Principaux éléments théoriques de la traduction
Définitions de la traduction
1 Définitions de la traduction au sens général
La traduction existe depuis longtemps Selon Sr evova Shevnin, en
240 avant Jộsus Christ, on connaợt le texte ô Odefssey ằ de grec en latin
Mais, qu’est-ce que la traduction ? A cette question, de nombreuses réponses ont été données
According to J Dubois in "La nouvelle grammaire du français," translation involves expressing in a target language what has been articulated in the source language, while maintaining semantic and stylistic equivalences.
According to A.V Fedorov, translation involves enabling a person who does not know a foreign language to understand the original text in that language It is the process of using one language to accurately convey the meaning and form of content expressed in another language while preserving its essence.
Pour Daniel Moskowi tz, il a une autre définition de la traduction
Translation is viewed as a communication act, with the translator serving as an intermediary in the exchange of knowledge between speakers of different languages This process requires the translator to comprehend the source material in order to convey its meaning effectively to the reader As a mediator, the translator bridges two worlds, cultures, and civilizations.
According to Edmond Cary, translation is an operation aimed at establishing equivalences between two texts expressed in different languages These equivalences are always influenced by the nature of both texts, their intended purpose, the cultural relationships between the two peoples, and their moral, intellectual, and emotional climates Additionally, various contingencies specific to the time and place of both the source and target texts play a crucial role in this process.
Denis Lehmann propose que le mot ô traduction ằ ait au moins trois sens :
- Activité mentale, la tendance à traduire certaines choses (comme les chiffres), lorsqu ’on reỗoit un message, tandis que d’autres sont comprises sans traduction
Pedagogical practice and learning exercises have been dismissed by audiovisual methods, particularly structuro-global approaches and audio-oral techniques These methods view translation, both as a mental activity and as a learning exercise, as hindering engagement in the learning process.
Interpretative translation is a professional activity that differs from linguistic translation It is particularly essential for specific audiences in certain cases where interpretative translation becomes necessary.
(Le franỗais dans le monde, n 0 276) Denis Lehmann a distingué ainsi la traduction pédagogique de la traduction professionnelle A chaque activité, nous avons effect ivement des définitions différentes
2 Définitions de la traduction au sens pédagogique
D’après J.R Ladmiral, la traduction pédagogique est seulement un test de compétence (compétence cible et compétence source) et s’intègre dans un ensemble plus vaste ằ
E Lavault a défini la traduction pédagogique comme une méthode destinée à faciliter l’acquisition d’une langue ou pratiquée à un niveau supérieur à perfectionner le st yle Elle n’est jamais une fin en soi mais toujours un mo yen , un outil de perfection nement de la langue Ainsi, l’objectif de la traduction est essentiellement didactique La traduction n’est alors plus une fin mais un moyen dans la mesure ó ce qui importe, ce n’est pas le message, le sens que le texte véhicule, mais l’acte de traduire et les différentes fonctions qu’il remplit : acquisition de la langue, perfectionnement et contrôle de la compréhension de la société, de la fixation des structures.
E Lavault a justifié la traduction littérale en se fondant sur son expérience de professe ur d’anglais : Il est exclu d’espérer autre chose qu’une traduction littérale plus ou moins correcte, plus ou moins élégante mais demeurant au niveau des mots ou des phrases En effet, moins le contexte est défini, plus on rapproche aux mots et une traduction littérale s’impose De plus, le professeur attend une traduction mot à mot pour vérifier les connaissances linguistiques de l’élève.
Selon J Delilste, la traduction pédagogique c'est -à-dire l’utilisation d’exercices scolaires de traduction visant à f aire acquérir une langue étrangère.
According to M Lederer in "La traduction d’aujourd’hui," pedagogical translation is one of several methods for language teaching It primarily focuses on linguistic translation while occasionally incorporating interpretative inspiration.
According to H Besse in "Translation and Language Teaching," students translate to understand the structure of a formulation A word-for-word translation often reveals more about the internal linguistic organization of a statement than its intended meaning This suggests that fidelity to the original wording often prevails, even when educators attempt to discourage this approach.
D’aprốs S Moirand dans ô Le franỗais dans le monde n 0 276 ằ, la traduction est une activité professionnelle différente de l’enseignement des langues et qui nécessite des formateurs professionnels.
According to Maurice Gravier in his speech delivered on May 25, 1977, at the Sorbonne for the 20th anniversary, translation and interpretation are not merely about replacing words with other words or substituting one set of terms for another It is essential to go beyond the barriers of words and syntax to achieve true understanding.
Il faut comprendre, c’est le premier moment, ensuite, il faut réexprimer au besoin en oubliant les modes d’expression auxquels recourait l’auteur du texte primitif.
According to M Lederer in "Translation Today," interpretative translation is a process that involves transferring conceptual and emotional content from one language to another This process is carried out by a fully bilingual translator who identifies completely with the original author and is aware of the likely reactions from the readers of the translated text.
Nous adhérons entièrement à cette définition de M Lederer qui couvre toute l’activité traduisante et ses objectifs
La traduction pédagogique et la traduction professionnelle étant ainsi définies, nous passons maintenant à une étude plus détaillée de ces deux activités.
Traduction pédagogique et traduction professionnelle
1.1 Objectifs de la traduction pédagogique
La traduction pédagogique est un exercice qui s’inscrit dans le cadre de l’apprentissage des langues étrangères et d u perfectionnement linguistique
Learning a foreign language often occurs through the lens of one's native language, utilizing contrastive methods Whether through written or oral translation exercises, with or without preparation, and whether involving fabricated sentences or selected excerpts from publications, the fundamental functions of these activities remain consistent.
A cet égard, la traduction est un outil pédagogique qui permet à l’enseignant de :
- Expliquer des mots nouveaux ou des expressions nouvelles,
Exemple 1 : Pour expliquer le mot ô Idộal ằ en franỗais, l’enseignant donne son ộquivalent en vietnamien ô Lý tưởng ằ
- Faire réutiliser les mots nouveaux et les expressions nouvelles déjà expliqués,
Exemple 2: Aprốs avoir expliquộ l’expression ô ờtre en train de + infinitif - đang làm gỡ ằ l’enseignant demande aux ộlốves de traduire la phrase suivante en fr anỗais : ôAnh ấy đang ngủ ằ Les ộlốves devraient donner l’ộquivalent en franỗais : ô il est en train de dormir ằ
- Tester des acquisitions linguistiques chez les élèves
On trouve en effet des exercices de traduction constitués des phrases isolées ou d es morceaux de texte
- Et enfin, expliquer d’une manière excessive, un texte en le traduisant sans aucune explicitation du sens
Ces traductions sont faites sous deux f ormes orale et écrite:
In collective translation conducted orally in class, the teacher orchestrates the translation process while highlighting key aspects of vocabulary and grammar that students need to learn, effectively imparting knowledge.
In individual translation assignments completed by students, each performance provides valuable insights for teachers regarding the effectiveness of their pedagogy Moreover, when individual translation is used as a testing method, it reflects the knowledge acquired by students based on their personal effort, regardless of the teacher's instructional quality and suitability.
Cependant, la performance des élèves fournit à l'enseignant une indication sur le niveau auquel se situe son dis cours didactique Bref, la traduction se révèle être un outil bidirectionnel
1.2 Approche contrastive de la traduction pédagogique
Pedagogical translation has traditionally employed a contrastive approach, focusing on comparing linguistic codes to identify their characteristics and similarities This method has been fundamental in language teaching for a long time Georges Mounin raised the issue of untranslatability within this context, highlighting the complexities of translating between languages Consequently, translation exercises in language classes are designed with this contrastive perspective in mind.
Reprenons l’exemple 2 Pour faire rộutiliser l’expression ô ờtre en train de + infinitif ằ, l’enseignant do nne à traduire une phrase en vietnamien isolée de tous contextes
To find the answer, students engage in a comparison process by identifying terminological matches between Vietnamese and French They establish equivalences such as anh = il, đang = être en train de, and ngủ = dormir Subsequently, they organize these elements to formulate the response, ensuring the verb être is correctly aligned with its subject il.
Il est en train de dormir
C'est pourquoi le plus souvent encore, même dans des conditions d'exercice professionnel, la traduction se fait sur la base de cette approche
Exemple 3 : Extrait de ô Le testament et autres nouvelles ằ, Edition bilingue de la Maison d’Editions en Langue étrangère :
Texte de dộpart en franỗais ô Cette histoire est une histoire vraie Elle s’est passộe en 1945, dans un village de France ằ
Texte d’arrivée en vietnamien : ô Chuyện này là chuyện cú thật Nú xảy ra năm 1945 tại một lảng ở nước Phỏp ằ
On aurait pu traduire de la manière suivante : Đây là câu chuyện có thật xảy ra vào năm 19 45 tại một ngôi làng ở Pháp
As the translator reads the original text, they highlight unfamiliar terms and look for their equivalents in bilingual dictionaries With this knowledge in the target language, they strive to grasp the meaning of the text by relying on these correspondences, which they view as essential elements for the translated text.
Cette approche peut se présenter par le schéma suivant :
Recherche de Tentative Rédaction correspondances de compréhension définitive
Texte de départ Texte d'arrivée
A significant drawback of this approach is that the early recording of correspondence in the target language preempts the translator's ability to fully understand the author's intended meaning in the original text.
Pour remédier à cette situation, la traduction professionnelle applique une a utre approche que l’on appelle ô approche interprộtative ằ
2.1 Objectifs de la traduction professionnelle
L’objectif de la traduction professionnelle est de transmettre à ses lecteurs dans une autre langue le message ou le vouloir dire de l’auteur du texte original
Par exemple, il est à traduire en franỗais l’ộnoncộ suivant :
To effectively translate, it is essential to first understand the author's intent behind the question If it is a rhetorical question meant to greet the interlocutor, it can be translated as "Hello!" or "Hello, Sir!" However, if it is a genuine inquiry where the author seeks a real response regarding the interlocutor's intentions, it should be translated as "Where are you going?" or "Where are you headed?"
2.2 Approche interprétative de la traduction professionnelle
Christine DURIEUX a proposé ainsi un autre schéma fondé sur la théorie interprétative de la traduction, et qui s'impose pour la traduction professionnelle
Sens xx xx xx xx
Texte de départ Texte d'arrivée
The two key aspects of the translation process are understanding the source text and conveying its meaning in the target language The first phase focuses on comprehending the original text, while the second phase involves re-expressing that meaning in the final output.
This diagram, represented by two separate axes, highlights the lack of interaction between the two languages involved Similar to pedagogical translation, it begins with the source text However, instead of following a linear process, it takes a different approach that leads to a final text that is more readable and faithful to the author's intent.
The first key aspect of professional translation is understanding, which involves grasping the author's intended meaning This principle is central to the theory of meaning in translation The small crosses placed on either side of the two axes represent the various parameters involved in the translation process A translator must utilize a comprehensive set of knowledge that extends beyond mere linguistic skills According to Sophie Moirrand, effective communication requires four essential components.
The first stage of translation relies entirely on the source language, leading to the formation of a mental image that captures the understood meaning At this point, the translator has moved beyond the source language; the verbal cues that triggered the mental image have disappeared However, it is not yet in the target language, as this mental image is a fully de-verbalized construction that must be complete and coherent to serve as the basis for re-expression This mental image—this meaning—is the focus of the translation The second stage occurs entirely in the target language and involves producing a text that is equivalent to the original text Thus, the translation process focuses on the text itself rather than the language.
The understanding phase begins by engaging linguistic competence in the source language; for instance, translating a Chinese text for someone unfamiliar with the language will leave them admiring beautiful characters without grasping the content This phase requires consideration of the verbal context, which helps to clarify the meanings of terms by reducing their polysemy and limiting interpretative possibilities Ultimately, successful comprehension also relies on the integration of knowledge beyond linguistic skills, as it is the combination of prior knowledge (the known) and the information provided by the text (the said) that reveals meaning.
The reexpression phase involves exploring the resources of the target language to accurately convey the intended meaning At this stage, it is essential to review the options available in the target language that align with its conventions The choice of formulation is then determined by the audience and the purpose of the text, which are two distinct parameters that should not be confused.
Qu’est-ce qu’une bonne traduction en traduction professionnelle…
A good translation is undoubtedly one that accurately conveys the information It is not about an illusory fidelity to the structure of the source language, but rather about remaining true to the informative content of the text.
Donc, le premier critère : La fidélité à l’information Il faut que le message soit passé dans l’autre langue
The second criterion is the accuracy of the language used Even if information is conveyed effectively, if it is expressed in a clumsy manner, it cannot be considered a good translation Therefore, the second criterion is the correctness of the target language.
The third criterion for effective translation is the consideration of implicit meanings and the incorporation of all cognitive complements A translator must utilize their extralinguistic knowledge to accurately convey the entire context and produce a text that reflects the dynamics of the discourse These three fundamental criteria, when met, result in what can be termed a possible translation There are often various ways to express the same message, leading to multiple possible translations Some formulations are more preferable than others, particularly those that leverage the rich resources of the target language to provide a spontaneous expression.
Le quatrième critère : La richesse idiomatique de la langue d’expression
When mastering a new language, limited linguistic skills can restrict the clarity of the intended message Conversely, proficiency in the target language, characterized by a rich vocabulary and expressive capability, allows for greater nuance in translated text The depth of expression is closely linked to the appropriate language register, enhancing communication effectiveness.
The fifth criterion for effective translation is that it must be tailored to the target audience; after all, the purpose of translation is to be read and to convey the original author's message The translator's role is akin to that of a voice actor in film, but the approach to this "dubbing" is crucial Some, like Jean Darbelnet, argue that the translator should prioritize the original author, viewing the audience as an obstacle Others believe that adapting to the audience should occur after the initial translation However, this often leads to a process where the text is first converted and then revised, similar to the contrastive method In the interpretative method's framework, we can visualize the importance of audience adaptation as a significant component, just as cognitive enhancements are essential for comprehension.
Sens xx xx xx xx
Texte de départ Texte d'arrivée
Translation is not an absolute process; it is done for a specific purpose The approach to translating an article varies depending on whether it is intended for a general audience in a popular magazine or for professionals in a specialized journal The target readership influences the language register used When addressing the general public, the message needs to be more explicit in the target language, whereas, for specialists, the translation can be much more concise, utilizing implied meanings.
In conclusion, adaptation is an essential component of the translation process and should not be viewed as an additional step after translation Therefore, these criteria provide insights into what constitutes a good translation.
Le sixième et le dernier critère : L’efficacité Pour une traduction efficace, on ne doit pas mettre beaucoup de temps pour la relecture.
Compréhension et expression dans la traduction professionnelle…
Compréhension
1 Qu’est-ce qu’il faut comprendre ?
La compréhension est un processus très important mais complexe qui fait appel non seulement à des connaissances linguistiques mais aussi à toute une série de connaissances extralinguistiques ou appelées compléments cognitifs
M Lederer a affirmộ dans ô La traduction aujourd’hui ằ : Il n’y a pas de traduction sans compréhension La traduction professionnelle a besoin en plus des connaissances de la langue, d’un bagage cognitif qui vient d’une part du savoir de l’individu (connaissance encyclopédique) d’autre part de tout ce que le texte apporte comme connaissance au fur à mesure que le traducteur avance dans la lecture ằ ou ô La comprộhension d’un texte ou d’un discours est une lecture ằ
To accurately translate a text, a translator must possess a deep understanding of the original work This requires them to engage with the text seriously, enabling them to fully grasp the author's intended message Understanding, in this context, goes beyond merely recognizing the meanings of individual words or phrases; it involves comprehending the overall intent of the author.
La compréhension est une activité globale, pour réaliser ce processus, il faut avoir beaucoup de connaissances réparties en 4 composantes suivantes :
- Une composante linguistique : c'est-à-dire la connaissance et l’appropriation des modèles phonétiques, grammaticaux et textuels du système de la langue
A sociocultural component encompasses the understanding and adoption of social rules and norms governing interactions between individuals and institutions, as well as an awareness of cultural history and the relationships among social objects.
- Une composante thématique : c'est-à-dire la connaissance du sujet traité du texte ou du discours
A discursive component refers to the understanding and mastery of various types of discourse and their organization based on the parameters of the communication situation in which they are produced and interpreted.
Linguistic knowledge encompasses all aspects of a language, including its lexical, morphological, and syntactic rules This foundational knowledge is essential for translators and evolves throughout their language learning journey Such expertise forms a crucial part of a translator's cognitive toolkit, enabling effective comprehension and reexpression of texts.
Linguistic knowledge is essential for translators to comprehend texts, yet it can also lead to challenges during the translation process This article will outline common difficulties and errors that translators frequently encounter while translating.
The lexicon refers to the complete set of words available to a speaker and translator at any given time While translators can look up unfamiliar words in a bilingual dictionary, they often cannot rely on it in situations where they forget or are unaware of a specific term Therefore, it is essential for them to have a broad vocabulary and the ability to actively use a wide range of words.
The concept of polysemy presents a significant challenge in language translation, as a single word can carry multiple meanings For instance, translating the English phrase "It is cold" into French can result in various interpretations, such as "Il fait froid," "Elle (l'eau) est froide," or "Il (le thé) est froid." Choosing the most appropriate translation requires careful consideration of context to convey the intended meaning accurately.
The term "ô cor" has multiple meanings, including "cũi," "kốn," "tự và," and "cục chai ở chõn." However, in the context of "ô Roland sonna du cor," it exclusively refers to "tự và." This polysemy of words leads to ambiguities in language, creating challenges for translation.
Exemple 4 : ô She walked towards the bank ằ = ô Elle se dirigeait vers le virage ou ô Elle se dirigeait vers la banque ằ En anglais, ô bank ằ peut signifier ô rivage ằ ou ô banque ằ, si le traducteur ne se base pas sur le contexte donnộ, il ne pourra pas choisir entre deux mots
Some words do not clearly indicate their grammatical category, such as the English word "light," which can function as a noun meaning "light," an adjective meaning "clear" or "lightweight," or a verb meaning "to illuminate." Addressing these lexical ambiguities requires significant syntactic analysis.
In English, the term "you" is a polysemous word that translates to both "tu" and "vous" in French, reflecting a contrastive polysemy that offers the translator a choice between informal and formal address For English speakers, "you" has a single meaning, but for Vietnamese speakers, "you," "tu," and "vous" encompass a variety of meanings, including terms of endearment and familial relationships such as "bạn," "cậu," "cô," "dì," "chú," and "bác."
Donc, pour les systèmes linguistiques différents, ses signes ont des valeurs différentes
Le signe ômoutonằ en franỗais a une valeur qui ne correspond en anglais ni à
In French, the term for "sheep" is distinct from "mutton," allowing for the possibility of encountering both in different contexts; for instance, a French person may enjoy mutton on their plate while also seeing sheep in a field In contrast, an English speaker will refer to sheep in the field and mutton on their plate, highlighting the linguistic differences in how these terms are used.
“sụng” qui n’a que un seul mot, mais en franỗais, il s’actualise en “fleuve” “riviốre” ou “cours d’eau” selon ce que le mot désigne dans le texte
The variation in the "value" of signs highlights the inherent challenges in translating words between languages, making it an impossible task Each word typically carries multiple meanings, and the selection of the specific meaning relevant to the text depends on the surrounding words, previous sentences, the subject matter, the author's philosophical perspective, and even the reader's mood.
(Franỗois Richaudeau “ Le langage de notre temps ”)
The variations in lexical structures highlight the richness of certain languages in specific domains, while others may exhibit a lack of vocabulary This phenomenon reflects the intriguing characteristics of linguistic genius and the mentalities of different cultures.
Expression …………………………………………………………… 36 1 Expression
After grasping the meaning of the original text, the translator must choose an expression that faithfully conveys the essence and content of the source while minimizing subjective interpretation This process involves replacing the source language with the corresponding target language after analyzing the original according to linguistic and syntactic rules, as well as the types of discourse in the source language The translator should leverage all extralinguistic knowledge to deeply understand the original before translating it into the target language It is crucial for the translator to set aside the structure of the source language and treat the translation as an original text in itself; the word count may vary significantly between languages, but the key is to effectively communicate the intended message.
Exemple : En franỗais : ô Ces rois se sont succộdộs de pốre en fils ằ
En vietnamien : ô Cha truyền con nối ằ
Il y a 4 mots en vietnamien qui exprime le sens de cette phrase
In summary, the expression emphasizes the need to explore the resources of the target language At this stage, it is essential to review the options available in the target language to accurately convey the intended meaning, adhering to its established usage.
The choice of reformulation depends on the intended audience and purpose of the text The reader of the translation is a key factor, as their expectations must be considered to craft a message that aligns with their comprehension abilities It is crucial to understand what the reader is expected to know before engaging with the translation Additionally, the text's destination, or its intended mission, dictates how it should function The translator must select the most effective wording to achieve the desired impact, ensuring that the reader is informed and ready to act or respond appropriately after reading the translation.
(Christine Durieux, ô Le franỗais dans le monde n 0 243 ằ )
According to Christine Durieux, translating a source text into a target language requires adaptation to the audience The translator must deliver transparent information to ensure that readers do not perceive the text as a translation, allowing them to engage with it as if it were originally written by a native author in the target language.
Donc, la réexpression de l’original est la première traduction parce que, ensuite, on doit la vérifier et corriger pour avoir la meilleure
The translator must ensure that the sentences they write will be understood by the linguistic community they belong to When writing in French, they must confirm that their version is not influenced by the forms and structures of the source language However, simply capturing the ideas and writing in French does not guarantee that the translator has fully grasped the author's intentions and emotions.
After completing a translation, the translator assumes the role of a reader, striving to ensure that the text is well-suited to the new context of knowledge and sensitivity it addresses The translator must review and refine their work, embodying an authentic reader's perspective while setting aside the original text to enhance their expression.
The justificative analysis is the third and final step in the professional translation process, playing a crucial role in ensuring accuracy According to J Delilste, this cognitive stage aims to verify the correctness of the chosen (provisional) solution This verification process ensures that the translation fully conveys the meaning of the original statement.
The key takeaways from this justificative analysis highlight two important aspects of the final stage of the translation process Firstly, justification is inherently linked to the interpretation that precedes reexpression Secondly, this justification itself adheres to an interpretative model.
En procédant à la justification de la traduction, le traducteur cherche à vérifier dans quelle mesure la formulation retenue est conforme au sens du passage original
The justificative analysis serves as a secondary interpretation, following the initial phase that aims to extract the core ideas of the message This analysis acts as a bridge between rephrasing and selecting a final solution, ensuring that the provisional signifiers accurately reflect the underlying ideas.
Analyse des erreurs dans la traduction du franỗais en
en vietnamien de “Le retour du prisonnier” de André Maurois et proposition de solutions
To enhance the readability of this chapter, we intentionally avoid dividing it into two sections, I and II, which would typically address error analysis and solution proposals Instead, we consolidate this information into a table, organizing it into two distinct columns.
Our analysis is grounded in the theoretical elements of pedagogical and professional translation discussed in sections II and III of Chapter I, alongside the criteria for a good translation outlined in section III of the same chapter These criteria include: (i) fidelity to the information; (ii) correctness of language expression; (iii) consideration of implicit meanings and inclusion of all cognitive complements; (iv) idiomatic richness of the language used; (v) adaptation to the audience; and (vi) effectiveness Errors are highlighted in the column labeled "target texts."
Analyse des erreurs Proposition de solutions
1 Cette histoire est une histoire vraie Elle s’est passée en 1945, dans un village de
Chuyện này là chuyện có thật Nó xảy ra năm
1945 tại một làng ở nước Pháp
This translation fails to meet the first and fourth criteria of a good translation, as "ô nú ằ" replaces "ô chuyện này ằ." In the target language, "ô nú ằ" often refers to a person or an animal when positioned at the beginning of a sentence For example, "Đây là câu chuyện có thật, xảy ra vào năm 1945 tại một làng ở nước Pháp – chúng ta tạm gọi là Sácđơi," illustrates a true story that occurred in 1945 in a village in France, which we will temporarily call Sácđơi.
Chardeuil, bien que ce ne soit pas son nom réel, que nous ne pouvons donner, pour des raisons évidentes
Làng Sácđơi không phải là tên thật của nơi này, mà được gọi như vậy vì những lý do không thể nêu rõ Tên gọi này phản ánh sự thay thế trong ngôn ngữ địa phương, đồng thời mang ý nghĩa sâu sắc trong văn hóa của cộng đồng nơi đây.
In both instances, the translator employed a contrastive approach to translation, remaining overly faithful to the structure of the source text, which does not align with that of the target language.
Le terme ô hiển nhiờn ằ rend incomprénsible la phrase, car il n’y a aucun élément qui s’impose pour justifier le sens du terme dans ce cas
In this case, the translator employed a contrastive approach to translation but was unable to effectively convey the meaning of the sentence This is due to a reason that prevents us from revealing the true name of the village.
2 Ils sont douze dans un comparti- ment de dix, affreuse- ment serrés,
Họ có mười hai người trong một ngăn tàu mười chỗ ngồi, vô cùng chật chội, lả đi
Cette traduction ne répond pas d’abord à la troisième critère d’une bonne traduction :
L’utilisation du terme ô ngăn tàu ằ est inappropriộe En vietnamien, dans un ô đoàn tàu ằ, il y a des ô toa ằ, et dans un ô toa ằ, des ô khoang ằ
Mười hai người ngồi chật chội trong toa tàu mười chỗ, cảm thấy lả đi vì mệt mỏi, nhưng vẫn rất phấn khởi và sung sướng.
In this sentence, the elements of being cramped and exhausted are presented on the same level The cramped situation is linked to the compartment, while the feelings of exhaustion yet excitement and joy relate to the ten prisoners present in the compartment.
The first mistake is that the translator lacks sufficient thematic knowledge, while the second mistake involves applying a contrastive translation approach, resulting in excessive fidelity to the structure of the source text.
3 parce qu’ils savent qu’enfin, après cinq ans d’absence, ils vont revoir leur pays, leur
vì họ biết rằng thế là cuối cùng, sau năm năm xa cách, họ sắp gặp lại đất nước họ, nhà cửa của họ, gia
Cette traduction ne répond pas au deuxième critère d’une bonne traduction :
L’utilisation du terme ô gặp lại ằ est inappropriộe, car en langue d’arrivée, on ne dit pas ô gặp lại đất nước ằ, ni ôgặp lại nhà cửa ằ
Dans ce cas, le traducteur a appliqué l’approche contrastive
Sau năm năm xa cách, họ sắp được trở về đoàn tụ với gia đình và gặp lại người thân của mình.
4 Pour presque tous, l’image qui, pendant ce voyage, domine leur pensée, c’est celle d’une femme
Suốt cuộc hành trình hình ảnh ngự trị trong tâm trí của hầu hết mọi người là hình ảnh một nguời phụ nữ
Cette traduction ne répond pas au premier critère d’une bonne traduction :
When reading the translation, it appears that all ten prisoners are thinking of the same woman However, the original text conveys that each prisoner is actually thinking of his own individual woman.
Cette erreur est dûe à l’application par le traducteur de l’approche contrastive de la traduction et il a commis ainsi un contresens
Suốt cuộc hành trình, hầu như mọi người đều dành hết tâm trí nghĩ về người phụ nữ của riêng mình, lòng tràn ngập tình yêu và hy vọng,
5 Tous pensent à elle avec amour, avec espoir,
Họ nghĩ đến người đàn bà đó, lòng tràn ngập tình yêu và hy vọng,
Cette traduction ne répond pas au premier critère d’une bonne traduction :
The term "ô người đàn bà đú" is inappropriate as it conveys feelings of hatred or disdain It fails to align with the essence of love and hope that should be expressed.
Cette erreur est dûe au manque de connaissances culturelles chez le traducteur
6 Qui aura-t- elle vu, qu’aura-t- elle fait pendant cette longue solitude ?
Người ấy đã tiếp ai, đã làm gì trong thời gian cô đơn đằng đẵng ấy ?
Cette traduction ne répond pas au premier critère d’une bonne traduction :
Dans ce contexte, le terme ô tiếp ằ nous fait penser à une mauvaise connotation liée à la prostitution Or, le sens du texte de départ ne va pas jusque là
Le traducteur n’a pas bien utilisé le terme susmentionné et a commis ainsi un contresens
Người ấy có cùng ai không, đã làm gì trong thời gian cô đơn đằng đẵng ấy ?
7 Leur femme a dû surtout s’occuper de ceux-ci
Vợ họ đã phải dành nhiều thời gian chăm sóc con cái
Cette traduction ne répond pas au premier critère d’une bonne traduction :
Le traducteur a mal compris le sens du verbe ô devoir ằ qui signifie dans ce contexte l’hypothèse, la probabilité et non pas l’obligation
Dans ce cas, le traduteur n’a pas suffisamment de connaissances linguistiques et a commis ainsi un contresens
Có lẽ vợ họ đã phải dành nhiều thời gian chăm sóc con cái
8 le visage passionné, les yeux brillants de
… nét mặt đa cảm, đôi mắt long lanh
Cette traduction ne répond pas au premier critère d’une bonne traduction : ô Đa cảm ằ ne peut aller de
With a contemplative expression and sparkling eyes, the translator misunderstood the meaning of "ô passionnộ" in this context, leading to confusion when discussing the significance of the eyes.
Ayant insuffisamment de connaissances linguistiques, le traducteur a mal traduit le sens du texte
9 Tandis que le train roule dans la nuit et que, de temps à autre, le sifflet de la machine se détache sur la basse monotone des roues,
Trong khi con tàu vẫn chạy nhanh trong màn đêm và đôi khi tiếng còi tàu vang lên trên cái ầm ĩ đơn điệu của bánh xe,
Cette traduction ne répond pas au premier critère d’une bonne traduction :
La traduction est incompréhensible, car l’expression ô vang lờn trờn cỏi ầm ĩ ằ n’existe pas en langue d’arrivée
Cette erreur est dûe à l’application par le traducteur de l’approche contrastive de la traduction et il n’a pas pu traduire le sens du texte
Trong khi con tàu vẫn chạy nhanh trong màn đêm và thỉnh thoảng tiếng còi tàu vang lên phá tan cái âm thanh ầm ĩ, đơn điệu của bánh xe,
Anh có vợ chưa, Xatuyêc- nanh ?
Cette traduction ne répond pas au quatrième critère d’une bonne traduction :
En langue vietnamienne, on appelle par le prénom quand on a une égalité ou supériorité
Xatuyêcnanh ? hiérarchique sur son interlocuteur Ainsi, ô anh ằ ne va pas avec ô Xatuyờnanh ằ
N’ayant pas suffisamment de connaissances culturelles en langue d’arrivée, le traducteur n’a pas bien traduit ce texte
11 Bien sûr que je suis marié…
Deux ans avant la guerre, deux gosses…
Tất nhiên, tôi đã lấy vợ, hai năm trước khi chiến tranh xảy ra, đã có hai con cô ấy là Máctơ …
Cette traduction ne répond pas au quatrième critère d’une bonne traduction :
Le terme ô gosse ằ en langue franỗaise est de registre familier
Tandis que le terme ô con ằ en langue vietnamienne est de registre soutenu
Dans ce cas, le traduteur n’a pas suffisamment de connaissances linguistiques et a commis ainsi cette erreur
Tất nhiên, tôi đã có vợ, từ hai năm trước khi chiến tranh xảy ra, và đã có kịp có hai nhóc cô ấy là Máctơ …
Je suis fou de joie
Tôi vui đến phát điên lên Tại sao lại lo ngại?
Cette traduction ne répond pas au deuxième critère d’une bonne traduction :
Une phrase interrogative en langue vietnamienne doit avoir un mot d’interrogation
Le manque de connaissances linguistiques et l’application de l’approche contrastive de la
Có mà vui đến phát điên lên ấy chứ Tại sao lại phải lo ngại? traduction conduisent le traducteur à cette erreur
13 Nous, on était mariés depuis six ans et il n’y avait jamais eu un nuage
Chúng tôi đã lấy nhau từ sáu năm trước và chưa hề bao giờ có một gợn mây
Cette traduction ne répond pas au premier critère d’une bonne traduction :
L’expression ô chưa hề bao giờ cú một gợn mõy ằ n’a pas de sens
Cette erreur est dûe à l’application par le traducteur de l’approche contrastive de la traduction
Chúng tôi đã lấy nhau từ sáu năm trước và chưa bao giờ có chuyện xảy ra
14 C’est une question de nature Đó là một vấn đề về bản chất
Cette traduction ne répond pas au quatrième critère d’une bonne traduction :
On comprend le sens du texte d’arrivée Mais l’expression n’est pas pertinente
L’application par le traducteur de l’approche contrastive de la traduction le conduit à cette erreur
Bản chất của mình là thế đấy
15 C’est une femme qui est instruite, qui sait tout faire Đó là một người đàn bà có học thức, có thể làm được mọi việc
Cette traduction ne répond pas au premier critère d’une bonne traduction :
The term "ô người đàn bà" is inappropriate as it conveys feelings of hatred or contempt, rather than the love and respect that Saturnin has for his wife It reflects a woman who is educated and capable, highlighting the importance of recognizing and valuing her contributions.
Cette erreur est dûe au manque de connaissances culturelles chez le traducteur
16 Elle touche à un chiffon : ỗa devient une robe… Elle meuble une petite maison de paysans : ỗa devient le Paradis
Cô ấy chạm tay vào một mảnh giẻ rách, thế là nó thành ngay một chiếc áo
Cô ấy mà xếp dọn một túp lều nông dân, nó sẽ trở thành Thiên đường
Cette traduction ne répond pas au quatrième critère d’une bonne traduction :
Quand on lit cette traduction, on peut la comprendre Mais, l’expression n’est pas pertinente
Cette erreur est dûe à l’application par le traducteur de l’approche contrastive de la traduction
Từ những mảnh vải nhăn nheo, cô ấy khéo léo may thành một chiếc áo Một túp lều đơn giản, nhờ vào sự chăm sóc của cô, có thể biến thành thiên đường.
17 Alors je me dis que, pendant la guerre, il y a beaucoup
Thế là, tôi nghĩ rằng trong chiến tranh, có biết bao
Cette traduction ne répond pas au premier critère d’une bonne traduction :
Le mot ô tị nạn ằ nous fait penser à ceux qui quittent leur