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The handle http://hdl.handle.net/1887/40210 holds various files of this Leiden University dissertation

Author: Karoubi, Behrouz

Title: Assessor-centered translation quality assessment : a theoretical model and a case

study

Issue Date: 2016-06-15

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ASSESSOR-CENTERED TRANSLATION QUALITY ASSESSMENT:

A THEORETICAL MODEL AND A CASE STUDY

PROEFSCHRIFT ter verkrijging van

de graad van Doctor aan de Universiteit Leiden, op gezag van Rector Magnificus prof.mr. C.J.J.M. Stolker,

volgens besluit van het College voor Promoties te verdedigen op 15 Juni 2016

klokke 15.00 uur

door Behrouz Karoubi geboren te Arak 1975

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Promotiecommissie:

Promotors:

Prof. dr. Maghiel van Crevel (Leiden University) Prof. dr. Mike Hannay (UV University Amsterdam)

Co-Promotor:

Dr. Ali Asghar Seyed Gohrab (Leiden University)

Overige Leden:

Prof. dr. Albert de Jong (Leiden University) Prof. dr. Johnny Cheung (INACLO, Paris) Dr. Rebecca Gould (University of Bristol)

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To my parents

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Copyright © Behrouz Karoubi, 2015, Leiden. All rights reserved.

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Table of Contents

List of Tables ...

List of Figures ...

Acknowledgments ...

A Note on Translations and Transliterations ...

Introduction ...

CHAPTER ONE: A Critical Evaluation of Translation Theories and Assessment Models ...

1.1. General Translation Theories and Translation Quality Assessment ...

1.2. Translation Quality in the Pre-linguistics Era ...

1.3. Translation Quality in the Era of Modern Linguistics ...

1.3.1. Equivalence-based Theories and Quality ...

1.3.1.1. Equivalence in Messages ...

1.3.1.2. Situational Equivalence ...

1.3.1.3. Translation Equivalence and Formal Correspondence 1.3.1.4. Dynamic Equivalence ...

1.3.1.5. Functional Equivalence ...

1.3.2. Target-oriented Translation Theories and Quality ...

1.3.2.1. Polysystem Theory ...

1.3.2.2. Norms and Decision-making in Translation ...

1.3.2.3. Expectancy Norms vs. Professional Norms ...

1.3.2.4. Skopos Theory ...

1.4. Conclusion ...

viii ix x xii

1

5

6 7 18 19 20 23 28 35 46 60 61 62 64 70 73

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vi

CHAPTER TWO: Toward Designing an Assessor-Centered Model for Translation Quality Assessment ...

2.1. Toward a Definition for Translation Quality Assessment ...

2.2. The Object of Assessment: What Is being Assessed? ...

2.2.1. What Is Translation? ...

2.2.2. What Is Quality? ...

2.3. The Method of Assessment: How Is Assessment Done? ...

2. 3.1. Collection and Synthesis of Data ...

2.3.1.1. Categorization of the Problematic Textual Features 2.3.1.2. Description of the Frustrated Expectations ...

2.4. The Objective of Assessment: Why Is Assessment Done? ...

2.5. Role Players in the Process of Assessment ...

2.6. Conclusion ...

CHAPTER THREE: A Concise Account of the Status of Translation in Iran ...

3.1. Translation in Pre-Islamic Iran (550 BCE – 651 CE) ...

3.2. Translation in Medieval Iran (651 –1789) ...

3.3. Translation in Modern Iran (1789 – 2013) ...

3.4. Concluding Remark ...

CHAPTER FOUR: The Case Study: Method and Materials ...

4.1. Research Questions ...

4.2. Participants ...

4.3. Materials ...

4.4. Apparatus ...

4.5. Procedure ...

72 77

78 82 82 83 89 90 90 98 103 104 109 1 08 111

113 115 118 135 132 137

140 140 141 146 152

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vii

CHAPTER FIVE: Case Study: Results and Discussion ...

5.1. Step1: Identification of the Problematic Areas ...

5.2. Step 2: Linguistic Description of the Problematic Areas ...

5.3. Step 3: Description of the Frustrated Expectations ...

5.4. Step 4: Determining the Gravity of the Problems ...

5.5. Step 5: Suggesting Solutions to the Problems ...

5.6. Step 6: Stating the Results of the Evaluation ...

5.7. Concluding Remarks ...

CHAPTER SIX: Conclusion ...

6.1. Summary ...

6.2. Final Remarks ...

References ...

Appendix ...

Dutch Summary ...

Curriculum Vitae ...

155

156 160 164 169 171 174 181

185

185 193

199 211 213 219

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viii

List of Tables

Table 2.1. Structural Properties of the Translated Text ...

Table 2.2. Lexical and Stylistic Properties of the Translated Text ...

Table 2.3. The Genealogy of Norms Affecting Readers’ Reactions ...

Table 2.4. A Comparison of the Assessor-centered Model of TQA with other Models ...

Table 3.1. The Curricular Content of the English Translation Program in Iranian Universities (Specialized Courses) ...

Table 5.1. The Number of the Problematic Areas Identified by Different Groups of Assessors in the Translated Corpus of the Study Table 5.2. A Comparison of the Frequency of Observation of the Problematic

Areas Identified by the Ordinary and Academic Assessors ...

Table 5.3. Distribution of Top Level Categories across Ordinary and Academic Groups Assessors ...

Table 5.4. Estimates of the Difference between Ordinary and Academic Assessors ...

Table 5.5. The Distribution of the Ordinary and Academic Assessors’ Ratings of the Gravity of the Most Frequently Identified Problems ....

Table 5.6. The Ratings of the Quality of the Translations by the Academic and Ordinary Assessors ...

Table 5.7. Variance Components Analysis for Each Group of Assessors Table 5.8. The Final Decisions Suggested by the Ordinary and the

Academic Assessors ...

Table 5.9. Distribution of Decisions as a Function of Assessor and Texts Table 5.10. Difference between Ordinary and Academic Assessors in the

Distribution of Final Decisions ...

Table 5.11. Differences between the Three Texts in the Distribution of Final Decisions ...

91 93 101 106 131 156

...

159

161

163 170

175 176

177 178 179

179

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ix

List of Figures

Figure 1: Jakobson’s Model of Translation ...

Figure 2: Language Levels ...

Figure 3: Nida and Taber’s Model for Translation Criticism ...

Figure 4: Stages of Translation ...

Figure 5: Redistribution of Crystal & Davy’s Functional Categories into Halliday’s Categories of ‘Field’, ‘Tenor’, and ‘Mode’ ...

Figure 6: House’s Revised Model of Translation Quality Assessment ....

Figure 7: The Overall Structure of the Questionnaire ...

Figure 8: A Schematic Diagram for the Second Step of the Questionnaire 22 30 38 40 58 58 148 150

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x

Acknowledgments

Here I am, at the end of a long and memorable journey, beyond overwhelmed by all the love and support I received from so many wonderful people I had the privilege of getting to know along my way. I am going to use this opportunity to express my words of sincere appreciation to all these people starting from Prof.

Dr. Maghiel van Crevel for acting as my promoter and his valuable comments on the first draft of my thesis. My special thanks also go to Prof. Dr. Mike Hannay, my supervisor. When I met Dr. Hannay for the very first time, I was half way through my PhD research project, but I had almost completely lost my direction.

When I sought his help, he put trust in me and unselfishly helped me get back on the right track again. We spent hours discussing my PhD project in our several meetings over the last three years. All through these years, Dr. Hannay was a source of inspiring new ideas to me, and I tremendously enjoyed his profound knowledge and experience. He was even kind enough to accept the cumbersome task of editing my work. I am really thankful and will always remain indebted to him. I would also like to thank my co-supervisor, Dr. Ali Asghar Seyed-Gohrab, who was with me from the very beginning of my journey, always supporting me, and not even for a moment losing trust in me. In fact, it is mainly because of him that I even started conducting my doctoral research at Leiden University. I learned a great deal from Dr. Seyed-Gohrab, working under his supervision, especially during the period when I was writing the third chapter of my thesis on the history of translation in Iran. He was always providing me with useful and erudite comments on my research and I really feel obliged to him.

I also owe gratitude to Prof. Dr. Lance Hewson for helping me with writing my PhD proposal, Dr. Madeleine Kasten for her useful comments on the first chapter of my thesis, Dr. Gerben Mulder for his great assistance with statistical data analysis in the fifth chapter of my thesis, and Çağlar Ünal and Amin Ghodratzadeh for translating the summary of my research into Dutch.

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xi

Staff of Leiden University Institute for Area Studies (LIAS) provided a creative and helpful environment for my studies. I thank them all, especially Prof. Dr. Maghiel van Crevel, the academic director of LIAS. Dr. van Crevel has been doing everything in his power to improve the condition of PhD candidates in LIAS. I have a lot of respect for him.

This journey would have not been possible without the love and patience of my family. My parents, to whom this thesis is dedicated, my brothers and my younger sister have been a constant source of love, concern, support and strength all these years. I would like to express my whole-hearted gratitude to them.

My colleagues and friends were a second family away from home in the Netherlands, and I greatly value their friendship. I enjoyed the company of my colleagues, Mohammed Alsulami, Wenxin Wang, Xiaofei Zhang, Maria Maartje Riep, Xiao Ma, Bing Lu, Siyim Lim, Cecile Fameree, Ibrahim Saweros, Yujing Tan, Saeedeh Shahnepour, Jinhua Wu, Meiwen Chen, Hanan Ismael, Sara Kuli, Xinrong Ma, Ruobing Han, and Shuqi Jia, with whom I spent a lot of time working at a same office. I must also thank my colleagues at LIAS and many other nice people I have met at various conferences and other occasions in Leiden: Hussein Pourbagheri, Samaneh Asadi, Idrees Kanth, Akiko Tsujita, Mari Nakamura, Bucket Cengiz, Mahnia Nematollahi, Diede Farhosh-van Loon, Amin Ghodratzadeh, Esther McIntosh, Berthe Jansen, and Esther Van Eijk.

Finally, I would like to thank my good friends in Leiden and elsewhere in the Netherlands: Farhin Moslehi (and her lovely family), Jinous Hedayat, Luciana Ilie, Faeze Nami, Zohreh Shiamizadeh, Soroush Shobayri, Bahman Malakouti, Catherin Moazezi, Karim Eshragh, Shahin Azad, Ben Austin, Amanda post, Dennis Verra, Allard Altena, and Jeroen Admiraal.

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xii

A Note on Translations and Transliterations

All translations are mine unless otherwise noted.

The system used for transliteration of Persian texts in this thesis is as follows:

System of Transliteration

CONSONANTS VOWELS

ء , ص s Long ا ā

ب b ض z و ū

پ p ط t ی i

ت t ظ z Short َ◌ - a

ث th ع , ُ◌- o

ج j غ gh ِ◌- e

چ ch ف f Diphthongs َو ow

ح h ق q َی iy

خ kh ک K

د d گ G

ذ z ل L

ر r م M

ز z ن N

ژ zh ه H

س s و V

ش sh ی Y

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