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Ghana Universities Press

P. O. Box GP 4219
Accra
Tel 233 (021)513401, 0208178076

Dennis Soku 2010


ISBN 9789964303785

PRODUCTION IN GHANA
Typesetting GertMash Desktop Services, Accra
Printing and binding by Super Trade Complex Ltd., Accra

Good theory is based on information gained from practice.


Good practice is based on carefully worked-out theory.

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The two are interdependent (Larson 1991:1).

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TABLE OF CONTENTS
Preface
Acknowledgement
CHAPTER
1. Translation and Meaning 1
Translation 1
Meaning 1
Derivation of Idea/ Meaning 2
From a Given Context 2
From Lexical words in a Given Context 2
From the Grammatical Structures of a Text 3
From the Emphasis the Writer Makes 5
From the Cultural Context of a Given Text 6
From a Communicative Situation 7
2. Methods, Principles and Techniques of Translation 9
3. Idiomatic Expressions, Proverbs and Onomatopoeic words 18
4. Samples of Translated Passages 22
La reconstitution des seins 22
Le Paludisme cest quoi? 23
Mais quest-ce quon peut en manger ? 24
5. Self-evaluation Exercises 26
Translation of sentences 27
Translation of Passages 27
La lune sclipse ! 27
On emprisonne les gaz qui polluent 27
Il a quel ge, le divorce ? 28
800 millions de Personnes ont faim 28
Le nuclaire cest dangereux ? 29
O on est la recherche ? 29
Le combat dun collge 29
Le Havre, ville unique au monde ? 30
Proposed Answers to Translation Exercises 30

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References 31

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PREFACE

This book aims at introducing beginners to translation methods, principles and practice in
tertiary institutions. It may also be used by final year students of French doing translation
in the Senior Secondary Schools in Ghana.
The emphasis in this book is on translation of texts from French into English. The
work deals with what translation is and how one can grasp the message of a given text. It
examines some techniques that can be adopted in rendering the message in a text from
one language into another. Each technique and principle introduced is followed by
examples and a set of exercises for learners to try theirs hands on. It is the hope of the
writer that any student who carefully goes through this work, will be close to doing ideal
translation.
A translation is said to be ideal when it expresses as exactly as possible the
meaning of the source text by using appropriate forms and structures of the language into
which the translator is re-expressing meaning in a way that the audience can readily
understand.
Translators will know they are successful when their public read their work
without recognizing that it is a translated version of any text.

Accra Dennis Soku


September 2009

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ACKNOWLEDGEMENT

A number of reviewers and colleagues have provided helpful comments on portions of


this book. I especially want to thank Dr. John Sackey, the Principal of Wisconsin
International University College, (Dr. (Mrs.) Eghan and Miss Shirley Banini, both
lecturers in English at Wisconsin International University College and Dr. W. K. Azanku
(Togbe Akompi V), a lecturer at the Modern Languages Department of the University of
Ghana- Legon, for editing this work.
I also want to thank Mr. Frank Agbley, a lecturer in Ghana Institute of Languages,
Mr. Paul Gbeze of Burma Camp French Language Centre, Mr. Stephens Avenyo of
National Film and Television Institute (NAFTI), and Miss Elizabeth Akutsa for providing
useful comments on the manuscript.
The following people also deserve my sincere thanks for the help and
encouragement they gave me throughout the writing and production of this book: Mr.
Komla Claver, Miss Confidence Fiaka and Miss Lyse Ngotang.
Finally I wish to thank my wife, Mrs. Cecilia Soku, who retyped successively
drafts of the manuscript.

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Chapter 1

TRANSLATION AND MEANING

TRANSLATION
Translation as a concept in language is about meaning. It refers to a word, speech, written
text et cetera that has been put into one language from another. Translation is broadly
defined as the act of conveying meaning from one language to another. Rees (1974) sees
translation as the rendering of something written in one language into another which does
not misinterpret the meaning or sacrifice the feeling of the original. This viewpoint is
strengthened by that of Araki (1964) who stated that translation had to do with the
conversion of verbal and written expression from one language into another-equivalent in
meaning, tone, and idiomatic level and so forth. Vallejo makes the definition simple and
concrete when he states that translation is the finding of appropriate ways of preserving
meaning, while using the appropriate forms of each language.
From the above definitions we notice that translation is about capturing meaning
in a language and expressing it the way the native speaker of another language would.
From the above also, we see that translation involves at least two languages. We will then
designate the first language in which the text has been written as the source language and
the one into which the message has been conveyed as the receptor or target language.
From this perspective, we can then define translation as the conveyance of meaning from
a source text into a target language.

MEANING
The word meaning, is defined in many ways. This is because we have different
types of meaning. Take for instance the word, chair and its denotation of the object on
which one is sitting. The object is taken as the meaning of the word. This is so because
by general consensus, the community of English speakers have agreed that anytime the
word chair is mentioned, it should be referring to that particular object type that people
sit on. This type of meaning is what is called the conventional meaning.

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Sometimes the meaning of a word may be based on certain fundamental or
essential components of an object. Consider as an example the word needle. Some of
the basic components of this word are, thin, sharp, steel, instrument. This type of
meaning may be termed the conceptual meaning (Yule 1988: 92).
These two examples throw light on why we cannot have a single definition for the
word meaning. However, for the purpose of our study, we will say that meaning stands
for the clear understanding of the message of a writer or a speaker in a given context, or
situation.

DERIVATION OF IDEA/MEANING

From a Given Context


As already stated, the word meaning in our usage should be regarded as the clear
understanding of the message of a writer or a speaker in a given context or situation.
Some of the messages may be explicit while others may be implicit. To understand the
message, therefore, the translator has to understand the following:
1. Lexical words used in the text,
2. Grammatical structures used,
3. Cultural context of the text,
4. Communication situation involved,
5. Emphasis the writer makes.
When all the above have been examined and the message is grasped, the translator will
then use appropriate lexical words and grammatical structures in the target language to
capture the message that he has discovered in the given text (Larson 1998).

From Lexical words in a given text


In order to fully grasp the message of a text, a translator first of all has to analyze the
lexical words used. These words may be used in a text to refer to physical, imaginary or
abstract objects and the relationship that exists between them. This type of meaning is
what is termed the referential meaning. Consider a passage in which the writer used the
word pig to refer to the animal (pig) as we know it in the phenomenal world. For
instance, here, the translator will say pig is a type of animal.

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Lexical words, however, may have an associative meaning. Consider the word
pig again. Pig as we have seen refers to an animal. The associative meaning of this
word is dirt. The writer who, watched a man in dirty, tattered clothes coming towards
him, wrote this, The pig is coming towards me. Here, this writer would be implying the
associative meaning.
Other times, the meaning of a word or phrase may depend purely on the context in
which the word appears. Examine the use of the word eyes in these two contexts.
A teacher wrote a note to his pupils to inform them about his absence from school. The
note read: Ah my eyes! I cannot come to school. The pupils read the note and
immediately concluded that the teachers eyes were smarting.
Assuming that this very teacher got to the classroom late the following day and
the class prefect who was absent from school the previous day, gave this teacher a note
asking him to explain to the class why he should come to school late. After reading the
note, the teacher wrote under it: Ah my eyes! and then gave it back to the class captain.
The second context is different from the first one and, therefore, the meaning of
the expression used has also changed. Here the teacher is showing contempt for the
class prefect. He questions the prefects right in asking why he was late for school. A
translation that captures this atmosphere will be considered accurate.
Sometimes, a word or a phrase or even a sentence may be inherently ambiguous.
This situation usually results when the writer uses a polysemous word (i.e. a word which
has two or more related meanings). An example is the word, head used to refer to the
part on top of the body, on top of a glass of beer, and a person who is in the helm of
affairs of a company or department.
Examine the sentence: Lyse bought a pen.
This sentence can mean, Lyse bought an instrument for writing or Lyse bought a cage
for animals. If this sentence is not put in a context and it is to be translated, any of the
above meanings would be accepted.
From Grammatical structures of a text
Grammatical and lexical words enter into relationship in sentences. These relationships
help to bring about meaning. In patterning his words, the writer may use different kinds
of modal expressions. These expressions show the attitude of the writer towards what he
or she is writing or saying. There are four basic moods in language. These are:

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1. The Indicative mood: This refers to a verb form which denotes actions or states
that are considered facts. Example: I am eating the rice.
2. The Imperative mood: The verb form of this mood shows a command. Example:
Go ahead!
3. The Conditional mood: This mood conveys possibility. Example: I would go if I
had time.
4. The subjunctive mood: This mood, uncommon in English, is used primarily in
subordinate clauses after expressions of desire, doubt, feeling, judgment,
possibility and necessity. The subjunctive form is used in French when talking
about events that somebody:
a. wants to happen.
b. hopes will happen.
c. imagines happening.
It is also used with impersonal expressions. These expressions are those ones in
which no reference to any particular person or thing is made. In English the
subject of an impersonal expression is one. Example: One needs to go to class.
French constructions with the subjunctive have varied equivalences in
English. Example: Tu veux que je danse. This sentence can be translated in any
of the following ways:
a. You wish that I dance.
b. You wish that I am dancing.
c. You wish that I do dance.
d. You wish that I may dance.
e. You wish that I will dance.
f. You wish me to dance.

Mood helps the translator to determine whether a writer has given an objective view of
his writing or he has just been speculative. It helps him/her to know if the writer has or
has not distanced himself from his writing. It also helps in deciding whether an idea
stated in a source text is expressed as an order, a necessity, a probability et cetera and
needs to be translated as such in the receptor language.

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From the Emphasis the Writer makes
Sometimes, the writer lays emphasis on some items in the sentences. The translator
should note this and make the same emphasis as the writer. There are a number of ways to
add emphasis to your sentences in English. These include:
1. Use of the passive
Look at the following sentence. The goat was killed by Kofi.
In this example, the writer is no longer interested in whoever did the killing, but his
emphasis is on the sufferer of the action in question. In this also we see that he has
ordered his words in such a way that the stressed word (i.e. sufferer) becomes the subject
of was killed. Here, the writer uses the passive voice.
2. Inversion
Sometimes word order is inverted by placing a prepositional or an adverbial phrase at the
beginning of the sentence followed by inverted word order.
Examine the following examples:
(a). Hardly had I arrived when he started complaining.
(b). At no time did I say you would not come (Beare, nd).

3. Use of Cleft Sentences:


a. Sentences introduced by It.
Sentences are sometimes introduced by It is or it was to emphasize a specific subject
or object. Each introductory clause is then followed by a relative clause.
Consider the following examples:
(i). It was Peter who received the prize.
(ii). It is the awful weather that drives him crazy.

b. Sentences introduced by What.


(i). What we need is good governance.
(ii). What he thinks is totally absurd.

4. Exceptional use of Do or Did


These auxiliary verbs are sometimes used to emphasize something.
Here are some examples:

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(a). I do believe that you should think twice before you talk.
(b). No, that is not true. Atoh did give Mary the book.

From a cultural context of a given text


Every human society prohibits certain kinds of behaviour or certain types of words,
although those prohibited words in one society may turn out to be acceptable in
another. These kinds of forbidden words are termed taboo words. They refer to
words which do not only prohibit certain acts but also forbid talking about them.
A Zui Indian of New Mexico learns from infancy that it is wrong to utter the
word takka meaning frogs during a religious ceremony. In order to say frog in a
religious context, therefore, he or she has to use a string of words that means, several
are sitting in a shallow-basin where they are in liquid. This way of restating, frog
for instance, is what is referred to as circumlocution (Burgess, 1973).
The word menstruation was a prohibited word in some varieties of American
English after the post war. The Speakers used expressions that had to do with the
color red to denote menstruation. For example they used the expressions flying the
red flag, bloody Mary, the Red Seas in (Burgess, 1973). These types of phrases
used to express a verbal taboo are what are termed euphemism.
Euphemistic expressions refer to words or expressions that are used in place of
what otherwise are termed unmentionables (Yankah 1995: 50). These refer to
behaviours, prohibited words, obscenity which the society frowns upon or historical
calamities, death or related concepts which the society does not want to recall.
A euphemistic expression is just an example which illustrates the value of paying
attention to the cultural context of a given text. There are other strings of words in
language whose meanings differ from the meaning conveyed by the individual string
of words. Some of these include: proverb, simile, metaphor etc.
It is generally thought that these strings of words are ornaments for spicing up
language. On these types of words Lakoff and Johnson (cited in Martindale 1991:
212) hyperbolically write, we would have a war: you might try to defend them by
trying to demolish your position and counter-attacking.
These writers have argued how important metaphors are in English. Their
argument has been that, if we took all the metaphors out of language, there would be

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virtually nothing left. According to them words that do not appear to be metaphorical
were at one time; they are now dead metaphors. This idea is reinforced by Asch (cited
in Martindale (1991: 212) when he who pointed out that every adjective used to
describe personality traits is a metaphor. It either is or once was used to describe
inanimate objects.
The argument is further strengthened by Yankah who states that in Akan
community, public forums often seek to display their verbal artistry through the use of
veiled speech or metaphor, archaism and proverbs. Such devices according to him
may be used both to,
animate and embellish oration through lustre and to touch on the themes of
sociocultural delicacy that may otherwise offend dignified audiences in a public
forum (Yankah 1995: 57)
Since language abounds in these types of strings of words, it behoves the translator to
correctly grasp the message before attempting to translate it into the target language.

From a Communicative Situation


There are some factors that affect both written and oral communication. Our emphasis
here is on the written aspect of communication because we will be dealing mostly
with texts during our translation. The first factor is the degree of formality. This is
manifested mostly in the choice of vocabulary used in a text. The vocabulary used in
a letter addressed to a District Chief Executive and another one to a classmate will
never be the same. In talking about the District Chief Executives dwelling, the writer
may use the word Residence but would use for instance, house when talking about
the same dwelling of a classmate.
Another factor that affects writing is the level of education of both the audience
involved and the writer. Sometimes, the writer may use technical vocabulary for an
audience with the same level of education or status like him in the community. Take
this for example: a pastor may use the word, podium when he writes to another pastor.
He would, however, use pulpit when writing to the church treasurer, for instance.
Similarly, a medical doctor may use the words icterus and paroxysm when addressing
other medical doctors. The same doctor may use jaundice and convulsion respectively
when speaking to patients.

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What this means is that we have different levels of language: substandard,
standard, slang, colloquial, jargon, informal and formal. A language is said to be
substandard when that language does not follow the rules of grammar, sentence and
paragraph structures and may use slangs and obscene words. The opposite is true of
the standard language. Slang refers to a language form specifically used by a group
of people to exclude non-members. The spoken form of any language is termed
colloquial language. Jargon refers to peculiar language forms that are used at
workplaces and in technical fields. An informal language refers to that language form
that makes use of contracted words and other colloquial forms including clich. A
formal language avoids these forms and makes use of passive constructions, complex
sentences and impersonal pronouns.
The implication of these levels of language for us is that anytime translators have
to do their work, they have to identify their audience. Then they should use words that
the audience can understand in order to capture the message that has been derived
from the source text for his/her public.
Having understood the message of a text, the translator will then continue to
translate that very message in the target language. He neither adds nor tries to
embellish the message. He changes the code and he may also change the form of the
source text, but maintains the message. According to Larson (1998), the translator
reproduces exactly as possible the meaning of the source text. He uses the natural
forms of the target language in a way that is appropriate to the kind of text being
translated. Finally, he expresses all aspects of the meaning in the way that is readily
understandable to the intended audience.
In short, if at any given time, the translator is able to retain the message, the mood
and points of emphasis in the original work, his rendition will be considered as being
a faithful translation. Faithfulness to the source text in a broad sense, according to
Araki (1964) should be regarded as the ideal that the conscientious translator should
strive to achieve.

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Chapter 2

METHODS, PRINCIPLES AND TECHNIQUES OF TRANSLATION


There are basically three (3) methods of translation. These are:
1. Literal translation: This involves the type of translation in which the
translator follows the grammatical pattern of the source text and pays
strict attention to every detail in the text. This was the first of the
methods of translation. It was quite useful especially in the area where
the two languages involved in the translation had the same origin. At
the same time, this method led to the production of renditions which
meant little or nothing at all to the foreign language learner.
2. Idiomatic Translation: This is where the translation follows idioms
peculiar to the language into which the translation is made.
3. Paraphrased Translation: This is the type of translation in which the
sense in the source text is restated by the translator, using his own
thoughts and words.
Each of these methods has come out with some generalizations which have been
tested and accepted as principles that should guide translators. In all, there are 36 of these
principles that have come about as a result of the Eclectic Theory that says that materials
and ideas should be selected from a wide range of sources and authorities for use by the
modern translator (Larson 1964). These are regrouped into four (4) namely:
1. General concepts or laws
2. Stylistic principles
3. Idiomatic principles
4. Grammatical principles
In this work, since our focus is on translation from French into English, we shall be
concerned with the first and foremost of all the principles, that is, the principle of
Accuracy. This states that the translator should give accurate transcription of the
substance of the original. Accuracy in this sense implies equivalence of thoughts,
concepts, phrases and even sentences. All the remaining thirty-five (35) other principles
aim at helping the translator at fulfilling this first principle. In this regard, therefore,

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instead of examining one principle after the other, we will consider some techniques that
we can adopt to help us translate accurately. They will be followed by exercises.
TECHNIQUES OF TRANSLATION
Basically, these techniques will enable the learner:
1. Appreciate the pattern of words in the source text.
2. Observe any change that may have taken place in patterning the words in the
receptor language.
3. Observe the use of words in different contexts with different meanings.
4. Apply the knowledge gained in the translation work.
Thus these techniques emphasize the point that translation is about re-
expressing meaning using the forms and structures of the target language.
Technique 1
Use Sentence Patterns of the Target Language to Convey the Message in the
Source Text
Look at these examples:
FRENCH ENGLISH
1. Je le lui ai donn. I gave it to him (her).
2. Sa mre lui a parl hier. Her mother spoke to him (her) yesterday.
3. Un chien la mordu. A dog bit him.
4. Le policier la frapp. The policeman beat him.
5. Elle la lui a envoye. She sent it to him (her).
You would have noticed that in French the direct and indirect object pronouns
respectively come before the main verb but in translating into English, the main verbs
come before both the direct and indirect objects.
Exercise 1
Translate the following sentences into English.
1. Elle le lui a envoy.
2. Un moustique la piqu.
3. Son oncle lui a destin une lettre.
4. Je le lui ai post.
5. Elle lui parle.

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Technique 2
Place Adjectives at their Proper Positions in the Target Language
Examine these examples below.

FRENCH ENGLISH

1. Le garon intelligent a eu une bourse. The intelligent boy had a scholarship.


2. Une fille amricaine est venue au stade. An American lady came to the stadium.
3. Il a achet une table ronde. He bought a round table.
4. Elle a un grand nez. She has a big nose.
5. Le gros garon est mort. The fat boy is dead.

Exercise 2

Translate the following sentences, placing the adjectives at their proper positions in
English.
1. Il fait un bruit infernal.
2. Il y avait de la pluie diluvienne lanne passe.
3. Il a un froid de canard.
4. Cest une belle ide.
5. Lhomme achte une nouvelle voiture.
Technique 3
Translate the sense rather than the words of the text
Look at the way the following sentences have been translated into English.

FRENCH ENGLISH
A.
1. Jai faim. I am hungry.
2. Il a soif. He is thirsty.
3. Il a du sommeil. He is feeling sleepy.
4. Elle a chaud. She is feeling warm.
5. Tu as froid. You are feeling cold.

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B.
1. Il a mal au ventre. He has a stomach-ache.
2. Elle a un mouchoir blanc. She has a white handkerchief.
3. Jai mal la gorge. I have a sore throat.
4. Jai une maladie de sommeil. I have a sleeping sickness.
5. Nous avons une jolie voiture. We have a fine car.

You would have observed that in both cases (A & B), the main verb used in French is the
verb avoir (i.e. to have). In the translation, the sentences in column A, are translated
with the verb tre (to be) which are: I am, you are, he is, etc. This is so because that is
what the native speaker of English says and so you translate the message as such.

Exercise 3
Translate the following into English.
1. Ce mur a deux mtres de haut.
2. Il a encore son pre.
3. Jen ai pour dix minutes.
4. Elle a de la nostalgie.
5. Il a cinq ans.
Look at another set of examples that use the verb tre (to be) with nationality or
profession.

FRENCH ENGLISH

1. Il est ghanen. He is Ghanaian. (or He is a Ghanaian man).


2. Elle est marchande. She is a trader.
3. Je suis togolais. I am a Togolese. (or He is a Togolese man).
4. Il est tailleur. He is a tailor.
5. Tu es professeur. You are a teacher.

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You would have noticed that while the indefinite article is omitted before nationality or
profession in French, it is retained before a profession in English. It is retained or
omitted before a nationality, depending on the type of sentence structure that the
translator uses.

Exercise 4
Translate the following sentences into English.
1. Elle est marchande.
2. Il est gyptien.
3. Je suis ivoirien.
4. Tu es professeur.
5. Il est mdecin.

Technique 4
Translate Prepositions According to the Heads that they Precede in the Target
Language
Take the following examples which make use of the preposition and its subsequent
translation into English.
A.

FRENCH ENGLISH

1. Ama est la maison. Ama is (at) home.


2. Ama va la boutique. Ama is going to the shop.
3. Ama tait Kumasi. Ama was in Kumasi.
4. Maman va pied. Mama is going on foot.

You would observe that the translation of depends on the noun which follows it. In
other words, its meaning depends on the environment in which it occurs.

Examine another set of examples where different prepositions used in French are
translated by the same prepositions in English.

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FRENCH ENGLISH
1. Kofi a trouv un livre sur le plancher. Kofi found a book on the floor.
2. Kofi a trouv un livre le mardi. Kofi found a book on Tuesday.
3. Kofi a trouv un livre en vente. Kofi found a book on sale.
4. Kofi a trouv un livre de Grammaire. Kofi found a grammar book.

Exercise 5
Translate the following into English.
1. Son sac est plein de livres.
2. Papa vient darriver de Londres.
3. Les pieds sont couverts de boue.
4. Le blanc est le symbole de la paix.
5. Regarde, cette jeune fille se conduit toujours de cette manire.

Technique 5
Evoke the same Grammatical Mood of the Writer
Look at the way the following sentences are translated.

FRENCH ENGLISH
1. Ne restez pas ici! Do not stay here (Imperative).
2. Que Dieu te bnisse. May God bless you (Subjunctive).
3. Il serait la maison. He would be in the house (Conditional).
4. Lenfant est content. The child is happy (Indicative)
5. Ecris le mot au tableau ! Write the word on the board! (Imperative).
Exercise 6
Translate the following into English.
1. Allez la voir !
2. La route mne au cimetire.
3. Je doute quil ne vienne aujourdhui.
4. Lenfant est content.
5. Il mangera des raisins ce soir.

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Technique 6
Maintain the Emphasis the Writer makes
Examine how the following have been translated into English.
FRENCH
1. Le dissident a t poursuivi par le soldat.
2. Des rapports sont prvus vers la fin de la semaine.
3. Cest le temps terrible qui le conduit fou.
4. Ce quil pense nest pas ncessairement vrai.
5. Je crois que vous devriez penser deux fois cette situation.

ENGLISH
1. The dissident was chased by the soldier.
2. Reports are expected by the end of the week.
3. It is the awful weather that drive him crazy.
4. What he thinks is not necessarily true.
5. I do believe that you should think twice about this situation.

Exercise 7
Translate the following sentences into English.
1. Elle a t triche par le vendeur.
2. Jtais peine arriv quil commena se plaindre.
3. Ctait moi qui ai reu le prix.
4. Je ne le vois gure.
5. La voiture a t conduite par une femme.
6.
Technique 7
Use Reciprocal Words, Provided they do not Change the Meaning of the text
Reciprocal words refer to a set of words which give the same meaning as the word used
in a context. For instance, the use of the words not mentally alert for dull.
Look at the following translations which make use of reciprocal words.

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FRENCH ENGLISH
1. Il est intelligent. He is not a mentally dull person.
2. On lui a dit que lhistoire ntait pas vraie.He was told the story was false.
3. Elle nest pas occupe actuellement. It is free now.
4. Il frquente ici. He often comes here.
5. Il nest pas l. He is absent.

Exercise 8
Translate the following into English using reciprocal words.
1. Il est un homme brave.
2. Il est un homme gentil.
3. Elle frquente cette maison.
4. Il dteste son professeur.
5. La salle nest pas occupe.

Technique 8
Render the Tense Used in the Source Text Correctly in the Target Language
Look at the way these tenses are translated into English in the following sentences.

FRENCH ENGLISH
1. Je lui parlerai quand je le verrai. I shall speak to him when I see him.
2. Sil la dj fait, ne dites rien. If he has done it already, say nothing.
3. Quand il le lirait, il ny comprendrait Even if he has read it, he would
rien. not understand it.
4. Elle sest demande ce qui tait She wondered what had happened
arriv durant son absence. in her absence.
5. Je voudrais vous demander votre I would like to seek your opinion on the
avis sur la conduite de la dame. behaviour of the lady.

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Exercise 9
Translate the following into English.
1. Lorsque nous fmes arrivs, on nous accueillit.
2. Chaque anne les examens scolaires de luniversit se font en deux sessions.
3. Elle a travers la route en clopinant.
4. Laffaire sera juge la prochaine session.
5. Il y avait longtemps que tu ne lavais pas vu.

Examine how the following conditional clauses are translated into English.
FRENCH ENGLISH
1. Sil pleut, je planterai le chou. If it rains, I will plant the cabbage.
2. Si papa vient aujourdhui, nous If papa comes today, we will go to the
irons la plage. beach.
3. Si javais de largent, je btirais If I had money, I would build a house.
une maison.
4. Sil tait l, il participerait If he were there, he would take part in the
aux funrailles. funeral.
5. Sil tait venu, il serait all avec eux. If he had come, he would have gone with
them.

Exercise 10
Translate the following conditional clauses into English.
1. Sil crie, je le renverrai de la salle.
2. Sil fait beau, nous irons la piscine.
3. Si mon papa avait une voiture, il quitterait laube.
4. Si javais un portable, jappellerais ma sur.
5. Sil avait vu mon pre, il lui aurait dit laffaire.

17
Chapter 3

TRANSLATING IDIOMATIC EXPRESSIONS, PROVERBS AND


ONOMATOPOEIC WORDS

Technique 9
Render the Thoughts, Concepts and Ideas Underlying the Words, Phrases or
Sentences into the Target Language appropriately
1. Idiomatic Expressions:

FRENCH ENGLISH
1. Elle fait le gros dos. She put on airs.
2. Il ne fera pas de vieil os. He will not live long.
3. Il est toujours sur le talon He is always following the teachers
de son professeur. footsteps.
4. Elle a les dents longues. She is very hungry.
5. Jen ai pardessus la tte. I cannot stand it any longer.

You would notice that equivalence of thoughts and concepts are used in the translation.

EXERCISE 11:
Translate the following into English.
1. Il dort poings ferms.
2. Cest une femme de tte.
3. Il connat fond du projet.
4. Lhomme qui traversait la route tait ivre.
5. Elle a disparu en un clin dil.

2. Proverbs:
FRENCH ENGLISH
1. Ventre affam na point doreille. A hungry man is an angry man.
2. Qui a bu, boira. Once a drunkard, always a drunkard.

18
3. Petit petit, loiseau fait son nid. Little drops of water make a mighty ocean.
4. Pierre qui roule namasse pas A rolling stone gathers no moss.
mousse.
5. Cest la dernire goutte qui fait It is the last straw that broke the
dborder le vase. camels back.

Exercise 12
Translate the following sentences into English.
1. Le chat parti, les souris dansent.
2. Qui se ressemble, sassemble.
3. Vouloir, cest pouvoir.
4. Loin des yeux, loin du cur.
5. Tout ce qui brille nest pas dor.

3. Simile
FRENCH ENGLISH
1. Il est sourd comme un pot. He is as deaf as a doorpost.
2. Il est vaniteux comme un paon. It is as vain as a peacock.
3. Il est facile comme bonjour. It is as easy as ABC.
4. Il est lent comme une tortue. He is as slow as a tortoise. (or a snail)
5. Il est laid comme un pou. He is as ugly as a scarecrow.

You would notice that the nouns that are used in French are most often translated using
different culturally accepted equivalence.

Exercise 13
Translate the following sentences into English.
1. Il est fidle comme un chien.
2. Il est malin comme un singe.
3. Il est doux comme un agneau.
4. Il est sage comme une image.
5. Il est heureux comme un poisson dans leau.

19
Look at the way the following idiomatic expressions are translated into English.

FRENCH ENGLISH
1. EIle a donn libre cours ses
sentiments. She has aired her feelings.
2. Elle a pris ses cliques et ses claques. She packed up bag and baggage.
3. Il a tourn autour du pot. He has beaten about the bush.
4. Je le vois tous les trente six du mois. I see him once in the blue moon.
5. Le vieillard a cass sa pipe. The old man has kicked the bucket.

Exercise 14
Translate the following sentences into English.
1. La vieille dame soutient la conversation.
2. Ltudiant est mal not par le professeur.
3. Cette terre est lobjet de litige.
4. Il attaque le grelot.
5. Elle a reu ltranger bras ouvert.

4. Onomatopoeic words:

FRENCH ENGLISH
1. Le lion rugit. A lion roars.
2. Llphant barrit. An elephant trumpets.
3. Labeille bourdonne. A bee hums.
4. Le chien aboie. A dog barks.
5. Loie cacarde. A goose honks.

You would have seen that the definite article le used in the French sentence has been
replaced by the indefinite article a in English. This is so because if the translator
maintains the, the meaning of the sentence would change from the generic to the
specific.

20
Exercise 15
Translate the following sentences into English.
1. Le cheval hennit.
2. Le chat miaule.
3. Le souris chicote.
4. Le serpent siffle.
5. Le canard nasille.

21
Chapter 4

SAMPLES OF TRANSLATED PASSAGES


Observe how these short passages have been translated into English.
La Reconstitution des Seins
Une New-yorkaise de 54 ans, mademoiselle Joan Dawson (ce nom est fictif) subit en
1970 lablation du sein gauche atteint de cancer et passa les trois annes suivantes lutter
contre la dpression et le traumatisme de la mutation. Un beau jour, elle dcide dagir. La
plupart des femmes, en pareil cas, vont sen remettre un psychiatre, mais Mme.
Dawson, elle retourne chez son mdecin pour quil lui refasse un sein. Je ne voulais pas
quil me transforme en une beaut sensationnelle, a-t-elle expliqu par la suite, mais
simplement quil limine les traces de lamputation. Elle avait frapp la bonne porte.
Le chirurgien insra sous la peau un sac de silicone en remplacement de la glande
mammaire et, par une seconde intervention, il rduisit la proportion de lautre sein pour le
rendre peu prs de la mme grosseur que le sein artificiel. Mme. Dawson na pas
retrouv sa silhouette davant 1970, mais, elle est enchante du rsultat. Je peux enfin
me regarder dans un miroir sans grimace a-t-elle confi.

Reconstructing the Breast


After the removal of her left breast because of cancer in 1970, Mrs. Joan Dawson,
(not her real name), 54, of New York City spent the following three years battling
depression and trauma. Then, on one fateful day, she decided to do something about it.
Most women in the same situation turn to a psychiatrist. Mrs. Dawson went to her doctor
and asked him to replant her missing breast. I didnt want to be made into a sensational
beauty, she explained. I just wanted to be restored. Her surgeon was able to do just
that. In two separate operations, he implanted a silicon-filled sac under the skin where the
breast had been removed then reduced the size of the other breast to make it more nearly
resemble the new one. The result is not a duplication of Mrs. Dawsons pre-1970 figure,
but she is delighted, nevertheless, she said: I can finally look at myself in the mirror
without winking.

22
You would have observed that though the structures in both languages have
changed, meaning and emphasis have been preserved.

Le Paludisme, cest Quoi ?


Apart le SIDA et la tuberculose, le paludisme est la maladie qui tue le plus. Chaque anne
il y a entre 300 et 500 millions de cas de paludisme dans le monde. Prs de trois millions
de personnes en meurent. Cette maladie est transmise par la piqre de certains
moustiques. Le paludisme se dveloppe surtout dans les zones de marcages des pays
tropicaux. Le paludisme se traduit par une fivre trs forte et des courbatures, un peu
comme une grosse grippe. LAfrique est la plus touch par cette maladie.
Pour se protger, il existe des mdicaments base de quinine. Il y a aussi les
pommades anti-moustiques et les moustiquaires. Dans certains pays, il y a des campagnes
de dmoustication. Cela consiste dtruire les moustiques en rpandant de grosses
quantits dinsecticides dans les marcages. Mais dans les pays pauvres dAfrique, il ny
a pas assez dargent pour soigner les gens malades du paludisme. Cest pour cela que
lOrganisation Mondiale de la Sant aide ces pays (JDE jeudi 22 janvier 2004 p. 8).

What is Malaria?
Apart from AIDS and Tuberculosis, malaria is the next most deadly disease. Each
year, the world records between 300 and 500 million cases of malaria. Nearly 3
million people die of it. This sickness is transmitted through the bite of certain
mosquitoes. Malaria spreads often in swampy areas in tropical countries. The
symptoms of malaria include a very strong fever and aches which resemble those that
characterize a deadly influenza. Africa is the most affected by this disease.
To protect oneself from this disease, there exist different types of quinine-based
medicine. There are also anti-mosquito pomade and mosquito nets. Some countries
campaign for the elimination of mosquitoes. This takes the form of destroying
mosquitoes by spraying large quantities of insecticides in marshy areas.
Unfortunately, the less endowed countries in Africa do not even have the money to
treat people who are sick of malaria. This explains why the World Health
Organization gives aids to these countries.

23
Mais Quest-ce Quon Peut en Manger ?
La grippe du poulet (ou grippe aviaire) sentend en Asie, Vietnam, Laos,
Cambodge, Thalande, Core du sud et Indonsie, pays touchs par ce virus. A Bangkok
(en Thalande), un enfant de six ans en est mort. Au Vietnam, il y a eu six morts. Dautres
personnes sont touches par cette forme de grippe. Et lOrganisation Mondiale de la
Sant sinquite, car la Chine risque dtre aussi touch son tour.
Pour lutter contre cette maladie, 11 millions de poulets ont t abattus en
Thalande et 2 millions au Vietnam. Plusieurs pays ont interdit lachat [limportation] de
poulets de ces pays et surtout de Thalande qui est le premier producteur mondial de
poulets. LUnion europenne a aussi bloqu les importations de poulets dAsie. LOMS a
envoy des masques et des combinaisons pour protger les gens qui sont au contact des
poulets. Ce virus de la grippe du poulet peut-tre plus violent encore que celui du SRAS a
fait prs de 750 morts.
Aprs les vaches folles, les cochons et les moutons, voici les poulets, mais aussi
toute autre volaille (canard, caille, etc.) qui deviennent dangereux. Cest se demander ce
quon peut encore manger aujourdhui sans attraper une maladie ? (JDE, jeudi 22 janvier
2004).

But What Else Can We Eat?


Bird flu (or Avian Influenza) virus has hit Asia, Vietnam, Laos, Cambodia,
Thailand, South Korea and Indonesia. A six year old child died of it at Bangkok in
Thailand. In Vietnam, six deaths were also recorded. Other people are equally
affected by this kind of influenza. The world Health Organization is disturbed because
it may be the turn of China.
In order to fight this virus, 11 million chickens have been destroyed in Thailand
and 2 million in Vietnam. Several countries have stopped importing chicken from
these countries and especially Thailand, which is the World leading producer of
chicken. The European Union has also laid embargo on the importation of chicken
from Asia. WHO has sent mask and broiler suits to protect people who are in contact
with the fowls. The virus responsible for the avian influenza may be more devastating
than that of the SARS that destroyed 750 lives.

24
After mad cows, pigs and sheep diseases, here comes the chicken virus, making
all other poultry (duck, quail etc.) appear dangerous. Today, one wonders what at all
he/ she can eat without getting any sickness.

25
Chapter 5

SELF EVALUATION EXERCISES


i. Translation of Sentences
A. Translate the following sentences into English.
1. Notre club de franais organise beaucoup dactivits socioculturelles.
2. Si ton ami mavait invit, je serais venu son anniversaire.
3. Est-ce que je pourrais parler la dame ?
4. Lcolier devrait bien travailler ds son arrive lcole.
5. Je veux que tu sois toujours en bonne sant.
NIGERIA: WASSCE 2000 (partially modified).

B. Translate the following sentences into English.


1. Appuyez sur la souris pour activer un lien pour aller vers un autre site ou une
autre page !
2. A quelle heure part le train Paris ?
3. Jtais aussi un peu jaloux, javais peur quelle sen aille.
4. Llectricit ne fonctionne pas dans le salon.
5. Le fonctionnaire est vacances jusqu la fin de septembre.

GHANA: WASSCE 2006 (partially modified).

C. Translate the following sentences into English.


1. La fille court vite.
2. Le moteur fonctionne bien.
3. Le nez coule.
4. La cloche tinte.
5. Lhomme court un danger.

26
D. Translate the following sentences into English.
1. Actuellement, mon fils tudie les mathmatiques.
2. Les jeunes sortent beaucoup le samedi soir.
3. a arrive toujours la fin de la classe.
4. En sapprochant du carrefour la voiture ralentit.
5. Ces femmes attendent lautobus depuis trente minutes.

Translate the following passages into English


La Lune Sclipse!
Mardi 4 mai 21h 52, il y aura une clipse de lune. Est-ce quon ne la verra plus
du tout ? Pas tout fait, parce que pendant une clipse de lune, cest la terre qui est
parfaitement aligne entre le soleil et la lune. La lune pendant son clipse profite donc de
la lumire du soleil que la terre rflchit comme un miroir. Sa couleur peut donc tre
diffrente chaque clipse, elle dpend de la composition de latmosphre de la Terre. On
peut observer une clipse de la lune partout o la lune est leve, cest pour cela que
beaucoup de monde en a dj vu une. Cest rare de voir une clipse de soleil car elle a
lieu dans un espace plus limit gographiquement. Lclipse de lune sera son maximum
vers 22h 30 le 4 mai et elle durera jusqu 23h10. La prochaine clipse se droule en
octobre : ce sera la quatrime en 18 mois (JDE, jeudi 29 avril 2004, p.8).

On emprisonne les Gaz Qui Polluent !


Le bureau de recherche gologique et minire (BRGM) tudie tout au long de
lanne les sols et les matires quil y a sous la terre. Cest ainsi quil a annonc que le
bassin parisien pourrait stocker du gaz carbonique, le CO. Le CO est un gaz qui pollue
et aggrave leffet de serre. Pour quil y en ait moins dans latmosphre, il existe la
solution de lenfermer sous la terre. Par exemple, la sortie dune usine, on peut capturer
ce gaz et le transporter sous la terre, dans des anciens puits de ptrole qui sont vides ou
dans un espace profond entre deux roches. Des expriences sont dj menes dans
dautres pays pour savoir si cette solution est possible. En Sude, cest une nappe deau
de mer qui se trouve sous la terre qui sert stocker ce gaz (JDE, jeudi 29 avril 2004, p.8).

27
Il a Quel ge le Divorce ?
Le mariage civil na t cr quen 1786 par Louis XVI. Avant, le mariage tait
uniquement dclar lglise. Cest avant la rvolution que le droit au divorce va devenir
possible. En septembre 1792, une premire loi autorise les divorces. Les gens maris
peuvent se sparer sils sont daccord tous les deux ou sils ne vivent plus ensemble
depuis plus de six mois. Ensuite, sous Napolon le divorce devient une exception, il y a
moins de 50 divorces par an en France ! Le rgime de la restauration, qui vient aprs
Napolon, supprime compltement le divorce, le mariage est indissoluble. A partir de
1884, la loi va devenir plus souple, le divorce sera plus facile. Mais en 1941, une
nouvelle loi va le rendre plus difficile. Le divorce qui est tabli aujourdhui vient dune
loi cre en 1975. Elle a dfini les cas de divorces et la procdure suivre. Cest en
janvier 2005 que la nouvelle rforme sur le divorce va tre applique (JDE, jeudi 29 avril
2004, p.6).

800 Millions des Personnes Ont Faim


La FAO (Fond pour lagriculture et lalimentation de lONU) lance un cri
dalarme. Sur 6,1 millards dtres humains sur Terre, 800 millions souffrent de la faim et
des maladies quelle entrane. Chaque anne, 6 millions denfants de moins de 5 ans
meurent cause de la malnutrition. Les plus touchs sont les pays en voie de
dveloppement (PVD). LAfrique subsaharienne est celle qui souffre le plus. En plus, ces
pays sont ravags par le sida. La faim existe cause des guerres, mais aussi des
catastrophes naturelles comme la scheresse ou les inondations. Ces pays avaient
commenc installer une meilleure agriculture pour mieux cultiver leurs terres et
augmenter leurs rcoltes. Mais la FAO dit que ces terres sont aujourdhui malades et
quelles ne produisent plus assez. Il faut donc trouver le moyen de mieux faire pousser les
plantes pour mieux nourrir la population. Pour cela, il faut de largent et des spcialistes.
La FAO demande quune alliance internationale contre la faim soit cre pour lutter
contre ce problme en aidant ces pays se dvelopper et en partageant mieux les
richesses (JDE, jeudi 29 avril 2004, p. 2).

28
Le Nuclaire, cest dangereux ?
La France possde 19 centrales qui produisent 77% de llectricit. Cest le pays
europen qui utilise le plus lnergie nuclaire. Dbut novembre, Nicole Fontaine,
ministre dlgu lindustrie, a dcid de faire construire un nouveau racteur eau
pressurise. Il sappelle REP. Cest un prototype.
Ce nest quen 2015 quon dcidera ou non dquiper toutes les centrales avec ce
racteur. 2015, cest loin, mais il faut y penser maintenant car les racteurs vieillissent.
Electricit de France (EDF) estime que leur dure de vie est de 40 ans.
Or, la premire centrale franaise a dj 26 ans ! La France veut continuer
produire de lnergie nuclaire parce que ses rserves sont importantes (JDE, jeudi 29
avril 2004, p.6).

O On en est la Recherche ?
Les maladies des muscles empchent de bouger, de respirer. Elles sont
gntiques.
Les gnes sont ce qui donne la carte didentit de notre corps : couleurs des yeux, des
cheveux. Ils se transmettent des parents aux enfants.
Pour gurir les mauvais gnes, il fallait dabord les comprendre. On les a donc
tudis. Ainsi, sont nes les cartes du gnome humain (1991-1993).
Grce ces cartes, on a localis les gnes responsables de centaines de maladies
(1994-1997). Ensuite, lAssociation franaise contre les myopathies a investi dans des
techniques nouvelles pour mettre au point la thrapie gnique : Cest lutilisation dun
gne comme mdicament. Les chercheurs utilisent des virus neutraliss pour transporter
les gnes mdicaments au cur des cellules malades (1998-2002). Maintenant il faut les
tester sur lhomme : les premiers essais ont commenc en 2002 (JDE, jeudi 4 dcembre
2003, p.8).

Le Combat dun Collge


La famille dArtiom a fui les menaces de nationalistes moldaves. Elle est arrive
Bordeaux en 2000. Or, sans papier, elle navait pas le droit de rester en France. Cette
dcision de justice a coeur le collge Edouard-Vaillant o Artiom est un brillant lve.
Deux professeurs ont envoy une ptition au prfet, au prsident et au Premier ministre.

29
<< Si Artiom partait, on partait tous avec lui >> dit une lve. La famille a finalement
obtenu des papiers exceptionnels << compte tenu de son intgration dans la socit et de
la brillante russite scolaire de lenfant>> (JDE, jeudi 29 janvier 2004, p.4).

Le Havre, Ville Unique au Monde ?


Chaque anne, lUnesco (Organisation des Nations unies pour lducation, la
science et la culture) protge des monuments, une ville ou un site ancien parce quils sont
exceptionnels. Ces biens hrits du pass sont ce quon appelle le patrimoine. Chaque
pays peut prsenter un bien de son patrimoine lUnesco. Pour 2004, La France avait le
choix entre le centre ancien de Rouen, le Mont-Blanc, le Vignoble de champagne.
Finalement, elle va proposer Le Havre en Seine-Maritime. Aprs la guerre 1938- 45, cette
ville portuaire a t construite par larchitecte Auguste Perret. Il a compltement
transform le centre. Au dbut, son style << no-classique >> na pas plu aux habitants et
aux touristes. Normal, a ne ressemblait rien dautre en France ! Mais depuis peu, les
spcialistes viennent en masse admirer le travail dAuguste Perret. On dit mme quil a
invent larchitecture moderne. Grce lui, Le Havre fera-t-il partie du patrimoine
mondial de lUnesco ? Rponse en 2005 (JDE, jeudi 29 janvier 2004, p.4).

CONCLUSION
This book tried to present some basic techniques of translation in addition to
sample translations and exercises. When we consider how complex language structures
are, we realize how difficult it is for a translator to even hope to produce an adequate
translation.
However, by careful analysis of the source language, we can avoid a literal
translation. A meaningful translation can be done if the translator clearly understands the
message to be communicated. A translator has to study carefully the source language text
and write semantic analysis of it. He will then look for the equivalent way in which the
same message will be expressed naturally in the target language. If this is done, he will be
able to provide an adequate and acceptable translation.

30
PROPOSED ANSWERS TO TRANSLATION EXERCISES

EXERCISE 1 (PG. 9) EXERCISE 2 (PG. 10)


1. She sent it to him (her). 1. He is making a deafened noise.
2. A mosquito bit him (her). 2. There was torrential rain last night.
3. His uncle sent him (her) a letter. 3. He feels terribly cold.
4. I posted it to him (her). 4. It is a fine idea.
5. She is speaking to him (her). 5. The man buys a new car.

EXERCISE 3 (PG. 11) EXERCISE 4 (PG. 11)


1. The wall is two metres high. 1. She is a trader.
2. His father is still alive. 2. He is Egyptian.
3. This will take me ten minutes. 3. He is Ivorian.
4. She feels homesick. 4. You are a teacher.
5. He is five years old. 5. He is a doctor.

EXERCISE 5 (PG. 12) EXERCISE 6 (PG. 12/13)


1. His bag is full of books. 1. Go and see her.
2. Papa has just come from London. 2. The road leads to the cemetery.
3. His feet are covered with mud. 3. I doubt if he will come today.
4. White is the symbol of 4. The child is happy.
peace.
5. Look, this young girl always 5. He will eat grapes this evening.
behaves in the same way.

EXERCISE 7 (PGS. 12/13)


1. She was cheated by the trader.
2. Hardly had l arrived when he started complaining.
3. It was I who received the prize.
4. Hardly do I see him.
5. The car was driven by a woman.

31
EXERCISE 8 (PG. 14)
1. He is not a coward.
2. He is not a wicked man.
3. She is often seen in the house.
4. He does not like his teacher.
5. The hall is empty.

EXERCISE 9 (PG. 14)


1. When we arrived, they welcomed us.
2. The University examinations are held twice each year.
3. She limped across the road.
4. The case will be tried at the next sitting of the tribunal.
5. You had not seen him for a long time.

EXERCISE 10 (PG. 15)


1. If he shouts, I will send him out of the hall.
2. If the weather is fine, we shall go to the swimming pool.
3. If my father had a car, he would leave at dawn.
4. If I had a mobile phone, I would call my sister.
5. If he had seen my father, he would have told him the issue.

EXERCISE 11 (PG. 16)


1. He sleeps soundly.
2. She is a capable woman.
3. He knows every detail of the project.
4. The man who was crossing the road was drunk.
5. She disappeared in no time.

32
EXERCISE 12 (PG 17)
1. When the cat is away, the mice will play.
2. Birds of the same feathers flock together.
3. Where there is a will, there is a way.
4. Out of sight, out of mind.
5. All that glitters is not gold.

EXERCISE 13 (PG.17)
1. He is as faithful as a dog.
2. He is as agile as a monkey.
3. It is as sweet as honey.
4. He is as wise as Solomon.
5. He is as happy as a King.

EXERCISE 14 (PG.17/18)
1. The old lady keeps the ball rolling.
2. The student is in the teachers black books.
3. This piece of land is a bone of contention.
4. He bells the cat.
5. She received the stranger with open arms.

EXERCISE 15 (PG. 18)


1. A horse neighs.
2. A cat purrs.
3. A mouse squeaks.
4. A snake hisses.
5. A duck quacks.

33
REFERENCES

1. Araki, J (1964). Some principles and techniques of Translation at http://www.sil.


org. translation/tr.theory.htm. Date accessed 11/ 08/09

2. Beare K. (nd). Adding Emphasis in English Special Forms at http://www.About.


Com. Date accessed 14/ 08/09

3. Burgess, A. (1973). Word Play: What Happens when People Talk, New York:
Vantage Books

4. Daviault P. (1953). Traduction Littraire at http://www.jstor. org. Date accessed


11/ 08/09

5. Larson M. L. (1998). Meaning-Based Translation, a Guide to Cross-Language


Equivalence, New York: University Press of America Inc.

6. Martindale, C. (1991). Cognitive Psychology, a Neural Network Approach,


California: Brooks/Cole Publishing Company Pacific Grove.

7. Rees B.R. (1974). Some Thoughts on Translation at http://www.jstor. Org. Date


accessed 14/ 08/09

8. Yankah k. (1995). Speaking for the Chief. Okyeame and the Politics of Akan,
Indiana: Indiana University Press.

9. Vallejo J.D. (nd). Translation Theory at http://www. translationdirectory.com.


Date accessed 11/ 08/09

10. Les Journal Des Enfants, No. 986, jeudi 22 janvier 2004

11. Les Journal Des Enfants, Numro Spcial Janvier 2004

12. Les Journal Des Enfants, No. 982, jeudi 29 avril 2004

34
Dennis Soku holds a Masters Degree in the Teaching of French as a Foreign
Language from Universit de Dijon, France, a bachelors degree in French and
Ewe, a Diploma in Education from the Uinversity of Cape Coast, and a
Postgraduate Diploma in Linguistics from the University of Ghana. He was
introduced to Translation at Universit de Bordeaux 111, France, and did Theory
of Translation at Village du Benin, Togo. He took Trainer of Trainers course in the
teaching of French at Universit de Caen under the auspices of the Ministry of
Education, France. He also did short courses in different aspects of the French
language including Methods and Methodology at Universit de Saint- tienne in
France and French proficiency course at Universit dAbidjan (CILEC) in la Cte
dIvoire.

He has other publications to his credit including

The Production of French Sounds by Ghanaian Youth Bilinguals : The case of


Ewe-English Speakers ; Le Bilinguisme et Quelques Problmes Phontiques et
Phonologiques dans lApprentissage du Franais langue trangre (FLE). Le
cas de Mawuli School Ho ; Topaze, pice tragique ou comique ?

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