Download full text
Download full text
ERIC Number: EJ1127248
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 32
Towards a New Model for Implied Metaphor Translation: English Translations of "Al Muallaqat"
Al-Garrallah, Aiman Sanad
Advances in Language and Literary Studies, v7 n3 p178-188 Jun 2016
This two-part paper argues that metaphor in both English and Arabic is defined and classified in almost the same way with some slight, but far from insignificant, differences. Those differences along with the linguistic nature of implied metaphor can be attributed to the failure in translating that type of metaphor from Arabic into English as shown particularly in Jones', Johnson's, and Arberry's translations of "Al Muallaqat". The fourteen examples of implied metaphor, chosen from "Muallaqa of Imru Al-Qais," are translated by employing two main strategies based on the linguistic component of implied metaphor--none of which (this study argues) succeeds in translating implied metaphor into implied metaphor. In criticizing some, if not all, prominent models suggested by eminent figures, this study argues that theorists since the 1980s have not been involved in proposing new procedures that settle down such a problem in lieu of being preoccupied with iterating almost what Newmark (1988) suggests. Accordingly, this paper suggests a new cross-linguistic classification of metaphor--a classification that might better belittle the discrepancies of other classifications. More importantly, this study proposes a new model for translating implied metaphor into implied metaphor.
Descriptors: Translation, Figurative Language, English, Semitic Languages, Criticism, Models, Contrastive Linguistics, Classification, Poetry
Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: firstname.lastname@example.org; Web site: http://journals.aiac.org.au/index.php/alls/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A