Effect of Metapragmatic Awareness on the Translation of Humor in an EFL Context
محورهای موضوعی : نشریه زبان و ترجمهAliasghar Kargar 1 , Rahman Sahragard 2
1 - Shiraz University of Arts, Shiraz, Iran
2 - Department of Linguistics and Foreign Languages, Shiraz University, Shiraz, Iran
کلید واژه: humor, Translation competence, Grice conversation maxims, Incongruity-resolution theory, Metapragmatic awareness,
چکیده مقاله :
The present study aims at investigating the effect of translation students' metapragmatic awareness at the level of theory on the quality of their humor translations. For this purpose, an experimental study was designed with 50 junior students majoring in English translation during their oral translation course. They were randomly assigned to experimental and control groups. The experimental group received instruction mainly on the implication of Grice’s conversational maxims within the incongruity-resolution theory of humor framework. They learned how violating the maxims might lead to incongruity in the jokes and that such an incongruity must be felt in their translations. The General Theory of Verbal Humor (GTVH) was also briefly explained to increase their sensitivity towards the outcome of their translation. The control group, on the other hand, continued their usual course of oral translation. Both groups participated in pre-and post-tests of humor translation. Statistical analysis of the results using independent samples t-test for both pre-and post-tests revealed significant improvement in the quality of the experimental group's translations, yet the results also indicated their partial success in recognizing the violated maxims. The findings suggested the usefulness of explicit theoretical knowledge in the quality of the translation students' task and had the practical implication that since higher quality translation can result from the instruction on metapragmatics, it can be included in the translation students' syllabus.
تحقیق حاضر به بررسی تاثیر آگاهی از اطلاعات فرا منظور شناسی در سطح تئوری بر کیفیت ترجمه لطیفه های انگلیسی به فارسی در میان دانشجویان رشته ترجمه زبان انگلیسی پرداخته است. بدین منظور، تعداد 50دانشجوی سال سوم ترجمه در دو کلاس ترجمه شفاهی به صورت تصادفی به دو گروه آزمایش و شاهد تقسیم شدند. گروه آزمایش اطلاعاتی را درمورد کاربرد اصول مکالمه گرایس در ارتباط با نظریه تناقض-رفع تناقض در لطیفه آموختند. مطابق این نظریه ها، آنها یاد گرفتند که ایجاد تناقض در ساختار لطیفه ممکن است از تخطی اصول مکالمه ای گرایس ناشی شود. برای این که محصول نهایی ترجمه قابل قبول تر باشد، نظریه عمومی لطیفه گفتاری نیز به طور مختصر و قابل فهمی بازگو شد. از طرف دیگر، گروه شاهد به برنامه معمول کلاسی خود در ترجمه شفاهی ادامه دادند. هر دو گروه در پیش و پس آزمون های ترجمه لطیفه شرکت کردند. تجزیه و تحلیل آماری با استفاده از آزمون های تی مستقل حاکی از تفاوت معنادار در میانگین نمرات و کیفیت ترجمه بود. با این وجود، دانشجویان گروه آزمایش نتوانسته بودند به درستی اصولی را که در لطیفه ها نقض شده بود تشخیص دهند. از آنجایی که یافته های این تحقیق موید تاثیر آموزش نظریات یاد شده بر کیفیت ترجمه بود، می توانند در برنامه تربیت مترجم قرار گیرند.
Afghari, A., & Allami, H. (2007). EFL Verbal Humor Appreciation. Teaching English Language, 1(Special Issue 1), 1-23.https: //doi. org/1 0.2213 2/tel. 2006.113150
Allami, H., & Boustani, N. (2017). Iranian EFL Learners’ Awareness of (Im)politeness Strategies in English. Journal of Research in Applied Linguistics, 8(1), 89-108. https:/ /doi. Org /10. 220 55 /rals.2017.12614
Attardo, S. (1993). Violation of conversational maxims and cooperation: The case of jokes. Journal of Pragmatics, 19(6), 537-558. https:// doi. org/ https ://doi. org/10.1016/0378-2166(93)90111-2
Attardo, S. (2002). Translation and Humour. The Translator, 8(2), 173-194. https: //doi.org/10.1080/13556509.2002.10799131
Attardo, S. (2010). Linguistic theories of humor (Vol. 1). Walter de Gruyter.
Azizinezhad, M., Tajvidi, G.-R., & Ebadi, A. (2019). Characteristics of Competent Translator Trainers From the Viewpoint of Expert Iranian Translator Trainers: A Qualitative Study. Journal of Research in Applied Linguistics, 10(2), 70-90.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford university press.
Brock, A. (2017). Modelling the complexity of humour – Insights from linguistics. Lingua, 197, 5-15. https:// doi. Org /https://doi.org/10.1016/j.lingua.2017.04.008
Dynel, M. (2017). But seriously: On conversational humour and (un)truthfulness. Lingua, 197, 83-102. https://doi.org/https://doi.org/10.1016/j.lingua.2017.05.004
Grice, P. (1989). Studies in the Way of Words. Harvard University Press.
Hurtado Albir, A. (2007). Competence-based Curriculum Design for Training Translators. The Interpreter and Translator Trainer, 1(2), 163-195. https:/ /doi.org/ 10.1080/1750399X.2007.10798757
Hurtado Albir, A. (2017). Researching Translation Competence by PACTE Group. John Benjamins Publishing Company. http:// digital. casalini. it/ 9789027266613http://digi tal.casalini .it/5016062
Ifantidou, E. (2011). Genres and pragmatic competence. Journal of Pragmatics, 43(1), 327-346. https:// doi. Org /https ://doi.org/10.1016/j.pragma.2010.07.016
Kargar, A. A., Sadighi, F., & Ahmadi, A. R. (2012). The effects of collaborative translation task on the apology speech act production of Iranian EFL learners [Article]. Teaching English as a Second Language Quarterly 4(3 (68/4)), 47-78. https:// www. sid.ir/ en/journal/ViewPaper.aspx?id=310629
Krikmann, A. (2006). Contemporary linguistic theories of humour. Folklore: Electronic journal of folklore(33), 27-58.
Leech, G. (2016). Principles of pragmatics. Routledge.
Leibold, A. (1989). The Translation of Humor; Who Says it Can’t Be Done? Meta, 34(1), 109-111. https: //doi. org/ https: //doi.org /10.7202 /003459ar
Norrick, N. R. (1989). Intertextuality in humor. HUMOR, 2(2), 117-139. https: //doi. org/10.1515/humr.1989.2.2.117
Norrick, N. R., & Chiaro, D. (2009). Humor in Interaction (Vol. 182). John Benjamins Publishing.
PACTE. (2014). First results of PACTE group’s experimental research on translation competence acquisition: the acquisition of declarative knowledge of translation. MonTI. Monografías de Traducción e Interpretación, 85-115. https://doi.org/10.6035/http://dx.doi.org/10.6035/MonTI.2014.ne1.2
Pavlicek, M., & Pöchhacker, F. (2002). Humour in Simultaneous Conference Interpreting. The Translator, 8(2), 385-400. https:/ /doi.or g/10.10 80/1355 6509.2002.10799139
Raskin, V. (2012). Semantic mechanisms of humor (Vol. 24). Springer Science & Business Media.
Robert, I. S., Remael, A., & Ureel, J. J. J. (2017). Towards a model of translation revision competence. The Interpreter and Translator Trainer, 11(1), 1-19. https://doi. org/10.1080/1750399X.2016.1198183
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (Vol. 9, pp. 1-63). Hawaii University.
Schmitz, J. R. (2002). Humor as a pedagogical tool in foreign language and translation courses. HUMOR, 15(1), 89-113. https://doi.org/doi:10.1515/humr.2002.007
Suls, J. M. (1972). A two-stage model for the appreciation of jokes and cartoons: An information-processing analysis. The psychology of humor: Theoretical perspectives and empirical issues, 1, 81-100.
Takahashi, S. (2010). Assessing learnability in second language pragmatics. In A. Trosborg (Ed.), Pragmatics across Languages and Cultures (pp. 391-422). De Gruyter Mouton. https:// doi.org /doi:10 .1515/9783110214444.3.391
Takimoto, M. (2007). The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency. Applied Linguistics, 30(1), 1-25. https://doi.org/10.1093/applin/amm049
Vandaele, J. (2002). Introduction. The Translator, 8(2), 149-172. https:/ /doi.o rg/10.1080/13556509.2002.10799130
