Contrastive text analysis

Some Expectations of the intended learning outcomes of

Contrastive text analysis course:
In this course I expect to learn how to compare between two texts with different translation
versions and linguistic features. There will be some sort of approach to comparing and
contrasting texts in respect of the matter or the field of this course which could be for
example technical, literary or so forth. We will have two different texts in two different
languages so we will learn how to apply theories when we translate. We will determine the
types or the kinds of the texts that we are studying in terms of linguistic features and
audience that this text is talking with in order to determine the way to deal with that text in
translation for example and this is essentially used when you want to translate and the
direction is from one text to the other rather than comparing and contrasting between two
texts. But you need to consider the brief, the text type and the purpose of translation or
function in both texts, in addition to analyze stylistic and discoursal features of the texts. I
expect also to compare different translation versions of the same text. I except to have the
source text then the first version of the translation then come up with a better translation
for the same text. Assessment or critique will be involved. We will have two or three
different translation versions of the same text then we will analyze similarities and
differences and so forth going by all variables that should be involved.

Accordingly Strategies or keywords for the course will be:

Analyze why? ------------------- Function or purpose of comparing

Discuss what?

Translate how?

Compare

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We will compare the source text with the translation; we will compare the first version of
the translation with the second one. Now the first beginning is the self knowledge of both
languages (source and target languages) or what we called bilingual and reading
competence. We will train in this course how to read fast or catch the idea fast i.e.
skimming and scanning, top-down and bottom-up techniques , recognize for example the
redundancy which is not necessary for getting the message or consider what is the major
or what is the minor issue and this will be done by anticipating or predicting fast . We will
also consider our writing competence in both languages, as well as considering cohesion or
coherence in both languages. All self - competences shall be prerequisites and will be
upgraded during the course including bilingual, textual, discourse and reading ones. As well
as, all linguistic features those catch my eye and tell me to recognize the focus matter that I
should focus on. So, one essential component of everything is how to recognize and
differentiate between linguistic, stylistic and textual features which are significant in terms
of their contribution to the intended message by the author and their contribution when I
start to translate into the target language (either Arabic or English). Another element is that
recognizing the meaning or semantic clauses relations or flow of ideas from one sentence or
structure to another. (The relations may include addition, cause and effect, concession i.e. (it
is a relationship between a contrast and agreement such as using nevertheless in one clause
for example). There are some basic linguistic, discoursal, textual concepts that make it
easier to use the language rather than structure the language (traditional grammar use in
High School V.S.O constructions) and shall be used as prerequisites to analyze, discuss ,
compare and translate in addition to reject, edit, assess, revise and so forth ( the tasks or
objectives of the course) or in other words they are parameters for language use : firstly
cohesion and coherence where the first is the connectivity between two sentences using
cohesive devices or linkers where the latter is the connection between ideas. Secondly, the
theme and rhyme which is ( ‫ ) المسند إليه والمسند‬, anaphora , the function of nominal versus
verbal sentences where we used the first in a persuasive or argumentative text whereby
the author intends to convince the reader by his point of view.

Note: The basic unit for any communication is the text, starting by a paragraph and within
that paragraph; we start to isolate the nominal versus verbal sentences. Whereas the verbal
sentence shall not for example belong to the beginning of such a text because it is an
argument, whereas the very beginning of an argument or an argumentative text is the use of
nominal sentence.

For example: My MA Students at JU are all brilliant. ( we expect from the author either to
support this thesis so the author states a claim by using a nominal sentence or next he will
explain what that’s mean then exemplify or giving examples then he\she may compare them
with Petra University Students) .

But if the author starts at the opening section of the paragraph by saying

The MA Students at JU worked so hard and they showed a lot of intelligence ( we can
recognize that what is mentioned is an event or about what happened or reporting rather
than a statement ).

Another element is also the function of the models such as (must, have to, should

( obligation) , ought to ( advice) can could ( ability) , may, might ( probability) .

For example in a legal text such as:

e.g.: The tenant may in case of any damage to the property due to negligence, shall pay the
amount of herein stated to the landlord.

The kind of the order and structure of these phrases and clauses relies on some obligations,
duties and penalties.
Another example:

In accordance with this agreement, (the rest of the sentence)

With the exception of the legal language, outside the domain of the legal register, the
phrase comes at the end of the sentence. The type of phrase will tell me how to translate
which it is a fronted marked phrase which is misplaced even though it is a phrase. Usually
other than legal texts, phrases come at the end because phrases only give something
about the circumstance , not the whole story, they give some minor details such as
where that happened but not what is happening or the event itself or the doer of the
event.

When we translate such a phrase, it shall be mentioned at the beginning of the text because
it has a certain function which is an obligation.

Other than legal texts, the phrases come at the end for example:

Last night we went to our favorite café and we have our usual chats there until the
midnight.

The prepositional phrase (until the midnight) comes at the end because it is a minor detail.

- The reporter for example mentions in a news report ‫ في الساعة العاشرة ليال‬as a
prepositional phrase at the beginning of the sentence because timing is crucial.

Active and passive materials:

- There is an issue which is very important whereas when I read something and the
author uses a certain of mechanism to suppress or highlight either one aspect of
the issue or the doer of the action intentionally by using the passive voice.

- Foregrounding vs. back grounding

Foregrounding: ‫تصدير أو إبراز الخبر‬
Backgrounding: ‫تعتيم الخبر‬

We have to know this linguistic discoursal issue of the strategy of the writer
choosing to highlight some segment of the idea and suppressing the other one.

- I vs. We function as pronouns :

Eg: We are Jordanians

The use of plural pronoun (We) is for establishing solidarity expressing respect and
appreciation with the audience , but the use of the pronoun ( I) shows the
authority of the speaker when he or she distract himself or herself from the
audience.
Such as the following examples:
Our dear valued customer
Our company is yours

***Most scholars came up with a distinction classifying translation errors into two
categories:

(If you change the tense of the verb, that is considered as grammatical mistake and
it does not affect the meaning negatively) -------- Language error

Language errors (does not affect the meaning negatively)

But if the overall structure was changed such as back grounding became
foregrounding for example this affect the whole meaning --------- translation error

Translation errors (affects the meaning negatively)

 ILOS (Intended Learning Outcomes )

Prerequisites Procedures ( tasks or Outcomes and

( tools, linguistic features and objectives) assessment
concepts that should be
previously known
( previous knowledge)
1. self bilingual , - Analyze Based on my previous
reading and writing - Discuss knowledge, and using the
competence - Translate previous mentioned
(Training on how to read fast - Compare procedures , will lead me
(skimming and scanning - Comment to judge( appreciate or
technique, bottom-up….). - Criticize condemn the translation)
- Edit and empower me to
2. Recognizing the meaning - Revise come up with a better
or semantic clauses relations translation .
or flow of ideas from one
sentence or structure to
another. (The relations may
include addition, cause and
effect, concession i.e. (it is a
relationship between a
contrast and agreement such
as using nevertheless in one
clause for example)
3. Linguistic,
discourse,
textual, stylistic
features:
A. cohesion and coherence in
two different languages :
where the first is the
connectivity between two
sentences using cohesive
devices or linkers where the
latter is the connection
between ideas

B. function of Fronted mark

misplaced phrase either for
rhetorical purposes or
misplaced the phrase at the
beginning such as a legal
text because the function is
obligation .
c. function of models : such
as (must, have to, should
( obligation) , ought to (
advice) can could ( ability) ,
may, might ( probability)

d. function of nominal and

verbal sentences
( nominal sentence is used in
an argumentative text
whereas the latter
expressing the event or
reporting rather than a
statement)

e. theme and rhyme

)‫) المسند إليه والمسند‬
f. back grounding and
foregrounding: ( I have to
know this linguistic
discoursal issue of the
strategy of the writer
choosing to highlight some
segment of the idea and
suppressing the other one.)

G. (We) Versus( I)
function as pronouns:

The use of plural

pronoun (We) is for
establishing
solidarity expressing
respect and
appreciation with the
audience , but the
use of the pronoun (
I) shows the
authority of the
speaker when he or
she distract himself
or herself from the
audience.
 Prerequisites: the basic elements which include linguistic and textual knowledge, linguistic
knowledge involves that knowledge that we have about the language with regard to syntax,
structure of the sentence and semantics.

The levels of the text or discourse (morphology, syntax, semantics, phonology)

What is the real concrete tool for judging the flow of idea within the semantic level or
frame?

We have to think about semantic relations which is a big issue for translators , we will
have consider the clause relations by catching this by eyes not only through mind, we
must have an observable tool , when working on a text, you say for yourself, ok this type
of grammatical structure which is a clause whether it is a subordinate clause or a main
clause or a complex grammatical construction (complex sentence ) , when we pay
attention to these tools we can retrieve the underlying semantic flow of ideas. So clause
relations reveal the semantic relations . in other words, we will be working at the
interaction between the grammatical structure in the form of clauses (types of clauses
mentioned earlier) . for example a statement followed by an explanation or cause and
affect.

You said clause A functionally is a statement and the next clause functionally is a
comment or a contradiction or cause and result.

One of the issues that we will deal with within semantics is the semantic or meaning clauses
relations or flow of ideas from one sentence to another.

Coherence : is the logical connectivity of ideas

i collect the data ‫في الورقة البحثية منحكيش‬

‫لح نحكي‬

The data is collected through or

So in writing academics we do not use the pronoun I , we use I AS A TYPE OF

CONVERSATIONAL TYPE OF DICOURSE.