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STRATEGIES FOR TRANSLATING LINGUOCULTURAL
UNITS
Jumanazarova Charos
Master’s studentof Samarkand State Institute of Foreign Languages
Abstract —
Translation is a complex process, when it comes to translating linguocultural units, it can be a very demanding
challenge. It requires a great depth of knowledge of understanding of both the source and target languages and cultures.
Linguocultural units embracea wide range of expressions such as idioms, proverbs, metaphors, and culturally specific terms that
carry not only linguistic meaning but also cultural value. These units often reflect the unique history, traditions, customs of a
specific nation, and making them difficult to translate directly because of limited equivalence and may not have awareness in the
target culture.This given article explores varying strategies for effectively translating linguocultural units and delves into methods
such as translation by cultural substitution, paraphrase, cultural equivalent, and naturalization. By understanding and employing
these strategies, translators can bridge cultural gaps and enhance cross-cultural communication.
Keywords —
linguocultural units, target audience, cultural identity, target language, source language, intended meaning, cultural
context, equivalence, cultural substitution
Абстракт
— Перевод — это сложный процесс, особенно когда речь идет о переводе лингвокультурных единиц, это
может быть очень сложной задачей. Это требует глубокого понимания как исходного, так и целевого языков и культур.
Лингвокультурные единицы охватывают широкий спектр выражений, таких как идиомы, пословицы, метафоры и
культурно специфические термины, которые несут не только лингвистическое значение, но и культурную ценность. Эти
единицы часто отражают уникальную историю, традиции и обычаи конкретной нации, что делает их трудными для
прямого перевода из-за ограниченного соответствия и, возможно, отсутствия понимания в целевой культуре. Данная
статья исследует различные стратегии эффективного перевода лингвокультурных единиц и углубляется в методы, такие
как перевод посредством культурной замены, парафразы, культурного эквивалента и натурализации. Понимая и применяя
эти стратегии, переводчики могут преодолеть культурные разрывы и улучшить межкультурное общение.
Ключевые слова
— лингвокультурные единицы, целевая аудитория, культурная идентичность, целевой язык, исходный
язык, предполагаемое значение, культурный контекст, эквивалентность, культурная замена.
1.
I
NTRODUCTION
Translation is a process that can link different cultures, help share ideas, broaden the mind and assist to create a friendly
atmosphere all over the world. Linguocultural units are parts of language that represent the culture and identity of a linguistic
community. Linguocultural units often include words, idioms, proverbs, phrases, metaphors, and culturally specific terms that play
a key role in preserving the cultural identity, and history of the language community. This article focuses on analyzing translating
strategies based on Baker’s and Newmark’s books.
2.
M
AIN PART
According to Newmark, “the chief difficulties in translating lexical, not grammatical – i.e. words, collocations and fixed phrases or
idioms; these include neologisms and ‘unfindable’ words, …”; “Difficulties with words are of two kinds: (a) you do not understand
them; (b) you find them hard to translate” [Newmark,1988:32-33].
Newmark points that cultural words can be categorized into five types. Those categories are as following:
1.Ecology: flora, fauna, mountain, river, and natural conditions;
2.Material culture: a. Food: ‘sake’; b. Clothes: dhoti (India): c. Houses and towns: chalet; d. Transport: rickshaw, tilbury;
3.Social culture: music, games, dance;
4.Organizations, customs, activities, procedures, concepts;
5.Gestures and habits.
Baker suggested examples of strategies used by professional translators for dealing with non-equivalence at word level. Non-
equivalenceat word level means that the target language has no direct equivalent for a word which occurs in the source text. The
type and level of difficulty posed can vary tremendously depending on the nature of equivalence. Different kinds of non-
equivalence require different strategies, some very straightforward, others more involved and difficult to handle [Baker, 1992: 20].
Strategies used by professional translators
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1. Translation by more general word (superordinate): Baker stated that this is one of the commonest strategies for dealing with
many types of non-equivalence, particularly in the area propositional meaning; e.g. Source text (Kolestral Super –leaflet
accompanying hair conditioning product): Shampoo the hair with a mild WELLA-SHAMPOO and lightly towel dry.Target text
(Spanish): Lavar el cabello con un champu suave de WELA y frotarligeramente con unatoalla. Wash hair with a mild WELLA
shampoo and rub lightly with a towel. ‘shampooing’ can be seen as a type of ‘washing’ since its more restricted in its use: you can
wash a lot of things but you can only shampoo hair.
2. Translation by a more neutral/less expressive word: this way used to avoid conveying the wrong expressive meaning;
e.g.,Source text (A Study of Shamanistic Practices in Japan – Blacker,1975): The shamanic practices we have investigated are
rightly seen as an archaic mysticism. Target text (back- translated from Japanese): The shamanic behavior which we have been
researching should rightly be considered as ancient mysticism. Archaic would have been too direct, that is too openly disapproving
by Japanese standards.
3. Translation by Cultural Substitution: this strategy involves replacing culture-specific item or expression with a target language
item which does not have the same propositional meaning but is likely to have a similar impact on the target reader; e.g. pastry -
pasticerria.
4. Using a loan word or a loan word plus explanation: this strategy is common dealing with culture-specific items, modern
concepts, and buzz words; e.g. Cream Tea expert to Cream-Tea Experten.
5. Paraphrase using related words: this strategy tends to be used when the concept expressed by the source item is lexicalized in the
target language but in a different form; e.g. terraced – implantesenterrasse – created in a terrace.
6. Paraphrase using unrelated words: if the concept expressed by the source item is not lexicalized at all in the target language, the
paraphrase strategy can still be used in some contexts; e.g. interact – influence each other mutually.
7. Omission: if the meaning conveyed by a particular item or expression is not vital enough to the development of the text to justify
distracting the reader with long explanations, translating words simply omitted.
8. Illustration: if the word lacks equivalent in the target language refers to a physical entity which can be illustrated [Baker, 1992:
26-42].
In Newmark’s theory there are 17 strategies for translation of culture specific items:
1. Transference: transference is the process of transferring a SL word to a TL text as a translation procedure. The French
diplomatic words: coup d’etat, détente, coup, attentat and demarche.
2. Naturalization: this procedure adapts the SL word first to the normal pronunciation, then to the normal morphology (word-
forms) of the TL, e.g. Edimbourgh, humeur, redingote and thatcherisme.
3. Cultural equivalent: it is a translation where a SL cultural word translated by a TL cultural word, e.g. Palais Bourbon as ‘(the
French) Westminister.
4. Functional equivalent: this procedure requires the use of a culture-free word, sometimes with a new specific term; e.g. Sejm -
‘Polish parliament’.
5. Descriptive equivalent: e.g. Machete – Latin American broad, heavy instrument.
6. Synonymy: this procedure is used for a SL word where there is no clear one-to-one equivalent, and the word is not important in
the text, in particular for adjectives or adverbs of quality; e.g. personne gentile, ‘kind’ person.
7. Through translation, calque or loan translation: the literal translation of common collocations, names of organisations, the
components of compounds and phrases; e.g. superman, Ubermmsch.
8. Shift or transpositions: this translation involves a change in the grammar from SL to TL; e.g. furniture – des meubles; la maison
blanche – the white house.
9. Modulation: a variation through a change of viewpoint, perspective and very often of category of thought; e.g. chateau d’vau –
water-tower.
10. Recognized translation: use of official or generally accepted translation of any institutional term.
11. Translation label: a provisional translation, usually of a new institutional term; e.g. ‘heritage language’, Erbschafisspracke,
tongue d heritage.
12. Compensation: when loss of meaning, sound effect, metaphor etc., in one part of a sentence is compensated in another part.
13. Componential analysis: splitting up of a lexical unit into its sense components, often one-to-two, -three or -four translations.
14. Reduction and expansion:e.g., science linguistic, linguistics.
15. Paraphrase: an amplification or explanation of the meaning of a segment of a text.
16. Couplets: couplets, triplets, quadruplets combine two, three or four of the above-mentioned procedures respectively for dealing
with a single problem.
17. Notes, additions, Glosses: adding cultural, technical, or linguistic information [Newmark, 1988: 81-91].
3.
C
ONCLUSION
the works of different scholars and translators. The analysis revealed that translators This article explored various strategies for
translating linguocultural units by comparing employ a range of approaches, including translation by cultural substitution,
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paraphrase, cultural equivalent, and naturalization, to address the challenges of translating idioms, proverbs, and culturally specific
references.However, the choice of strategy must be carefully balanced to avoid potential pitfalls such as loss of meaning,
distortion, or over-simplification.
In conclusion the translation of linguocultural units is a nuanced process that requires a deep understanding of both language and
culture. Translators must employ a variety of strategies to effectively bridge cultural divides and convey the original meaning to
target audiences.
4.
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