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Translation of Collocation:: Problems and Issues
Translation of Collocation:: Problems and Issues
Sana’a University
Faculty of Arts and Humanities
Department of English
Translation of Collocation:
Problems and Issues
By
MAJID H. AL-JARADI
SUPERVISOR
ABDELRAHMAN ABDRABOU
PROFESSOR OF ENGLISH & TRANSLATION STUDIES
FACULTY OF ARTS AND HUMANITIES, SANA’A UNIVERSITY
ASSISTANT SUPERVISOR
DR. SATYARTH PRAKASH TRIPATHY
ASSOCIATE PROFESSOR OF ENGLISH
FACULTY OF ARTS AND HUMANITIES, SANA’A UNIVERSITY
2015 1437
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II
يَا أَيُّهَا النَّاسُإِنَّا خَلَقْنَاكُمْ مِنْ ذَكَرٍ وَأُنْثَى
O mankind, indeed We have created you from male and female and made you
peoples and tribes that you may know one another. Indeed, the most noble of you in
the sight of Allah is the most righteous of you. Indeed, Allah is Knowing and
Acquainted. [49:13]
III
Acknowledgements
I thank Allah, the exalted Who showered His bounties and favors upon me and
Studies at Sana’a University, who has always supported me and inspired me, not
only through this research, but also through my undergraduate and postgraduate
academic years in the Faculty of Arts and Humanities, where I took a number of
who assisted in reading and revising this thesis with a great passion and
on a timely achievement. I shall also thank everyone else who participated in the
success of this project, not named here; their encouragement and advice are highly
appreciated.
IV
ABSTRACT
two different English translations of the same Arabic short story, The
into English, and finding out cost-effective ways to deal with such
The matrix also includes four main collocation types: free, restricted,
figurative, and idiomatic, plus criteria values of each type and the
story and in both translations; and (3) strategies used in the translation of
V
collocation, including avoidance or omission, repetition, transfer,
TT1 as opposed to TT2. TT2 used the five strategies mentioned above in
VI
Table of Contents
ACKNOWLEDGEMENTS ...................................................................................... IV
ABSTRACT ................................................................................................................ V
LIST OF FIGURES................................................................................................... IX
LIST OF TABLES..................................................................................................... IX
VIII
List of Figures
FIGURE 5: COLLOCATION TYPES: COMPARING QUALITY BETWEEN TT1 & TT2 .................................................... 94
List of Tables
TABLE 1: DEFINITION OF TERMS .......................................................................................................- 6 -
TABLE 14: COLLOCATION TYPES: COMPARISON BETWEEN TT1 & TT2 .............................................. 93
IX
Chapter 1: Introduction
way that the author intended the text” Newmark (1988:5). To communicate the
intention of the author, the translator is professionally obligated to transfer ideas and
thoughts explicitly marked or implicitly suggested by the ST. The idea here is to
generate a response from the targeted readership comparable to the one generated by
the ST. The transfer of meaning and intent across language and cultural barriers is
tend to be heavily embedded with cultural overtones as such they do pose significant
problems for professional translators let alone students of translation. One of the most
underscores the primary motivation underpinning this research pursuit and highlights
the nature of the problem to investigate within the scope of this research.
arises primarily from the potential linguistic and cultural divides between the source
1
and target texts. For instance, Mahmoud (2005:117) states that 64 percent of college-
translating texts (heavily loaded with collocations) either into their own native
language or into a foreign language. He argues that the difficulties may primarily be
in the production and generation of word combinations which may violate norms of
collocations at the TT level thus resulting in the production of texts which may be
categories. Collocations may be subdivided into two major categories: (1) free word
combinations (2) fixed expressions and idioms (Baker 2011:67). These may “consist
collocations into 17 grammatical and lexical types. The BBI Combinatory Dictionary
idioms, and pure idioms). Collocations were also classified into 13 types in the
medium strength to the strongest and most restricted. Thus no two linguists or
2
translators would probably agree on one definitve approach to classify collocational
expressions. The diversity of the phenomenon poses a critical challenge for teachers
and identify persistent problems and issues which may affect translators’ work. This
translation quality assessment, where more specific and effective expressions find
languages because students of translation can build their contextual background and
enhance their intuition to produce more accurate and effective texts. Collocations
enter into the composition of different text types and play a significant role in text
typology. They can increase the accuracy and effectiveness of a text because
collocational expressions form an integral part of text cohesion and text coherence.
This theoretical relationship forms a profound link between collocations and the
quality of a translation and can be one of the significant tools in translation and
3
The significance of collocations can also be attributed to the challenges they
acceptability of source language (SL) and target language (TL) collocations, and
culture-specific collocations are but some issues that a translator may encounter
languages, or in the same language, does not exist (Enani 1994:15-16). Therefore, the
role of a translator becomes harder to choose the most comparable expression which
suits a certain context. From this perspective collocations may offer translators a
significant tool to bridge the gap between source text (ST) and target text (TT).
dictionaries within and/or across languages. Unlike lexical dictionaries where the
language barriers and cultural inputs. But there are still few efforts to compose
Arabic language corresponding to those of English noting that Arabic is the first
language of synonymy in the world. He states that there are still no comprehensive
4
issues, and others, have encouraged researchers in translation to investigate the nature
with the original, is probably a powerful tool for understanding text overall
meaning(s) in accounting for the nuances of translation (see 4.1 Data Collection).
1.3. Rationale
alternative ways of writing or saying things effectively, and improve writing style and
thus they do bridge the gap between translation theory and translation practice. As a
concept, collocation is universal but the application of this concept may vary
may add up to the total impact of the TT, produces more coherent and cohesive
of translation have serious mistakes in the use of collocations, especially when they
5
conduct translation assignments, including literary paragraphs, essays, and short
sorties, from Arabic into English. This research will, therefore, be informed by
theories in comparative literature where one single text may invite a variety of
responses through acts of translation from Arabic into English. Short stories have an
abundant use of collocational expressions and thus may be a convenient and fertile
medium for this research. A short story usually deals with one particular incident or
one aspect of life and it has a limited scope. Short story writers therefore need a
creative eye to project the story narrative with effective language to pragmatically
impact prospective readership. Each word or expression of the story should feed into
the overall objective. From this perspective the short story, unlike other works of art,
can stand out to be a better choice for the purpose of this research.
The following matrix defines all relevant terms used in this research, arranged
6
# Term Definition
combination reduced from ST figurative or idiomatic collocation,
which lacks pragmatic effect at TT level.
If translation X is not comparable to translation Y in terms of
4 Diverse translation
collocational units, this is probably described as diverse translation.
Componential analysis of the sense components which enter into the
5 Text deconstruction
composition of collocational units at ST and TT levels.
Collocation is arbitrary, habitual, or regular co-occurrences of certain
6 Collocation lexical items in a specific register to produce typical, natural, and
consistent language in different written or spoken contexts.
The smallest segment of discourse that contains one collocation used
7 Collocational unit as an inseparable unit in the text or as two separable words within the
same text where they can be inferred from the context as collocation.
Source text: the original text of a translated version in another
8 ST
language.
Target text: the translated version of the original text in another
9 TT
language.
Source text collocations are translated into non-collocational
10 Free combination
segments of discourse or weak collocations.
The meaning that can be derived from composing the literal meaning
11 Free collocation
of individual elements, and its constituents are freely substitutable.
Restricted collocation is more limited in the selection of
12 Restricted collocation compositional element and usually has one component that is used in
a specialized context.
The metaphorical meaning as a whole that can somehow be derived
13 Figurative collocation
from poetic discourses.
The unitary meaning that is totally unpredictable from the meaning
14 Idiomatic collocation
of its components.
Collocation not
15 Source text collocation was not translated at all.
translated
16 SL Source language: the language that is translated from.
17 TL Target language: the language that is translated into.
Collocational
18 Translators’ knowledge of collocations in ST and TT.
competence
7
# Term Definition
Inferred collocation is composed of two or more words that collocate
with each other in the same segment of discourse (i.e. collocational
19 Inferred collocation
unit), and a clear collocation can be inferred from the context
irrespective of where it is located in the text.
Word-for-word translation is an interlinear translation, with the TL
immediately below SL words, preserving SL word order. Words are
Word-for-word translated singly by their most common meanings, out of context,
20
translation and cultural words are translated literally. It is mainly used to
understand the mechanics of SL or to construe a difficult text as a
pre-translation process.
SL grammatical constructions are converted to their nearest TL
equivalents, and lexical words are again translated singly, out of
21 Literal Translation
context. It is often used as a pre-translation process to indicate
problems to be solved.
Translation strategy refers to the technique used intentionally or
unintentionally by a translator when translating a collocation from
22 Translation strategy
Arabic into English language. Translation strategies in this thesis
include avoidance, repetition, transfer, analogy, and reduction.
Avoidance is a translation strategy whereby certain ST collocations
are omitted in the translation due to either translator’s incompetence
23 Avoidance strategy
or in favor of an alternative expression deemed appropriate from the
perspective of the targeted readership.
Repetition strategy is the production of a certain collocation in a
24 Repetition strategy
repetitive way throughout the translated text.
Transfer strategy is the effect of mother tongue interference that is
25 Transfer strategy
prevalent in the translation.
Analogy is a translation strategy by means of which a TT collocation
26 Analogy strategy is adapted among different possible choices of TL collocations to
reflect a comparable effect of ST collocation.
Reduction strategy reduces a source text figurative or restricted
27 Reduction strategy
collocation to a free collocation or a generic word combination.
8
1.5. Limitation
Scholars of translation have argued that translating from Arabic into English is
more difficult than vice versa (Newmark 1988:3) due to cross-linguistic and cross-
translating collocations from Arabic language into English and aims at investigating
the nature of these difficulties so it may propose some remedies. Because of limited
with focus on collocational expressions in one short story. It draws heavily on two
different translations of the same Arabic short story, ( لون المطرThe Color of Rain),
written by Mohammed Abdul Wali1 (1940-1973). The author was a modern Yemeni
writer and diplomat (see P. 99). The research contains an in-depth discussion of
various types of collocations used in this short story and compares two different
translated versions of this short story. The first version was translated by Abubaker
Bagader and Deborah Akers in 2001, and the second version was translated by Dr.
The main objective of this study is to identify and investigate the nature of the
into English, and aims at proposing cost effective ways to deal with such problems.
9
1.6.2. Specific Objectives
this study.
discourses.
cultural boundaries.
The researcher will analyze two translated English versions of the short story
– لون المطرby Mohammed Abdul Wali (1940–1973), a Yemeni prominent short story
writer and a former diplomat. The first translation, The Color of Rain, was translated
by Abubaker Bagader and Deborah Akers and published in 2001 by the Center for
Middle Eastern Studies at the University of Texas at Austin. The second translation
10
of the same short story was translated by Dr. Shirin Yassin Yar Mohammed and
The ST is deconstructed into its collocational units. These units are identified and
compared with different translated versions of the original and/or other works
identified and listed in an organized matrix with the following heading titles:
(2) TT collocational unit of version one including inferred collocation, & its type;
(3) TT collocational unit of version two including inferred collocation, & its type;
meanings of certain collocations are compared within the two translated versions, and
also discussed with examples from other works of art originally written in English
11
language when required. The quality of each collocation is determined with regard to
the translator’s ability to bridge the gap between ST intention and TT acceptability,
with more focus on the pragmatic effect of each collocational unit on the prospective
readership. The research also identifies the types of collocation used in ST and both
translated versions, and compares the end results. There is a discussion of various
problems emanating from linguistic, cultural, and figurative gaps between ST and
TT.
12
Chapter 2: Review of Related Literature
arbitrary restrictions which do not follow logically from the propositional meaning of
given language” (ibid). Newmark (1988:212) defines collocation as the “habitual co-
occurrence of individual lexical items” quoting (Crystal 1981). Hatim and Munday
(2004:249) refer to collocation as “the way that words are typically used together.”
Oxford Collocations Dictionary (2002: vii) maintains that “collocation is the way
different texts and contexts in language.” Thus collocations are described as arbitrary,
(1957:11) initially puts it in his famous phrase, “You shall know a word by the
company it keeps.”
In translation, the concept of collocation has taken a wider scope between two
adjective plus noun, noun plus noun, and verb plus object collocational patterns, and
13
considers these as the most common collocations (Ibid:213). Two other types, adverb
plus verb and adverb plus adjective patterns, were termed as “disposable clichés”
cultural backgrounds. Some scholars have classified collocations between free word
combinations and fixed expressions and idioms (Baker 2011:52; Nesselhauf 2005:33;
Cowie 1998:23), while others have opted for a detailed typological identification of
2007:12). He also categorizes twenty grammatical, ten lexical, five styltistical and
eight contextual when translating from Arabic into English (Ghazala 2004a:2-32);
and concurrently mentions seven collocational types when translating from English
collocations (see a film), through medium strength (see a doctor), to stronger and
From the above, it becomes quite evident that the notion of collocation is being
14
approach to collocation is mainly concerned with computational analysis of
into pragmatic and semantic types and subsumes collocation under semantic
relationship between lexemes that can be substituted with other lexical items in a
concern in identifying the exact nature of the concept of collocation because of its
the extreme end of the collocational scale. Only “flexibility of patterning” and/or
ends (Ibid:67). She states that collocations allow for different variations in form
based on collocational range (e.g. deliver a letter, delivery of a letter, a letter has
been delivered and having delivered a letter); whereas idioms and fixed expressions
are frozen patterns of language and allow for little or no variation in form (e.g. face
15
the music). Moreover, collocations can be divided into their constituent parts and
each part has a definitive meaning (e.g., conduct a meeting) but the meaning of each
item in an idiom cannot signify to the meaning expressed by the whole entity (e.g.,
bury the hatchet). Baker (2011:67) also writes, “a speaker or writer cannot normally
do any of the following with an idiom: (1) change the order of words in it (e.g., *‘the
short and the long of it1’); (2) delete a word from it (e.g., *‘spill beans2’); (3) add a
word to it (e.g., *‘face the classical music3’); (4) replace a word with another (e.g.,
*‘bury a hatchet4’); or (5) change its grammatical structure (e.g., *‘the music was
faced’).” Farghal and Obiedat (1995:315–332) concludes that both senior and junior
English majors at Yarmouk University and language teachers of English, who are
predictable (e.g., blond hair), while other lexical items have a wide range of
collocations (e.g., letter collocates with post, write, send, etc.). Some other lexemes
appear in many different contexts making it rather difficult to predict all possible
collocations (e.g., verbs like have or get). Baker (2011:54) refers to predictability of
16
typically associated with the word in question. She maintains that collocation’s “level
of capacity” and “number of senses” comprises the two main factors that influence
range depending on the collocates a word can naturally occupy; the more general a
word, the broader its collocational range. For example, the word bury is likely to have
a much broader collocational range than any of its hyponyms, such as inter or
entomb. The second main factor focuses on various senses that a word can signify,
i.e., a word can have different sets of collocates according to the multiple senses it
has. For instance, the verb run in its sense of “manage” collocates with company,
institution and business, but in its sense of “operate or provide,” it collocates with
other words such as service or course). Further, Newmark (1988:213) states that there
are few collocational options for narrow collocational ranges, where a word normally
has only one collocate (e.g., the sounds made by common animals), and therefore this
differently by many linguists and translation scholars, and the problems of translating
collocations have also corresponded likewise. Newmark (1988:213) states that the
poses one of the most important problems in translation. He provides two approaches
that suits its structure and semantic inputs. The other approach is to consider the
17
acceptable collocational ranges of any lexical word. He observes that translators’ role
and this is a sensitive and complex task. He concludes that translation is sometimes a
“If grammar is the bones of a text, collocations are the nerves, more subtle and
multiple and specific in denoting meaning, and lexis is the flesh.” Baker (2011:58-
67), however, mentions five pitfalls frequently associated with the translation of
(see also Basil and Hatim 2004:249). In addition, Ghazala (2006:127) discusses
directness vs. indirectness, clarity vs. unclarity, formal vs. colloquial style, simplicity
Baker (2011:58) maintains that translators might get engrossed in the level of
ST comprehension and may produce odd phrases at the TT level, called “the
(2006:122,124). However, a translator can easily manage to avoid this problem once
influence, Baker (2011:59) suggests that the draft translation may be put aside for a
few hours to allow the translator to assume the role of an editor or critic at the TT
18
English-Arabic Dictionary in anticipation that the students would give the collocation
crucial issue in the ESL/EFL teaching where the brain is actually attempting to
comprehend a new language system, at a time when the source language system is
the nearest acceptable collocation at the TT level, the difference may be minimal or
even insignificant. However, the difference could be more significant in certain other
contexts. For example, the nearest collocation of hard drink in Arabic is alcoholic
drink, but hard drink refers only to spirits in English excluding beer, lager and sherry
solutions to these collocation problems, ordered from best to poorest: (1) trace the
identical collocation in the target language; (2) use a close collocation if no direct
collocation is found; (3) use a suitable collocation if (1) and (2) above are
unattainable; (4) translate the correct meaning of the collocation if none of the above
can be found; (5) translate a direct meaning of the ST into a direct meaning in the TT
(this implies that indirect meanings should also be translated into indirect meanings
as well); (6) transfer the English colloquial collocation into colloquial Arabic
collocation, though formal Arabic may also be acceptable; (7) translate a formal
English collocation into a formal Arabic counterpart (colloquial translations are not
19
advisable); (8) translate fixed collocations like ‘as…as’ similes into comparable
Arabic ones; and (9) translate collocations literally as the last resort although this may
exert some effort to find a comparable collocation in the target language since
(Newmark 1988:213); however, if this is deemed impossible, they just translate the
both languages, pay considerable attention to the semantic gap that might be
translations which are deemed acceptable from the perspective of targeted readership.
under the broad category of neologisms. He states that neologisms constitute the
lexical units or existing lexical units that acquire a new sense” (1988:140), and
discusses twelve types2 (see P. 99) among of which are new collocations. For existing
two procedures: “if the referent (concept or object) exists in the TL, there is usually a
recognized translation or through-translation. If the concept does not exist (e.g., ‘tug-
of-love’) or the TL speakers are not yet aware of it, an economical descriptive
20
descriptive term until a TL standard term is formulated (1988:145). He provides that
descriptive term shall be added, because translators do not have the authority to
devise their own neologisms. Some examples of new collocations include lead time5
()إشعار مسبق, domino effect6 (التأثيرية/)النتيجة الحتمية, cold-calling7 ()زيارة ثقيلة, acid rain8
()المطر الحمضي, norm reference testing9 ()اختبار وفق المستوى العام, criterion reference
testing10 ()اختبار وفق المعايير, rate-capping11 ( فرض قيود أخرى على جميع،التكبيل الضريبي
wishful thinking14 ( تفكير وهمي،)أحالم اليقظة, machine-readable15 ()نص يمكن أن يقرأ آليا,
5
The time between design and production or between ordering and delivery of a product.
6
A situation in which one event or action causes several other things to happen one after the other
(Longman dictionary of Contemporary English, 5th Ed. 2009), a political universal applying to the
USSR as to El Salvador or Vietnam.
7
A call or visit to someone you have never met before and try to sell them something.
8
Rain that contains harmful acid which can damage the environment and is caused by chemicals in
the air, for example from cars or factories.
9
Norm reference testing report whether test takers performed better or worse than a hypothetical
average student, which determined by comparing scores against the performance results of a
statistically selected group of test takers, typically of the same age or grade level, who have already
taken the exam (edglossary.com).
10
Criterion reference tests are designed to measure student performance against a fixed set of
predetermined criteria or learning standards (edglossary.com).
11
Rate-capping is the setting of an upper limit for rates charged, esp. the interest rate on an
adjustable rate loan (Dictionary.com’s 21st Century Lexicon 2013-2014).
12
Feeling of physical exhaustion and disorientation caused by travelling between time zones (in a
plane).
13
A way of thinking in which you use your imagination to see relationships between things that are
not normally thought of together (Longman dictionary of Contemporary English, 5th Ed. 2009).
14
When you believe that what you want to happen will happen, when in fact it is not possible
(Longman dictionary of Contemporary English, 5th Ed. 2009).
15
In a form that can be understood and used by a computer (Longman dictionary of Contemporary
English, 5th Ed. 2009).
16
An industry, such as electronics or making computers, that uses modern processes and takes the
place of older industries → sunset industry (that uses old equipment and methods, usually in an
21
Thus, new collocations tend to be non-literary and therefore void of emotive
Hatim and Munday (2004:249) discuss strong vs. weak collocations and
and conveyed satisfactorily in the TT. They also discuss the analysis of lexical
range of a word which “only a native speaker of the language can judge”. However,
Leech (1981:17) integrates collocative meaning as one of his seven types of meaning3
(see P. 99), who, as was quoted by Hatim and Munday (2004:251), defines it as “the
focus word by the semantic fields of its common collocates.” Stubbs (1995:173;
1996:4) also examines collocates of causal verbs and finds that certain verbs have
have positive connotations. The following table is formed to illustrate the above
area that once had many industries like it, and that is becoming less successful, such as steel). The
metaphors here should be reduced to sense.
17
Cash and the forms of money that can most easily be turned into cash Broad money (cash and
all the forms of money that cannot easily be turned into cash).
22
Table 2: Positive vs. Negative Connotative Meanings of Collocates
Causal Positive or negative connotative
Collocates
verb meaning (semantic prosody)
Problem, accident, disease, injury, pain, death,
chaos, commotion, crisis, delay, trouble, damage, All collocates have negative
Cause
offence, explosion, controversy, panic, stress, connotative meaning
inflation, shortage
Solution, service, benefits, care, food, help, jobs,
relief, support, training, education, information, All collocates have positive
Provide
reassurance, protection, shelter, amusement, connotative meaning
feedback, inspiration, opportunity, instructions, aid
Source: Modified from Hatim and Munday (2004:251), quoting Stubbs (1995:173; 1996:4).
discusses four other difficulties for translating idiomatic expressions: (1) recognizing
idioms due to TT’s different context of use; (3) using ST idioms in their literal and
idiomatic senses; and (4) the differences of conventions, contexts and frequency of
use. As for the first difficulty, some idioms are misleading because the linguistic
context offers little or no clue to determine the intended meaning, and translators may
run the risk to translate them literally. Idioms like go out with18 and take someone for
a ride19 have both a literal and idiomatic meaning. Some writers may use such
idiomatic expressions in their two senses and this also creates another potential
they have close counterparts in the TT that may have similar surface but totally or
18
Go out with: to have a romantic or sexual relationship with someone
19
Take someone for a ride: deceive or cheat someone
23
leg20 is identical on the surface to the Arabic idiom ( يسحب رجلهliterally, pull his leg),
an idiom used in several Arabic dialects to mean tricking someone into talking about
something he or she would have rather kept secret. Therefore, it is our knowledge of
the sense components embedded in collocational patterns that could easily help us in
many cases to recognize an idiom. The above two difficulties may be attributed to ST
complexity where the translator has to develop a commendable familiarity with such
expressions before translating the idiom. Thirdly, an idiom or fixed expression may
have no direct correspondence in the target language. This is due to the fact that
different languages have various ways of expressing the same meaning: one language
expression; a third may express the same meaning in terms of an idiom and so forth.
comparable meaning using a sentence, ( وتفضلوا بقبول فائق اإلحترامliterally: And be kind
language level in order to deliver an enhanced version of the text and keep the
translators constantly attempt to find the best expression in the target language which
20
To pull someone’s leg: to tell someone something untrue as a joke in order to shock them
temporarily and amuse them when they find out later that it was a joke ( يورط ؛ إقحام شخص في حديث ال
)يرغب الخوض فيه
24
collocation, idiom, or even a sentence. This discussion leads us to a more cultural
problem of translating idiomatic and fixed expressions, the fourth difficulty provided
which may be different in the source and target languages. English language uses
tabloid press21, and even in serious international magazines (e.g., New Scientist). This
is because English language is highly idiomatic in style unlike Arabic, which draws a
sharp distinction between written and spoken discourse. Arabic is characterized with
a high level of formality and tends to avoid idiomatic style. Therefore, translators
should be aware of this point of contrast in order to convey an efficient and effective
classifies idioms into three groups: direct idioms, indirect idioms, and phrasal verbs.
Direct idioms have metaphorical meanings that can be translated directly (e.g., Their
company is on the black list شركتهم على القائمة السوداءand Lend me your ears أعيروني
)انتباهكم. Conversely, indirect idioms are more problematic because they cannot be
understood from the direct common meaning of the constituent words, and if these
are translated literally, the production will be wrong, strange, nonsensical or funny
e.g., He is a big shot ( إنه رجل عظيمbut not *)إنه رمية كبيرة, and There’s far too much
21
Tabloid is a small format newspaper providing news in a condensed form and containing
sensational material or gossip
25
monkey business going on around here ( هناك الكثير من األشياء المريبة تجري من حولناbut not
*)هناك الكثير من العمل القردي. Ghazala (2006:133) states that indirect idioms should be
when required, and then translated into the TL idiomatic counterparts or reduced to
meaning but never translated literally. Furthermore, phrasal verbs are “extremely
both and have special idiomatic meanings that cannot be figured out through their
constituent parts (see also Longman Phrasal Verbs Dictionary 2000). The problem is
to determine whether a phrasal verb is idiomatic or has its normal meaning in context.
also describes proverbs as fixed and idiomatic, and suggests a direct translation to full
Arabic proverbs, or reduce a proverb to sense as a last resort. These distinctive types
varying degrees.
From the previous discussion, one can conclude that collocations probably play
well if the context is clearly and precisely considered. Therefore, the translation of
collocations may have certain problematic issues with varying degrees according to
synonymous variability & collocational range, denotative & connotative factors, and
syntagmatic vs. paradigmatic relationships. These issues and others will be discussed
26
Chapter 3: Conceptual Observations of Collocation
(1988:212), Ghazala (2006:106) and others have seen collocation as the tendency of
addition, Hatim and Munday (2004:249) regard collocation as “the way that words
collocation have probably come to existence through diverse approaches to its varied
composing the literal meaning of its individual elements, and its constituents are
freely substitutable. The word compare, for instance, can collocate with results, size,
levels, behavior and other collocates in a broad collocational range (see 3.3
Collocational Range). The restricted collocation, on the other hand, has a limited
collocational range with limited selection of compositional elements, and usually has
one component that is used in a specialized context. For example, shrug shoulders
and blonde hair have limited compositional elements or collocational range. Thirdly,
the figurative collocation has a metaphorical sense that can somehow be derived from
its literal interpretation of its constituent parts. Draw a line, for example, can have a
figurative sense component in a sentence like “The law in this country draws a line
another context. The fourth type is the idiomatic collocational expression in which
the unitary meaning of its constituents is totally unpredictable from the meaning of its
components. For example, spill the beans has nothing to do with the verb spill or the
type of vegetable plant beans. Rather, it has a sense component that can be
understood from its holistic indivisible unit. These four collocational expressions may
fit the purpose of this research because they are categorized according to their degree
of restrictedness, from the most free and broad level to the most figurative and
28
3.2. Synonymous Variability vs. Collocation
Baker (2011: 52) states that “synonyms or near-synonyms will often have quite
different sets of collocates.” To quote her example, English native speakers usually
break rules not break regulations; they talk of waste time not squandering time. Non-
native speakers are usually trapped with the various options of synonyms in the target
language provided that they translate from their mother tongue. The following
quoted from Cruse (1986:281) and modified to suit the style of this research in table 3
below. The table demonstrates that synonyms have different sets of collocates. Put
Source: Mona Baker’s unpredictability of collocational patterning (Baker 2011:53), quoting (Cruse
1986:281).
Further, if these collocations are translated into another language, there will
probably be different sets of collocates and synonyms. The verb deliver in the
29
following set of collocations is a good illustration to clarify the nature of collocations
Source: Mona Baker’s arbitrary collocational expressions within and across languages (Baker 2011:53).
Arbitrarily, the first lexical meaning of the verb deliver is probably rendered as
yusallimu in Arabic language; however, when different words enter into the
construction of these verb phrases, the meaning would entirely change. The meaning
of deliver in each verb phrase in table 4 above is totally different and the same
difference is also reflected in the target language. Furthermore, the phrase deliver a
focus on the woman during the process of childbirth, while speakers of English prefer
to focus on the baby. If we back translate this phrase into English as deliver a woman,
aptly puts it, “there are many ways of saying things, many choices within language
30
3.3. Collocational Range
Collocational range is the set of collocates that are typically used with the word
degree. Baker (2011:54) explains that some words have a much broader collocational
range than others and illustrates this with examples modified in table 5 below.
Source: Mona Baker’s example (Baker 2011:54), quoted by the researcher and illustrated in the above table.
The verb shrug usually collocates with shoulders and has no strong link with
any other word in English. Reversely, run can have numerous collocates and is said
to have broader collocational range. Baker (2011:54) states that two main factors can
influence the collocational range of a word: (1) its level of capacity and (2) the
number of senses it can have. The former determines the collocational range
depending on the collocates the word can naturally occupy, the more general a word,
the broader its collocational range; while the latter focuses on the varied senses that a
word can signify, i.e., a word can have different sets of collocates according to the
Further, collocational ranges are not fixed; words constantly attract new
collocations through the passage of time. Baker (2011:55) maintains that “words
attract new collocates all the time through processes of analogy, or because speakers
31
create unusual collocations of purpose.” Writers may use unusual collocations to
draw readership attention to certain ideas and thoughts. Thus, new or unusual
might play a significant role in a text, especially literary texts, creating new images
that challenge readership expectations. New collocations are created all the time
either “by extending an existing range or by deliberately putting together words from
framework using the terms “field,” “tenor,” and “mode.” Field of discourse
informality as an aspect of the register to which a text belongs; and mode of discourse
builds on the basic distinction spoken vs. written. Collocational expressions are
fields. What may seem untypical collocation in one field of discourse may fit as
vigorous depressions, and biased error may sound odd in everyday English but are
respectively. She also states that register-specific collocations are not simply the set
32
of terms that go with a discipline; they extend far beyond the list of terms that one
native speaker of a language does not necessarily mean that the translator is fully
table 6.
confused or “fuzzy” (Newmark 1988:14). Newmark (ibid) also suggests the scale of
33
Table 7: Newmark's Scale of Generality vs. Specificity
# Level of Generality Scale Examples
‘The floor of the sea is covered with rows of big mountains and deep
1 Simple
pit.’
‘The floor of the oceans is covered with great mountain chains and deep
2 Popular
trenches.’
‘A graveyard of animal and plant remains lies buried in the earth’s
3 Neutral
crust.’
4 Educated ‘The latest step in vertebrate evolution was the tool-making man.’
‘Critical path analysis is an operational research technique used in
5 Technical
management.’
‘Neuraminic acid in the form of its alkali-stable methoxy derivative was
6 Opaquely technical
first isolated by Klenk from gangliosides.’
Source: Modified from Peter Newmark’s scale of generality or difficulty (Newmark 1988:14).
field of discourse from the simplest form, i.e., the general level which anyone can
discourse, which only an expert can comprehend. Neutral level is usually signified by
Source: Modified from Peter Newmark’s scale of emotional tone (Newmark 1988:14,15).
34
emotional tone and formality-informality scale in that an official style is likely to be
factual while colloquial style tends to be more emotive. The above mentioned three
expressions, in that collocations tend to exist in all these different levels, whether
or technical fields.
sentences display grammatical and/or lexical relationships which ensure the surface
continuity of text structure, while coherence is a standard which all well-formed texts
must meet and which stipulates that the grammatical and/or lexical relationships
‘hang together’ and make overall sense as text. Southerland and Katamba (1996:584)
define cohesive devices as the “linguistic resources used to provide the cohesion that
devices in English are modified from Southerland and Katamba (1996:584) in table 9.
35
Cohesion has largely focused on closed-set grammatical items, especially
Halliday and Hasan (1976) identify collocation as frequency of occurrence and view it in
paradigmatic terms, able to cut across sentence boundaries. Collocation can contribute to
cohesion by providing strong semantic links within or above sentence level featuring an
integrated text. Halliday (2004:577) illustrates how collocational link can be seen between
‘smoking’ and ‘pipe’ which contributes to the cohesion of the whole text.
overall text cohesion and coherence. In textual analysis, Saussure (1966:123) was
language because they are changed together. A term acquires its value only because it
36
lived
Paradigmatic
man died
Syntagmatic
collocation of three words or more within the same syntagm producing the most
middle of a collocational pair. For example, black market and exert an effort can be
constructed as black illegal market and exert a great effort. This quality of
translator has the freedom of choice to manipulate and move between words. But this
is not usually the case, since there are other collocations that cannot be flexible such
Further, cohesion and coherence are considered as one basic element in the
translating process. They form the third level of Newmark’s (1988:19) theory of
translating. His four levels of translating process are modified and illustrated in
Figure 2.
37
1- Textual level (level of language)
Source: Newmark’s four levels of translating (Newmark 1988:19), illustrated by the researcher in the above
diagram.
translating begins with the SL textual level to deal with linguistic difficulties.
and may produce the oddest collocations in the target language for no justifiable
links both textual and referential levels and follows both the structure (conjunctions,
theme and rheme) and the moods of the text (positive vs. negative, negative vs.
neutral, or emotive vs. neutral). This cohesive level was considered by Newmark
(1988:24) as “the regulator” because “it secures coherence, [and] it adjusts emphasis
… [where] you reconsider the lengths of paragraphs and sentences, the formulation of
the title; [and] the tone of the conclusion.” A translator should then disengage from
SL text and ensure that TT makes sense and read naturally in the fourth level of
naturalness.
38
3.6. Denotation and Connotation
Meaning was classified by Nida and Taber (1982:56,91) into referential and
word or phrase with the entities to which it refers (O’Grady 1996:273), while
from one speech community to another. The word dog, for instance, is likely to have
positive connotations for English speakers and ‘kalb’ has negative associations for
Arabs although the denotation of the two words is identical. “The boundaries between
words and their meanings turn out – in spite of what the dictionary would have us
believe – to be fuzzy rather than precise, and this applies at both the denotative and
connotative levels” (Bell 1991:98). Virtually speaking, all content words probably
possess both denotative and connotative senses, and the exceptions appear to be with
grammatical operators such as the, and, may, etc. Newmark (1988:16,17) states that
all texts have an ‘underlife’. He maintains that non-literary texts are marked with
the precedence is given to its connotations and this is “the only theoretical distinction
collocates of causal verbs and finds that certain verbs have negative connotative
39
connotations. The following example is modified to illustrate how collocations form
Source: Modified from Hatim and Munday (2004:251), quoting Stubbs (1995:173; 1996:4).
collocation to what it does not literally denote, including polysemous words and most
English phrasal verbs. It could be single, viz. one word, or extended, i.e., a
text (ibid). He states that a metaphor has two purposes: referential and pragmatic. The
quality or an action; and the latter has an aesthetic value to appeal to the senses, to
40
..
……..
…………
…………..
……………
object sense
…………… image
………….
……….
….
A metaphor has three areas: image, object, and sense as illustrated in Figure 3
above. The image is the picture conjured up by the metaphor; the object is what is
described or qualified by the metaphor, and the sense is the literal meaning of the
metaphor, the resemblance or the area overlapping object and image. Save up for a
rainy day, for instance, savings is the object being qualified; a rainy day is the image
or picture used; and the sense has many different sense components including time of
need, financial shortage, gloom, worry, illness… etc. Generally speaking, literary
texts are figurative in style and usually have more sense components than non-literary
texts.
(or standard), adapted, recent, and original. Dead metaphors, where one is hardly
conscious of the image, relate frequently to universal terms. In English, for example,
words like ‘space’, ‘field’, ‘line’, ‘top’, ‘bottom’, ‘foot’, ‘mouth’, ‘arm’, ‘circle’,
‘drop’, ‘fall’, ‘rise’ can all be used metaphorically beyond their basic meaning.
Normally dead metaphors may not be difficult to translate but they often defy literal
41
translation. However, some dead metaphors can be translated literally since they are
used universally such as ‘bridge’, ‘chain’, and ‘link’. Cliché metaphors have probably
“temporarily outlived their usefulness”. They are probably used as a substitute for
clear thought, often emotively, but without corresponding to the facts of the matter
(e.g. a jewel in the crown )درة التاج. Newmark (1988:107) suggests two translation
procedures for cliché metaphors. The series of clichés have to be retained if the text is
translator should get rid of clichés when they are used in an informative text where
only facts or theories are sacred, including public notices, instructions, propaganda or
publicity, where the translator is trying to obtain an optimum reaction from the
readership. Thus a cliché metaphor can be reduced to a simple and more effective
sense, with a special consideration to the economy and nature of the text. But if there
certain emotional warmth and is not deadened by overuse. They are sometimes tricky
to translate and one should not use them except if they come naturally and
comparable frequency and currency in the appropriate TL register. The following are
42
keep the pot boiling دع النار مشتعلة، ال تطفئ النار المتأججة،دع األمور تتأزم
earn a living اكسب قوْ تك
keep something going دع العجلة تدور
throw a new light on يلقي ضوءا جديدا على/يسلط
for instance, but ‘beneficent’ in the Far East. Thus an effective procedure for
available and is frequently used within the same register. However, if there is no
established image in the TT, and this is usually due to cultural deviations, a translator
should reproduce the intended meaning in the expected formality vs. informality
widen the gulf between them كبرت دائرة الخالف بينهم/ أشعل الخالف بينهم
a sunny smile ابتسامة مفعمة بالحيوية/ ابتسامة مشرقة/ ابتسامة جذابة
importance you give it in context. Thus reducing a stock metaphor to sense may
clarify, demystify, and make honest a somewhat tendentious statement. This is why
stock (standard) metaphors are heavily used in controversial or taboo subjects such as
death, sex, war, unemployment, or excretion to conceal intention or disguise the truth
of physical facts.
adapted into a new context by its speaker or writer. Carrying coals to Newcastle, for
43
should be translated by an equivalent adapted metaphor where possible, especially
with authoritative or ‘sacred’ texts. They can also be reduced to sense if there were
no adapted metaphors in the target language. If they were translated literally, they
might be misunderstood.
recently current object. Recent metaphors can be treated like any other neologism
with regard to the referent and the level of language used. For example, head-hunting
recent example is the word spastic ()مشلول, an old-fashioned term that describes a
disease which prevents control of the muscle, is now used informally as an insulting
word describing a person who drops things, falls easily, and is stupid.
translated literally. This is because (a) original metaphors “contain the core of an
important writer’s message, his personality, [and] his comment on life;” and (b) they
44
can be a source of TL enrichment (ibid)22. However, if the original metaphor appears
to be loaded with cultural elements and might be obscure in the TL, you can
contextual factors and the importance of the metaphor within the text (Newmark
1988:113).
22
Newmark’s original metaphor is similar to Baker’s marked collocation, which involve deliberate
confusion of collocational ranges to create new images. A marked collocation, being an unusual
combination of words, is one that challenges our expectations as hearers or readers, which is often
used in fiction, poetry, humor, news reporting, and advertisements (Baker 2011:55).
45
Chapter 4: Data Collection and Analysis
translated English versions of the same short story The Color of Rain ()لون المطر,
writer and diplomat. The first translation, The Color of Rain, was translated by
Abubaker Bagader and Deborah Akers and published in 2001 by the Center for
conducted collaboratively across linguistic and cultural boundaries, and the two
knows about the cultural aspects and the context of the original short story; whereas
Akers is an American translator, who can understand the nuances of meaning or the
impact of the cultural elements from the TT perspective. The second translation of
the same short story, The Colour of the Rain, was translated by Dr. Shirin Yassin Yar
Mohammed, and published in 2006 by Ubadi Center for Studies and Publications in
Sana’a. Yar Mohammed conducted sole translation of the original short story in an
attempt to account for the linguistic and cultural elements across Arabic and English
certain extent the pragmatic impact of the translation, and may also influence
translators’ ability to use different methods or strategies of translating the short story.
46
The analysis is essentially based on the qualitative approach where the quality
acceptability.
The original short story and the two translated versions are deconstructed into
their collocational units. These units are identified and compared with each other.
The first translation is compared with the second translation, and both translated
versions are compared to the source collocation and/or other works originally written
translated versions are listed in an organized matrix with the following heading titles:
problematic area in itself; however, one viable option for the purpose of this research
and the collocations of both TTs are identified with one of the following types
During the data collection process, it is found that certain collocations are
translated into free lexical items or not translated at all. The researcher added the
5. Free combination
6. Collocation not translated
data collection purposes. It draws a collocational scale or continuum from the freest
combinations to the most fixed idioms and expressions, rather than discrete classes.
Howarth (1998:35) states that “dividing lines cannot be strictly drawn, though points
along the scale are regarded as somehow reflective psychological reality.” He also
restrictedness, and thus identify degrees of conventionality (ibid 34). This approach
48
Table 11: Defining Collocation Types for Data Collection Purposes
Collocation
# Definition Example
Type
ST collocations are
translated into non-
Free قص القصة
1 collocational segments of
combination Start the story
discourse or weak
collocations.
The meaning that can be
derived from composing Compare results / size / levels / behavior… etc.
the literal meaning of . الخ... السلوكيات/ المستويات/ األحجام/ يقارن النتائج
2 Free collocation
individual elements, and its Emphasize concept / link / rights... etc.
constituents are freely . الخ... الحقوق/ عالقة/ يؤكد فكرة
substitutable.
Restricted collocation is
more limited in the Pay attention / heed انتباها/ يعير اهتماما
Restricted selection of compositional Make decision / improvements يحرز تقدما/ يتخذ قرارا
3
collocation element and usually has Give preference to sth يعطي االفضلية
one component that is used At sb’s disposal تصرفك/تحت أمرك
in a specialized context.
The metaphorical meaning Draw a line (to think of as different, e.g. The law in
Figurative as a whole that can this country draws a line between murder and
4 manslaughter.)
collocation somehow be derived from
its literal interpretation. يرسم خطا – يوضح الفرق
Spill the beans (to reveal secret information
unintentionally, e.g. John's friends were going to have
The unitary meaning that is a surprise party for him, but Tom spilled the beans.)
Idiomatic totally unpredictable from يفشي سرا
5
collocation the meaning of its Blow the gaff (to reveal a secret accidently, e.g.
components. When Al cheated on his wife, his younger brother blew
the gaff on him.)
يفضح مؤامرة- يفشي سرا
Collocation not ST collocation was not هل تعرف معنى الغربة؟
6
translated translated at all. Do you know the meaning of that?
The criteria and values in Table 12 below are reader-driven to verify to what
readership.
49
Table 12: Criteria and Values for Translated Collocations
Criteria Values
- ST collocation is omitted in TT.
0
- ST collocation is translated in TT but meaning is violated.
ST collocation (including fixed expression) is reduced to sense
1
which lacks pragmatic impact on readership.
ST collocation is translated into TT with effective pragmatic
2
impact on prospective readership.
story The Color of Rain with the translations, composing the full story. The full short
story was provided and deconstructed in the matrix to identify the collocational units
and retrieve collocational expressions that may cross sentence boundaries. The matrix
has been designed to suit the purpose of this thesis which includes (1) ST
collocational unit, its inferred collocation, its phraseological collocation type; (2)
translated collocation of the first translation (TT1), its collocation type, plus the
criterion value; (3) translated collocation of the second translation (TT2), its
collocation type, plus the criterion value; and (4) a brief commentary of the
TT2. In addition to the above provided criteria, the researcher adds the last column in
the matrix (TT1 & TT2 Difference) to check whether the two retrieved collocational
means the translation of one collocational expression in TT1 is not comparable to the
translation of the same collocational expression in TT2 in terms of the same lexical
item retrieved from the collocational unit. If both collocations of TT1 and TT2 have
the same lexical item that can be retrieved from the collocational unit, irrespective of
its pattern or its location within this unit, this is referred to as comparable translation
50
Table 13: Deconstructed Collocational Units of ST & TTs
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
ST writer hinted more than once
“Are you
to cold and fear. In English one
afraid?” “Are you afraid?”
usually shivers of cold or fear. The
هل أنت خائف؟ “No I am Free “No I am
Free Free word shaking seems to have a
1 ربما من.. إنني ارتجف،ال ارتجف بردا shaking – combinati 1 shivering… maybe 2 Diverse
collocation collocation weaker collocation than shivering
.. أو.. ذلك البرد perhaps on it’s from the cold
in this context. The effect of TT1
because of the .... or....”
on TT readership is likely to be
cold .... or....”
less effective than TT2.
The ST word " "يحملقis heavily
loaded with visual meaning
shades. Usually one focuses on
something for a long time while
deeply meditating or pondering
about a very important matter.
This does not only suggest a quick
look at something as is suggested
He was silent He was silent for
by looked at the sky in the first
for a moment Free a moment and
وصمت قليال وراح يحملق يحملق في Free Free translated version. The second
2 and looked at combinati 1 started to stare at 2 Diverse
،في الفضاء أمامه الفضاء collocation collocation translator uses stare at the
the sky in front on the horizon
horizon, a collocation that has a
of him, before him.
sub-text of taking a long look at
something while meditating or
pondering about an important
issue. Newmark (1988:77) says
"the translator must word the
sentence in such a way that the
sub-text is equally clear in
English."
Although gaze is closer in
Free and his eyes Figurative Free meaning to the context of ST, the
3 وعادت عيناه عادت عيناه 2 His gaze returned 2 Comparable
collocation returned collocation collocation use of eyes in the first translation
is also a good translation.
51
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
This gaze was so long but was
interrupted by mountain peaks.
The word اصطدمتاhas a sense of
surprise or suddenness. The
phrase met the dark tops of
mountains may express positive
اصطدمتا after they met after taking in the
بعد أن اصطدمتا بقمم Figurative Figurative Free connotations where the ST word
4 عيناه بقمم the dark tops of 1 black mountain 2 Diverse
،الجبال السوداء collocation collocation collocation has negative senses. Eyes or gaze
الجبال السوداء mountains, peaks,
may take in the black mountain
peeks, i.e., to understand and
remember new facts and
information. Flashbacks are
possible when gazing at these
mountain peaks on the horizon.
ST added a description of
mountains and how high they are
by contrasting them to the deep
valley. TT2 translates the
semantic meaning of this sense
excluding the figurative use of
"embracing" expressed in ST. The
phrase " "تحتضن الوادي العميقin ST is
which those mountains
التي تحتضن الوادي الجبال تحتضن Figurative Figurative Free used figuratively, i.e., a
5 embraced the 2 that surrounded 1 Diverse
،العميق الوادي العميق collocation collocation collocation personification of a mother who
deep valley the deep valley
embraces her child passionately.
This extra meaning shade is
added by the word embrace in
TT1. The first translation
therefore has added a figurative
sense component to the semantic
meaning expressed in the second
translation.
52
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
The valley was also described as
being asleep silently. The writer
compares the valley to a human
Free sleeping in false Figurative asleep in its Figurative being who has slept for ages and
6 ،النائم في صمت خرافي صمت خرافي 1 2 Diverse
collocation silence – collocation mythical silence. collocation does not move, no matter what.
Silence was described as mythical
in TT2 to support the idea of how
long it has been sleeping.
The image of silent valley and the
long period of time was also
emphasized in the phrase, صمت
خاله أبديا, a silence that was
imagined to continue forever.
The phrase eternal silence
probably expresses this state of
silence, and usually the boring
state is attached to this silence by
It was like his the use خاله أبديا, i.e., seemed to
Free an eternal Free Restricted
7 ،صمت خاله أبديا صمت أبدي 2 father’s brooding 0 continue forever. Although Diverse
collocation silence, collocation collocation
silence, version two has used a good
description by the phrase
"brooding silence", a silence that
is mysterious and alarming, still
there is a mistranslation of the
word خالهwhich means "thought"
or "seemed" but was translated
into "like his father's". ST
comprehension is the first level in
the translation process.
53
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
The second version has added a
background to the setting of this
story by providing some
before the
information about Yemeni
revolution in
even when revolution during the sixties,
ردد الوادي Yemen had
حتى وهو يردد صدى Figurative there was an Free Free hinting to the cause of gunfire.
8 صدى طلقات 2 brought him to 2 Diverse
.طلقات نارية بعيدة collocation echo of firing in collocation collocation Although, ST expresses that the
نارية بعيدة this distant peak
the distance. valley echoed with gunfire but
that echoed with
not mountain peaks as is in TT2,
distant gunfire.
the meaning is still effective
because mountain peaks may
also echo with gunfire.
There is a shift from the narrative
style to the dialogue style in ST.
The use of the word " لم يذق طعم
"األكلis a hint to the opposite
“Are you “Are you meaning, i.e., a miserable life
hungry?” hungry?” the where only gunfire and gun
؟.. أنت جائع
لم يذق طعم Figurative “Perhaps, I have Restricted other man said. Restricted powder is available. English
9 إنني لم أذق طعم أكل،ربما 1 2 Diverse
األكل collocation not taken collocation “Maybe. I haven’t collocation speaking community usually say
.حقيقي منذ أيام بعيدة
proper food for eaten a real meal "eat food" not "take food". In
days.” for days.” addition, "proper food" and "real
meal" are both restricted
collocations in that the range of
collocations is limited in this
context of "having food".
The use of " "مل من الخبزreflects
the miserable life during
“What about
revolution of the sixties where
؟.. والخبز Free “And bread?” Free some bread?” Free
10 مل من الخبز 2 2 only bread is available but Comparable
... لقد مللت منه collocation “I’m tired of it.” collocation “I’m tired of collocation
nothing else is. The use of "tired
bread.”
of bread" in both translations is a
good translation in this context.
“What! … You Food can taste good or it is
“You fool! Don’t
.. أتعرف، إنك مغفل.. إيه ذاق للخبز Figurative are ignorant, I Restricted Restricted tasteful. Both are good
11 2 you know how 2 Diverse
إنني أتذوق له طعما رائعا؟ طعما رائعا collocation find it very collocation collocation collocations and are comparable
good it tastes?
tasteful. as there is only a minimal
54
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
grammatical or morphological
change.
TT2 used "fed up with a meal" to
I’m tired of I’m fed up with
لقد مللت ما تسمونه أكال Free Free Free change from "tired of a meal"
12 مل األكل what you call 2 what you call a 2 Diverse
.حقيقيا collocation collocation collocation that was used earlier in the text
proper food. real meal.
to avoid redundant language.
ST writer uses this marked
collocation figuratively to
communicate how the speaker
has suffered abroad. Both taste
Twenty years in
food or eat food collocates well.
which I have
In twenty years I In version one, it is not French
tasted almost
ذقت فيها كل،عشرون عاما have eaten crocodile soup in ST. Version two
everything,
شيء من الثعابين الصينية / ذاق الثعابين Figurative Figurative everything, from Figurative uses frog soup in France, a more
13 from Chinese 1 2 Diverse
حتى شربة الضفادع شربة الضفادع collocation collocation snakes in China to collocation accurate translation. The use of
snakes to the
... الفرنسية و frog soup in prepositional phrases (in France)
French
France…” in TT2 may be more effective and
crocodile soup
gives more sense to the place
and …
where the speaker had such
experience, unlike the use of
adjectives (Chinese and French) in
TT1.
“Are you going to
“Will you start Free
هل ستبدأ في قصة ذلك من Free tell me all that all Free Usually, English people say tell a
14 قص القصص that story combinati 1 2 Diverse
؟.. جديد collocation over again?” The collocation story not start a story.
again?” on
young man asked.
“But why not?”
“Why not? The
قد ال يمضي الليل، ال.. ولم مضى الليل Free Free That way the Free
15 night will pass 2 2 No comment. Diverse
،سريعا سريعا collocation collocation night will pass collocation
away soon
more quickly
55
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
Translation shift from collocation
to individual words. It is not
necessary that a collocation be
translated into a collocation in TT.
Sometimes it is more effective to
transfer the meaning of ST
collocation to one word in TT.
and you will not However, there is more use of
أو.. فال نشعر بالسأم / شعر بالسأم feel the pain or and we won’t be Free article the in TT1 which is
Free Free
16 .. الخوف / الخوف fear.” 1 bored or afraid.” combinatio 2 transferred from Arabic language Diverse
collocation collocation
؟.. أليس كذلك.. أو الجوع الجوع "Or hunger … “Or hungry?” n structure. Feel the pain has clear
isn’t it?” Arabic style يشعر باأللمwhere feel
pain without the article is better
in English. A translator should
disengage himself/herself from
the ST structure and concentrate
on generating a comparable
meaning and effect in TT using
appropriate TL structure.
“Perhaps!”
Free “Perhaps.” Free
.. ربما دوت صوت Free And a shot was
17 combinati 2 Shots from afar combinatio 2 No comment Comparable
ودوت طلقة من بعيد الطلقة collocation heard in the
on were heard n
distance
Collocation Free
ردد األخدود Free and echoed in the Meaning shade of echo was not
18 ،رددها األخدود ... not 0 combinatio 2 Diverse
الصدى collocation valley; translated in TT1.
translated n
Trembled is more effective than
shook. The word shake was
repeated more than once in TT1
Free
Free the young man Free to denote fear. But the use of
19 .فارتجف ارتجف خوفا and he shook. combinati 1 2 Diverse
collocation trembled. collocation tremble in TT2 has given a variety
on
of language use to the TT style
making it more effective for
English readership.
... ألم أقل لك إنك خائف “Didn’t I say you “Did I tell you that
Free Free Free
20 إنني أشعر بالبرد،أرجوك شعر بالبرد are afraid?” 2 you’re afraid?” 2 No comment Comparable
collocation collocation collocation
.فقط “Please, I feel “Please, I just feel
56
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
cold only.” cold.”
“Look! Don’t “Look, don’t you
you feel feel that there’s ST expression is about fear not
أال تشعر بشيء جديد:انظر something new Free something new whisper. By using scared, both
Free Free
21 هذه الليله؟ صوت خائف to-night?” combinati 0 going on this 2 meaning and the effect of Diverse
collocation collocation
ما هو؟ قالها بصوت خائف “What is it?” He on evening?” everyday language register were
said in a “What is it?” he conveyed to TT.
whisper. asked scared.
In Arabic, sky rains. In English,
لقد أمطرت السماء في أمطرت Free “It rained Restricted “It rained this Restricted however, sky is usually omitted,
22 2 2 Comparable
.النهار السماء collocation during the day.” collocation morning.” collocation and English speakers usually say it
rains rather than the sky rains.
Version one uses article the
profusely. The color of rain is
“So?” better than the color of the rain
“So?”
“Don’t you see from English native speakers'
إذن؟ Free “Don’t you feel Free
شعر بلون Free the colour of viewpoints. In addition, the use of
23 أال تشعر بلون المطر الذي combinati 1 that the rain’s combinatio 2 Diverse
المطر collocation the rain which لون المطرin ST is figuratively
..غسل كل شيء on color cleaned n
has washed loaded with meaning. This
everything,
everything, unusual use of new collocation is
referred by Baker (2011) as
"marked collocation".
Free Free Version one uses article the
غسل المطر Free even the colour
24 ..حتى لون القمر combinati 1 even the moon?” combinatio 2 profusely. This is again a new Diverse
لون القمر collocation of the moon.”
on n marked collocation.
The dialogue style of TT2 is more
customized to suit English style of
writing short stories by providing
who said what, plus the use of
gerund. It is better to use "the
And he pointed the older man
Free Free Free other man said pointing to the
25 .وأشار بيده إلى القمر أشار إلى القمر to the moon 1 said pointing to 2 Comparable
collocation collocation collocation moon" than "And he pointed to
with his hand. the moon.
the moon with his hand". In
addition, there is a word-for-
word translation of the phrase
"with his hand", an unnecessary
phrase in TT.
57
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
"Trigger" can be understood from
“Better you “Hey! Trust me, the context without adding the
األفضل أن تترك يدك على ترك يده على Free keep your hand Free it’s better if you Free phrase "of your gun". When the
26 1 2 Diverse
.زناد بندقيتك زناد البندقية collocation on the trigger collocation leave your hand collocation context is clear, it is better to
of your gun.” on the trigger…” omit certain phrases to add a
stylistic effect to TT.
“Oh! Don’t you
“Oh! Don’t you
see how
see how
wonderful
wonderful
أال تنظر ما أروع كل..أوه everything is ..?
Free Free everything is? Free
27 ؟ هل تخيلت عمرك..شيء منظرا ساحرا Have you ever 2 2 No comment Diverse
collocation collocation Have you ever collocation
..منظرا ساحرا كهذا imagined a
imagined seeing
magic scene
such a beautiful
like this in your
scene?...
life?
The moon sends its light… The
The moon The moon is moon shines is a better
sends its light sending its light collocation, but there may be a
القمر يرسل ضوءه كشالل أرسل القمر Figurative Free Free
28 like rain water 2 like the rain 2 personification in the ST Comparable
،المطر الذي تساقط نهارا ضوءه collocation collocation collocation
that has fallen shower that fell comparing the moon to the
during the day, this morning. rainfalls. Rainfalls were also
compared to soldiers in this text.
even the stars Even the stars,
انطلقت look like the they look like the
حتى النجوم تشبه انطالقة Figurative Free Free Usually, raindrops fall from the
29 قطرات المطر drops of rain 2 beginning of 1 Diverse
.القطرات من السحب collocation collocation collocation cloud not begin...
من السحب falling from the raindrops from
clouds. clouds.
58
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
The rain has a Rain has a color;
colour that you you can’t feel it, The form of “to spend years on it”
do not feel until but you can see it may have a better effect than
it gets it from when you want to “you spent years”. The phrase
the things it see those تقضي فيه أعواماhas an emphasis on
،إن للمطر لونا ال تشعر به falls upon. I creatures that fall sea, and this focus was not
وتود تلك،إال عندما توده never got into it. When I provided in TT1 (spent years), but
لم،األحياء التي يتساقط فيها affected by the was a sailor, I this sense component was
أكن أتأثر بالقمر أو المطر قضى في Free moon or the Free never thought Free reserved by the addition of “on
30 1 2 Comparable
كان ذلك،وأنا في الباخرة البحر أعواما collocation rain when I was collocation about the moon collocation it” in “to spend years on it”. In
أنت ال،يذكرني بالقرية on the ship; it or the rain. They addition, the collocational unit in
أن..تعرف معنى البحر always would have only TT1 has a mistranslation in the
،تقضي فيه أعواما reminded me of made me long for phrase “until it gets it from the
the village. You the village. You things it falls upon,” which affects
don’t know the don’t know the the translation quality, although
meaning of the meaning of the this is not the focus of this
sea; you spent sea, to spend research.
years – years on it,
The sun roasts or barbecues may
الشمس تشوي Figurative the sun roasts Figurative the sun Figurative
31 ،تشويك الشمس 2 2 sound figurative. The sun usually Diverse
بحرارتها collocation you collocation barbecues you, collocation
burns.
and the
evenings and the night .. the night swallows you into its
المساء يلتهمك Figurative Figurative Figurative
32 ،ويلتهمك المساء بصمته swallow you 1 swallows you 2 silence is better than the evenings Diverse
بصمته collocation collocation collocation
with their into its silence. swallow you with their silence.
silence.
I was prepared
I was ready to Usually English speakers say give
كنت مستعدا لدفع حياتي Figurative to pay my life Figurative Figurative
33 دفع حياته ثمنا 1 give my life for a 2 my life for something not pay my Diverse
.ثمنا لمنظر كهذا collocation for a scene like collocation collocation
scene like this. life for it.
this.
Don’t you see Don’t you see the Both mountain tops and
أال تالحظ قمم الجبال الحظ قمم Free Restricted Restricted
34 the mountain 2 mountain peaks 2 mountain peaks are good Diverse
المقابلة؟ الجبال collocation collocation collocation
tops? in front of us? collocations.
They are as They are very Comparing a mountain peak to
،إنها واضحة كل الوضوح
واضحة كل Free clear as crystal Figurative vivid in all their Free crystal to show how they are
35 ، انظر هنالك.بكل تفاصيلها 2 2 Diverse
الوضوح collocation with all their collocation details. Look over collocation clear. Very vivid is also a good
.سأدفع حياتي ثمنا لهذا
parts. Look there; I will trade translation.
59
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
there! I will pay my life for such
my life for this. beauty.
Oh, God, I Version two added extra sense
My God! I
thought that components to further clarify the
thought it was
كنت أظنها مجرد،يا إلهي Free Free joining the army Free meaning. Joining the army serves
36 حمل السالح only an 2 2 Comparable
أن أحمل السالح،مغامرة collocation collocation was just an collocation clarify the scene being described
adventure to
adventure, that and to custom tailor the text for a
carry a weapon
I’d carry weapons better natural text.
and walk and
وأمضي وأنشد أناشيد أنشد أناشيد Free sing Free and sing songs of Free
37 2 2 No comment Diverse
،الثورة الثورة collocation revolutionary collocation the revolution, collocation
songs
as those I use to
like the ones I
hear from the
used to hear in
sea-port
French ports
workers in
about the
France, about
revolution,
كتلك التي كنت أسمعها من the revolution,
Napoleon, ‘the
،عمال الموانئ في فرنسا Napoleon and
Marseillaise.’ But
ونابليون،عن الثورة القمر يكشف Figurative Marseilles but Figurative Figurative
38 2 did the French 2 Personification Comparable
ولكن هل،والمارسيلييز كل شيء collocation have they seen collocation collocation
رأوا شيئا رائعا كهذا؟ إن ever see anything
anything as
...القمر يكشف لك كل شيء wonderful like
wonderful as
this? The moon
this? The moon
reveals
reveals
everything for
everything to
you, yes,
you, yes
everything…”
everything.
Transferring the Arabic and into
And he pressed
ضغط على Free Free Then he fired his Restricted English may affect the English
39 ، ضغط على زناد بندقيته..و the trigger of 1 2 Diverse
الزناد collocation collocation gun, collocation style and it can probably be
his gun 23
considered as an MTI error ,
23
MTI error is the effect of mother tongue interference that is prevalent in the translation (see 4.2.3 Strategies of Translating Collocations, transfer
strategy, P. 89).
60
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
especially if this error is repeated
throughout the text.
If the meaning is clearly
expressed by certain words, it is
and the
better not to add more words
mountains
ردد الجبل Figurative Free the mountain Free and lose style in literary
40 ،وردد الجبل الصدى echoed the 1 2 Diverse
الصدى collocation collocation echoed, collocation translation. The mountain echoed
sound of the
is sufficient to convey gun fire
shot
sound. It is therefore better not
to add the sound of the shot.
When someone is extremely
frightened and is shivering in an
and the body
وارتجف الجسد الممدد Free Free and the body by Restricted uncontrollable manner, English
41 ارتجف خوفا beside him 1 2 Diverse
.بجانبه collocation collocation his side trembled. collocation speakers usually say he trembled
shook.
with fear. Shaking of fear is
acceptable collocation.
“What’s wrong
“What’s wrong?
with you? Are you
Are you crazy?”
هل جننت؟..مالك Free Free crazy?” he asked. Free
42 القمر رائع “No … nothing. 2 2 No comment Comparable
، القمر رائع، ال شيء..ال collocation collocation “No, no. It’s just collocation
The moon is
that the moon’s
wonderful,
so wonderful.
The moon usually waxes when it
gets bigger each night or wanes
Free it has gone Free It’s lower on the Free when it gets smaller each night.
43 ،لقد هوى هوى القمر 2 2 Diverse
collocation down. collocation horizon; collocation When the moon gets down at the
same night, it is … and it sets and
rises.
ST speaker emphasizes how much
he loves the moon in comparison
Don’t you
to the sun shines in Aden. In
notice
can’t you see English, adoring something is to
ألم تالحظ شيئا؟ لذلك أنا Figurative anything? Free Free
44 عبد القمر 2 that? So I worship 2 love or venerate deeply. To Diverse
،أعبد القمر collocation That’s why I collocation collocation
the moon, worship something also means to
adore the
admire or love it very much. In
moon,
this sense, both adoring or
worshiping the moon are good
61
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
lexical collocations.
Free Restricted Restricted Both dim and soft are good
45 ،الضوء الخافت الضوء الخافت the dim light. 2 the soft light. 2 Diverse
collocation collocation collocation collocates for light.
It does not give It doesn’t give
you the whole you the full
،إنه ال يعطيك كل الصورة Free Free Free Both whole and full collocates
46 كل الصورة picture, the 2 picture, the 2 Diverse
،الظالل تكفي collocation collocation collocation well with picture.
shadows are shadows are
enough. enough.
ST states that the speaker has not
used to the cold while he was
Don’t shake like Don’t tremble, my living in Aden because the
،ال ترتجف هكذا يا عزيزي this, my dear. friend. You’re just weather is hot. This point is not
Free Free Free
47 – أنت لم تتعود البرد في تعود البرد You are not 2 not used to the 2 clearly suggested in TT1 using Comparable
collocation collocation collocation
،– عدن used to the cold, being from used to the cold in Aden. TT2
cold in Aden. Aden. conveyed clearly this meaning by
providing the phrase used to the
cold, being from Aden.
There the sun is
Free There the sun is Restricted Restricted
48 ،هناك شمس مضيئة دائما شمس مضيئة 2 shining all the 2 No comment Comparable
collocation always shining collocation collocation
time,
Free Free
الشمس تثير Free but it depresses but sometimes it
49 ،ولكنها تثير الضيق أحيانا combinati 2 combinatio 2 No comment Diverse
الضيق collocation you sometimes. is a bother.
on n
You have not Free Free
Free You’ve never seen
50 أنت لم تر جبال الثلج؛ جبال الثلج seen the snowy combinati 2 combinatio 2 No comment Diverse
collocation an iceberg.
mountains. on n
I worked twenty
years there as a I’ve seen in my
seaman; I saw twenty years as a
all the seas and sailor, all the seas
Free Free
إال أن أكون جنديا في جندي في Free heard all the and heard all the
51 combinati 2 combinatio 2 No comment Diverse
،صفوف الثورة صفوف الثورة collocation tales, except stories. But, that I
on n
that I will be a would be a
soldier in the soldier in the
revolutionary revolution,
army –
62
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
Adding and it happened in
version one does not have the
that’s the last same effect as but it did in
that is the last
تلك آخر أسطورة كنت legend I Free version two. Sometimes
حدثت Free story I imagined Free
52 ولكنها،أتصور حدوثها imagined to combinati 2 2 repetitive words or phrases does Comparable
أسطورة collocation would happen, collocation
.حدثت happen and it on not emphasize the intended
but it did.”
happened. meaning, it rather works against
generating a better pragmatic
effect in TT.
“Listen, my The young man
dear, I have said, “Listen,
Both good shooter and good
heard this friend, I’ve heard
لقد سمعت،اسمع يا عزيزي sniper are good collocations.
twenty times Free you say this for
ولكنك،ذلك للمرة العشرين Free Free Shooter may not mean shooting
53 رام جيد but it is the first combinati 2 the twentieth 2 Diverse
ألول مرة تثبت لي بأنك رام collocation collocation from a hidden place at a long
.جيد time that you on time. But for the
range as sniper. This is not clearly
have proved to first time, you’ve
suggested by رام جيدin ST.
be a good proved to be a
shooter. good sniper.
You hit something
After the fall may not convey a
Perhaps he is down there. It
clear meaning of what is fell
suffering there might be suffering
أو لعله قد،لعله يتألم هناك down. Version two uses the
Free or he may be Free in pain, or maybe Free
54 لم، لم أالحظ أي شيء.مات هوى القمر 2 2 pronoun in the phrase it fell down Diverse
collocation dead. I didn’t collocation it died, I can’t tell. collocation
.أره إال بعد أن هوى to refer to the thing that was hit
notice anything I didn’t see it
down, which was described in the
after the fall. move after it fell
previous sentence.
down.”
He was silent He was silent for
for a while and a moment and
: ثم قال،وصمت قليال then said: “But then went on,
– ولكنك كنت تعيد علي كل you were “But you’re
والقمر هو،ذلك من جديد repeating all repeating all of
غرق في Figurative Figurative Figurative
55 الذي يوجد في كل،القمر that again, the 2 that again. The 2 No comment Diverse
األوحال collocation collocation collocation
ال..ليلة والنجم واألمطار moon is the moon is the
شيء إال أنني غرقت في moon, it is moon, the same
األوحال there every one that we see
night, and the every night with
stars and the the stars and the
63
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
rains … Nothing rains. There is
except that I got nothing there
lost in those except the fact
jungles that I sank in mud
trying to catch TT1 applies a cultural filter and
as I was chasing
وأنا أطارد ذلك األرنب طارد أرنبا Free Free that damn rabbit Free deleted the modifier damn. TT2
56 that rabbit this 2 2 Diverse
،اللعين ظهر اليوم لعينا collocation collocation that showed up collocation however has another strategy to
afternoon.
this afternoon. keep a comparable effect of ST.
لقد كنت أرسم في مخيلتي رسم في Figurative I was drawing a Free I was imagining a Free TT2 sounds more effective and
57 2 2 Diverse
مائدة لذيذة مخيلته collocation picture collocation delicious meal collocation accurate than TT1.
of a roasted
Free Free Free
58 ،ألرنب مشوي أرنب مشوي rabbit for my 2 of grilled rabbit, 2 No comment Diverse
collocation collocation collocation
meal
but got nothing
ولكني لم أجد سوى الخبز Free I got only dry Free Restricted Both dry or stale bread are good
59 خبز يابس 2 except stale 2 Diverse
!اليابس collocation bread! collocation collocation collocations
bread!”
Free A cold wind Restricted Restricted
60 وهبت رياح باردة هبت الرياح 2 A cold wind blew, 2 No comment Comparable
collocation blew collocation collocation
If the wind howls, it makes a loud
Free
Free Restricted high sound as it blows, but
61 كان لها صرير صرير الرياح making a sound combinati 1 howling 2 Diverse
collocation collocation making a sound in TT1 may not
on
express this specific meaning.
The wind simply passed through a
gap howling. Version one
تعبر شقوق Free that shattered Restricted as it passed the Free
62 ،وهي تعبر شقوق األخدود 1 2 figurative language… but the Diverse
األخدود collocation the dreams. collocation gap. collocation
meaning of ST was clearly
conveyed in Version two.
The verb echoed signifies that
The mountains Free there is a repetitive sound.
ردد الجبل Free The mountain Free
63 وردد الجبل صدى repeated the combinati 1 2 Therefore it is more effective to Diverse
الصدى collocation echoed collocation
echo on use the mountain echoed than
the mountain repeated the echo.
A human usually shouts or cries.
اإلنسان Free of a human Free the shout of a Free If in a difficult situation, he cries.
64 إنسان يصرخ 2 2 Diverse
يصرخ collocation crying. collocation man. collocation Shouting does not convey that
there is a problem like crying.
64
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
No one
فمات،لم يجب عليه أحد Figurative Figurative Nobody answered Figurative
65 مات الصدى answered it and 1 2 No comment Diverse
الصدى collocation collocation it, the echo died, collocation
so it died.
Free
Free and the man fell Free The first version has an omission
66 ،وهوى إنسان في القاع هوى إنسان It was a man combinati 1 2 Diverse
collocation to the bottom collocation of this element.
on
Collocation
Free and crashed Free The first version has an omission
67 وارتطم حجر ارتطم الحجر ... not 0 2 Diverse
collocation against the rocks collocation of this element.
translated
Free in the deep Restricted in the deep Restricted
68 في الوادي العميق واد عميق 2 2 No comment Comparable
collocation valley. collocation valley. collocation
“Listen, Listen, do
“listen! Listen!
you feel
هل تحس.. اسمع،اسمع Do you feel Free The meaning of fear was
Free something?” the Free
69 بشيء؟ صوت خائف anything?” combinati 2 2 compensated by using the word Diverse
collocation young man asked. collocation
،كان صوته خائفا He was on whispering in version one.
It was a scary
whispering
sound;
English speakers usually say pull a
gun or hold a gun but not clutch a
gun. Clutch may be used with
arm, bag, blanket, chest, edge,
Free as he clutched Free he pulled the gun Free hand, handbag, head, purse,
70 .وشد بقوة على البندقية شد بقوة 1 2 Diverse
collocation at his gun. collocation near him. collocation stomach, or suitcase as the
object. Clutch at his gun is
acceptable in this context but
pulled his gun is a better
translation choice.
Splashing water (the noise of
water when hitting or falling on
something) may sound better.
“Don’t fear, it is “Don’t be afraid, Roaring can also collocate with a
ال تخف إنه صوت هدير Free Free Free
71 هدير المياه the sound of 1 it’s the sound of 1 lion's sound, the sound of an Diverse
،المياه collocation collocation collocation
running water, roaring water, engine or vehicle, or the sound of
water. “The sound of running
water” in TT1 has a more general
translation and is also acceptable.
72 ،إنه السيل القادم من الشمال السيل قادم Free it is the flood Free 2 it’s the flood Free 2 No comment Comparable
65
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
collocation coming from collocation coming from the collocation
the north. north.
The clouds The clouds
كانت الغيوم تغطي كل الغيوم تغطي Free covered the Free covered that Free
73 2 2 morning or the morning Comparable
،المنطقة منذ الصباح المنطقة collocation place since collocation whole area this collocation
morning morning.
and this Free
المياه قادمة Free Here come those Free Water may not collocate with
74 هذه المياه القادمة بصخب approaching combinati 1 2 Diverse
بصخب collocation waters, violently, collocation approaching...
water on
Compound words such as rainfall
هي حصيلة األمطار التي Free is the rainfall Restricted after all that Restricted
75 هطل المطر 2 2 are considered restricted Diverse
،هطلت collocation water. collocation rainfall, collocation
collocations???
Don’t you hear Free
Free don’t you feel its Free Suggested translation: don’t you
76 ،أال تشعر بصوتها العذب مياه عذبة its sweet combinati 2 2 Diverse
collocation great presence? collocation hear the water murmuring…
sound? on
The word “ ”هديرin Arabic
expresses a special sound made
by moving soldiers in this context.
Is seems to me
Free Free It’s like the roar Free In version one, there is a
77 يخيل إلي كأنه هدير جنود هدير جنود like the sound 2 2 Diverse
collocation collocation of soldiers collocation translation shift from a more
of soldiers
specific term in ST to a general
use of “sound”, a move from
subordination to superordination.
moving towards creeping towards The second version has a better
دونما،يزحفون إلى الهدف زحف الجنود Free Free Restricted
78 a goal, without 2 the target, 2 effect by using a more restricted Diverse
،خوف بال خوف collocation collocation collocation
any fear, fearlessly. collocation, creeping... fearlessly.
breaking the They tear silence
Figurative Figurative Figurative
79 ،يمزقون الصمت والجبن مزق الصمت silence and 2 and cowardliness 2 No comment Diverse
collocation collocation collocation
cowardice; to shreds.
they have
forgotten They forget
everything even everything, even
حتى،لقد تناسوا كل شيء Free Free Restricted
80 اندفع الجنود their existence. 2 their existence. 2 No comment Diverse
، إنهم يندفعون،وجودهم collocation collocation collocation
They are They plunge
drawing forward,
forwards,
66
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
each one is everyone
being brave encouraged by
كل واحد يتشجع ألن because there is the others at his
Free Free Free
81 لو كان،اآلخرين بجانبه فر الجنود someone beside 2 side. If a soldier 2 No comment Diverse
collocation collocation collocation
.. لفر.. وحيدا him; if he was were alone he
alone he would might have run
have fled. away,
Free However they Free but they are a Free
82 .ولكنهم جموع جموع الجنود 2 2 No comment Comparable
collocation are a crowd. collocation crowd, collocation
Do you know, you know, they’re
they are more more than one
إنهم أكثر من،أتدري
ارتطم الجنود Free than one. Do Free person. Don’t you Free
83 أتسمع،شخص واحد 2 2 No comment Diverse
بالجبال collocation you hear their collocation hear them collocation
ارتطامهم بالجبال؟
beats against crashing against
the mountains? the mountains?
Even the fall of
Even the falling
وحتى تساقط األشجار ال تساقطت Free the trees does Free Free Mother tongue interference of
84 2 trees don’t 2 Diverse
،تهمهم األشجار collocation not matter to collocation collocation the in TT1.
bother them.
them,
they are They’re
moving, each compelled.
كل واحد،إنهم يندفعون
Free one Free Everyone is Free
85 دونما،يشجع اآلخرين اندفع الجنود 2 2 No comment Diverse
collocation encouraging the collocation encouraging the collocation
. دونما خوف.خوف
other with no other, fearlessly,
fear.” defiantly.”
The flood had The flood
بلغ السيل Free Free Free
86 ،وكان السيل قد بلغ الوادي reached the 2 reached the 2 No comment Diverse
الوادي collocation collocation collocation
valley; valley.
they were lying
They were lying at
كانوا ممتدين على قمة on the top of
اندفع الماء Free Free the mountain’s Free
87 الجبل وكان الماء يندفع the mountain, 2 2 No comment Diverse
بشدة collocation collocation peak. Water collocation
بشدة the water came
rushed strongly,
rushing
67
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
carrying with it
carried many
everything that
وقد حمل أمامه أشياء كثيرة things but they
was in its way,
،لم يالحظوا منها شيئا ارتفعت المياه Free could see Free Free
88 2 though they 2 No comment Diverse
والماء يرتفع وينخفض وانخفضت collocation nothing. Water collocation collocation
،بعنف didn’t notice.
went up and
Water rose and
down
fell violently.
The sound of its The second version has a more
and the sound
وصوت ارتطامه يرتفع ارتفع صوت Free Free crashing reached Free effective style by using the form
89 of its splashing 2 2 Diverse
،ويرتفع المياه collocation collocation higher and collocation higher and higher rather than
was increasing
higher; increasing.
to the point
they thought it Translation shift from figurative
التهمهم صوت Figurative they thought it Free Figurative
90 .حتى ظنوا بأنه سيلتهمهم 1 would swallow 2 collocation to free collocation in Diverse
المياه collocation would drown collocation collocation
them. version one.
them
Free Then they were Translation shift from figurative
Figurative and they were Restricted
91 وضمهم صمت عميق صمت عميق combinati 1 embraced in a 2 collocation to free collocation in Diverse
collocation silent collocation
on deep silence version one.
as the water
والماء يمضي من تحتهم مضى الماء Figurative Restricted and water passed Restricted
92 flowed below 2 2 No comment Diverse
،بعيدا بعيدا collocation collocation beneath them, collocation
them
slithering away
ثعبان Free like a legendary Free Free
93 كثعبان أسطوري 2 like a mythical 2 No comment Diverse
اسطوري collocation snake collocation collocation
snake
that has
Free Free Free
94 خرج فجأة خرج فجأة suddenly 2 suddenly leaving 2 No comment Diverse
collocation collocation collocation
appeared
from the
Free Free the depths of the Free Mother tongue interference of
95 من أعماق الجبال أعماق الجبال depths of the 2 2 Diverse
collocation collocation mountain collocation the in TT1.
mountains
after being after having been
imprisoned for imprisoned for
وراح،بعد سجن دام قرونا Free Free Free
96 دام قرونا centuries and 2 centuries. It 2 No comment Comparable
..يحطم كل شيء collocation collocation collocation
was destroying started to crush
everything. everything.
68
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
“We are like “We are like the
him, we don’t water. We don’t
ال ندري،ونحن أيضا مثله know what is know what is
Free Free Free
97 ولكننا،ما يلتهم أمامنا مضى بعنف devoured in 2 being swallowed 2 No comment Diverse
collocation collocation collocation
،نمضي بعنف front of us and in front of us, but
we are moving we just keep
violently, going.
but because we
Because we’re
are a group we Free Free
ولكوننا مجموعة فنحن ال Free together, we’re
98 شعر بالخوف are not afraid combinati 2 combinatio 2 No comment Comparable
. ال يهمنا،نشعر بالخوف collocation not afraid. We
and we don’t on n
don’t care,
care
and then we are
beaten. But this then we crash. It’s
is the beginning Free just the Free
، إنها البداية،ثم نرتطم البداية عنيفة Free
99 and the combinati 2 beginning, and combinatio 2 No comment Diverse
،والبداية عنيفة دونما حدود دونما حدود collocation
beginning is on beginnings are n
always forceful, always violent.
with no limits,
and everything Everything is
ما..كل شيء مباح وقانوني is legal … And as permitted and
Free Free Free
100 دمنا في النهاية سنسقي سقى الحقول we reach the 2 legal. And as long 2 No comment Comparable
collocation collocation collocation
،حقوال end we will as, in the end, we
water the fields water the fields
and because we
and give the
will give the
desert a great
desert a green
green carpet of
colour and a
وما دمنا نعطي الصحراء happiness, our
carpet of
بساطا،لون اخضرار رائع rush will not
happiness, if we
إن اندفاعنا لن،من السعادة بساطا من Figurative Figurative continue for long. Figurative
101 push on it will 2 2 No comment Diverse
سنهدأ بعد،يستمر طويال السعادة collocation collocation We will calm collocation
not take long
ولكن سنعطي األرض،قليل down after a
.لونا آخر! حياة أخرى and we will
while, but we will
calm down
give the soil a
soon, but we
different color! A
will give the
different life.”
earth another
69
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
colour, another
life.”
Free Silence Free Silence Free
102 .وساد صمت ساد الصمت 2 2 No comment Diverse
collocation prevailed. collocation continued, collocation
Figurative The moon was Figurative the moon was Figurative
103 .وكان القمر حنونا القمر حنون 2 2 No comment Diverse
collocation affectionate collocation kind, collocation
مضى السيل Figurative and the flood Figurative the flood passed Figurative
104 .والسيل قد مضى بعيدا 2 2 No comment Diverse
بعيدا collocation has gone far. collocation away. collocation
“And what “But what about
about her, did her? Did you
وماذا عنها هل كتبت لها
Free you write to Free write anything?” Free
105 .شيئا مزق الرسالة 2 2 No comment Comparable
collocation her?” collocation The young man collocation
.. مزقت كل شيء
“I have torn up said, “I tore up
everything, everything.
with whom
Free Free How would I send Free
106 مع من سأرسل رسائلي؟ أرسل رسالة shall I send my 2 2 No comment Comparable
collocation collocation my letters? collocation
letters?
She is far now, Aden is far away
and I was silly. I now. How stupid I
ما.. إنها بعيدة اآلن.. عدن
told her that I was. I said, I’ll
كان أغباني! قلت لها سأكتب Free Free Free
107 أعتبره بطال will write to her 2 write her all the 2 No comment Diverse
لعلها تعتبرني،لها دائما collocation collocation collocation
often and now time. Perhaps she
،اآلن بطال
she will think I thinks I’m a hero
am a hero now
Usually English speakers say tell a
and expect me and waits for me story which has more frequency
وتنتظر مني أن أحكي لها حكى Free to tell her Free to tell her stories Free than tell a legend. The former has
108 2 2 Diverse
،أساطير عن بطوالتي األساطير collocation legends about collocation about my collocation 6705 frequency count and the
my heroism. adventures. latter has only 12 in the Corpus of
Contemporary American English.
When someone is extremely
She will not She wouldn’t frightened and is shivering in an
Free
إنها لن تصدق بأنني أرتجف Free believe that I believe that I Free uncontrollable manner, English
109 ارتجف خوفا combinati 1 2 Diverse
،عند سماع طلق ناري collocation shake at the tremble when I collocation speakers usually say he trembled
on
sound of firing, hear gunfire, with fear. Shaking of fear is an
acceptable collocation.
70
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
انغرس as if the bullet
كأن الرصاص ينغرس في Figurative as if the bullet Free Free
110 الرصاص في 2 had entered deep 2 No comment Diverse
،أعماقي collocation was inside me. collocation collocation
أعماقه inside me.
You are older You’re older than
لقد رأيت،أنت أكبر مني Free than me, you Free me, you’ve seen Free
111 عالم فسيح 2 2 No comment Diverse
،عوالم فسيحة collocation have seen the collocation many vast collocation
world horizons.
and perhaps Perhaps you’re
أما.ولعلك تسخر مني اآلن Free Restricted Restricted
112 سخر منه you will laugh 2 making fun of me 2 No comment Diverse
.أنا collocation collocation collocation
at me but me.” now… But I…”
Free And he laughed Free He laughed sadly Free
113 .وضحك بحزن ضحك بحزن 2 2 No comment Comparable
collocation sadly. collocation and went on. collocation
Free Free
Free “I am only a
114 .. أنا مجرد طفل مجرد طفل combinati 2 “I’m just a kid. combinatio 2 No comment Diverse
collocation child
on n
who knows
Free Free
ال يجيد سوى الحساب Free nothing except I only know math
115 يجيد الكتابة combinati 2 combinatio 2 No comment Diverse
والكتابة collocation arithmetic and and writing
on n
writing…
The ST collocation بحماس أجوف
(literally, talk enthusiastically) is
and to talk accounted for in the next text (it's
Collocation
التحدث عن الوطنية... و Free about Free and talking about just the excitement of it all). This
116 حماس أجوف 2 not 2 Diverse
.. بحماس أجوف collocation nationality with collocation patriotism. strategy of omission is to avoid
translated
dry enthusiasm, repetition/redundancy and
therefore does not affect the
pragmatic impact of TT.
and the great The biggest thing
thing is that I in my life is the
الشيء الكبير في حياتي هو am here. I was fact that I’m here.
كنت مستعجال في.أنني هنا in a hurry to I made this The first version has changed
، لو فكرت قليال،قراري هذا Free
Free decide on this; decision without Free patriotism to nationality to avoid
117 لما كنت هنا – إنه،قليال فقط مل الناس combinati 2 2 Diverse
collocation if I had thought thinking. If I had collocation redundancy. However, TT2 is of
أنا الذي تحدث في،الحماس on
الوطنية حتى مل الناس a little I thought for just a more pragmatic impact.
،منه wouldn’t be moment, I
here. It was my wouldn’t be
enthusiasm and here—it’s just the
71
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
I talked of excitement of it
nationality until all. I talked about
I bored patriotism until
everyone. people couldn’t
bear to hear
anymore…
And this is the
revolution, how
could I stand now and here is
away from it? the revolution.
Many said How far away
‘volunteer, from it am I?
volunteer’ and I Everyone said
volunteered. I ‘Volunteer,
have been volunteer,’ and so
كيف،وها هي ذي الثورة married for only I volunteered. I’d
أقف بعيدا عنها؟ كثيرون a month; I only been married
، تطوع،قالوا لي تطوع didn’t think of a few months. I
لم يمض على،وتطوعت her and her didn’t think of my
لم أفكر،زواجي سوى أشهر father said not bride. Her father
ال، قال لي والدها،فيها to worry, he told me, ‘Don’t
Grammatical mistake of the
وقال...، أنا هنا..،تخف relative clause what is war and
شعر بطعم Figurative was there and Figurative worry, I’ll be Free
118 .. نحن هنا،األصدقاء 2 2 what is fear. TT2 captures the Diverse
الحياة collocation the friends said collocation here.’ My friends collocation
ستخجل مني لو،وهاأنذا intent of the author in terms of
وما،قلت لها ما هي الحرب they were there said, ‘We’ll be
form, style and content.
، أقول لنفسي..هو الخوف and so I am here.’ And here I
لكني.إنني أخاف من أجلها here. She will am. She would be
إن طعم الحياة أشعر.كاذب feel ashamed of me, if
عند كل..به هنا على لساني embarrassed if I I told her what
.طلقة رصاص tell her what is war is and what
war and what is fear is. I say to
fear. I therefore myself, I’m afraid
tell myself that I for her sake, but
am afraid for I’m a liar. I taste
her but I am my desire for life
lying. I feel the at each and every
taste of life shot.”
here at my
tongue tip with
72
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
every shot fired;
Collocation
دوى طلق Free Another shot Free
119 ،ودوى طلق ناري ... not 1 2 Omission Diverse
ناري collocation sounded. collocation
translated
Free
Free Free
120 ،وارتجف ارتجف خوفا I shake combinati 1 He trembled, 2 Omission Diverse
collocation collocation
on
Figurative and my mouth Figurative and his throat Figurative
121 .وجف ريقه جف ريقه 2 2 No comment Diverse
collocation goes dry.” collocation was dry. collocation
There is clear shift of meaning
between the two versions of
translation. The second version
has added an English style of
Figurative “The moon has Figurative The sailor said, “I Figurative identifying the speaker... The
122 ،لقد هوى هوى القمر 2 2 Diverse
collocation gone collocation hope he was hit. collocation meaning of who was hit... The
first version it is the moon, while
the second it is an unknown man.
The original has an ambiguous
meaning...
They’re so
and they are
wicked. They
smart, they
يعرفون أن،إنهم مالعين القمر يكشف Figurative Figurative know that the Figurative
123 know that the 2 2 No comment Diverse
القمر يكشف القمم القمم collocation collocation moonlight collocation
moon reveals
uncovers the
the peaks
peaks,
Free so they climb Free and then they can Figurative
124 ،فيتسلقون الصخور تسلق الصخور 2 2 No comment Comparable
collocation the rocks, collocation climb the rocks collocation
Free searching for Free and search for Free
125 ،ويبحثون عن فجوات بحث عن فجوة 2 2 No comment Diverse
collocation holes, collocation openings. collocation
In Arabic, the moon is muscular
but in English it is referred to as
“she”. This is a point of cultural
but it has gone. But he fell down.
هل تشعر،ولكنه هوى Figurative Figurative Free diversity, and the translator
126 هوى القمر Do you feel 2 Is something 2 Diverse
بشيء؟ collocation collocation collocation should be aware so as to avoid
anything?” wrong?”
any probable error. As the focus
is on the collocational expression
here, both translations have no
73
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
mistake.
“No, no I am
إنني خائف حتى.. ال، ال خائف حتى Idiomatic Idiomatic “No, no. I’m Idiomatic
127 frightened to 2 2 No comment Diverse
.. الموت الموت collocation collocation scared to death.” collocation
death.”
“No, don’t say
that, and “Don’t say that.
استمر في، ال تقل ذلك،ال استمر في Free continue Free Keep on talking Free
128 2 2 Spoken register Diverse
.. كأن شيئا لم يحدث،حديثك الحديث collocation talking as if collocation as if nothing collocation
nothing happened.”
happened.”
“You are a
different
person, you are
fighting today
and you have
fought before
and may be
The sailor
many times.”
قاتلت،أنت شخص آخر laughed. “On
The seaman
، وقاتلت من قبل،اليوم many a side and
laughed, “With
.وربما أكثر من مرة without any
more than one
ومع:ضحك البحار قائال reason. But today,
side and with
وبدون،أكثر من جهة I’m fighting for
no reason, but Shift in tone in pursuit of the
فأنا أحارب، أما اليوم.مبرر Free Restricted something. Restricted
129 مهرب أسلحة today I am 2 2 narrator’s soul searching efforts Comparable
ربما كان..من أجل شيء collocation collocation Perhaps I fought collocation
fighting for is better expressed in TT2.
في،ذلك هو لون المطر before with the
من قبل حاربت مع.بالدنا something.
Italians and after
ثم عدت،اإليطاليين Perhaps it is the
that I fought with
ثم،فحاربت مع اإلنجليز colour of the
the English, and
،عملت مهربا لألسلحة rain in our
then I was an
country. I
arms smuggler.
fought with the
Italians before,
then with the
British, then I
worked as a
smuggler of
arms,
74
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
Even the second version
Free Free translated “didn’t feel anything”
Free but I never felt But I didn’t feel
130 ،ولكني لم أشعر بأي لذة شعر بلذة combinati 1 combinatio 2 as a free combination, it has a Diverse
collocation any interest. anything.
on n better pragmatic effect than the
first version.
Neither the
Then, neither the
mountains nor
mountains nor
the stars or the
the stars nor even
وال القمر أو،لم تكن الجبال colour of the
the color of rain,
النجوم حتى وال لون المطر rain affected
Figurative Restricted nothing in the Restricted
131 كنت،في بالد الناس تثيرني قمم عارية me like this in 2 2 No comment Diverse
collocation collocation world excited me. collocation
، هذا الهواء البارد،أحلم بهذا those countries.
،هذه القمم العارية I used to dream
I dreamt of this
about this, this
– this cold wind,
cold air, these
these barren
naked peaks.
peaks,
Those stupid
infiltrators,
those silly hunters of gold,
،هؤالء السخفاء المتسللين climbers, those and arms, and
،صائدي الذهب والسالح السخفاء Free gold and arm Free stupidity! Those Free
132 1 2 No comment Diverse
والحالمين بعيد،والغباء المتسللين collocation hunters, and collocation dreamers of the collocation
،الثورة the dreamers of revolution and
revolution – the holiday
commemorating
it.
I dreamt of all I dreamt of all of
of them but I them. I didn’t
ولم،حلمت بكل هؤالء never knew that know that under
وتحت هذه،أعرف بأنني under this rain, this rain, my
، أمطار بالدي،األمطار the rain of my Free country’s rain, I’d Free
Free
133 إيه يا،سأكون أنا صائدا حصى الشاطئ country, I will combinati 1 be a hunter. Yes, combinatio 2 No comment Diverse
collocation
عرفت صفة موانئ..بني be the hunter. on my son, I knew n
نمت على،الدنيا كلها Yes my boy, I streets in ports all
،حصاها knew the over the world. I
features of all slept on their
the seaports, I pavement.
75
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
slept on those
pebbles,
I was a beggar in
I got strayed in
the narrow
the alleys of
streets of
Marseilles, I
،تشردت في أزقة مارسيليا stayed hungry,
Marseilles. I was
عملت أياما،وكنت جائعا hungry. I worked
Free and I worked Restricted Restricted
134 ، في مخازن الفحم،وليالي لهيب الفرن 2 days and nights. I 2 No comment Diverse
collocation day and night in collocation collocation
وتحت،وعند لهيب األفران worked in coal
،سماء مثلجة the coal mines
mines, near the
and near the
flames of ovens
oven heat and
and under an icy
under snow
cold sky.
I knew what it
and I learnt to
عرفت معنى أن تحارب means to fight a
fight a war that
،حربا ليست هي حربك Figurative Figurative war that is not Restricted
135 وجه جائع is not yours. It is 2 2 No comment Comparable
صعب أن ترى وجوها collocation collocation your war. It’s collocation
،جائعة difficult to see
difficult to see
hungry faces,
hungry faces
and now, don’t
and … now … I you want me to
shall tell all this shout happily
to all the here, ‘I’m so
people, happy, I’m so
، سأقص كل هذا.. اآلان..و everywhere. happy!’ I’ll tell
آه.لكل الناس وفي كل مكان Ah, how much I this to all the
لكم كنت أخجل أن أقول لهم Free detested telling Restricted people Restricted
136 قص القصص 2 2 No comment Comparable
فلن، أما اآلن،من أين أنا collocation them who I was collocation everywhere. Oh. collocation
بل سأقص،أخجل مطلقا but now I don’t How ashamed I
،عليهم قصتك feel ashamed at was to tell them
all; on the where I’m from,
contrary, I will but now, I won’t
tell them your be ashamed at all,
story, but I’ll tell them
your story.
ابن – عدن – النائم شبه
Free the son of Restricted The son of Aden, Restricted
137 فوق قمم،عار وجائع قمم الجبال 2 2 Grammatical shift Comparable
collocation Aden, who collocation who sits nearly collocation
،الجبال
76
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
sleeps almost naked and hungry
naked and on the peak of
hungry on the mountains,
mountain
peaks
in the cold he
never Free in a cold whose
،في برد لم يعرف طعمه برد لم يعرف Figurative Figurative Compare the effect of both
138 experienced combinati 1 taste he doesn’t 2 Diverse
،يتغذى بالخبز وحده طعمه collocation collocation translations.
before, who on know,
eats dry bread
eating only dry
Free and dreams of a Restricted bread, and Restricted
139 ،ويحلم بأرنب مشوي أرنب مشوي 2 2 No comment Diverse
collocation roasted rabbit collocation dreaming of collocation
grilled rabbit,
and who writes
writing imaginary
imaginary
ويكتب رسائل خيالية المرأة Free Restricted letters to an Restricted
140 رسالة خيالية letters to a 2 2 No comment Comparable
.أكثر خياال collocation collocation imaginary collocation
more imaginary
woman.”
wife.”
“I’m not lying.”
“I am not lying.” “I didn’t say you
..إنني ال أكذب “I didn’t say so. were. Everything
أصبحت Free Free
كل شيء،لم أقل لك ذلك Free Everything here here is real, to the TT2 has a better effect than TT1
141 الواقعية ال combinati 1 combinatio 2 Diverse
هنا واقعي حتى أصبحت collocation is true so truth degree that in terms of style.
تصدق on n
!الواقعية ال تصدق itself cannot be reality isn’t
believed! believable
anymore!”
Their eyes Their eyes
searched for searched for
something in something in
عيناهما تبحث عن شيء front of them – front of them,
شيء غير،أمامهما
Free something Restricted something other Restricted
142 ، أو لون المطر،الصمت دبيب األقدام 2 2 Accuracy is compromised in TT1. Diverse
collocation other than collocation than silence or collocation
شيء كانا يحسان بدبيب
أقدامه يتقدم silence or the the color of rain,
colour of the something that
rain, something felt like feet
they sensed creeping,
77
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
from the
footsteps
Figurative that was like a Figurative Figurative
143 كنصل حاد نصل حاد 2 like a sharp arrow 2 Both are creative translations. Diverse
collocation sharp thorn collocation collocation
Figurative that implants Figurative Figurative
144 .يزرع الموت يزرع الموت 2 planting death. 2 No comment Diverse
collocation death. collocation collocation
And the flow The valley under Free
وكان الوادي من تحتهما Figurative Figurative
145 مضى الوادي under them had 2 them looked far combinatio 2 No comment Diverse
يمضي بعيدا collocation collocation
gone far away, n
فقد الوادي after losing its it had lost its
Figurative Figurative Free
146 ،وقد فقد قوته األسطورية قوته legendary 2 imaginary 2 No comment Diverse
collocation collocation collocation
األسطورية power; strength.
it was clam now
يمضى إلى،كان هادئا Free Free It calmly led Free
147 هدوء الوادي moving 2 2 No comment Diverse
،الجنوب collocation collocation southward. collocation
southwards.
Nobody knew
where it started Nobody knows
and where it where that valley
ال أحد فيهم يعرف من أين TT1 has some vagueness, created
ended and they starts or ends.
وإن،يبتدئ وال أين ينتهي األرض Free by long sentences copying the
Figurative knew well what Figurative Even if they knew
148 كانو يعرفون تماما ما يريد تحتضن 1 combinatio 2 Arabic style. TT2 features clear Diverse
collocation it wanted to collocation it wouldn’t
ويعرفون األرض،أن يعطيه الوادي وتقبله n departure from ST, but is more
...التي تحتضنه وتقبله give and the matter, what’s
effective than TT1.
earth that important is that
embraced it it provides.
and kissed it.”
The creeping
Free The footsteps Free Free
149 ،كان الدبيب يقترب اقترب الدبيب 2 sound got closer, 2 No comment Diverse
collocation came close collocation collocation
closer,
ST collocation لون القمر يصغرis a
hint to the fact that it fades out, a
focus on the color of moon. There
and the and the color of
is a reference in TT2 to the yellow
صغر لون Figurative moonlight Restricted the moon Restricted
150 ..وكان لون القمر يصغر 2 2 color to convey a sense Diverse
القمر collocation became collocation became more collocation
component of sickness or the bad
dimmer. yellow.
condition the speaker was in. Dim
light is also an acceptable
collocation.
78
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
The sailor said,
“It was on a “Something
seaport, I was happened in a
كنت،كان ذلك في ميناء
وريقات Figurative young and my Free port. I was a Free
151 في يدي وريقات،حينها شابا 2 2 No comment Diverse
خضراء collocation hands full of red collocation young man with collocation
،خضراء وحمراء
and green some green and
notes red banknotes in
my hands;
inside me
and inside me
Figurative Figurative masculine Figurative Erupting like a volcano reflects
152 ،وفي أعماقي تتفجر رجولة يتفجر رجولة manhood 1 2 Diverse
collocation collocation impulses were collocation manhood and strength of youth.
exploding.
erupting;
I did not extend I hadn’t yet sold
Figurative Free Figurative
153 ،لم أكن قد بعت ذراعي ألحد باع ذراعه my arm to 2 my strength to 2 No comment Diverse
collocation collocation collocation
anyone, anybody.
Free I worked Free I worked Free
154 ،كنت أعمل بشرف عمل بشرف 2 2 No comment Diverse
collocation honestly collocation honorably, collocation
عمل بعرقه Figurative Free by sweat and Figurative
155 ،بعرقي وجهدي and hard 2 2 No comment Diverse
وجهده collocation collocation hard work. collocation
and I was happy
because I have I was happy that
left Yemen I’d left Yemen
وكنت فرحا ألني خلفت من behind me, to behind me to see
ألرى عالما،ورائي اليمن see a new a new world full
خلفت من Free Free Free
156 كله أضواء وصراخ،جديدا world, full of 2 of lights and noise 2 No comment Comparable
ورائي اليمن collocation collocation collocation
أقل ما تصورته أنهم،وأناس light, and and people. The
.من نوع المالئكة sounds and least of these I
people I thought were
thought were angels.
angels.
On that night
On that night, in
وفي ذلك،في تلك الليلة Figurative and on that Figurative Free
157 فقد الرجولة 2 that port, I lost 2 No comment Diverse
فقدت رجولتي،الميناء collocation port I lost my collocation collocation
my virginity
manhood
in the arms of in the arms of the
في أحضان أول امرأة في أحضان Figurative Figurative Figurative
158 the first woman 2 first woman I 2 No comment Comparable
،صادفتها امرأة collocation collocation collocation
I met. met.
79
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
She told me
many things I
did not
She had a baby, I
understand. She
أعطيتها،كانت عندها طفلة Figurative Free gave her Free The condensed style of TT2 has a
159 أعطاها أوراقه had a child; I 1 2 Diverse
،بكرم كل أوراقي collocation collocation generously all my collocation better effect than TT1.
gave here all
money.
the money
because of my
generosity.
I took from her
more than my
manhood. She
وأخذت منها أكثر من I was in fever; I told me lots of Preposition of in TT2 phrase on
قالت لي أشياء،رجولتي
Free had spent on Free things, but I didn’t Free board of the ship does not exist in
160 ،كثيرة لم أفهم منها شيئا على الباخرة 2 2 Diverse
collocation the ship six collocation understand collocation the text. It is probably a typing
لقد قضيت.كنت محموما
،على الباخرة ستة أشهر months. anything. I had a mistake.
fever. I’d spent six
months on board
the ship.
Sometimes a translator does not
search to find out the best
possible meaning that is
comparable to ST in terms of
accuracy and pragmatic effect.
Good example for translator's
Do you know the avoidance of translating certain
Do you know Collocation
Free meaning of that Free words. The theme of alienation is
161 هل تعرف معنى الغربة؟ معنى الغربة the meaning of not 1 2 Diverse
collocation kind of collocation expressed in ST using the
that? translated
loneliness? rhetorical question ( هل تعرف معنى
)الغربة؟, which is one of the major
themes of this short story and
Mohammed Abdul Wali’s writings
in general. Suggested translation:
Do you know the meaning of
alienation?
80
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
I didn’t know until
then, but I found
ولكني لقيتها،لم أكن أعرفها
I didn’t but I Collocation it in the bed of
على سرير تلك المرأة في Figurative Free There is omission in TT1. TT2
162 قبلة كاذبة discovered it on not 0 that woman on 2 Diverse
قبالتها كانت،تلك الليلة collocation collocation approximates ST’s intentions.
.كاذبة that night. translated that night, when I
discovered her
kisses were false.
I didn’t realize
I later realized Collocation that until I
،لم أشعر بذلك إال في البحر Figurative Free
163 استعاد الذاكرة that the woman not 0 returned to sea, 2 Another omission in TT1 Diverse
،عندما استعدت ذاكرتي collocation collocation
was fake translated when I reflected
on my memories.
I knew then that I
and that I was
was stupid, but I
silly, but I will
ولكني لم،وعرفت أنني أبله didn’t forget that
never forget
ظللت.أنس تلك الميناء Free Free port. I sent letter Free
164 أرسل رسالة that port. I kept 2 2 Grammatical shift Comparable
أرسل رسائلي إليها دون أن collocation collocation after letter to her, collocation
.أعرف حتى عنوانها sending her
even though I had
letters with no
forgotten her
address
name;
except for the
name of the all I remembered
port. That was was the name of
كان ذلك،مجرد اسم الميناء
enough because the port, and that
لقد نسيت.يكفي ألن أحبها Free Free Free
165 عاد عدة مرات I loved her, I 2 was enough for 2 No comment Diverse
وعدت عدة،حتى اسمها collocation collocation collocation
،مرات forgot her me to love her.
name. I I’ve returned
returned many times,
several times
81
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
but she was not
but she wasn’t
there because I
there. I returned
returned after
to her after three
ألنني،ولكنها لم تكن هناك three years.
years. That was
عدت إليها بعد ثالث That was the
the only thing I
ذلك هو الشيء،سنوات only thing I TT2 is of more pragmatic appeal.
called love. I
.الوحيد الذي سميته حبا Figurative called ‘love’. I Figurative Figurative TT1 has a grammar mistake in
166 مرارة الغربة 2 knew that she 2 Diverse
،أعرف اآلن أنها خدعتني collocation know that she collocation collocation “left in my the bitterness of
cheated me; she
، كل شيء،أخذت كل شيء deceived me; travel”.
ولكنها تركت في فمي مرارة took everything,
she took
.الغربة everything, but
everything but
left me the
left in my the
sourness of
bitterness of
loneliness.
travel.
You my dear,
own a house,
love and
Oh, friend, you
friends, but me,
،أنت يا عزيزي تملك بيتا own a home,
I returned to
، أما أنا.. آه،وحبا وأصدقاء have love and Omissions in TT2 may not be
Yemen after
فلقد عدت إلى اليمن بعد twenty years
friends, but me? justified. But our focus is on the
، فلم أجد أحدا،عشرين عاما I’ve returned to translation of collocation. Both
Free and found no Free Free
168 ،كانوا قد مضوا هم أيضا هم بالعودة 2 Yemen after 2 “decided to go back to sea” in TT1 Diverse
collocation one; they have collocation collocation
وال،وجدت بعض القبور twenty years. I’ve and “tried to go back to the sea”
لكني كنت،شيء غير ذلك all gone. I found
been changed in TT2 are appropriate
...قد تغيرت بعض الشيء some graves,
somewhat. I tried translations of ST.
،هممت أن أعود إلى البحر nothing more; I
to go back to the
have changed
sea,
somewhat. I
decided to go
back to sea,
Free Free Free
169 الصديق الكبير الصديق الكبير my great friend 2 that big friend 2 No comment Diverse
collocation collocation collocation
82
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
Free Free
Free whom I will that I’ve not
170 ،الذي لم أفقده فقد صديقه combinati 2 combinatio 2 No comment Diverse
collocation never lose. missed,
on n
the one who’s
It is ready to Free
والذي مستعد دائما ألن Figurative always ready to Figurative
171 البحر يحتضنه take me any combinati 1 2 No comment Diverse
، في أية لحظة،يحتضنني collocation embrace me at collocation
time on
any moment.
and you see I
am here and
And now you see
nowhere. It is a
me here and then
وها أنت ذا ترى بأنني هنا coincidence and
there. It’s just
إنها.وليس في مكان آخر nothing more,
chance, isn’t it? A
أليس.المصادفة وحدها isn’t it so? Or it
Figurative Figurative chance, or the Figurative
172 أو مجرد،كذلك؟ مصادفة باع نفسه is just sheer 2 2 No comment Comparable
collocation collocation luck that I’ve collocation
لقد بعت،حظ تمنيته دائما luck? I had sold
،نفسي ألكثر من جيش always wanted.
myself to more
،وأكثر من شركة I’ve sold myself
than an army
for more than an
and to more
army, a company.
than a
company.
I learnt how to I’ve learned how
تعلمت كيف أعمل في
Free work on a ship, Free to work in a ship Free
173 وتعلمت كيف أمسك،باخرة أمسك البندقية 2 2 No comment Comparable
collocation and learnt how collocation and learned how collocation
ببندقية
to hold a gun to hold a gun
and to kill and kill people I
وأقتل أناسا ال أعرفهم people who don’t know, with
Free Free Free
174 وليس بيني وبينهم أية قتل الناس have never 2 whom I have no 2 No comment Comparable
collocation collocation collocation
..عداوة been my personal
enemies. argument.
، إنني أعرف..أما اليوم فال But today, and But today, it’s a
،وألول مرة لماذا أنا هنا for the first different matter; I
ولماذا تقع هذه البندقية في time, I know know for the first
، قد ال أعرف من أقتل،يدي
Free why I am here, Free time why I’m Free
175 ،ولكني أعرف لماذا أقتل حمل الهدايا 2 2 No comment Comparable
collocation and why I am collocation here, why I hold collocation
أتسمع؟ إنني أعرف وألول
مرة منذ عشرين عاما شيئا holding this this gun in my
صور المقابر ال تزال..ما gun; I may not hand. I may not
عدت فرحا أحمل،أمامي know whom I know who I am
83
ST
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Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
،هدايا ونقودا will kill but I killing, but I know
know why I will why I kill. Do you
kill. And for the hear me? After
first time in twenty years, for
twenty years the first time, I
something… the know something.
sight of graves The picture of
are still in front graveyards is still
of me; I retuned in front of me. I
happily carrying returned carrying
gifts and money gifts and money,
but I found Free but I found only
ولكني لم أجد سوى شواهد Free Free
176 شواهد قبور nothing but combinati 1 tombstones 2 No comment Diverse
..قبور أمامي collocation collocation
graves. on before my eyes.
Here, too, I am Here, I’m also
إنني هنا أيضا أصنع شواهد building new carving new
صنع شواهد Free Free Free Carving is far better than building
177 وربما صنعت،قبور جديدة graves and 2 tombstones, 2 Diverse
قبور collocation collocation collocation in terms of literary effect.
.واحد لنفسي perhaps one for perhaps I’ll make
myself.” one for myself.”
The other voice
The other voice
Free interrupted him
:قاطعه الصوت اآلخر فجأة Free interrupted Free
178 قاطعه فجأة combinati 1 suddenly, and 2 No comment Diverse
...– ال تقل ذلك أرجوك collocation him, “don’t say collocation
on said, “Please
that please…”.
don’t say that…”
“Morning is “Morning is
سنظل هنا،الصبح يقترب Free approaching Free getting close, Free
179 اقترب الصبح 1 2 Spoken register Diverse
..معا collocation and we will be collocation we’ll stay here collocation
here together.” together.”
“Yes we are the “Yes, we will,
..نعم فنحن آخر من بقى last ones.” we’re the only
ال أحد “Nobody!” ones left.”
يعرف قد يكون آخرون “Who know, “Nobody knows,
Figurative Free Figurative
180 استطاعوا مثلنا أن يشقوا شق طريقه there may be 2 perhaps there are 2 No comment Diverse
collocation collocation collocation
لهم طريقا وسط تلك others who others who, like
..الصخور have found us, could’ve made
..ربما their way their way to
through the these rocks.”
84
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
rocks.” “Maybe.”
“Perhaps.”
From a distance
Free Free From far away a Free
181 ،من بعيد الح ضوء الح ضوء a light 2 2 No comment Comparable
collocation collocation light appeared, collocation
appeared
although the but the moon had TT2 has an effective style of the
Free Free Free
182 .ولكن القمر لم يكن قد غاب غاب القمر moon still 2 not yet 2 use of opposites appeared ... Diverse
collocation collocation collocation
lingered disappeared. disappeared.
In the distance
and in front of
كانت خطوط،وأمامها بعيدا خطوط المطر Free before the two Free
Free them there Effective use of language style in
183 تربط السماء باألرض كانت تربط السماء combinati 2 men, the horizon combinatio 2 Diverse
collocation were lines at TT2.
،تلوح بعيدا باألرض on connected with n
the horizon
the earth.
Free and the smell Free There was a Free
184 .وكان لها رائحة عذبة رائحة عذبة 2 2 No comment Diverse
collocation was good. collocation delightful smell. collocation
“Look! It’s the “Look, it’s the
rain. Don’t you rain, don’t you
أال ترى، إنه المطر،انظر see its colour? I see its color? I
،لونه؟ ال أستطيع أن أصفه
إحساس Free can’t describe it Free can’t describe it, Free
185 ولكني أحس به إحساسا 2 2 TT2 is of better pragmatic appeal. Diverse
عجيب collocation but I feel a collocation but I feel it in a collocation
حتى إني ألشعر،عجيبا
..بأنني أستطيع وصفه strange feeling strange way, so
that I can much I can almost
describe it.” describe it…”
“I can sense its “I can feel its
إنني أستطيع أن أحس
smell, the smell smell, a fragrance
.. رائحة عطر ما،برائحته Free Free Free
186 حس بالرائحة of scent I use to 2 I used to sell in a 2 No comment Diverse
كنت أبيعه في الدكان الذي collocation collocation collocation
..عملت به sell in the shop I store I worked
worked.” in…”
Free The footsteps Free The creeping Free
187 ،اقترب الدبيب اقترب الدبيب 2 2 No comment Diverse
collocation came nearer; collocation sound got closer, collocation
األرض تخبر Figurative the earth knew Figurative the ground Free
188 ،كانت األرض تخبر بذلك 2 2 No comment Diverse
بذلك collocation that collocation announced it. collocation
The language should be easier
and the light
احتواهم Figurative Free Light covered Free and more effective. Compare
189 واحتواهما الضوء encompassed 1 2 Diverse
الضوء collocation collocation both of them, collocation light encompassed and light
it.
covered.
85
ST
Collocation I - Yar TT1 II - Bagader & TT2
Inferred Criteria Criteria TT1 & TT2
# ST Collocation Type Mohammed's Collocatio Akers' Collocation Brief Commentary
collocation Value Value Diff.
(Howarth Translation n Type Translation Type
1998)
ارتفعت Free Sounds were Free Free
190 وارتفعت أصوات 2 voices rose 2 No comment Diverse
األصوات collocation heard, collocation collocation
and there were
several shots,
وكانت طلقات عديدة ونار Free Free several shots, fire, Free
191 غبار خفيف fire, and light 2 2 No comment Comparable
،وغبار خفيف حولهما collocation collocation light, dust around collocation
dust,
them.
and the valley
وردد الوادي صدى ردد الوادي Figurative Free The valley echoed Free
192 echoed the 2 2 No comment Diverse
..الطلقات صدى الطلقات collocation collocation with the sounds… collocation
shots.
“Don’t worry we “Don’t be afraid,
will be together.” we’ll stay
“And you will tell together.”
. سنظل معا،ال تخف that on the ship.” “And you’ll tell this
..وستحكي ذلك على الباخرة “Yes, I will tell story on the ship.”
سأقول لهم ما هو لون،نعم Figurative them what the Figurative “Yes, I’ll tell them Figurative
193 طعم البرد colour of the rain 2 2 No comment Comparable
.المطر في بالدي collocation collocation about the color of collocation
– وسأقول لهم في – عدن is.” rain in my
.ما هو طعم البرد هنا “And in Aden I country.”
will tell them “I’ll tell them in
what the taste Aden, what cold
of cold is.” tastes like.”
The mountain
The mountain
Free was filled with Free Free The use of noise may add up to
194 ،احتوى الجبل هدير هدير المياه 2 rang with the 2 Diverse
collocation the sound of collocation collocation the violent ending.
noise
water
of moving water
وكان الماء ينساب في انساب الماء Free as it ran in the Free Free
195 2 roaring into the 2 No comment Diverse
، هادئا،الوادي في الوادي collocation valley calmly, collocation collocation
valley,
gunfire was all
and the around them, and
mountains the sounds—of
،والجبال تردد الصدى repeated the shots and the
ردد الجبل Figurative Free Free The ending in version two has a
196 .. عنيفا،صدى الطلقات echoes of the 2 rushing water— 2 Comparable
الصدى collocation collocation collocation better impact.
..عنيفا shots coming echoed and re-
violently and echoed through
violently. the mountain
passes.
86
4.2. Data Analysis
during the last few decades. One approach is to assess the quality of TT based on the
evaluator’s own experience and this is called the “pedagogical approach” (Rothe-
translation based on the notion of accuracy with reference to the ST, and this is
House (1987; 2000) is perhaps a good example, where an evaluator should define
“quality” in the first place, and then look into the data. Furthermore, Newmark
pragmatically.” Accuracy he argues should relate to the SL text, either to the author’s
meaning, or to the objective truth that is encompassed by the text, or to this objective
truth adapted to the intellectual and emotional comprehension of the readership which
acceptability.
87
The shift to focus more on TT from the client or readership perspective has
from the point of view of readership acceptability. This, however, does not
process at the level of customization and naturalization of a translated text to suit the
readership. From this perspective comes the importance of cultural and poetic
describe the concept of collocation, they all agree on its importance in translation; it
covers three aspects: (1) comparative and contrastive translation quality assessment
collocations used in ST and TTs; and (3) strategies used in the translation of
collocation.
88
4.2.1. Translation Quality Translation Quality Assessment
Assessment
105.0%
The following results were 98.7%
100.0%
extracted after applying the criteria 95.0%
(TT2) is 98.7%. TT1 has six non-translated collocations, and 45 others reduced to
sense that lack pragmatic impact; whereas, TT2 has only one non-translated
collocation and only four collocations reduced to sense. For example, ارتجف برداin the
following collocational unit was translated into “shaking of the cold” in TT1 and
“shivering of cold” in TT2. ST writer hints more than once to cold and fear. In
English one usually shivers of cold or fear. The word shaking seems to have a weaker
collocation than shivering in this context; therefore, the effect of shivering of cold on
89
Another example is “ ”يحملق في الفضاءwhich is translated into “looked at the
sky” in TT1 and “stare at the horizon” in TT2. The ST word " "يحملقis heavily
loaded with visual images suggesting deep meditating about a very important matter.
The phrase “looked at the sky” does not carry such sense components. Newmark
(1988:77) writes "the translator must word the sentence in such a way that the sub-
“mountains… embraced the deep valley” in TT1 and “mountains… surrounded the
deep valley” in TT2. ST phrase has a description of mountains and how high they are
comparable to the deep valley. In addition, the phrase " "تحتضن الوادي العميقin ST is
translated into “his father’s brooding silence” by Bagader and Akers (2001). The
same phrase was translated into “eternal silence” by Yar Mohammed (2006).
90
makes no reference to “his father’s”. This probably affects the meaning expressed in
from the freest to the most fixed and idiomatic. The majority of collocational
expressions fall within free collocation composing 50% of all collocations in TT1 and
59% in TT2. Both translations score 92.8% and 98.7% in TT1 and TT2, respectively.
high pragmatic impact at TT levels. Examples are abundant in this area; the following
91
It is interesting to note that some of the examples as cited above may have
letters, holding a gun, killing people, imprisoned for centuries, and light appeared are
translated in a comparable way in both TT1 and TT2, and this may reflect the level of
into English.
This is not always the case, as there are many examples which reflect
example illustrates how a restricted collocation of " "قص القصصwas translated as “tell
a story” in TT2 and “start a story” in TT1. But starting a story in TT1 may not
convey a strong collocation for English readers as “tell a story” in this particular
context.
In addition, TT2 adds the phrase “The young man asked” to customize the
short story to the English reader in a dialogue form. TT1 is stuck to the ST style and
92
Table 14: Collocation Types: Comparison between TT1 & TT2
TT1: Shirin Yassin Yar Mohammed TT2: Abubaker Bagader and
# Collocation Type (2006) Deborah Akers (2001)
Count % Value Max TQA% Count % Value Max TQA%
1 Free collocation 97 49.5% 180 194 92.8% 116 59.2% 229 232 98.7%
2 Restricted collocation 21 10.7% 40 42 95.2% 29 14.8% 56 58 96.6%
3 Figurative collocation 35 17.9% 62 70 88.6% 31 15.8% 62 62 100.0%
4 Idiomatic collocation 0 0.0% 0 0 0.0% 0 0.0% 0 0 0.0%
5 Free combination 36 18.4% 50 72 69.4% 19 9.7% 38 38 100.0%
6 Collocation not translated 7 3.6% 2 14 14.3% 1 0.5% 2 2 100.0%
Total 196 100% 334 392 85.2% 196 100% 387 392 98.7%
Restricted collocations compose around 11% of total collocations in TT1 and around
15% in TT2, scoring approximately 95% and 97% in TT1 and TT2 respectively. This
category was also translated effectively to the target language. The following are
Arabic speakers usually say أمطرت السماءor ( السماء تمطرLit. the sky rains). In English,
however, sky is replaced by the pronoun “it” and English speakers usually say “it
rains” rather than “the sky rains”. This is very common and both translators have the
into “A cold wind blew” in both translations. Wind usually collocates with blow in a
93
limited collocational range.24 Restricted collocations in this sense may be easier for
range.
90.0% 88.6%
85.0%
80.0%
75.0%
70.0%
65.0%
Free collocation Restricted collocation Figurative collocation Idiomatic collocation
15% in TT2. Quality indicators range between 88.6% and 100% in TT1 and TT2
respectively. Figurative collocations are decisively low in TT1 (excluding the two
last categories in Table 14, which are added to the first four main categories in order
to bridge potential text analysis gaps). One example is “ الوادي العميق النائم في صمت
”خرافيthat is translated as “… the deep valley sleeping in false silence” in TT1 and
24
Baker (2011:54) defines collocational range as the set of collocates which are typically associated
with the word in question.
94
“… the deep valley asleep in its mythical silence” in TT2. Silence is described as
mythical in TT2 to convey feelings of time suspended in length. This sense is not
roasts you and the evenings swallow you with their silence” in TT1 and “the sun
barbecues you, and the night swallows you into its silence” in TT2. The sun may
collocate with burn, but the use of either roast or barbecue adds a figurative sense as
featured by the ST. The evening/night was also used with swallow you into/with its
this point.
95
Both نصل حادand يزرع الموتare condensed phrases connected with one another.
Both translations have conveyed two different but comparable translations signifying
multiple images akin to ST images. Both “sharp thorn that implants death” and
dark nights, where only silence, fear and sometimes drops of rain are distantly
echoed. Figurative collocations have metaphorical senses which may stand to be one
of the most complex problems in translation. Newmark (1988:9) states that metaphor
is perhaps “the most significant translation problem, [that] may occur at all levels –
Idiomatic collocations are rarely used in short stories; no idiomatic sense has
been identified in this short story, The Color of Rain. By definition, idiomatic
expression is probably the unitary meaning that is totally unpredictable from the
mechanics.
among of which is the problem of collocation, which poses “the greatest challenge”
describes how the echo of heard shots was not translated in TT1 because of its
translation of sense components including the auditory image of echo in the valley.
The strategy of TT1 is to avoid such sense components, while TT2 has opted to
include all sense components. The latter may sound more acceptable to English
readers.
ST has an image of cold wind blowing and howling as it passes through the mountain
gaps. Suddenly a man’s cry echoed all over the mountain and nobody answers it until
the echo dies and the man collapses. Along with the complex and multiple images
described above there is another sound of rock crashing against the deep valley. TT1
avoids this sense component and adds “It was a man in the deep valley” instead.
TT2, however, follows another translation strategy, a creative one focusing on the
message of how man may crash against the rocks in the aftermath of the Yemeni
revolution in 1962.
97
Inferred TT1 - Yar Mohammed's
ST Collocational Unit TT2 - Bagader & Akers' Translation
collocation Translation
A cold wind blew making a
A cold wind blew, howling as it
وهبت رياح باردة كان لها صرير sound that shattered the
passed the gap. The mountain
وردد،وهي تعبر شقوق األخدود dreams. The mountains
echoed the shout of a man. Nobody
الجبل صدى إنسان يصرخ لم يجب repeated the echo of a human
answered it, the echo died, and the
فمات الصدى وهوى،عليه أحد crying. No one answered it and
man fell to the bottom and crashed
وارتطم حجر في،إنسان في القاع so it died. It was a man in the
against the rocks in the deep valley.
.الوادي العميق ارتطم الحجر deep valley.
sense components for different reasons. The following is a scene of seclusion with
sexual overtones.25 TT1 opts to avoid certain sense components which might be
culturally offensive from the point of view of the translator and offers instead an
implicit image.
Furthermore, the phrase ( عندما استعدت ذاكرتي، )لم أشعر بذلك إال في البحرin the above
example was translated in TT1 as “I later realized that the woman was fake”. This
translation opted for brevity by using the word later, which better serves targeted
25
Immigration is one of Mohammed Abdul Wali’s main themes.
98
readerships. TT2 opts for explicitness “I didn’t realize that until I returned to sea,
ْ لقد زرع
of discourse which might have been better served earlier. The sentence ت هذه
نعم زرعتها، المرارةwas excluded in TT1, but included in TT2 as “She planted this
It is clear from the above examples that several omissions are carried out by
TT1 but are included in TT2. Certain strategies are used including avoidance of
as the ability to say the most with the least. These are all instances of avoidance as a
translation strategy.
Repetition of a limited number of known collocations may affect the TT and produce
certain purpose. The repetition of shake of cold or fear is clear in the following
99
examples. The word ارتجفin ST was used to refer to both cold and fear and is
deemed appropriate in Arabic language. TT1 opts for repetition with regard to
shaking of cold/fear; whereas, TT2 opts for another strategy of translation, using
denote the sense of cold and may resonate the feeling of fear, while tremble is used to
highlight or explicitly underscore the notion of fear. This variety of language use is
probably a good feature in English language and may generate comparable pragmatic
effects.
Further, the above multiple examples in TT1 may also follow the strategy of
100
Inferred TT1 - Yar Mohammed's TT2 - Bagader & Akers'
ST Collocation
collocation Translation Translation
“Are you going to tell me all
هل ستبدأ في قصة ذلك من “Will you start that story
قص القصص that all over again?” The
؟.. جديد again?”
young man asked.
المياه قادمة Here come those waters,
هذه المياه القادمة بصخب and this approaching water
بصخب violently,
“Morning is approaching and “Morning is getting close,
.. سنظل هنا معا،الصبح يقترب اقترب الصبح
we will be here together.” we’ll stay here together.”
“Hey! Trust me, it’s better if
األفضل أن تترك يدك على زناد ترك يده على “Better you keep your hand
you leave your hand on the
.بندقيتك زناد البندقية on the trigger of your gun.”
trigger…”
And he pointed to the moon the older man said pointing
.وأشار بيده إلى القمر أشار إلى القمر
with his hand. to the moon.
English speakers usually ‘tell a story’ but not ‘start a story’ as in the first
example above. They also talk of ‘coming water’ and ‘morning getting close’ but not
hands on the trigger’ without adding ‘of the gun’, and ‘point to the moon’ without
adding ‘with their hand’. These instances may reflect MTI. In Arabic language,
however, the case is different as is clear from the above examples. It should be also
noted here that the English language rhetorical strategies play a pivotal role in the
translation of collocations. The last example in TT1 features the conjunction “and”
101
Another similar example is the indiscriminate use of definite article ‘the’ by
the deep valley, spreading sound of shots were analogically substituted by gaze
returned, taking in the mountain peaks, surrounded the deep valley, and shots were
heard. This type of analogy serves to customize, appropriate, or naturalize the text for
lexical item within L2. He regards analogy as a form of intralingual L2 transfer, and
collocation or generic word combination. For example, ضمهم صمت عميقwas translated
into and they were silent in TT1, a reduced sense from a figurative meaning to a
figurative sense to a free combination. The sea was compared to a mother that is
ready to embrace the speaker at any moment. This figurative sense was reserved in
TT2 but reduced to free combination (the sea is ready to take me any time) in TT1.
analogy, and reduction, are under the disposal of translators. When translators are
aware of how to use these strategies, they probably work as tools or techniques for
them; conversely, they can work against translators if they ignore them. In addition,
translation is an unfinished job. No one can claim to have reached the desired level of
chapter one. Chapter two provides a review of related literature. Chapter three
discusses collocation in relation to concepts that play a significant role in defining the
figurative collocations and level of idiomaticity. Chapter four is the core chapter of
this thesis which offers a clear definition of methodology, data collection, data
analysis and interpretation, plus findings. This chapter provides the concluding
based perspective, and (3) translation strategy perspective. The TQA section
identifies overall quality of both translated texts and investigates comparative and
contrastive aspects through clear examples driven from the translations and compared
with the original text. The study shows that Yar Mohammed’s translation (TT1) is of
104
less pragmatic impact compared to Bagader & Akers' translation (TT2) (Figure 4,
98.7%. The discrepancy may be attributed to the choices of collocation types and
meaning of words as intended by ST. The following are some concluding remarks
1- Overall assessment shows that TT1 has less pragmatic impact on readership
approximately 50% and 59% in TT1 and TT2, with average scores ranging
between 93% and 99%, respectively. This may reflect easiness of non-
4- Figurative collocations (17% in TT1 and 15% in TT2) have the lowest
marking scale (88.6%) in TT1 among the four main types of collocations
105
(i.e., free, restricted, figurative, and idiomatic collocations). This may reflect
translation problem”.
collocations.
1991:122).
translating into one’s own mother tongue. TT1 is a translation from Arabic
into English by a native speaker of Arabic, while TT2 has been translated by
two translators: the first is a native speaker of Arabic, and the second is a
than solo performances. Newmark (1988:3) argues that translating into your
own native language of habitual use “is the only way you can translate
collocation is found in this short story, and this is also reflected in the two
translated versions.
9- Free (or general) combinations that are reduced from ST collocations (free,
restricted, or figurative) are found in TT1 (18.4%) more than in TT2 (9.7%).
native speaker of English, and this may be one reason why TT2 is more
11- Effective translation of collocations may add up to the total text pragmatic
12- Deconstructing a text into its collocational units is probably an excellent tool
for comparing and evaluating translations of the original texts. The process
107
of comparing and contrasting collocations using the comparative literature
13- Most collocations (if not all) can cut across sentence boundaries (Halliday
collocational nature.
21% of total collocations are translated in a comparable way within the two
translated versions.
16- Literary translation requires a free and creative mind to produce yet another
108
5.2. Recommendations and Suggestions
collocations within short stories may include (1) an analysis of collocation in relation
to cohesion and coherence, (2) collocation and connotation, (3) collocation and
synonyms (Baker 2011:52), (4) methods of translating collocations, (5) the use of up-
to-date corpora in collocation and translation, and (6) collocation and mother tongue
bridge potential gaps between ST and TT both theoretically and practically. The
grammar is the bones of a text, collocations are the nerves, more subtle and multiple
and specific in denoting meaning, and lexis is the flesh.” Therefore, translation may
offer a viable venue to better understand the pragmatic impact of collocation in acts
109
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Endnotes
1
Mohammed Abdul-Wali (1940–1973), a prominent Yemeni writer and diplomat, was born in Ethiopia from an
Ethiopian mother; joined the country's diplomatic corps; had a brief spell as head of Yemen Airlines; but fell out of
favor with the government and was imprisoned. Abdul-Wali is considered one of the forerunners of the modern
Yemenite literary movement. He published three collections of short stories: al-Ard, ya Salma ("Our land, Salma",
1966), Shay’ ismuhu al-hanin ("Something called love", 1972) and ’Ammuna Salih ("Uncle Salih", 1978), as well as
two novellas: Yamutun ghuraba’ ("They Die Strangers") and Sana’a ... madina maftuha ("Sana’a – open city"). He died
in a never thoroughly investigated airplane crash on his way from Aden to Hadramaut in South Yemen along with a
group of other ambassadors.
2
The twelve types of neologisms discussed by Newmark (1988, 140-150) include old words with new senses, existing
collocations with new senses, new coinages, derived words, abbreviations, new collocations, eponyms, phrasal words,
transferred words, acronyms, pseudo-neologisms, and internationalisms. The following table by Newmark (1988:150)
illustrates these neologism types, contextual factors, and translation procedures.
3
Leech’s seven types of meaning are (1) conceptual meaning (logical, cognitive, or denotative content), (2)
connotative meaning (what is communicated by virtue of what language refers to), (3) social meaning (what is
communicated of the social circumstances of language use), (4) affective meaning (what is communicated of the
feeling and attitudes of the speaker/writer), (5) reflected meaning (what is communicated through association with
another sense of the same expression), (6) collocative meaning (what is communicated through association with words
which tend to occur in the environment of another word), (7) thematic meaning (what is communicated by the way in
which the message is organized in terms of order and emphasis).
115
ملخص البحث
يناقش هذا البحث مفهوم التالزم اللفظي في مجال الترجمة من الجانبين النظري والعملي.
تعد المتالزمات اللفظية من أعقد إشكاليات الترجمة من وجهة نظر علماء الترجمة ،ويهدف
هذا البحث للتنقيب عن طبيعة هذا التعقيد وذلك من خالل ممارسة الترجمة العملية في
مجال القصص القصيرة ،حيث تلتقي النظرية بالتطبيق .يتحقق البحث عمليا من مفهوم
التالزم اللفظي من خالل تحليل األدب المقارن وبيان أوجه االختالف أو االتفاق بين
ترجمتين مختلفتين باللغة االنجليزية لنفس القصة األصلية في اللغة العربية ،قصة "لون
المطر" للكاتب والسياسي الراحل محمد عبدالولي ( ،)1491 – 1491وذلك بهدف فهم أدق
للمتالزمات اللفظية في مجال الترجمة من اللغة العربية إلى اللغة االنجليزية ،وإيجاد طرق
فعالة للتعامل مع اشكاالتها باحترافية من الناحية العملية .النسخة األولى من الترجمة
ترجمها كل من أبوبكر باقادر وديبورا أيكرز وقام بنشرها مركز دراسات الشرق األوسط
بجامعة تكساس في والية أوستن بالواليات المتحدة األمريكية بتاريخ ،1111وترجمت
النسخة الثانية الدكتورة (األستاذ المشارك) شيرين ياسين يار محمد ونشرت في مركز
عبادي للدراسات والنشر في صنعاء بتاريخ .1112
تم تقسيم القصة األصل والترجمتين إلى وحدات تالزمية بحيث يتم استخراج او استنباط
تالزم لفظي من خاللها ،وذلك في جدول معد لهذا الغرض .ويحتوي الجدول على األنواع
الرئيسية للتالزم اللفظي وهي :التالزم اللفظي االختياري ،والتالزم المحدود ،والتالزم
المجازي ،والتالزم ا الصطالحي ،ويحتوي أيضا على المعايير القيمية لكل نوع مع تعليق
الباحث .ويتضمن البحث نقاشات مفصلة مع أمثلة من الترجمتين على نحو مقارن حيث
ترتكز على ثالثة مجاالت رئيسية.
( )1تقييم الترجمة من ناحية األدب المقارن مع توضيح أوجه االختالف واالتفاق بين
الترجميتين وكذلك مدى دقة كل ترجمة مع النص األصل من ناحية متلقي النص
واألثر الفعلي لكل ترجمة على متلقي النص في اللغة الهدف.
1
( )1أنواع المتالزمات اللفظية المستخدمة في النص األصل والترجمتين كل على حدة،
حيث يناقش البحث أنواع المتالزمات اللفظية من ناحية المفردات المعنوية وليس
التقسيمات النحوية ،وذلك تبعا للكاتب هاوارث ( ،)1998وتنقسم إلى أربعة أنواع:
التالزم اللفظي االختياري ،والتالزم المحدود ،والتالزم المجازي ،والتالزم
االصطالحي ،كما تم ذكرها آنفا ،حيث بنيت هذا األنواع بناءا على مدى تالزميتها
وترابط مفرداتها مع بعضها ،فالتالزم اللفظي االختياري له نطاق واسع في اختيار
المفردات المكونة له ،بينما التالزم المحدود يأخذ نطاق محدود في اختيار مفرداته،
وإذا دخل على التالزم معنا مجازيا أصبح تالزما مجازيا ،أما إذا كانت مفردات
التالزم اللفظي لها معنى ال يمكن استنباطه من المفردات المكونة له فهو يعتبر تالزما
اصطالحيا.
1
التنوع في اختيار المتالزمات اللفظية مع مراعات دقتها بحيث تلبي مقاصد
النص األصل وال تنقص من ناحيته المعنوية واألثر الفعال على متلقي النص.
1
حيث يأتي دور المترجم في اختيار األلفاظ والمتالزمات اللفظية المناسبة بما
يخدم مقاصد النص األصل ويحافظ على األثر المرجو في اللغة الهدف.
أهم استنتاجات البحث :ترجمة الدكتورة شيرين ياسين يار محمد ( )1112أقل جودة من
ترجمة أبوبكر باقادر وديبورا أيكرز ( )1111من منظور المتالزمات اللفظية وأثرها على
متلقي النص المترجم .أظهر المترجمين كفاءة في ترجمة المتالزمات االختيارية والمحدودة
بينما تفاوت مقدار أدائهما في ترجمة المتالزمات المجازية ،حيث كانت ترجمة الدكتورة
شيرين أقل جودة من منظور المتالزمات اللفظية وأثرها على القراء ،وهنا تكمن صعوبة
المتالزمات اللفظية فهي تعتبر من أعقد إشكاليات الترجمة كما صرح بذلك عالم الترجمة
بيتر نيومارك في كتابه الجامع في الترجمة .)1411( A Textbook of Translation
إضافة إلى ذلك استخدم أبوبكر باقادر وديبورا أيكرز أساليب ترجمة المتالزمات اللفظية
بكفاءة أكبر من الترجمة األخرى ،وهذا التفاوت في األداء بين الترجمتين يفيد أن الترجمة
عبارة عن عمل جماعي تعاوني وتكاملي مشترك بين عدد من الثقافات واللغات.
9