacher’s Book, Mediation – Translation Unit 14: Teachers’ notes and answers Task 1 – Warmer translation game
For a warmer divide the class into two groups and distribute to the groups an equal number of slips on which are written those Hungarian lexical items for which no English equivalents exist (e.g.mákosguba, üvegestánc). See the Student’s Pages, PRF 14.1. Give the students a couple of minutes to work out an English “translation” for each, that could be used in a longer text translated from Hungarian into English. In most cases they won’t be able to do it in one or two words, but will have to create some longer definitions or explanations. Tell them that this is possible, but the task is not writing definitions, but translating, that is mediating the meaning of these words into a different language and culture. Students then read their translations in turns to the other group one by one, and guess what the original terms on the slips are. You can give points for good guesses, and make a competition out of this activity. Possible answers: LITERAL TRANSLATION ÉRETTSÉGI
’maturity test’
BALLAGÁS
‘sauntering’ ‘wandering’ ‘strolling’
SZALONNASÜTÉS
‘bacon roast’
ALUDTTEJ
‘sleeping milk’
DESCRIPTION Final examination taken by 18-year-olds before they leave secondary school.
POSSIBLE TRANSLATION ‘school leaving exam’ ‘baccalaureate’
Secondary school leavers on their last day at school slowly march around all the decorated rooms and corridors singing songs as part of their farewell ceremony Slices of bacon and onion are put on the ends of sharp freshly cut twigs, and are roasted on a campfire. A delicious, quivering, jelly-like substance made of non-boiled or pasteurised milk left over from the day before.
‘barbecued bacon’
‘school leaving ceremony’
‘sour milk’
NÉNI
‘older sister’ ‘aunt’
The form of address used by children when talking to every adult female, whether relative or stranger, e.g. ‘tanító néni’ = ‘aunt teacher’
( this is a good example for a word that can’t be translated at all. You have to find forms like “Mrs …”, that are appropriate in the given context.
LÁNGOS
‘flame cake’
A big handful of yeast dough flattened out by hand and fried in oil
‘fried dough’
GANG (FÜGGŐFOLYOSÓ)
‘hanging corridor’
Corridor that runs around the courtyard of old apartment houses, one on each floor.
‘external landing’
CSÁRDA
’wayside inn’
They used to stand along the road for weary travellers to spend the night there.
PALOTÁS
‘palace dance’
An old Hungarian dance with three-quarter or four-eighths rhythms.
’Hungarian dance’
HÁZMESTER
’master of the house’
The all-powerful caretaker, representative of the landlord, or later the Council, who was responsible for the cleanliness, the piece and order of an apartment building.
‘concierge’
’inn’
Eurocity C1 WEB Teacher’s Book, Mediation – Translation Task 2
Jigsaw translation
2A. Put the students into pairs. Hand out face down from an “A” sheet (see Student’s’ pages 14.2.1) to one member of the pair and a “B” sheet (Student’s’ pages 14.2.2) to the other. Give the students a strict time limit of forty-five seconds and have them find the gist of the text. 2B. On the expiry of the time limit, have the students turn over their paper. Ask them to discuss the gist of the text with their partner. As no open class feedback will be sought, monitor the discussions to ensure that the students under stand the text. In the unlikely event that they do no, allow further reading time and ask questions to clarify the meaning. 2C. Ask the students working individually to translate the parts of the text in Hungarian into English into the spaces provided. The students may use their dictionaries. Remind them to check their work. 2D. Ask the students to work with their partner. Have them compare and discuss their written translations with the “correct” printed form on their partner’s sheet. Monitor the student while they are working and collect difficulties. Note these on the whiteboard and discuss them in open class. Pay particular attention to problems arising from incorrect use of dictionaries. Task 3
Working with Hunglish
3A. Inform the students that this activity helps learners realise the differences between translating from or into a foreign language. It also makes clear that the translation of a text word by word is not possible because the two different language structures require different ways of expressing the same thing. Refer the students to the text on their sheet (Student’s’ pages 14.3.1). Ask the students working in pairs to decide the native language of the writer of the text. When they have finished, or after a reasonable time has elapsed, pool answers in open class. When a student offers an answer ensure that s/he explains and justifies it. It should be pointed out to the students that The Hungarian fragments are mirror translations of English terms and idioms. It is possible to recognise the syntax and idiom of English behind them. This is exactly the source of fun here: these mirror translations sound odd in Hungarian. As a result it is easy to translate the Hungarian into English, whereas the other way round basic changes in the structure have to be made. Answer to 3A The text “Let’s beszéljünk Hunglish” was written by a native English speaker, Chris Dalton, a former teacher of IH Budapest. 3B. Put the class into pairs. Ask one member of the pair to write the English version of the text, and the other member to write the Hungarian version. Stop the students after a reasonable time has elapsed. 2C. Put the students into groups of three or four with all the members in any one group having either the English or Hungarian version. Ask the students in each group
Eurocity C1 WEB Teacher’s Book, Mediation – Translation to try to agree on the best translation. While the students are working, monitor the group and collect problems and issues for later work in class. 3D. Put the students into new pairs such that a student who has a Hungarian version is paired with a student with the English version. Ask the students to compare the two scripts and discuss possible differences (meaning, register, etc). Now hand out the translations provided on the Student’s’ pages PRF 14.3.2 and PRF 14.3.3 and ask the students to compare translations with the ‘official’ translation. In open class discuss any problems or issues arising. Task 4
Possible problems
4A. Put the students into groups of four. Elicit one problem that students face in translating from Hungarian to English. When a student offers an answer, have him/her fully explain the reasons for the problem and note the problem on the whiteboard. Now, ask the students to list other such problems and discuss them in their groups. While the students are working, monitor their conversations and intervene with points and suggestions where necessary. 4B. Ask the students to work individually. Have the students write three or four sentences in Hungarian which are difficult to translate into English. You should assist where required. 4C. Ask the students to exchange their sentences with another member of class. The receiving student should translate the received sentences into English. On completion s/he should discuss his/her work with a third student. Finally the students should pair up with the donor and discuss the translations. Any problems or issues arising should be noted on the whiteboard and discussed in open class. POSSIBLE DIFFICULTIES
•
• • • •
• • •
Translating words/phrases from Hungarian to English Words often cover concepts that do not exist, or exist in a different way in the other culture. In these cases a simple word by word translation may not mean anything or may not mean the same thing for the reader of the translation. Dictionaries often don’t help in these cases. Translating whole sentences or longer texts from Hungarian to English In this special case the main difficulty is not in understanding the source text, but in finding the appropriate language for the target text. The two languages have very different lexical features. Inappropriate use of dictionaries might cause problems. English has delicate structural features to express ideas in a very dense and precise way. The conscious use of the tense system and the different participles help a lot to make the translation sound more “English”. The simplest solution is usually the most elegant and natural one. Hungarian texts are less regulated in terms of formality and register. Hungarian learners have to make extra effort to learn these subtle rules, but as soon as they know the actual “bricks” – special phrases and expressions of a certain genre -, they find writing and translation tasks far easier. Translating texts from English to Hungarian Students at that high level have to develop the ability of de-coding the very complex and multi-layered sentence patterns of English. “Hunglish” text as a result – source language interference, word by word translations of idioms, Englishtype sentence patterns, etc. Disregarding context of words found in the dictionary – mistranslations
