forked from WycliffeAssociates/en_tm
See in Reader
Removed trailing whitespace at end of lines
This commit is contained in:
Jesse Griffin
parent
15bddb3d57
commit
7ecff748f2
|
|
@ -1,11 +1,11 @@
|
|||
|
||||
### Translation in an Acceptable Style
|
||||
|
||||
As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community:
|
||||
As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community:
|
||||
|
||||
1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people?
|
||||
1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?)
|
||||
1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community?
|
||||
1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community?
|
||||
1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?
|
||||
|
||||
If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team.
|
||||
|
|
@ -1,11 +1,11 @@
|
|||
|
||||
### Checking the Translation for Accuracy
|
||||
|
||||
The purpose of this section is to make sure that the new translation is accurate. In other words, when compared with the source translation, does the new translation communicate the same meaning (not necessarily with the same wording or the exact order)?
|
||||
The purpose of this section is to make sure that the new translation is accurate. In other words, when compared with the source translation, does the new translation communicate the same meaning (not necessarily with the same wording or the exact order)?
|
||||
|
||||
#### Level One
|
||||
|
||||
The people who do the Level One accuracy check can be members of the translation team, but they should <u>not</u> be the same people who translated the story or Bible passage that they are checking. They can also be members of the community who are not part of the translation team. They should be speakers of the language of the translation, be respected in the community, and, if possible, know the Bible well in the language of wider communication. The purpose of this step is to make sure that the translation accurately communicates the meaning of the original story or Bible passage. The checkers will be helping the translation team think about the best way to translate the meaning of the story or Bible passage in their own language. There can be one person who checks a story or Bible passage, or more than one. Having more than one person checking a story or passage can be helpful, because often different checkers will notice different things.
|
||||
The people who do the Level One accuracy check can be members of the translation team, but they should <u>not</u> be the same people who translated the story or Bible passage that they are checking. They can also be members of the community who are not part of the translation team. They should be speakers of the language of the translation, be respected in the community, and, if possible, know the Bible well in the language of wider communication. The purpose of this step is to make sure that the translation accurately communicates the meaning of the original story or Bible passage. The checkers will be helping the translation team think about the best way to translate the meaning of the story or Bible passage in their own language. There can be one person who checks a story or Bible passage, or more than one. Having more than one person checking a story or passage can be helpful, because often different checkers will notice different things.
|
||||
|
||||
#### Levels Two and Three
|
||||
|
||||
|
|
@ -23,19 +23,19 @@ The people doing the checking should follow these steps:
|
|||
|
||||
1. The checker should make notes where he thinks there might be a problem or something to be improved. Each checker will discuss these notes with the translation team.
|
||||
|
||||
1. After the checkers have checked a Bible Story or chapter individually, they should all meet with the translator or translation team and review the story or Bible passage together. As they come to the places where each checker made note of a problem or question, the checkers can ask their questions or make suggestions for improvement. As the checkers and the translation team discuss the questions and suggestions, they might think of other questions or new ways of saying things. This is good. As the checkers and the translation team work together, God will help them discover the best way to communicate the meaning of the story or Bible passage.
|
||||
1. After the checkers have checked a Bible Story or chapter individually, they should all meet with the translator or translation team and review the story or Bible passage together. As they come to the places where each checker made note of a problem or question, the checkers can ask their questions or make suggestions for improvement. As the checkers and the translation team discuss the questions and suggestions, they might think of other questions or new ways of saying things. This is good. As the checkers and the translation team work together, God will help them discover the best way to communicate the meaning of the story or Bible passage.
|
||||
|
||||
1. After the checkers and the translation team have decided what they need to change, the translation team will revise the translation.
|
||||
1. After the checkers and the translation team have decided what they need to change, the translation team will revise the translation.
|
||||
|
||||
1. After the translation team revises the translation, they should read it out loud to each other or to other members of the language community to make sure that it still sounds natural in their language.
|
||||
1. After the translation team revises the translation, they should read it out loud to each other or to other members of the language community to make sure that it still sounds natural in their language.
|
||||
|
||||
1. The translator (or team) makes a note of any Bible passages that are still difficult to understand, and where they would like additional help from other Bible checkers. These notes will be used by the church leaders and checkers in levels two and three, so that they can help the translators understand the meaning and communicate it more clearly.
|
||||
1. The translator (or team) makes a note of any Bible passages that are still difficult to understand, and where they would like additional help from other Bible checkers. These notes will be used by the church leaders and checkers in levels two and three, so that they can help the translators understand the meaning and communicate it more clearly.
|
||||
|
||||
##### Additional Questions
|
||||
|
||||
These questions can also be helpful for finding anything that might be inaccurate in the translation:
|
||||
|
||||
* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation?
|
||||
* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation?
|
||||
* Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.)
|
||||
* Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
|
||||
* Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
|
||||
### An Accurate Translation
|
||||
|
||||
It is very important to make sure that the new translation is accurate. Those who have been chosen to check the translation for accuracy have the responsibility to make sure that it communicates the same meaning as the original writer intended and expected to communicate.
|
||||
It is very important to make sure that the new translation is accurate. Those who have been chosen to check the translation for accuracy have the responsibility to make sure that it communicates the same meaning as the original writer intended and expected to communicate.
|
||||
|
||||
For instructions on how to do this, go to [Accuracy Check](../accuracy-check/01.md), and follow the steps in the section under the heading "All Levels."
|
||||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### The Alphabet for the Translation
|
||||
|
||||
As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read.
|
||||
As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read.
|
||||
|
||||
1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?)
|
||||
1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
|
||||
|
|
|
|||
|
|
@ -1,14 +1,14 @@
|
|||
|
||||
### Authority Level 2: Affirmation by Community
|
||||
|
||||
The intent of this level is two-fold:
|
||||
The intent of this level is two-fold:
|
||||
|
||||
1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community
|
||||
2. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it
|
||||
1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community
|
||||
2. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it
|
||||
|
||||
At this level, the model implements the concept of a "testimony of two or three witnesses" in the checking process.
|
||||
|
||||
To achieve this level, the translation team will submit the translation to members of the language community that will use the translation. The language community will review the translation for **clarity** and **naturalness**.
|
||||
To achieve this level, the translation team will submit the translation to members of the language community that will use the translation. The language community will review the translation for **clarity** and **naturalness**.
|
||||
|
||||
The translation team will then submit the translation to church leaders from the language community that will use the translation. These church leaders will review the translation for **accuracy** by checking it against the source texts, the exegetical resources, the [Statement of Faith](../../intro/statement-of-faith/01.md), and the [Translation Guidelines](../../intro/translation-guidelines/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Authority Level 3: Affirmation by Church Leadership
|
||||
|
||||
The intent of this level is to affirm that the translation agrees with the intent of the original texts and with the sound doctrine of the Church historic and universal.
|
||||
The intent of this level is to affirm that the translation agrees with the intent of the original texts and with the sound doctrine of the Church historic and universal.
|
||||
|
||||
To achieve this level, the translation team will submit the translation for review by the highest leadership of the Church that speaks the language. It is best if these leaders represent as many of the major groups of churches that exist in the language community as possible. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Explanation
|
||||
|
||||
The Church in each people group has the authority to decide for themselves what is and what is not a good quality translation of the Bible in their language. Authority to check and approve a Bible translation (which is constant) is separate from capacity, or the ability to carry out the process of checking a Bible translation (which can be increased). The authority for determining quality belongs to the Church, independent of their current ability, experience, or access to resources that facilitate the checking of Bible translations. So while the church in a language group has the authority to check and approve their own Bible translation, the unfoldingWord tools, including these modules of translationAcademy, are designed to ensure that the church also has the capacity to check the quality of their Bible translation using an excellent process.
|
||||
The Church in each people group has the authority to decide for themselves what is and what is not a good quality translation of the Bible in their language. Authority to check and approve a Bible translation (which is constant) is separate from capacity, or the ability to carry out the process of checking a Bible translation (which can be increased). The authority for determining quality belongs to the Church, independent of their current ability, experience, or access to resources that facilitate the checking of Bible translations. So while the church in a language group has the authority to check and approve their own Bible translation, the unfoldingWord tools, including these modules of translationAcademy, are designed to ensure that the church also has the capacity to check the quality of their Bible translation using an excellent process.
|
||||
|
||||
This model proposes a three-tiered approach to affirming the quality of a translation, designed to reflect three general levels of Church authority within a people group:
|
||||
|
||||
|
|
|
|||
|
|
@ -1,14 +1,14 @@
|
|||
|
||||
### A Clear Translation
|
||||
|
||||
Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time.
|
||||
Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time.
|
||||
|
||||
1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?)
|
||||
1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?)
|
||||
1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?)
|
||||
|
||||
Additional help:
|
||||
Additional help:
|
||||
|
||||
* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear.
|
||||
* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear.
|
||||
* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,11 +1,11 @@
|
|||
|
||||
We, the members of the translation team, affirm that we have checked the translation with members of the language community.
|
||||
We, the members of the translation team, affirm that we have checked the translation with members of the language community.
|
||||
|
||||
* We have checked the translation with old people and young people, and with men and women.
|
||||
* We used the translationQuestions when we checked the translation with the community.
|
||||
* We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well.
|
||||
|
||||
Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural.
|
||||
Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural.
|
||||
|
||||
* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### A Complete Translation
|
||||
|
||||
The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions:
|
||||
The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions:
|
||||
|
||||
1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated?
|
||||
1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete.
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ The translation team should make decisions about the following issues before you
|
|||
|
||||
### While Translating
|
||||
|
||||
After you have translated several chapters, the translation team may need to revise some of these decisions to take care of problems that they discovered while translating. You can also do consistency checks in ParaTExt at this time to see if there are more decisions that you need to make about spelling and punctuation.
|
||||
After you have translated several chapters, the translation team may need to revise some of these decisions to take care of problems that they discovered while translating. You can also do consistency checks in ParaTExt at this time to see if there are more decisions that you need to make about spelling and punctuation.
|
||||
|
||||
### After Finishing a Book
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Why Check?
|
||||
|
||||
The goal of checking is to help the translation team produce a translation that is accurate, natural, clear, and accepted by the church. The translation team also wants to achieve this goal. This might seem easy, but it is actually very difficult to do, and takes many people and many, many revisions to the translation to achieve. For this reason, the checkers play a very important role in helping the translation team to produce a translation that is accurate, natural, clear, and accepted by the church.
|
||||
The goal of checking is to help the translation team produce a translation that is accurate, natural, clear, and accepted by the church. The translation team also wants to achieve this goal. This might seem easy, but it is actually very difficult to do, and takes many people and many, many revisions to the translation to achieve. For this reason, the checkers play a very important role in helping the translation team to produce a translation that is accurate, natural, clear, and accepted by the church.
|
||||
|
||||
#### Accurate
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Proper Documentation for Level Two Affirmation
|
||||
|
||||
We, as church leaders in our language community, affirm the following:
|
||||
We, as church leaders in our language community, affirm the following:
|
||||
|
||||
1. The translation conforms to the Statement of Faith and Translation Guidelines.
|
||||
1. The translation is accurate and clear in the target language.
|
||||
|
|
@ -10,7 +10,7 @@ We, as church leaders in our language community, affirm the following:
|
|||
1. The community approves of the translation.
|
||||
1. The community evaluation form has been completed.
|
||||
|
||||
If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers.
|
||||
If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers.
|
||||
|
||||
Names and positions of the level 2 checkers:
|
||||
|
||||
|
|
|
|||
|
|
@ -9,7 +9,7 @@ If you have decided to use section headings, then you will need to decide which
|
|||
|
||||
### Kinds of Section Headings
|
||||
|
||||
There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12:
|
||||
There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12:
|
||||
|
||||
* Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
|
||||
* Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
|
||||
|
|
|
|||
|
|
@ -3,13 +3,13 @@
|
|||
|
||||
#### Introduction
|
||||
|
||||
As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, "But I speak my native language perfectly. The translation is for that language. What more is needed?" What he said was true, but there are two more things to keep in mind.
|
||||
As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, "But I speak my native language perfectly. The translation is for that language. What more is needed?" What he said was true, but there are two more things to keep in mind.
|
||||
|
||||
One thing is that he may not have understood the source text correctly, and so someone who knows what it should say might be able to correct the translation. This could be because he did not correctly understand a phrase or expression in the source language. In this case, someone else who understands the source language well can correct the translation.
|
||||
One thing is that he may not have understood the source text correctly, and so someone who knows what it should say might be able to correct the translation. This could be because he did not correctly understand a phrase or expression in the source language. In this case, someone else who understands the source language well can correct the translation.
|
||||
|
||||
Or it could be that he did not understand something about what the Bible meant to communicate at a certain place. In this case, someone who knows the Bible well, such as a Bible teacher or a Bible translation checker, can correct the translation.
|
||||
Or it could be that he did not understand something about what the Bible meant to communicate at a certain place. In this case, someone who knows the Bible well, such as a Bible teacher or a Bible translation checker, can correct the translation.
|
||||
|
||||
The other thing is that, although the translator may know very well what the text should say, the way he translated it might mean something else to a different person. That is, another person might think that the translation is talking about something other than what the translator intended, or the person hearing or reading the translation might not understand what the translator was trying to say. That is why it is always necessary to check what someone else understands from the translation so that we can make it more accurate and more clear.
|
||||
The other thing is that, although the translator may know very well what the text should say, the way he translated it might mean something else to a different person. That is, another person might think that the translation is talking about something other than what the translator intended, or the person hearing or reading the translation might not understand what the translator was trying to say. That is why it is always necessary to check what someone else understands from the translation so that we can make it more accurate and more clear.
|
||||
|
||||
This is a guide to the process of checking, in the form of a scale with three levels.
|
||||
|
||||
|
|
@ -17,11 +17,11 @@ This checking scale helps to show the extent to which the accuracy and clarity o
|
|||
|
||||
#### The Checking Levels
|
||||
|
||||
There are three checking levels:
|
||||
There are three checking levels:
|
||||
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level Two - Affirmation by Community](../level2/01.md)
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md).
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md).
|
||||
|
||||
Any translation that has not yet been checked to Level One is considered to have not been checked and is assigned no checking status.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Language Community Check
|
||||
|
||||
After you, the translation team, have performed the checks listed under Level One, you are ready to take the translation to the community so that you can check to see if it communicates the message clearly and naturally to them in the target language.
|
||||
After you, the translation team, have performed the checks listed under Level One, you are ready to take the translation to the community so that you can check to see if it communicates the message clearly and naturally to them in the target language.
|
||||
|
||||
For this check you will read a section of the translation to members of the language community. Before you read the translation, tell the people listening that you want them to stop you if they hear something that is not natural in their language. (For more information on how to check a translation for naturalness, see [Natural Translation](../natural/01.md).)
|
||||
|
||||
|
|
@ -11,11 +11,11 @@ To use these questions, follow these steps:
|
|||
|
||||
1. Read the passage of the translation to one or more members of the language community who will answer the questions. These members of the language community must be people who have not been involved in the translation before. In other words, the community members who are asked the questions should not already know the answers to the questions from working on the translation or from previous knowledge of the Bible. We want them to be able to answer the questions only from hearing or reading the translation of the story or Bible passage. This is how we will know if the translation is communicating clearly or not. For this same reason, it is important that the community members not look at a Bible while they are answering these questions.
|
||||
|
||||
2. Ask the community members some of the questions for that passage, one question at a time. It is not necessary to use all of the questions for each story or chapter if it seems that the community members are understanding the translation well.
|
||||
2. Ask the community members some of the questions for that passage, one question at a time. It is not necessary to use all of the questions for each story or chapter if it seems that the community members are understanding the translation well.
|
||||
|
||||
3. After each question, a member of the language community will answer the question. If the person only answers with a "yes" or a "no," then the questioner should ask a further question so that he can be sure that the translation is communicating well. A further question could be something like, "How do you know that?" or "What part of the translation tells you that?"
|
||||
|
||||
4. Write down the answer that the person gives. If the person's answer is similar to the suggested answer that has been provided for the question, then the translation of the story is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer.
|
||||
4. Write down the answer that the person gives. If the person's answer is similar to the suggested answer that has been provided for the question, then the translation of the story is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer.
|
||||
|
||||
5. If the answer is unexpected or very different than the suggested answer, or if the person cannot answer the question, then the translation team will need to revise the part of the translation that communicates that information so that it communicates the information more clearly.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,8 +3,8 @@
|
|||
|
||||
We, the members of the translation team, affirm that we have completed the steps below for level 1 checking:
|
||||
|
||||
* Initial study of the text, using:
|
||||
* The translationNotes
|
||||
* Initial study of the text, using:
|
||||
* The translationNotes
|
||||
* The definitions of translationWords
|
||||
* Individual blind drafting
|
||||
* Individual self check
|
||||
|
|
@ -15,10 +15,10 @@ We, the members of the translation team, affirm that we have completed the steps
|
|||
|
||||
Names of translation team members:
|
||||
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
Level One checking will be done primarily by the translation team, with some help from others in the language community. The translator or translation team should check their translation before they translate very many stories or chapters of the Bible, so that they can correct mistakes as early as possible in the translation process. Many of the steps in this process will need to be done several times before the translation is finished.
|
||||
|
||||
For the purposes of the unfoldingWord project, translations of Bible texts and biblical content are able to be published after they reach Checking Level One. This enables the broadest reach of the content as an active project, with an open invitation to others in the language community (implied or direct) to help improve the translation.
|
||||
For the purposes of the unfoldingWord project, translations of Bible texts and biblical content are able to be published after they reach Checking Level One. This enables the broadest reach of the content as an active project, with an open invitation to others in the language community (implied or direct) to help improve the translation.
|
||||
|
||||
### Steps for checking under Level One:
|
||||
|
||||
|
|
@ -17,6 +17,6 @@ These are the steps that the translation team must follow in order to achieve Ch
|
|||
1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
|
||||
1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
|
||||
1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md).
|
||||
1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One.
|
||||
1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One.
|
||||
|
||||
(For instructions on how to affirm completion of Level One, see [Level 1 Affirmation](../level1-affirm/01.md).)
|
||||
|
|
@ -31,6 +31,6 @@ If you answer "yes" to any of the questions in this second group, please explain
|
|||
1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).)
|
||||
1. Did the translation team leave out information or ideas that were part of the message in the source text?
|
||||
|
||||
If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again.
|
||||
If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again.
|
||||
|
||||
When you are ready to approve the translation, go here: [Level 3 Approval](../level3-approval/01.md).
|
||||
|
|
@ -5,7 +5,7 @@ Level Three checking will be done by groups or organizations that are recognized
|
|||
|
||||
Those who do Level Three checking need to be other than the people who did Level Two checking.
|
||||
|
||||
The intent of this level is to affirm the alignment of the translation with the intent of the original texts and the sound doctrine of the Church historic and universal, through the review and affirmation by the leadership of the Church that speaks the language. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks. The Church networks should be representative of the churches in the language community. Those checking the translation should be first-language speakers of the language, and those signing off on the check are those in leadership roles in the Church networks. A leader of a Church network who is also a first-language speaker of the language of the translation could both check the translation and sign off on its quality.
|
||||
The intent of this level is to affirm the alignment of the translation with the intent of the original texts and the sound doctrine of the Church historic and universal, through the review and affirmation by the leadership of the Church that speaks the language. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks. The Church networks should be representative of the churches in the language community. Those checking the translation should be first-language speakers of the language, and those signing off on the check are those in leadership roles in the Church networks. A leader of a Church network who is also a first-language speaker of the language of the translation could both check the translation and sign off on its quality.
|
||||
|
||||
Level 3 is completed when the translation has been thoroughly checked and approved by the leadership (or their delegates) of at least two church networks that have personnel trained in biblical languages and content.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### A Natural Translation
|
||||
|
||||
To translate the Bible so that it is NATURAL means that:
|
||||
To translate the Bible so that it is NATURAL means that:
|
||||
|
||||
The translation should sound like it was written by a member of the target language community—not by a foreigner.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,13 +3,13 @@
|
|||
|
||||
As well as asking questions, there are other checking methods that you may also use to ensure that the translation is easy to read and sounds natural to the listeners. Here are some other methods that you may like to try:
|
||||
|
||||
* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
|
||||
* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
|
||||
|
||||
* **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
|
||||
|
||||
* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear.
|
||||
* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear.
|
||||
|
||||
* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments.
|
||||
* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments.
|
||||
|
||||
* **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
|
||||
"Punctuation" refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently.
|
||||
"Punctuation" refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently.
|
||||
|
||||
Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct way to use the different punctuation marks.
|
||||
Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct way to use the different punctuation marks.
|
||||
|
||||
Even with the guide sheet, it is common for translators to make mistakes in punctuation. Because of this, after a book has been translated, we recommend importing it into ParaTExt. You can enter the rules for punctuation in the target language into ParaTExt, then run the different punctuation checks that it has. ParaTExt will list all of the places where it finds punctuation errors and show them to you. You can then review these places and see if there is an error there or not. If there is an error, you can fix the error. After running these punctuation checks, you can be confident that your translation is using punctuation correctly.
|
||||
|
|
@ -15,7 +15,7 @@ This assessment method employs two types of statements. Some are "yes/no" statem
|
|||
|
||||
At the end of the review, the total value of all responses in a section should be added up and, if the responses accurately reflect the state of the translation, this value will provide the reviewer with an approximation of the probability that the translated chapter is of excellent quality. The rubric is designed to be simple and provide the reviewer with an objective method to assess where the work needs improvement. *For example, if the translation scores relatively well in "Accuracy" but quite poorly in "Naturalness" and "Clarity," then the translation team needs to do more community checking.*
|
||||
|
||||
The rubric is intended to be used for each chapter of translated biblical content. The translation team should do an assessment of each chapter after they finish their other checks, and then the level 2 church checkers should do it again, and then the level 3 checkers should also assess the translation with this checklist. As more detailed and extensive checking of the chapter is performed by the Church at each level, the points for the chapter should be updated from each of the first four sections (overview, naturalness, clarity, accuracy), allowing the church and community to see how the translation is improving.
|
||||
The rubric is intended to be used for each chapter of translated biblical content. The translation team should do an assessment of each chapter after they finish their other checks, and then the level 2 church checkers should do it again, and then the level 3 checkers should also assess the translation with this checklist. As more detailed and extensive checking of the chapter is performed by the Church at each level, the points for the chapter should be updated from each of the first four sections (overview, naturalness, clarity, accuracy), allowing the church and community to see how the translation is improving.
|
||||
|
||||
#### The Self-Assessment
|
||||
|
||||
|
|
@ -23,7 +23,7 @@ The process is divided into five parts: the **overview** (information about the
|
|||
|
||||
##### 1. Overview
|
||||
|
||||
*Circle either "no" or "yes" for each statement below.*
|
||||
*Circle either "no" or "yes" for each statement below.*
|
||||
|
||||
**no | yes** This translation is a meaning-based translation that attempts to communicate the meaning of the original text in ways that are natural, clear, and accurate in the target language.
|
||||
|
||||
|
|
@ -35,7 +35,7 @@ The process is divided into five parts: the **overview** (information about the
|
|||
|
||||
##### 2. Naturalness: "this is *my* language"
|
||||
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
|
||||
This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md))
|
||||
|
||||
|
|
@ -57,7 +57,7 @@ This section can be strengthened through doing more community checking. (See [La
|
|||
|
||||
##### 3. Clarity: "the meaning is clear"
|
||||
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
|
||||
This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md))
|
||||
|
||||
|
|
@ -79,7 +79,7 @@ This section can be strengthened through doing more community checking. (See [La
|
|||
|
||||
##### 4. Accuracy: "the translation communicates what the original source text communicated"
|
||||
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
|
||||
This section can be strengthened through doing more accuracy checking. (See [Accuracy Check](../accuracy-check/01.md))
|
||||
|
||||
|
|
@ -105,12 +105,12 @@ This section can be strengthened through doing more accuracy checking. (See [Acc
|
|||
|
||||
##### 5. Church approval: "the naturalness, clarity, and accuracy of the translation is approved by the Church that speaks that language"
|
||||
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
*Circle either "0" or "1" or "2" for each statement below.*
|
||||
|
||||
**no | yes** Church leaders who have checked this translation are native speakers of the target language, and include someone who understands well one of the languages in which the source text is available.
|
||||
|
||||
**no | yes** People from the language community, both men and women, old and young, have reviewed the translation of this chapter and agree that it is natural and clear. *(Note: this addresses the first part of the community check for Level 2.)*
|
||||
**no | yes** People from the language community, both men and women, old and young, have reviewed the translation of this chapter and agree that it is natural and clear. *(Note: this addresses the first part of the community check for Level 2.)*
|
||||
|
||||
**no | yes** Church leaders from at least two different church networks have reviewed the translation of this chapter and agree that it is accurate. *(This addresses the final aspect of Level 2, the Church check).*
|
||||
**no | yes** Church leaders from at least two different church networks have reviewed the translation of this chapter and agree that it is accurate. *(This addresses the final aspect of Level 2, the Church check).*
|
||||
|
||||
**no | yes** The leadership or their delegates of at least two different church networks have reviewed the translation of this chapter and endorse it as a faithful translation of this chapter of the Bible in this language. *(This addresses Level 3.)*
|
||||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
|
||||
In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
|
||||
|
||||
Discuss the words that are difficult to spell as a team. If the words have sounds in them that are difficult to represent, then you may need to make a change in the writing system that you are using (see [Alphabet/Orthography](../../translate/translate-alphabet/01.md)). If the sounds in the words can be represented in different ways, then the team will need to agree on how to spell them. Make a list of the agreed upon spellings of these words in alphabetical order. Make sure that each member of the team has a copy of the list, to consult when translating. Add to the list as you come across more difficult words, but make sure everyone has the current list. It may be helpful to use a spreadsheet to maintain your spelling list.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
It is important that your target language translation include all of the verses that are there in the source language Bible. We do not want some verses to be missing by mistake. But remember that there can be good reasons why some Bibles have certain verses that other Bibles do not have.
|
||||
It is important that your target language translation include all of the verses that are there in the source language Bible. We do not want some verses to be missing by mistake. But remember that there can be good reasons why some Bibles have certain verses that other Bibles do not have.
|
||||
|
||||
### Reasons for Missing Verses
|
||||
|
||||
|
|
|
|||
|
|
@ -3,17 +3,17 @@
|
|||
|
||||
#### a. Use the meaning of the word in context
|
||||
|
||||
If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, "come (go)" if the target language word was translated as "go" earlier in the back translation but in the new context it is better translated as "come."
|
||||
If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, "come (go)" if the target language word was translated as "go" earlier in the back translation but in the new context it is better translated as "come."
|
||||
|
||||
If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, "he kicked the bucket (he died)." If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning.
|
||||
If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, "he kicked the bucket (he died)." If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning.
|
||||
|
||||
#### b. Keep parts of speech the same
|
||||
|
||||
In the back translation, the back translator should represent the parts of speech of the target language with the same parts of speech in the language of wider communication. This means that the back translator should translate nouns with nouns, verbs with verbs, and modifiers with modifiers. This will help the translation checker to see how the target language works.
|
||||
In the back translation, the back translator should represent the parts of speech of the target language with the same parts of speech in the language of wider communication. This means that the back translator should translate nouns with nouns, verbs with verbs, and modifiers with modifiers. This will help the translation checker to see how the target language works.
|
||||
|
||||
#### c. Keep clause types the same
|
||||
|
||||
In the back translation, the back translator should represent each clause of the target language with the same type of clause in the language of wider communication. For example, if the target language clause uses a command, then the back translation should also use a command, rather than a suggestion or request. Or if the target language clause uses a rhetorical question, then the back translation should also use a question, rather than a statement or other expression.
|
||||
In the back translation, the back translator should represent each clause of the target language with the same type of clause in the language of wider communication. For example, if the target language clause uses a command, then the back translation should also use a command, rather than a suggestion or request. Or if the target language clause uses a rhetorical question, then the back translation should also use a question, rather than a statement or other expression.
|
||||
|
||||
#### d. Keep punctuation the same
|
||||
|
||||
|
|
@ -21,7 +21,7 @@ The back translator should use the same punctuation in the back translation as t
|
|||
|
||||
#### e. Express the full meaning of complex words
|
||||
|
||||
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)."
|
||||
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)."
|
||||
|
||||
### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure
|
||||
|
||||
|
|
|
|||
|
|
@ -9,12 +9,12 @@ An advantage of the oral back translation is that the back translator is immedia
|
|||
|
||||
#### Written
|
||||
|
||||
There are two types of written back translations. The differences between the two will be discussed in the next module. A written back translation has several advantages over an oral back translation. First, when a back translation is written, the translation team can read it to see if there are any places where the back translator has misunderstood their translation. If the back translator misunderstood the translation, then other readers or hearers of the translation certainly will misunderstand it also, and so the translation team will need to revise their translation at those points.
|
||||
There are two types of written back translations. The differences between the two will be discussed in the next module. A written back translation has several advantages over an oral back translation. First, when a back translation is written, the translation team can read it to see if there are any places where the back translator has misunderstood their translation. If the back translator misunderstood the translation, then other readers or hearers of the translation certainly will misunderstand it also, and so the translation team will need to revise their translation at those points.
|
||||
|
||||
Second, when the back translation is written, the translation checker can read the back translation before meeting with the translation team and take time to research any question that arises from the back translation. Even when the translation checker does not need to research a problem, the written back translation allows him more time to think about the translation. He can identify and address more of the problems in the translation and sometimes come to better solutions to the problems because he has more time to think about each one than when he has only a few seconds to think about each sentence.
|
||||
Second, when the back translation is written, the translation checker can read the back translation before meeting with the translation team and take time to research any question that arises from the back translation. Even when the translation checker does not need to research a problem, the written back translation allows him more time to think about the translation. He can identify and address more of the problems in the translation and sometimes come to better solutions to the problems because he has more time to think about each one than when he has only a few seconds to think about each sentence.
|
||||
|
||||
Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker's question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood.
|
||||
Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker's question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood.
|
||||
|
||||
Even if there is not time for the checker to send his questions to the translation team before their meeting, they will still be able to review more material at the meeting than they would have been able to review otherwise because the checker has already read the back translation and has already prepared his questions. Because he has had this previous preparation time, he and the translation team can use their meeting time to discuss only the problem areas of the translation rather than reading through the entire translation at a slow pace, as is required when making an oral back translation.
|
||||
Even if there is not time for the checker to send his questions to the translation team before their meeting, they will still be able to review more material at the meeting than they would have been able to review otherwise because the checker has already read the back translation and has already prepared his questions. Because he has had this previous preparation time, he and the translation team can use their meeting time to discuss only the problem areas of the translation rather than reading through the entire translation at a slow pace, as is required when making an oral back translation.
|
||||
|
||||
Fourth, the written back translation relieves the strain on the translation checker from having to concentrate for many hours at a time on hearing and understanding an oral translation as it is spoken to him. If the checker and translation team are meeting in a noisy environment, the difficulty of making sure that he hears every word correctly can be quite exhausting for the checker. The mental strain of concentration increases the likelihood that the checker will miss some problems with the result that they remain uncorrected in the biblical text. For these reasons, we recommend the use of a written back translation whenever possible.
|
||||
|
|
@ -1,8 +1,8 @@
|
|||
|
||||
### Why is a back translation necessary?
|
||||
|
||||
The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
|
||||
The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
|
||||
|
||||
Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember the purpose of the back translation: it is to allow the checker to see what is in the target language translation. Just reading the original source language text does not allow the checker to see what is in the target language translation. Therefore, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *cannot* look at the source language text when doing his back translation, but *only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems.
|
||||
Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember the purpose of the back translation: it is to allow the checker to see what is in the target language translation. Just reading the original source language text does not allow the checker to see what is in the target language translation. Therefore, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *cannot* look at the source language text when doing his back translation, but *only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems.
|
||||
|
||||
The back translation can also be very useful in improving the target language translation even before the checker uses it to check the translation. When the translation team reads the back translation, they can see how the back translator has understood their translation. Sometimes, the back translator has understood their translation in a different way than they intended to communicate. In those cases, they can change their translation so that it communicates more clearly the meaning that they intended. When the translation team is able to use the back translation in this way before they give it to the checker, they can make many improvements to their translation. When they do this, the checker can do his checking much more rapidly, because the translation team was able to correct many of the problems in the translation before meeting with the checker.
|
||||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
To do a good back translation, the person must have three qualifications.
|
||||
|
||||
1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well.
|
||||
1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well.
|
||||
1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
|
||||
1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
We have seen where the translation team will do a lot of checking of their own translation. Those checks bring their work up to checking Level One.
|
||||
We have seen where the translation team will do a lot of checking of their own translation. Those checks bring their work up to checking Level One.
|
||||
|
||||
For Level Two and Level Three, the translation team needs to bring their work to members of the language community and to the church leaders. This is necessary because the translation team is very close to and involved in their work, and so they sometimes do not see mistakes that others can see more easily. Other speakers of the language can suggest better ways of saying things that the translation team may not have thought of. Sometimes the translation team makes the translation sound strange because they are following the words of the source language too closely. Other speakers of the language can help them fix that. Also, the translation team may lack some of the expertise or knowledge of the Bible that others have, and so there may be some mistakes that others can correct for them. For these reasons, people that are not part of the translation team need to check the translation.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,26 +11,26 @@
|
|||
|
||||
#### While Checking
|
||||
|
||||
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
|
||||
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
|
||||
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
|
||||
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
|
||||
1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
|
||||
|
||||
#### Checking the Translation Directly
|
||||
|
||||
If you speak the target language, then you can read or hear the translation and ask the translation team about it directly.
|
||||
If you speak the target language, then you can read or hear the translation and ask the translation team about it directly.
|
||||
|
||||
#### Using a Written Back Translation
|
||||
|
||||
If you do not speak the target language, you will need to work from a back translation in a language that you do understand. This can be written separately from the translation, or it can be written as an interlinear, that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation.
|
||||
|
||||
1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
|
||||
1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation.
|
||||
1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected.
|
||||
1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation.
|
||||
1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected.
|
||||
1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation.
|
||||
|
||||
#### Using an Oral Back Translation
|
||||
|
||||
If there is no written back translation, then have someone who knows the target language and also a language that you understand make an oral back translation for you. This should be a person who was not involved in making the translation. As you listen to the oral back translation, make notes of words or phrases that seem to communicate the wrong meaning or that present other problems. The person should translate the passage in short segments, pausing in between each segment so that you can ask your questions after you hear each segment.
|
||||
If there is no written back translation, then have someone who knows the target language and also a language that you understand make an oral back translation for you. This should be a person who was not involved in making the translation. As you listen to the oral back translation, make notes of words or phrases that seem to communicate the wrong meaning or that present other problems. The person should translate the passage in short segments, pausing in between each segment so that you can ask your questions after you hear each segment.
|
||||
|
||||
#### After Checking
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@
|
|||
1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
|
||||
1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
|
||||
1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
|
||||
1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text.
|
||||
1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text.
|
||||
1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
|
||||
1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.
|
||||
1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing.
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### How to Get Answers
|
||||
|
||||
There are several resources available for finding answers to questions:
|
||||
There are several resources available for finding answers to questions:
|
||||
|
||||
* **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
|
||||
|
|
|
|||
|
|
@ -3,12 +3,12 @@
|
|||
|
||||
### Explanation
|
||||
|
||||
The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A "gateway language" is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
|
||||
The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A "gateway language" is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
|
||||
|
||||
The "gateway languages" at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages.
|
||||
The "gateway languages" at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages.
|
||||
|
||||
At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, given that all people groups native to North Korea can be reached by translation of content into their language from English.
|
||||
At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, given that all people groups native to North Korea can be reached by translation of content into their language from English.
|
||||
|
||||
### Effects
|
||||
|
||||
This model has two basic effects: First, it empowers all languages to "pull" content to their language once the content and helps have been "pushed" into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.
|
||||
This model has two basic effects: First, it empowers all languages to "pull" content to their language once the content and helps have been "pushed" into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ This is a human-readable summary of (and not a substitute for) the [license](htt
|
|||
#### You are free to:
|
||||
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
|
||||
for any purpose, even commercially.
|
||||
|
||||
|
|
@ -33,7 +33,7 @@ No warranties are given. The license may not give you all of the permissions nec
|
|||
|
||||
Suggested attribution statement for derivative works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/ ). This work has been changed from the original, and the original authors have not endorsed this work."
|
||||
|
||||
### Attribution of Door43 Contributors
|
||||
### Attribution of Door43 Contributors
|
||||
|
||||
When importing a resource into Door43, the original work must be attributed as specified by the open license under which it is available. For example, the artwork used in Open Bible Stories is clearly attributed on the project's [main page](http://openbiblestories.com).
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Welcome to translationAcademy
|
||||
|
||||
The "translationAcademy" is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure.
|
||||
The "translationAcademy" is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure.
|
||||
|
||||
translationAcademy contains the following sections:
|
||||
|
||||
|
|
|
|||
|
|
@ -1,24 +1,24 @@
|
|||
|
||||
The unfoldingWord project exists because we want to see **unrestricted biblical content in every language**.
|
||||
|
||||
Jesus commanded his disciples to make disciples of EVERY people group:
|
||||
Jesus commanded his disciples to make disciples of EVERY people group:
|
||||
|
||||
>"Jesus came to them and spoke to them and said, 'All authority has been given to me in heaven and on earth. Go therefore and make disciples of all the nations. Baptize them into the name of the Father, of the Son, and of the Holy Spirit. Teach them to obey all the things that I have commanded you. And see, I am with you always, even to the end of the world.'" (Matthew 28:18-20 ULB)
|
||||
|
||||
We have the promise that people from EVERY language will be in heaven:
|
||||
We have the promise that people from EVERY language will be in heaven:
|
||||
|
||||
>"After these things I saw, and behold, there was a great crowd, which no one was able to number, out of every nation, tribe, people, and language, standing before the throne and before the Lamb." (Revelation 7:9 ULB)
|
||||
|
||||
Understanding the Word of God in one's heart language is important:
|
||||
Understanding the Word of God in one's heart language is important:
|
||||
|
||||
>"So faith comes from hearing, and hearing by the word of Christ." (Romans 10:17 ULB)
|
||||
|
||||
### How Do We Do This?
|
||||
|
||||
How do we accomplish the goal of **unrestricted biblical content in every language**?
|
||||
How do we accomplish the goal of **unrestricted biblical content in every language**?
|
||||
|
||||
* [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded organizations
|
||||
* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs
|
||||
* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs
|
||||
* [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory
|
||||
* [Open License](../open-license/01.md) - By releasing everything we create under an open license
|
||||
* [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ Content is worthless unless it is disseminated and used. One advantage of using
|
|||
The biggest factor that encourages distribution of content is the [Open License](../../intro/open-license/01.md) that is used for all content on Door43. This license gives everybody the freedom they need to:
|
||||
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
|
||||
for any purpose, even commercially.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Welcome
|
||||
|
||||
The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content.
|
||||
The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content.
|
||||
|
||||
### Getting Started
|
||||
|
||||
|
|
|
|||
|
|
@ -5,11 +5,11 @@ The purpose of the Checking Levels (see [Checking Manual](../../checking/intro-c
|
|||
|
||||
#### Checking Level 1
|
||||
|
||||
Checking Level 1 is done primarily by the translation team, with some input from the language community. See [Checking Level One - Affirmation by Translation Team](../../checking/level1/01.md). After completing the Level 1 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 2 (see below).
|
||||
Checking Level 1 is done primarily by the translation team, with some input from the language community. See [Checking Level One - Affirmation by Translation Team](../../checking/level1/01.md). After completing the Level 1 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 2 (see below).
|
||||
|
||||
#### Checking Level 2
|
||||
|
||||
Checking Level 2 is done to verify that representative groups from the local language community agree that the translation is a good one (see [Checking Level Two - Affirmation by Community](../../checking/level2/01.md)). It is done with a language community check (see [Language Community Check](../../checking/language-community-check/01.md)) and a church leader check (see [Church Leader Check](../../checking/church-leader-check/01.md)). After completing the Level 2 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 3 (see below), if you so desire.
|
||||
Checking Level 2 is done to verify that representative groups from the local language community agree that the translation is a good one (see [Checking Level Two - Affirmation by Community](../../checking/level2/01.md)). It is done with a language community check (see [Language Community Check](../../checking/language-community-check/01.md)) and a church leader check (see [Church Leader Check](../../checking/church-leader-check/01.md)). After completing the Level 2 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 3 (see below), if you so desire.
|
||||
|
||||
#### Checking Level 3
|
||||
|
||||
|
|
|
|||
|
|
@ -5,12 +5,12 @@ As you begin selecting a translation and checking team, there are many different
|
|||
|
||||
* [Choosing a Translation Team](../../translate/choose-team/01.md) - Describes many of the roles that are needed
|
||||
* [Translator Qualifications](../../translate/qualifications/01.md) - Describes some of the skills needed by the translators
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ):
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ):
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
|
||||
* The team will also need to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
|
||||
* The team will also need to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
|
||||
### Translation Decisions
|
||||
|
||||
|
|
|
|||
|
|
@ -6,23 +6,23 @@ Imagery is language in which an image is paired with another idea so that the im
|
|||
|
||||
The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns.
|
||||
|
||||
### Common Patterns in Metaphors and Similes
|
||||
### Common Patterns in Metaphors and Similes
|
||||
|
||||
A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in "My love is a red, red rose," the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower.
|
||||
A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in "My love is a red, red rose," the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower.
|
||||
|
||||
A **simile** is like a metaphor, except that it uses words such as "like" or "as" as a signal to the audience that it is a figure of speech. A simile using the image above would say, "My love is <u>like</u> a red, red rose."
|
||||
|
||||
"see [Biblical Imagery - Common Patterns](bita-part1) for links to pages showing common patterns of pairings between ideas in metaphors and similes."
|
||||
|
||||
### Common Metonymies
|
||||
### Common Metonymies
|
||||
|
||||
In metonymy, a thing or idea is called not by its own name, but by the name of something closely associated with it.
|
||||
In metonymy, a thing or idea is called not by its own name, but by the name of something closely associated with it.
|
||||
|
||||
"see [Biblical Imagery - Common Metonymies](bita-part2) for a list of some common metonymies in the Bible"
|
||||
|
||||
|
||||
### Cultural Models
|
||||
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, "His marriage is breaking down," or "Their friendship is going full speed ahead."
|
||||
### Cultural Models
|
||||
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, "His marriage is breaking down," or "Their friendship is going full speed ahead."
|
||||
|
||||
The Bible often speaks of God as if he were a shepherd and his people were sheep. This is a cultural model.
|
||||
|
||||
|
|
@ -31,6 +31,6 @@ The Bible often speaks of God as if he were a shepherd and his people were sheep
|
|||
>He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB)
|
||||
|
||||
|
||||
Some of the cultural models in the Bible were used much by the cultures in the Ancient Near East, and not only by the Israelites.
|
||||
Some of the cultural models in the Bible were used much by the cultures in the Ancient Near East, and not only by the Israelites.
|
||||
|
||||
"see [Biblical Imagery - Cultural Models](bita-part3) for a list of cultural models in the Bible."
|
||||
|
|
@ -4,8 +4,8 @@ Some images from the Bible involving body parts and human qualities are listed b
|
|||
|
||||
#### An ANIMAL HORN represents strength
|
||||
|
||||
> God is my rock. I take refuge in him.
|
||||
> He is my shield, the horn of my salvation, my stronghold, and my refuge,
|
||||
> God is my rock. I take refuge in him.
|
||||
> He is my shield, the horn of my salvation, my stronghold, and my refuge,
|
||||
> the one who saves me from violence. (2 Samuel 22:3 ULB)
|
||||
|
||||
The "horn of my salvation" is the strong one who saves me.
|
||||
|
|
@ -20,44 +20,44 @@ This is because some birds are easily trapped.
|
|||
|
||||
>My enemies have relentlessly hunted me like a bird, without cause. (Lamentations 3:52 ULB)
|
||||
|
||||
>Save yourself like a gazelle from the hand of the hunter,
|
||||
>Save yourself like a gazelle from the hand of the hunter,
|
||||
>like a bird from the hand of the fowler. (Proverbs 6:5 ULB)
|
||||
|
||||
A fowler is a person who catches birds, and a snare is a small trap.
|
||||
|
||||
>We have escaped like a bird out of the snare of the fowlers;
|
||||
>We have escaped like a bird out of the snare of the fowlers;
|
||||
>the snare has been broken, and we have escaped. (Psalm 124:7 ULB)
|
||||
|
||||
#### BIRDS THAT EAT MEAT represent enemies who attack swiftly
|
||||
|
||||
In Habakkuk and Hosea, Israel's enemies who would come and attack them were compared to an eagle.
|
||||
In Habakkuk and Hosea, Israel's enemies who would come and attack them were compared to an eagle.
|
||||
<blockquote> and their horsemen come from a great distance—they fly like an eagle hurrying to eat! (Habakkuk 1:8 ULB) </blockquote>
|
||||
|
||||
>An eagle is coming over the house of Yahweh.
|
||||
> ... Israel has rejected what is good,
|
||||
>An eagle is coming over the house of Yahweh.
|
||||
> ... Israel has rejected what is good,
|
||||
>and the enemy will pursue him. (Hosea 8:1,3 ULB)
|
||||
|
||||
In Isaiah, God called a certain foreign king a bird of prey because he would come quickly and attack Israel's enemies.
|
||||
>I call a bird of prey from the east, the man of my choice from a distant land; (Isaiah 46:11 ULB)
|
||||
|
||||
#### A BIRD'S WINGS represent protection
|
||||
#### A BIRD'S WINGS represent protection
|
||||
|
||||
This is because birds spread their wings over their chicks to protect them from danger.
|
||||
>Protect me like the apple of your eye; hide me under the shadow of your wings
|
||||
>Protect me like the apple of your eye; hide me under the shadow of your wings
|
||||
> from the presence of the wicked ones who assault me, my enemies who surround me. (Psalms 17:8-9 ULB)
|
||||
|
||||
Here is another example of how the wings represent protection.
|
||||
> Be merciful to me, God, be merciful to me,
|
||||
> for I take refuge in you until these troubles are over.
|
||||
> Be merciful to me, God, be merciful to me,
|
||||
> for I take refuge in you until these troubles are over.
|
||||
> I stay under your wings for protection until this destruction is over. (Psalm 57:1 ULB)
|
||||
|
||||
#### DANGEROUS ANIMALS represent dangerous people
|
||||
#### DANGEROUS ANIMALS represent dangerous people
|
||||
|
||||
In Psalms, David referred to his enemies as lions.
|
||||
>My life is among lions;
|
||||
>I am among those who are ready to devour me.
|
||||
>I am among people whose teeth are spears and arrows,
|
||||
>and whose tongues are sharp swords.
|
||||
>My life is among lions;
|
||||
>I am among those who are ready to devour me.
|
||||
>I am among people whose teeth are spears and arrows,
|
||||
>and whose tongues are sharp swords.
|
||||
>Be exalted, God, above the heavens (Psalm 57:4 ULB)
|
||||
|
||||
Peter called the devil a roaring lion.
|
||||
|
|
@ -69,22 +69,22 @@ In Matthew, Jesus called false prophets wolves because of the harm they did to p
|
|||
In Matthew, John the Baptist called the religious leaders poisonous snakes because of the harm they did by teaching lies.
|
||||
>But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming? (Matthew 3:7 ULB)
|
||||
|
||||
#### EAGLES represent strength
|
||||
#### EAGLES represent strength
|
||||
|
||||
> He satisfies your life with good things
|
||||
> He satisfies your life with good things
|
||||
> so that your youth is renewed like the eagle. (Psalm 103:5 ULB)
|
||||
|
||||
|
||||
<blockquote>For Yahweh says this, "See, the enemy will come flying like an eagle, spreading out his wings over Moab." (Isaiah 48:40 ULB) </blockquote>
|
||||
|
||||
|
||||
#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger
|
||||
#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger
|
||||
>My people have been a lost flock. Their shepherds have led them astray in the mountains; (Jeremiah 50:6 ULB)
|
||||
|
||||
<blockquote>He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB) </blockquote>
|
||||
|
||||
>Israel is a sheep scattered and driven away by lions. First the king of Assyria devoured him;
|
||||
>then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULB)
|
||||
>Israel is a sheep scattered and driven away by lions. First the king of Assyria devoured him;
|
||||
>then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULB)
|
||||
|
||||
|
||||
<blockquote>See, I send you out as sheep in the midst of wolves, so be as wise as serpents and harmless as doves. Watch out for people! They will deliver you up to councils, and they will whip you in their synagogues. (Matthew 10:16 ULB) </blockquote>
|
||||
|
|
@ -2,10 +2,10 @@
|
|||
Some images from the Bible related to farming are listed below. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does appear.
|
||||
|
||||
|
||||
#### A FARMER represents God, and the VINEYARD represents his chosen people
|
||||
> My well beloved had a vineyard on a very fertile hill.
|
||||
> He spaded it and removed the stones, and planted it with the choicest vine.
|
||||
> He built a tower in the middle of it, and also built a winepress.
|
||||
#### A FARMER represents God, and the VINEYARD represents his chosen people
|
||||
> My well beloved had a vineyard on a very fertile hill.
|
||||
> He spaded it and removed the stones, and planted it with the choicest vine.
|
||||
> He built a tower in the middle of it, and also built a winepress.
|
||||
> He waited for it to produce grapes, but it produced wild grapes. (Isaiah 5:1-2)
|
||||
|
||||
<blockquote> For the kingdom of heaven is like a landowner who went out early in the morning to hire workers for his vineyard. (Matthew 20:1 ULB)</blockquote>
|
||||
|
|
@ -13,7 +13,7 @@ Some images from the Bible related to farming are listed below. The word in all
|
|||
> There was a man, a person with extensive land. He planted a vineyard, set a hedge about it, dug a winepress in it, built a watchtower, and rented it out to vine growers. Then he went into another country. (Matthew 21:33 ULB)
|
||||
|
||||
#### The GROUND represents people's hearts (inner being)
|
||||
> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground,
|
||||
> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground,
|
||||
> and do not sow among thorns. (Jeremiah 4:3 ULB)
|
||||
|
||||
<blockquote>When anyone hears the word of the kingdom but does not understand it.... This is the seed that was sown beside the road. What was sown on rocky ground is the person who hears the word and immediately receives it with joy....What was sown among the thorn plants, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word.... What was sown on the good soil, this is the person who hears the word and understands it. (Matthew 13:19-23 ULB)</blockquote>
|
||||
|
|
@ -21,13 +21,13 @@ Some images from the Bible related to farming are listed below. The word in all
|
|||
> Break up your unplowed ground,
|
||||
> for it is time to seek Yahweh.... (Hosea 10:12 ULB)
|
||||
|
||||
#### SOWING represents actions or attitudes, and REAPING represents judgment or reward
|
||||
> Based on what I have observed, those who plow iniquity
|
||||
#### SOWING represents actions or attitudes, and REAPING represents judgment or reward
|
||||
> Based on what I have observed, those who plow iniquity
|
||||
> and sow trouble reap the same. (Job 4:8 ULB)
|
||||
|
||||
> Do not be deceived. God is not mocked. Whatever a man plants, that is what he will also harvest. For he who sows seed to his own sinful nature will harvest destruction, but he who sows seed to the Spirit, will harvest eternal life from the Spirit. (Galatians 6:7-8 ULB)
|
||||
|
||||
#### THRESHING and WINNOWING represent the separation of evil people from good people
|
||||
#### THRESHING and WINNOWING represent the separation of evil people from good people
|
||||
After farmers harvest wheat and other types of grain, they bring them to a _threshing floor_, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to _thresh_ it, to separate the usable grains from the useless chaff. Then they take large forks and _winnow_ the threshed grain by throwing it up in the air so the wind can carry off the chaff while the grains fall back to the threshing floor, where they can be gathered and used for food. (see *thresh* and *winnow* pages in [translationWords](https://unfoldingword.org/en/?resource=translation-words) for help translating "thresh" and "winnow")
|
||||
|
||||
> So I will winnow them with a pitchfork at the gates of the land. I will bereave them. I will destroy my people since they will not turn from their ways. (Jeremiah 15:7 ULB)
|
||||
|
|
@ -35,10 +35,10 @@ After farmers harvest wheat and other types of grain, they bring them to a _thre
|
|||
|
||||
<blockquote> His winnowing fork is in his hand to thoroughly clear off his threshing floor and to gather the wheat into his storehouse. But he will burn up the chaff with fire that can never be put out. (Luke 3:17 ULB)</blockquote>
|
||||
|
||||
#### GRAFTING represents God's allowing the Gentiles to become his people
|
||||
#### GRAFTING represents God's allowing the Gentiles to become his people
|
||||
> For if you were cut out of what is by nature a wild olive tree, and contrary to nature were grafted into a good olive tree, how much more will these Jews, who are the natural branches, be grafted back into their own olive tree? For I do not want you to be unaware, brothers, of this mystery, in order that you will not be wise in your own thinking. This mystery is that a partial hardening has occurred in Israel, until the completion of the Gentiles come in. (Romans 11:24-25 ULB)
|
||||
|
||||
#### RAIN represents God's gifts to his people
|
||||
#### RAIN represents God's gifts to his people
|
||||
> ...he comes and rains righteousness on you. (Hosea 10:12 ULB)
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
Some images from the Bible involving body parts and human qualities are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
|
||||
|
||||
#### The BODY represents a group of people
|
||||
#### The BODY represents a group of people
|
||||
> Now you are the body of Christ and individually members of it. (1 Corinthians 12:27 ULB)
|
||||
|
||||
<blockquote>Rather we will speak the truth in love and grow up in all ways into him who is the head, Christ. Christ joins the whole body of believers together—it is held together by every supporting ligament so that the whole body grows and builds itself up in love. (Ephesians 4:15-16 ULB) </blockquote>
|
||||
|
|
@ -11,13 +11,13 @@ Some images from the Bible involving body parts and human qualities are listed b
|
|||
In these verses, the body of Christ represents the group of people who follow Christ.
|
||||
|
||||
|
||||
#### The FACE represents someone's presence
|
||||
#### The FACE represents someone's presence
|
||||
|
||||
>Do you not fear me—this is Yahweh's declaration—or tremble <u>before my face</u>? (Jeremiah 5:22 ULB)
|
||||
|
||||
To be before someone's face is to be in their presence, that is, to be with them.
|
||||
|
||||
#### The FACE represents someone's attention
|
||||
#### The FACE represents someone's attention
|
||||
|
||||
> Every man of the house of Israel who takes his idols into his heart, or who puts the stumbling block of his iniquity <u>before his face</u>, and who then comes to a prophet—I, Yahweh, will answer him according to the number of his idols. (Ezekiel 14:4 ULB)
|
||||
|
||||
|
|
@ -31,24 +31,24 @@ If someone seeks another person's face, he hopes that the person will pay attent
|
|||
|
||||
To hide one's face from someone is to ignore him.
|
||||
|
||||
#### The FACE represents surface
|
||||
#### The FACE represents surface
|
||||
|
||||
>The famine was over all <u>the face</u> of the whole land. (Genesis 41:56 ULB)
|
||||
|
||||
<blockquote> He encloses <u>the face</u> of the moon and spreads his clouds on it. (Job 26:9 ULB) </blockquote>
|
||||
|
||||
|
||||
#### The HAND represents a person's agency or power
|
||||
#### The HAND represents a person's agency or power
|
||||
|
||||
> Yahweh has burst through my enemies <u>by my hand</u> like a bursting flood of water. (1 Chronicles 14:11 ULB)
|
||||
> Yahweh has burst through my enemies <u>by my hand</u> like a bursting flood of water. (1 Chronicles 14:11 ULB)
|
||||
|
||||
"Yahweh has burst through my enemies by my hand" means "Yahweh has used me to burst through my enemies."
|
||||
|
||||
><u>Your hand</u> will seize all your enemies; <u>your right hand</u> will seize those who hate you. (Psalm 21:8 ULB)
|
||||
><u>Your hand</u> will seize all your enemies; <u>your right hand</u> will seize those who hate you. (Psalm 21:8 ULB)
|
||||
|
||||
"Your hand will seize all your enemies" means "By your power you will seize all your enemies."
|
||||
|
||||
>Look, <u>Yahweh's hand</u> is not so short that it cannot save. (Isaiah 59:1 ULB)
|
||||
>Look, <u>Yahweh's hand</u> is not so short that it cannot save. (Isaiah 59:1 ULB)
|
||||
|
||||
"His hand is not short" means that he is not weak.
|
||||
|
||||
|
|
@ -60,13 +60,13 @@ To hide one's face from someone is to ignore him.
|
|||
<blockquote>Wives should be subject to their own husbands, as to the Lord. For the husband is <u>the head</u> of the wife, as Christ also is <u>the head</u> of the church, and he is the Savior of the body. (Ephesian 5:22-23 ULB)</blockquote>
|
||||
|
||||
|
||||
#### A MASTER represents anything that motivates someone to act
|
||||
#### A MASTER represents anything that motivates someone to act
|
||||
|
||||
>No one can serve <u>two masters</u>, for either he will hate the one and love the other, or else he will be devoted to one and despise the other. You cannot serve God and wealth. (Matthew 6:24 ULB)
|
||||
|
||||
To serve God is to be motivated by God. To serve money is to be motivated by money.
|
||||
|
||||
#### A NAME represents the person who has that name
|
||||
#### A NAME represents the person who has that name
|
||||
|
||||
>May your God make <u>the name of Solomon</u> better than your name, and make his throne greater than your throne." 1 Kings 1:47 (ULB)
|
||||
|
||||
|
|
@ -74,14 +74,14 @@ To serve God is to be motivated by God. To serve money is to be motivated by mon
|
|||
<blockquote> See, I have sworn <u>by my great name</u>—says Yahweh. <u>My name</u> will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt…." (Jeremiah 44:26 ULB) </blockquote>
|
||||
|
||||
|
||||
If someone's name is great, it means that he is great.
|
||||
If someone's name is great, it means that he is great.
|
||||
|
||||
>Listen now to the prayer of your servant and to the prayer of your servants who delight to <u>honor your name</u>…. Nehemiah 1:11 (ULB)
|
||||
|
||||
|
||||
To honor someone's name is to honor him.
|
||||
|
||||
#### A NAME represents the fame or reputation of a person
|
||||
#### A NAME represents the fame or reputation of a person
|
||||
|
||||
>You must no longer profane <u>my holy name</u> with your gifts and your idols. Ezekiel 20:39 (ULB)
|
||||
|
||||
|
|
@ -98,7 +98,7 @@ To make God's name holy is to cause people to to see that God is holy.
|
|||
|
||||
The fact that the men said they heard a report about Yahweh shows that "because of the name of Yahweh" means because of Yahweh's reputation.
|
||||
|
||||
#### The NOSE represents anger
|
||||
#### The NOSE represents anger
|
||||
|
||||
>Then…the foundations of the world were exposed at your battle cry, Yahweh—at the blast of the breath of <u>your nostrils</u>. (Psalms 18:15 ULB)
|
||||
|
||||
|
|
@ -106,7 +106,7 @@ The fact that the men said they heard a report about Yahweh shows that "because
|
|||
<blockquote>By the blast of <u>your nostrils</u> the waters were piled up…. (Exodus 15:8 ULB)</blockquote>
|
||||
|
||||
|
||||
>Smoke went up from out of <u>his nostrils</u>, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULB)
|
||||
>Smoke went up from out of <u>his nostrils</u>, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULB)
|
||||
|
||||
|
||||
<blockquote>…This is the Lord Yahweh's declaration: 'My fury will arise in <u>my nostrils</u>!' (Ezekiel 38:18 ULB)</blockquote>
|
||||
|
|
@ -114,7 +114,7 @@ The fact that the men said they heard a report about Yahweh shows that "because
|
|||
|
||||
A blast of air or smoke coming from someone's nose shows his great anger.
|
||||
|
||||
#### RAISED EYES represents arrogance
|
||||
#### RAISED EYES represents arrogance
|
||||
|
||||
> but you bring down those with <u>proud, uplifted eyes</u>! (Psalm 18:27 ULB)
|
||||
|
||||
|
|
@ -126,14 +126,14 @@ Uplifted eyes show that a person is proud.
|
|||
|
||||
Lowered eyes show that a person is humble.
|
||||
|
||||
#### The SON OF SOMETHING shares its qualities
|
||||
#### The SON OF SOMETHING shares its qualities
|
||||
|
||||
> no <u>son of wickedness</u> will oppress him. (Psalm 89:22b ULB)
|
||||
|
||||
|
||||
A son of wickedness is a wicked person.
|
||||
|
||||
> May the groans of the prisoners come before you;
|
||||
> May the groans of the prisoners come before you;
|
||||
> with the greatness of your power keep the <u>children of death</u> alive. (Psalm 79:11 ULB)
|
||||
|
||||
|
||||
|
|
@ -142,8 +142,8 @@ Children of death here are people that others plan to kill.
|
|||
>We all were once among these unbelievers and acted according to the evil desires of our flesh, doing the will of the flesh and of the mind, and we were by nature <u>children of wrath</u> like the others. (Ephesians 2:3 ULB)
|
||||
|
||||
|
||||
Children of wrath here are people with whom God is very angry.
|
||||
Children of wrath here are people with whom God is very angry.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
### Translation Strategies
|
||||
(see the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md))
|
||||
|
|
@ -2,16 +2,16 @@
|
|||
|
||||
Some images from the Bible involving human behavior are listed below. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
|
||||
|
||||
#### BEING BENT OVER represents being discouraged
|
||||
#### BEING BENT OVER represents being discouraged
|
||||
|
||||
>Yahweh supports all who are falling and raises up all those who are <u>bent over</u>. (Psalm 145:14 ULB)
|
||||
|
||||
|
||||
#### BIRTH PAINS represent the suffering that is necessary to achieve a new condition
|
||||
#### BIRTH PAINS represent the suffering that is necessary to achieve a new condition
|
||||
|
||||
><u>Be in pain and labor to give birth</u>, daughter of Zion, like a <u>woman in labor</u>.
|
||||
>For now you will go out of the city, live in the field, and go to Babylon.
|
||||
>There you will be rescued.
|
||||
><u>Be in pain and labor to give birth</u>, daughter of Zion, like a <u>woman in labor</u>.
|
||||
>For now you will go out of the city, live in the field, and go to Babylon.
|
||||
>There you will be rescued.
|
||||
>There Yahweh will rescue you from the hand of your enemies. (Micah 4:10 ULB)
|
||||
|
||||
|
||||
|
|
@ -31,20 +31,20 @@ This is because he actually is the God of the whole earth.
|
|||
|
||||
This is because he actually is discerning.
|
||||
|
||||
>He will...be called the Son of the Most High. (Luke 1:32 ULB)
|
||||
>He will...be called the Son of the Most High. (Luke 1:32 ULB)
|
||||
|
||||
This is because he actually is the Son of the Most High.
|
||||
This is because he actually is the Son of the Most High.
|
||||
|
||||
>So the holy one to be born will be called the Son of God. (Luke 1:35 ULB)
|
||||
>So the holy one to be born will be called the Son of God. (Luke 1:35 ULB)
|
||||
|
||||
This is because he actually is the Son of God.
|
||||
This is because he actually is the Son of God.
|
||||
|
||||
>Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB)
|
||||
>Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB)
|
||||
|
||||
This is because he actually will be dedicated to the Lord.
|
||||
This is because he actually will be dedicated to the Lord.
|
||||
|
||||
|
||||
#### CLEANLINESS represents being acceptable for God's purposes
|
||||
#### CLEANLINESS represents being acceptable for God's purposes
|
||||
|
||||
Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some of the <u>clean</u> birds, and offered burnt offerings on the altar. Yahweh smelled the pleasing aroma... (Genesis 8:20 ULB)
|
||||
|
||||
|
|
@ -59,7 +59,7 @@ Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some
|
|||
<blockquote>This is because on this day atonement will be made for you, to <u>cleanse</u> you from all your sins so you will be <u>clean</u> before Yahweh. (Leviticus 16:30 ULB)</blockquote>
|
||||
|
||||
|
||||
#### UNCLEANLINESS represents not being acceptable for God's purposes
|
||||
#### UNCLEANLINESS represents not being acceptable for God's purposes
|
||||
|
||||
>You may eat any animal that has a split hoof and that also chews the cud. However, some animals either chew the cud or have a split hoof, and <u>you must not eat them</u>, animals such as the camel, because it chews the cud but does not have a split hoof. So the camel is <u>unclean</u> for you. (Leviticus 11:3-4 ULB)
|
||||
|
||||
|
|
@ -67,18 +67,18 @@ Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some
|
|||
<blockquote>And if any of them dies and falls on anything, that thing will be <u>unclean</u>, whether it is made of wood, cloth, leather, or sackcloth. Whatever it is and whatever it is used for, it must be put into water; it will be <u>unclean</u> until evening. Then it will be <u>clean</u>. (Leviticus 11:32 ULB) </blockquote>
|
||||
|
||||
|
||||
#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God's purposes.
|
||||
#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God's purposes.
|
||||
|
||||
> Or if anyone touches anything God has designated as <u>unclean</u>, whether it be the carcass of an <u>unclean</u> wild animal or the carcass of any livestock that has died, or creeping animal, even if the person did not intend to touch it, he is <u>unclean</u> and <u>guilty</u>. (Leviticus 5:2 ULB)
|
||||
|
||||
|
||||
|
||||
#### BEING CUT OFF FROM SOMETHING represents being separated from it
|
||||
#### BEING CUT OFF FROM SOMETHING represents being separated from it
|
||||
|
||||
>Uzziah, the king, was a leper to the day of his death, and lived in a separate house, since he was a leper; for he was <u>cut off from the house of Yahweh.</u> (2 Chronicles 26:21 ULB)
|
||||
|
||||
|
||||
#### BEING CUT OFF represents being killed
|
||||
#### BEING CUT OFF represents being killed
|
||||
|
||||
>So you must keep the Sabbath, for it must be treated by you as holy, reserved for him. Everyone who defiles it must surely <u>be put to death</u>. Whoever works on the Sabbath, that person must surely <u>be cut off from his people</u>. (Exodus 31:14-15 ULB)
|
||||
|
||||
|
|
@ -89,7 +89,7 @@ Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some
|
|||
>But he was <u>cut off</u> from the land of the living. (Isaiah 53:8 ULB)
|
||||
|
||||
|
||||
#### COMING AND STANDING BEFORE SOMEONE represents serving him
|
||||
#### COMING AND STANDING BEFORE SOMEONE represents serving him
|
||||
|
||||
<blockquote>How blessed are your people, and how blessed are your servants who constantly <u>stand before you</u>, because they hear your wisdom. (1 Kings 10:8 ULB)</blockquote>
|
||||
|
||||
|
|
@ -102,14 +102,14 @@ Covenant faithfulness and trustworthiness are also personified here. (see [Perso
|
|||
|
||||
Too much wine makes a person weak and he staggers. So too, when God judges people, they become weak and stagger. So the idea of wine is used to represent God's judgment.
|
||||
|
||||
>You have shown your people severe things;
|
||||
>You have shown your people severe things;
|
||||
>you have made us <u>drink the wine of staggering</u>. (Psalm 60:3 ULB)
|
||||
|
||||
Another example from Psalm.
|
||||
>But God is the judge;
|
||||
>he brings one down and raises up another.
|
||||
>For Yahweh holds a cup in his hand of <u>foaming wine</u>,
|
||||
>which is mixed with spices, and pours it out.
|
||||
>But God is the judge;
|
||||
>he brings one down and raises up another.
|
||||
>For Yahweh holds a cup in his hand of <u>foaming wine</u>,
|
||||
>which is mixed with spices, and pours it out.
|
||||
>Surely all the wicked of the earth will <u>drink it</u> to the last drop. (Psalm 75:8 ULB)
|
||||
|
||||
An example from Revelation.
|
||||
|
|
@ -118,35 +118,35 @@ An example from Revelation.
|
|||
|
||||
#### EATING UP represents destroying
|
||||
|
||||
>God brings [Israel] out of Egypt.
|
||||
>He has strength like a wild ox.
|
||||
><u>He will eat up the nations who fight against him</u>.
|
||||
>He will break their bones to pieces.
|
||||
>God brings [Israel] out of Egypt.
|
||||
>He has strength like a wild ox.
|
||||
><u>He will eat up the nations who fight against him</u>.
|
||||
>He will break their bones to pieces.
|
||||
>He will shoot them with his arrows. Numbers 24:8 ULB)
|
||||
|
||||
|
||||
Another word for "eat up" is devour.
|
||||
>Therefore as <u>the tongue of fire devours stubble</u>, and as the dry grass goes down in flame,
|
||||
>Therefore as <u>the tongue of fire devours stubble</u>, and as the dry grass goes down in flame,
|
||||
>so their root will rot, and their blossom will blow away like dust, (Isaiah 5:24 ULB)
|
||||
|
||||
Another example from Isaiah.
|
||||
>Therefore Yahweh will raise up against him, Rezin, his adversary, and will stir up his enemies,
|
||||
>the Arameans on the east, and the Philistines on the west.
|
||||
>Therefore Yahweh will raise up against him, Rezin, his adversary, and will stir up his enemies,
|
||||
>the Arameans on the east, and the Philistines on the west.
|
||||
><u>They will devour Israel with open mouth</u>. (Isaiah 9:11-12 ULB)
|
||||
|
||||
An example from Deuteronomy.
|
||||
>I will make my arrows drunk with blood,
|
||||
>and <u>my sword will devour flesh</u>
|
||||
>with the blood of the killed and the captives,
|
||||
>I will make my arrows drunk with blood,
|
||||
>and <u>my sword will devour flesh</u>
|
||||
>with the blood of the killed and the captives,
|
||||
>and from the heads of the leaders of the enemy. (Deuteronomy 32:42 ULB)
|
||||
|
||||
|
||||
#### FALLING UPON or BEING UPON represents affecting
|
||||
#### FALLING UPON or BEING UPON represents affecting
|
||||
|
||||
<blockquote>Yahweh God caused a deep sleep to <u>fall upon</u> the man, so the man slept. (Genesis 2:21 ULB)</blockquote>
|
||||
|
||||
|
||||
>Would not his majesty make you afraid?
|
||||
>Would not his majesty make you afraid?
|
||||
>Would not his dread <u>fall upon</u> you? (Job 13:11 ULB)
|
||||
|
||||
|
||||
|
|
@ -155,7 +155,7 @@ An example from Deuteronomy.
|
|||
> Now look, the hand of the Lord <u>is upon you</u>, and you will become blind. (Acts 13:11 ULB)
|
||||
|
||||
|
||||
#### FOLLOWING SOMEONE represents being loyal to him
|
||||
#### FOLLOWING SOMEONE represents being loyal to him
|
||||
|
||||
>They broke away from Yahweh, the God of their fathers, who had brought them out of the land of Egypt. <u>They went after other gods</u>, the very gods of the peoples who were around them, and they bowed down to them. They provoked Yahweh to anger because they broke away from Yahweh and worshiped Baal and the Ashtoreths.
|
||||
|
||||
|
|
@ -166,7 +166,7 @@ An example from Deuteronomy.
|
|||
>Not one of them who despised me will see it, except for my servant Caleb, because he had another spirit. <u>He has followed me fully</u>; I will bring him into the land which he went to examine. His descendants will possess it. (Numbers 14:23-24 ULB)
|
||||
|
||||
|
||||
#### GOING BEFORE, ACCOMPANYING, OR FOLLOWING A KING WITH HIS OTHER ATTENDANTS represents serving him
|
||||
#### GOING BEFORE, ACCOMPANYING, OR FOLLOWING A KING WITH HIS OTHER ATTENDANTS represents serving him
|
||||
|
||||
>See, his reward is <u>with him</u>, and his recompense is <u>going before him</u>. (Isaiah 62:11 ULB)
|
||||
|
||||
|
|
@ -175,25 +175,25 @@ An example from Deuteronomy.
|
|||
|
||||
#### INHERITING is permanently possessing something
|
||||
|
||||
>Then the King will say to those on his right hand, "Come, you who have been blessed by my Father, <u>inherit</u> the kingdom prepared for you from the foundation of the world." (Matthew 25:34)
|
||||
>Then the King will say to those on his right hand, "Come, you who have been blessed by my Father, <u>inherit</u> the kingdom prepared for you from the foundation of the world." (Matthew 25:34)
|
||||
|
||||
The blessing of God's complete rule is given as the permanent possession to those to whom the King is speaking.
|
||||
|
||||
>Now this I say, brothers and sisters, that flesh and blood cannot <u>inherit</u> the kingdom of God. Neither does what is perishable <u>inherit</u> what is imperishable. (1 Corinthians 15:50 ULB)
|
||||
>Now this I say, brothers and sisters, that flesh and blood cannot <u>inherit</u> the kingdom of God. Neither does what is perishable <u>inherit</u> what is imperishable. (1 Corinthians 15:50 ULB)
|
||||
|
||||
People cannot receive the kingdom of God in its complete form as a permanent possession while they are still in their mortal bodies.
|
||||
|
||||
An **INHERITANCE** is something that someone permanently possesses
|
||||
|
||||
>You will bring them and plant them on the mountain of your <u>inheritance</u>. (Exodus 15:17 ULB)
|
||||
>You will bring them and plant them on the mountain of your <u>inheritance</u>. (Exodus 15:17 ULB)
|
||||
|
||||
The mountain where God will be worshiped is viewed as his permanent possession.
|
||||
|
||||
>Pardon our iniquity and our sin, and take us as your <u>inheritance</u>. (Exodus 34:9 ULB)
|
||||
>Pardon our iniquity and our sin, and take us as your <u>inheritance</u>. (Exodus 34:9 ULB)
|
||||
|
||||
Moses asks God to still accept the people of Israel as his special possession, that is, as the people permanently belonging to him.
|
||||
|
||||
>the richness of the glory of his <u>inheritance</u> among those who are set apart for him. (Ephesians 1:18 ULB)
|
||||
>the richness of the glory of his <u>inheritance</u> among those who are set apart for him. (Ephesians 1:18 ULB)
|
||||
|
||||
The wonderful things that God will give all who are set apart for him is viewed as their permanent possession.
|
||||
|
||||
|
|
@ -212,16 +212,16 @@ God's Son will receive all things as a permanent possession.
|
|||
Noah received righteousness as a permanent possession.
|
||||
|
||||
|
||||
#### LYING DOWN represents DYING
|
||||
#### LYING DOWN represents DYING
|
||||
|
||||
<blockquote>When your days are fulfilled and you <u>lie down with your fathers</u>, I will raise up a descendant after you, (2 Samuel 7:12 ULB)</blockquote>
|
||||
|
||||
|
||||
>Ask them, 'Are you really more beautiful than anyone else? <u>Go down and lie</u> with the uncircumcised!'
|
||||
>Ask them, 'Are you really more beautiful than anyone else? <u>Go down and lie</u> with the uncircumcised!'
|
||||
>They will fall among those who were killed by the sword! Egypt is given to the sword; her enemies will seize her and her servants! (Ezekiel 32:19-20 ULB)
|
||||
|
||||
|
||||
#### REIGNING OR RULING represents controlling
|
||||
#### REIGNING OR RULING represents controlling
|
||||
|
||||
>This happened so that, as sin <u>ruled</u> in death, even so grace might <u>rule</u> through righteousness for everlasting life through Jesus Christ our Lord. (Romans 5:21 ULB)
|
||||
|
||||
|
|
@ -240,17 +240,17 @@ Noah received righteousness as a permanent possession.
|
|||
<blockquote>The nations will seek him out, and his <u>resting place</u> will be glorious. (Isaiah 11:10 ULB)</blockquote>
|
||||
|
||||
|
||||
#### RISING, STANDING UP represents acting
|
||||
#### RISING, STANDING UP represents acting
|
||||
|
||||
><u>Rise up</u> for our help and redeem us for the sake of your covenant faithfulness. (Psalm 44:26 ULB)
|
||||
|
||||
|
||||
#### SEEING SOMETHING represents being there
|
||||
#### SEEING SOMETHING represents being there
|
||||
|
||||
>You will not let the one who has covenant faithfulness <u>see</u> the pit. (Psalm 16:10 ULB)
|
||||
|
||||
|
||||
#### SELLING represents handing over to someone's control. BUYING represents removing from someone's control
|
||||
#### SELLING represents handing over to someone's control. BUYING represents removing from someone's control
|
||||
|
||||
>[Yahweh] <u>sold</u> [the Israelites] into the hand of Cushan Rishathaim king of Aram Naharaim. (Judges 3:8 ULB)
|
||||
|
||||
|
|
@ -260,7 +260,7 @@ Noah received righteousness as a permanent possession.
|
|||
>A throne will be established in covenant faithfulness, and one from David's tent will faithfully <u>sit</u> there. ( Isaiah 16:5 ULB)
|
||||
|
||||
|
||||
#### STANDING represents successfully resisting
|
||||
#### STANDING represents successfully resisting
|
||||
|
||||
>So the wicked will not <u>stand</u> in the judgment, nor sinners in the assembly of the righteous. (Psalm 1:2 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -7,12 +7,12 @@ Some images from the Bible involving man-made objects are listed below in alphab
|
|||
>He trains…my arms to bend a bow of <u>bronze</u>. Psalm 18:34 ULB)
|
||||
|
||||
|
||||
#### CHAINS represent control
|
||||
#### CHAINS represent control
|
||||
|
||||
>Let us tear off the <u>shackles</u> they put on us and throw off their <u>chains</u>. Psalm 2:3
|
||||
|
||||
|
||||
#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life)
|
||||
#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life)
|
||||
|
||||
>It is God who puts strength on me like a <u>belt</u>. (Psalm 18:32 ULB)
|
||||
|
||||
|
|
@ -26,7 +26,7 @@ Some images from the Bible involving man-made objects are listed below in alphab
|
|||
<blockquote>I will <u>clothe his enemies with shame</u>. (Psalm 132:18 ULB)</blockquote>
|
||||
|
||||
|
||||
#### A SNARE (A LIGHT TRAP FOR BIRDS WORKED BY CORDS) represents death
|
||||
#### A SNARE (A LIGHT TRAP FOR BIRDS WORKED BY CORDS) represents death
|
||||
|
||||
>For he will rescue you from the <u>snare</u> of the hunter. (Psalm 91:3 ULB)
|
||||
|
||||
|
|
@ -47,7 +47,7 @@ Some images from the Bible involving man-made objects are listed below in alphab
|
|||
|
||||
In this case the snare was a persuasion to do evil, which leads to death.
|
||||
|
||||
#### A TENT represents a house, home, people in one's home, descendants
|
||||
#### A TENT represents a house, home, people in one's home, descendants
|
||||
|
||||
>God will likewise destroy you forever; he will take you up and pluck you out of your tent. (Psalm 52:5 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -2,9 +2,9 @@
|
|||
|
||||
This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](bita-part3).*)
|
||||
|
||||
### Description
|
||||
### Description
|
||||
|
||||
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__.
|
||||
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__.
|
||||
|
||||
The patterns found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere.
|
||||
|
||||
|
|
@ -18,13 +18,13 @@ This pattern is also seen in Psalm 119:32 where running in the path of God's com
|
|||
> I will <u>run in the path</u> of your commandments. (Psalm 119:32 ULB)
|
||||
|
||||
|
||||
#### Reasons this is a translation Issue
|
||||
#### Reasons this is a translation Issue
|
||||
|
||||
These patterns present three challenges to anyone who wants to identify them:
|
||||
|
||||
1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, it is God who puts strength on me like a belt. (Psalm 18:32 ULB) is based on the pairing of clothing with moral quality. In this case, the image of a belt represents strength. (see "Clothing represents a moral quality" in [Biblical Imagery - Man-made Objects](bita-manmade))
|
||||
|
||||
2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom))
|
||||
2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom))
|
||||
|
||||
In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel" they were concerned that he might be killed.
|
||||
|
||||
|
|
@ -34,14 +34,14 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
|
|||
>Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, "You must not go to battle anymore with us, so that you do not put out the <u>lamp</u> of Israel." (2 Samuel 21:16-17 ULB)
|
||||
|
||||
|
||||
3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3))
|
||||
3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3))
|
||||
|
||||
For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
|
||||
|
||||
>They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULB)
|
||||
|
||||
|
||||
#### Links to Lists of Images in the Bible
|
||||
#### Links to Lists of Images in the Bible
|
||||
|
||||
The following pages have lists of some of the ideas that represent others in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
|
||||
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
Some common metonymies from the Bible are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
|
||||
|
||||
#### A CUP or bowl represents what is in it
|
||||
#### A CUP or bowl represents what is in it
|
||||
|
||||
> my <u>cup</u> runs over. (Psalm 23:5 ULB)
|
||||
|
||||
|
|
@ -28,42 +28,42 @@ In these examples the mouth refers to what a person says.
|
|||
|
||||
The memory of a person represents his descendants, because they are the ones who should remember and honor him. When the Bible says that someone's memory dies, it means that either he will not have any descendants, or his descendants will all die.
|
||||
|
||||
>You terrified the nations with your battle cry;
|
||||
>you have destroyed the wicked;
|
||||
>you have blotted out <u>their memory</u> forever.
|
||||
>The enemy crumbled like ruins
|
||||
>when you overthrew their cities.
|
||||
>You terrified the nations with your battle cry;
|
||||
>you have destroyed the wicked;
|
||||
>you have blotted out <u>their memory</u> forever.
|
||||
>The enemy crumbled like ruins
|
||||
>when you overthrew their cities.
|
||||
>All <u>remembrance of them</u> has perished. (Psalm 9:5-6 ULB)
|
||||
|
||||
<blockquote> <u>His memory</u> will perish from the earth (Job 18:17 ULB) </blockquote>
|
||||
|
||||
>Yahweh is against evildoers,
|
||||
>Yahweh is against evildoers,
|
||||
>in order to wipe out <u>their memory</u> from the earth. (Psalm 34:16 ULB)
|
||||
|
||||
|
||||
#### ONE PERSON represents a group of people
|
||||
#### ONE PERSON represents a group of people
|
||||
|
||||
>For <u>the wicked person</u> boasts of his deepest desires;
|
||||
>For <u>the wicked person</u> boasts of his deepest desires;
|
||||
>he blesses the greedy and insults Yahweh. (Psalm 10:3 ULB)
|
||||
|
||||
This does not refer to a particular wicked person, but to wicked people in general.
|
||||
|
||||
#### A PERSON'S NAME represents his descendants
|
||||
#### A PERSON'S NAME represents his descendants
|
||||
|
||||
>Gad—raiders will attack him, but he will attack them at their heels.
|
||||
>Asher's food will be rich, and he will provide royal delicacies.
|
||||
>Gad—raiders will attack him, but he will attack them at their heels.
|
||||
>Asher's food will be rich, and he will provide royal delicacies.
|
||||
>Naphtali is a doe let loose; he will have beautiful fawns. (Genesis 49:19-21 ULB)
|
||||
|
||||
|
||||
The names Gad, Asher, and Naphtali refer not only to those men, but to their descendants.
|
||||
|
||||
#### A PERSON represents himself and the people with him
|
||||
#### A PERSON represents himself and the people with him
|
||||
|
||||
>It came about that when Abram entered into Egypt, the Egyptians saw that Sarai was very beautiful. (Genesis 12:14 ULB)
|
||||
|
||||
Here when it says "Abram" it represents Abram and all the people traveling with him. The focus was on Abram.
|
||||
Here when it says "Abram" it represents Abram and all the people traveling with him. The focus was on Abram.
|
||||
|
||||
#### PIERCING represents killing
|
||||
#### PIERCING represents killing
|
||||
|
||||
> His hand <u>pierced</u> the fleeing serpent. (Job 26:13 ULB)
|
||||
|
||||
|
|
@ -75,6 +75,6 @@ This means that he killed the serpent.
|
|||
|
||||
#### SINS (INIQUITY) represent punishment for those sins
|
||||
|
||||
>Yahweh has placed on him the <u>iniquity</u> of us all (Isaiah 53:6 ULB)
|
||||
>Yahweh has placed on him the <u>iniquity</u> of us all (Isaiah 53:6 ULB)
|
||||
|
||||
This means that Yahweh placed on him the punishment that should have gone to all of us.
|
||||
|
|
@ -1,6 +1,6 @@
|
|||
|
||||
|
||||
### Description
|
||||
### Description
|
||||
|
||||
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these topics. For example, Americans often think of many things, even marriage and friendship, as if they were machines. Americans might say "His marriage is breaking down" or "Their friendship is going full speed ahead." In this example, human relationships are modeled as a MACHINE.
|
||||
|
||||
|
|
@ -8,7 +8,7 @@ Some cultural models, or mental pictures, found in the Bible are listed below. F
|
|||
|
||||
#### God is modeled as a HUMAN BEING
|
||||
|
||||
Although the Bible explicitly denies that God is a human being, he is often spoken of as doing things that humans do. But God is not human, so when the Bible says that God speaks, we should not think that he has vocal chords that vibrate. And when it says something about him doing something with his hand, we should not think that he has a physical hand.
|
||||
Although the Bible explicitly denies that God is a human being, he is often spoken of as doing things that humans do. But God is not human, so when the Bible says that God speaks, we should not think that he has vocal chords that vibrate. And when it says something about him doing something with his hand, we should not think that he has a physical hand.
|
||||
|
||||
>If we hear <u>the voice of Yahweh our God</u> any longer, we will die. (Deuteronomy 5:25 ULB)
|
||||
|
||||
|
|
@ -18,24 +18,24 @@ Although the Bible explicitly denies that God is a human being, he is often spok
|
|||
|
||||
The word "hand" here is a metonym that refers to God's power. (See: [Metonymy](figs-metonymy))
|
||||
|
||||
#### God is modeled as a KING
|
||||
#### God is modeled as a KING
|
||||
|
||||
> For God is the <u>King</u> over all the earth; (Psalm 47:7 ULB)
|
||||
|
||||
>For the <u>kingdom</u> is Yahweh's;
|
||||
>For the <u>kingdom</u> is Yahweh's;
|
||||
>he is the <u>ruler</u> over the nations. (Psalm 22:28 ULB)
|
||||
|
||||
>Your <u>throne</u>, God, is forever and ever;
|
||||
>Your <u>throne</u>, God, is forever and ever;
|
||||
>a <u>scepter</u> of justice is the scepter of your <u>kingdom</u>. (Psalm 45:6 ULB)
|
||||
|
||||
>This is what Yahweh says,
|
||||
>This is what Yahweh says,
|
||||
>"Heaven is my <u>throne</u>, and the earth is my <u>footstool</u>. (Isaiah 66:1 ULB)
|
||||
|
||||
>God <u>reigns</u> over the nations;
|
||||
>God sits on his holy <u>throne</u>.
|
||||
>The <u>princes</u> of the peoples have gathered together
|
||||
>to the people of the God of Abraham;
|
||||
>for the <u>shields</u> of the earth belong to God;
|
||||
>God <u>reigns</u> over the nations;
|
||||
>God sits on his holy <u>throne</u>.
|
||||
>The <u>princes</u> of the peoples have gathered together
|
||||
>to the people of the God of Abraham;
|
||||
>for the <u>shields</u> of the earth belong to God;
|
||||
>he is greatly exalted. (Psalm 47:8-9 ULB)
|
||||
|
||||
#### God is modeled as a SHEPHERD and his people are modeled as SHEEP
|
||||
|
|
@ -55,13 +55,13 @@ He is willing to die in order to save his sheep.
|
|||
|
||||
>Yahweh is a <u>warrior</u>; (Exodus 15:3 ULB)
|
||||
|
||||
> Yahweh will go out as a <u>warrior</u>; he will proceed as a <u>man of war</u>. He will stir up his zeal.
|
||||
> Yahweh will go out as a <u>warrior</u>; he will proceed as a <u>man of war</u>. He will stir up his zeal.
|
||||
> He will shout, yes, he will roar his <u>battle cries</u>; he will <u>show his enemies his power</u>. (Isaiah 42:13 ULB)
|
||||
|
||||
>Your right hand, Yahweh, is <u>glorious in power</u>;
|
||||
>Your right hand, Yahweh, is <u>glorious in power</u>;
|
||||
>your right hand, Yahweh, <u>has shattered the enemy</u>. (Exodus 15:6 ULB)
|
||||
|
||||
>But <u>God will shoot them</u>;
|
||||
>But <u>God will shoot them</u>;
|
||||
>suddenly they will be <u>wounded with his arrows</u>. (Psalm 65:7 ULB)
|
||||
|
||||
<blockquote>For you will turn them back; <u>you will draw your bow</u> before them. (Psalm 21:12 ULB)</blockquote>
|
||||
|
|
@ -79,32 +79,32 @@ He is willing to die in order to save his sheep.
|
|||
|
||||
Variations of this model and the model of the EVIL EYE are found in many parts of the world. In most of the cultures represented in the Bible, these models included the following elements:
|
||||
|
||||
People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects.
|
||||
People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects.
|
||||
>The eye is the <u>lamp</u> of the body. Therefore, if your eye is good, the whole body is <u>filled with light</u>. (Matthew 6:22 ULB)
|
||||
|
||||
This light shining from the eyes carries with itself the viewer's character.
|
||||
This light shining from the eyes carries with itself the viewer's character.
|
||||
>The appetite of the wicked craves evil; his neighbor sees no <u>kindness in his eyes</u>. (Proverbs 21:10 ULB)
|
||||
|
||||
#### Envy and cursing are modeled as looking with an EVIL EYE at someone, and favor is modeled as looking with a GOOD EYE at someone
|
||||
|
||||
The primary emotion of a person with the evil eye is envy. The Greek word translated as "envy" in Mark 7 is "eye," which refers here to an evil eye.
|
||||
|
||||
>He said, "It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, <u>envy</u> …. (Mark 7:20-22 ULB)
|
||||
>He said, "It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, <u>envy</u> …. (Mark 7:20-22 ULB)
|
||||
|
||||
The context for Matthew 20:15 includes the emotion of envy. "Is your eye evil?" means "Are you envious?"
|
||||
>Is it not legitimate for me to do what I wish with my own possessions? Or is your <u>eye evil</u> because I am good? (Matthew 20:15 ULB)
|
||||
>Is it not legitimate for me to do what I wish with my own possessions? Or is your <u>eye evil</u> because I am good? (Matthew 20:15 ULB)
|
||||
|
||||
If a person's eye is evil, that person is envious of other people's money.
|
||||
If a person's eye is evil, that person is envious of other people's money.
|
||||
>The eye is the lamp of the body. Therefore, if your <u>eye is good</u>, the whole body is filled with light. But if your <u>eye is bad</u>, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! No one can serve two masters, for either he will hate the one and love the other, or else he will be devoted to one and despise the other. <u>You cannot serve God and wealth</u>. (Matthew 6:22-24 ULB)
|
||||
|
||||
A person who is envious might put a curse or enchantment on someone by looking at him with an evil eye.
|
||||
>Foolish Galatians, whose <u>evil eye</u> has harmed you? (Galatians 3:1 ULB)
|
||||
>Foolish Galatians, whose <u>evil eye</u> has harmed you? (Galatians 3:1 ULB)
|
||||
|
||||
A person with a good eye can put a blessing on someone by looking at him.
|
||||
|
||||
> If I have found <u>favor in your eyes</u>... (1 Samuel 27:5 ULB)
|
||||
|
||||
#### Life is modeled as BLOOD
|
||||
#### Life is modeled as BLOOD
|
||||
|
||||
In this model, the blood of a person or an animal represents its life.
|
||||
|
||||
|
|
@ -118,7 +118,7 @@ If blood is spilled or shed, someone has been killed.
|
|||
|
||||
If blood cries out, nature itself is crying out for vengeance on a person who killed someone. (This also includes personification, because the blood is pictured as someone that can cry out. See: [Personification](figs-personification))
|
||||
|
||||
>Yahweh said, "What have you done? <u>Your brother's blood is calling out to me</u> from the ground. (Genesis 4:10 ULB)
|
||||
>Yahweh said, "What have you done? <u>Your brother's blood is calling out to me</u> from the ground. (Genesis 4:10 ULB)
|
||||
|
||||
#### A country is modeled as a WOMAN, and its gods are modeled as HER HUSBAND
|
||||
|
||||
|
|
@ -133,11 +133,11 @@ If blood cries out, nature itself is crying out for vengeance on a person who ki
|
|||
|
||||
>Yet their words go out over all the earth and their speech to the end of the world. He has pitched <u>a tent for the sun</u> among them. The sun is like a bridegroom coming out of <u>his chamber</u> and like a strong man who rejoices when he runs his race. (Psalm 19:4-5 ULB)
|
||||
|
||||
Psalm 110 pictures the sun as being in the womb before it comes out in the morning.
|
||||
Psalm 110 pictures the sun as being in the womb before it comes out in the morning.
|
||||
>from <u>the womb</u> of the dawn your youth will be to you like the dew. (Psalm 110:3 ULB)
|
||||
|
||||
|
||||
#### Things that can move fast are modeled as having WINGS
|
||||
#### Things that can move fast are modeled as having WINGS
|
||||
|
||||
This is especially true of things that move in the air or the sky.
|
||||
|
||||
|
|
@ -155,32 +155,32 @@ The wind moves quickly and is modeled as having wings.
|
|||
|
||||
>you walk on the <u>wings of the wind</u> (Psalm 104:3 ULB)
|
||||
|
||||
#### Futility is modeled as something that the WIND can blow away
|
||||
#### Futility is modeled as something that the WIND can blow away
|
||||
|
||||
In this model, the wind blows away things that are worthless, and they are gone.
|
||||
|
||||
Psalm 1 and Job 27 show that wicked people are worthless and will not live long.
|
||||
|
||||
>The wicked are not so,
|
||||
>The wicked are not so,
|
||||
>but are instead <u>like the chaff that the wind drives away</u>. (Psalm 1:4 ULB)
|
||||
|
||||
><u>The east wind carries him away</u>, and he leaves;
|
||||
><u>The east wind carries him away</u>, and he leaves;
|
||||
><u>it sweeps him out of his place</u>. (Job 27:21 ULB)
|
||||
|
||||
The writer of Ecclesiastes says that everything is worthless.
|
||||
><u>Like a vapor of mist</u>,
|
||||
><u>like a breeze in the wind</u>,
|
||||
>everything vanishes, leaving many questions.
|
||||
><u>Like a vapor of mist</u>,
|
||||
><u>like a breeze in the wind</u>,
|
||||
>everything vanishes, leaving many questions.
|
||||
>What profit does mankind gain from all the work that they labor at under the sun? (Ecclesiastes 1:2-3 ULB)
|
||||
|
||||
In Job 30:15, Job complains that his honor and prosperity are gone.
|
||||
|
||||
>Terrors are turned upon me;
|
||||
>my honor is <u>driven away as if by the wind</u>;
|
||||
>Terrors are turned upon me;
|
||||
>my honor is <u>driven away as if by the wind</u>;
|
||||
>my prosperity <u>passes away as a cloud</u>. (Job 30:15 ULB)
|
||||
|
||||
#### Human warfare is modeled as DIVINE WARFARE
|
||||
When there was a war between nations, people believed that the gods of those nations were also at war.
|
||||
#### Human warfare is modeled as DIVINE WARFARE
|
||||
When there was a war between nations, people believed that the gods of those nations were also at war.
|
||||
|
||||
>This happened while the Egyptians were burying all their firstborn, those whom Yahweh had killed among them, for <u>he also inflicted punishment on their gods</u>. (Numbers 33:4 ULB)
|
||||
|
||||
|
|
@ -203,22 +203,22 @@ The verses below are not about real physical boundaries but about difficulties o
|
|||
|
||||
In Psalm 4 David asks God to rescue him.
|
||||
|
||||
>Answer me when I call, God of my righteousness;
|
||||
>give me room <u>when I am hemmed in</u>.
|
||||
>Answer me when I call, God of my righteousness;
|
||||
>give me room <u>when I am hemmed in</u>.
|
||||
>Have mercy on me and listen to my prayer. (Psalm 4:1 ULB)
|
||||
|
||||
|
||||
#### A distressing situation is modeled as a WILDERNESS
|
||||
#### A distressing situation is modeled as a WILDERNESS
|
||||
|
||||
When Job was distressed because of all the sad things that happened to him, he spoke as if he were in a wilderness. Jackals and ostriches are animals that live in the wilderness.
|
||||
>My heart is troubled and does not rest;
|
||||
>days of affliction have come on me.
|
||||
>I go about with darkened skin but not because of the sun;
|
||||
>I stand up in the assembly and cry for help.
|
||||
>I am <u>a brother to jackals</u>,
|
||||
>My heart is troubled and does not rest;
|
||||
>days of affliction have come on me.
|
||||
>I go about with darkened skin but not because of the sun;
|
||||
>I stand up in the assembly and cry for help.
|
||||
>I am <u>a brother to jackals</u>,
|
||||
><u>a companion of ostriches</u>. (Job 30:27-29 ULB)
|
||||
|
||||
#### Wellbeing is modeled as PHYSICAL CLEANLINESS, and evil is modeled as PHYSICAL DIRTINESS
|
||||
#### Wellbeing is modeled as PHYSICAL CLEANLINESS, and evil is modeled as PHYSICAL DIRTINESS
|
||||
|
||||
Leprosy is a disease. If a person had it, he was said to be unclean.
|
||||
>Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, <u>you can make me clean</u>." Jesus reached out his hand and touched him, saying, "I am willing. Be clean." Immediately he was <u>cleansed of his leprosy.</u> (Matthew 8:2-3 ULB)
|
||||
|
|
|
|||
|
|
@ -7,9 +7,9 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
<blockquote>Yahweh, lift up the <u>light of your face</u> on us. (Psalm 4:6 ULB)</blockquote>
|
||||
|
||||
|
||||
>For they did not obtain the land for their possession by their own sword,
|
||||
>neither did their own arm save them;
|
||||
>but your right hand, your arm, and the <u>light of your face</u>,
|
||||
>For they did not obtain the land for their possession by their own sword,
|
||||
>neither did their own arm save them;
|
||||
>but your right hand, your arm, and the <u>light of your face</u>,
|
||||
>because you were favorable to them. (Psalm 44:3 ULB)
|
||||
|
||||
|
||||
|
|
@ -26,12 +26,12 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
>But if your eye is bad, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! (Matthew 6:23 ULB)
|
||||
|
||||
|
||||
#### SHADOW or DARKNESS represents death
|
||||
#### SHADOW or DARKNESS represents death
|
||||
|
||||
>Yet you have severely broken us in the place of jackals and covered us with the <u>shadow of death</u>. (Psalm 44:19)
|
||||
|
||||
|
||||
#### FIRE represents extreme feelings, particularly love or anger
|
||||
#### FIRE represents extreme feelings, particularly love or anger
|
||||
|
||||
>Because iniquity will be increased, the love of many will <u>be extinguished</u>. (Matthew 24:12 ULB)
|
||||
|
||||
|
|
@ -48,9 +48,9 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
>When Yahweh heard this, <u>he was angry</u>; so <u>his fire burned</u> against Jacob, and <u>his anger</u> attacked Israel. (Psalm 78:21 ULB)
|
||||
|
||||
|
||||
#### FIRE OR A LAMP represents life
|
||||
#### FIRE OR A LAMP represents life
|
||||
|
||||
>They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out the <u>burning coal</u> that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULB)
|
||||
>They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out the <u>burning coal</u> that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULB)
|
||||
|
||||
|
||||
<blockquote>You must not go to battle anymore with us, so that you do not put out the <u>lamp of Israel</u>. (2 Samuel 21:17 ULB) </blockquote>
|
||||
|
|
@ -117,7 +117,7 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
> For it is great, the anger of Yahweh that has been <u>poured out</u> on us. (2 Chronicles 34:21 ULB)
|
||||
|
||||
|
||||
#### WATER represents what someone says
|
||||
#### WATER represents what someone says
|
||||
|
||||
>A quarreling wife is a constant <u>dripping of water</u>. (Proverbs 19:13 ULB)
|
||||
|
||||
|
|
@ -131,7 +131,7 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
<blockquote>The words of a man's mouth are <u>deep waters</u>; the <u>fountain of wisdom</u> is a flowing stream. (Proverbs 18:3 ULB)</blockquote>
|
||||
|
||||
|
||||
#### FLOODING WATER represents disaster
|
||||
#### FLOODING WATER represents disaster
|
||||
|
||||
>I have come into <u>deep waters</u>, where the <u>floods flow</u> over me. (Psalm 69:2 ULB)
|
||||
|
||||
|
|
@ -141,12 +141,12 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
|
||||
>Reach out your hand from above; rescue me out of <u>many waters</u> from the hands of these foreigners. (Psalm 144:7 ULB)
|
||||
|
||||
#### A SPRING OF WATER represents the origins of something
|
||||
#### A SPRING OF WATER represents the origins of something
|
||||
|
||||
>The fear of Yahweh is a <u>fountain of life</u>. (Proverbs 14:27 ULB)
|
||||
|
||||
|
||||
#### A ROCK represents protection
|
||||
#### A ROCK represents protection
|
||||
|
||||
>Who is a rock except our God? (Psalm 18:31 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -6,23 +6,23 @@ Some images from the Bible involving plants are listed below in alphabetical ord
|
|||
#### A BRANCH represents a person's descendant
|
||||
|
||||
In the examples below, Isaiah wrote about one of Jesse's descendants and Jeremiah wrote about one of David's descendants.
|
||||
><u>A shoot</u> will sprout from the root of Jesse, and <u>a branch</u> out of his root will bear fruit.
|
||||
><u>A shoot</u> will sprout from the root of Jesse, and <u>a branch</u> out of his root will bear fruit.
|
||||
>The Spirit of Yahweh will rest upon him, the spirit of wisdom and understanding. (Isaiah 11:1 ULB)
|
||||
|
||||
|
||||
>See, days are coming—this is Yahweh's declaration—when I will raise up for David <u>a righteous branch</u>.
|
||||
>See, days are coming—this is Yahweh's declaration—when I will raise up for David <u>a righteous branch</u>.
|
||||
>He will reign as king; he will bring prosperity and carry out justice and righteousness in the land. (Jeremiah 23:5 ULB)
|
||||
|
||||
|
||||
In Job when it says "his branch will be cut off," it means that he will not have any descendants.
|
||||
|
||||
>His roots will be dried up beneath;
|
||||
>above will <u>his branch be cut off</u>.
|
||||
>His memory will perish from the earth;
|
||||
>His roots will be dried up beneath;
|
||||
>above will <u>his branch be cut off</u>.
|
||||
>His memory will perish from the earth;
|
||||
>he will have no name in the street. (Job 18:17 ULB)
|
||||
|
||||
|
||||
#### A PLANT represents a person
|
||||
#### A PLANT represents a person
|
||||
|
||||
>God will likewise destroy you forever; he will…<u>root you out</u> of the land of the living. (Psalm 52:5 ULB)
|
||||
|
||||
|
|
@ -31,7 +31,7 @@ In Job when it says "his branch will be cut off," it means that he will not have
|
|||
|
||||
Just as planting one kind of seeds results in that kind of plant growing, behaving in one way results in that kind of consequence.
|
||||
|
||||
The emotion or attitude in the verses is underlined below.
|
||||
The emotion or attitude in the verses is underlined below.
|
||||
>Sow <u>righteousness</u> for yourselves, and reap the fruit of <u>covenant faithfulness</u>. (Hosea 10:12 ULB)
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -5,11 +5,11 @@ Translating the Bible is a very large and difficult task that may take many peop
|
|||
|
||||
#### Church Leaders
|
||||
|
||||
Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process.
|
||||
Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process.
|
||||
|
||||
#### Translation Committee
|
||||
|
||||
It is good if the leaders of these churches and church networks can form a committee to guide the work, choose the translators, resolve problems that arise, and encourage the churches to pray for the work and to support the work financially.
|
||||
It is good if the leaders of these churches and church networks can form a committee to guide the work, choose the translators, resolve problems that arise, and encourage the churches to pray for the work and to support the work financially.
|
||||
|
||||
This committee can also choose the people who will check the translation for accuracy at levels 2 and 3.
|
||||
|
||||
|
|
@ -17,7 +17,7 @@ When it comes time, this committee can also make decisions about the format of t
|
|||
|
||||
#### Translators
|
||||
|
||||
These are the people who will do the work of making the translation drafts. They will be appointed by the Translation Committee. They need to be people who are native speakers of the target language, who can read the source language (the Gateway Language) very well, and who are respected in the community for their Christian character. For more details about these things, see [Translator Qualifications](../qualifications/01.md).
|
||||
These are the people who will do the work of making the translation drafts. They will be appointed by the Translation Committee. They need to be people who are native speakers of the target language, who can read the source language (the Gateway Language) very well, and who are respected in the community for their Christian character. For more details about these things, see [Translator Qualifications](../qualifications/01.md).
|
||||
|
||||
As well as making the first drafts, these people will form the core of the translation team that will check each other's work, check the translation with the language community, and receive the suggestions for revision from the level 2 and level 3 checkers. After each review or checking session, these translators are responsible to make the changes to the translation that are necessary so that it communicates what it should in the best way. So they will revise the translation many, many times.
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ If the translators themselves are not inputting the translation draft into a com
|
|||
|
||||
#### Translation Testers
|
||||
|
||||
Some people need to test the translation with members of the language community to make sure that the translation is clear and sounds natural in the target language. Usually these are the translators, but they could be other people. These testers need to read the translation to people and then ask them questions to see how they are understanding it. For a description of this task, see [Other Methods](../../checking/other-methods/01.md).
|
||||
Some people need to test the translation with members of the language community to make sure that the translation is clear and sounds natural in the target language. Usually these are the translators, but they could be other people. These testers need to read the translation to people and then ask them questions to see how they are understanding it. For a description of this task, see [Other Methods](../../checking/other-methods/01.md).
|
||||
|
||||
#### Checkers
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
Normally a speaker refers to himself as "I" and the person he is speaking to as "you." Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than "I" or "you."
|
||||
Normally a speaker refers to himself as "I" and the person he is speaking to as "you." Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than "I" or "you."
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -18,7 +18,7 @@ Sometimes people used the third person instead of "I" or "me" to refer to themse
|
|||
|
||||
David referred to himself in the third person as "your servant" and "his." He was calling himself Saul's servant in order to show his humility before Saul.
|
||||
|
||||
>Then Yahweh answered Job out of a fierce storm and said,
|
||||
>Then Yahweh answered Job out of a fierce storm and said,
|
||||
>"… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>? (Job 40:6, 9 ULB)
|
||||
|
||||
God referred to himself in the third person with the words "God's" and "him." He did this to emphasize that he is God, and he is powerful.
|
||||
|
|
@ -36,7 +36,7 @@ After saying "each of you," Jesus used the third person "his" instead of "your."
|
|||
If using the third person to mean "I" or "you" would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
|
||||
1. Use the third person phrase along with the pronoun "I" or "you."
|
||||
2. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
2. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
|
|||
|
|
@ -7,30 +7,30 @@ Remember that nouns are words that refer to a person, place, thing, or idea. **A
|
|||
|
||||
Using abstract nouns allows people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, "I believe in the forgiveness of sin." But if the language did not have the two abstract nouns "forgiveness" and "sin," then they would have to make a longer sentence to express the same meaning. They would have to say, for example, "I believe that God is willing to forgive people after they have sinned," using verb phrases instead of nouns for those ideas.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
#### Reason this is a translation issue
|
||||
|
||||
The Bible that you translate from may use abstract nouns to express certain ideas. Your language might not use abstract nouns for some of those ideas; instead, it might use phrases to express those ideas. Those phrases will use other kinds of words such as adjectives, verbs, or adverbs to express the meaning of the abstract noun.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
> ..._from <u>childhood</u> you have known the sacred writings ..._ (2 Timothy 3:15 ULB)
|
||||
> ..._from <u>childhood</u> you have known the sacred writings ..._ (2 Timothy 3:15 ULB)
|
||||
|
||||
The abstract noun "childhood" refers to when someone is a child.
|
||||
|
||||
>But <u>godliness</u> with <u>contentment</u> is great <u>gain</u>. (1 Timothy 6:6 ULB)
|
||||
>But <u>godliness</u> with <u>contentment</u> is great <u>gain</u>. (1 Timothy 6:6 ULB)
|
||||
|
||||
The abstract nouns "godliness" and "contentment" refer to being godly and content.
|
||||
The abstract noun "gain" refers to something that benefits or helps someone.
|
||||
|
||||
>Today <u>salvation</u> has come to this house, because he too is a son of Abraham. (Luke 19:9 ULB)
|
||||
>Today <u>salvation</u> has come to this house, because he too is a son of Abraham. (Luke 19:9 ULB)
|
||||
|
||||
The abstract noun "salvation" here refers to being saved.
|
||||
|
||||
>The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be (2 Peter 3:9 ULB)
|
||||
>The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be (2 Peter 3:9 ULB)
|
||||
|
||||
The abstract noun "slowness" refers how slowly something is done.
|
||||
|
||||
>He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart. (1 Corinthians 4:5 ULB)
|
||||
>He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart. (1 Corinthians 4:5 ULB)
|
||||
|
||||
The abstract noun "purposes" refers to the things that people want to do and the reasons they want to do them.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,8 +1,8 @@
|
|||
|
||||
Some languages have both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects underlined:
|
||||
|
||||
* ACTIVE: <u>My father</u> built the house in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
* ACTIVE: <u>My father</u> built the house in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
|
||||
Translators whose languages do not have passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form.
|
||||
|
||||
|
|
@ -37,23 +37,23 @@ The passive form is not used for the same purposes in all of the languages that
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
>And their shooters shot at your soldiers from off the wall, and some of the king's servants <u>were killed</u>, and your servant Uriah the Hittite <u>was killed</u> too. (2 Samuel 11:24 ULB)
|
||||
>And their shooters shot at your soldiers from off the wall, and some of the king's servants <u>were killed</u>, and your servant Uriah the Hittite <u>was killed</u> too. (2 Samuel 11:24 ULB)
|
||||
|
||||
This means that the enemy's shooters shot and killed some of the king's servants, including Uriah. The point is what happened to the king's servants and Uriah, not who shot them. The purpose of the passive form here is to keep the focus on the king's servants and Uriah.
|
||||
|
||||
>In the morning when the men of the town got up, the altar of Baal <u>was broken down</u> … (Judges 6:28 ULB)
|
||||
>In the morning when the men of the town got up, the altar of Baal <u>was broken down</u> … (Judges 6:28 ULB)
|
||||
|
||||
The men of the town saw what had happened to the altar of Baal, but they did not know who broke it down. The purpose of the passive form here is to communicate this event from the perspective of the men of the town.
|
||||
|
||||
>It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea (Luke 17:2 ULB)
|
||||
>It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea (Luke 17:2 ULB)
|
||||
|
||||
This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important.
|
||||
This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If you decide that it is better to translate without a passive form, here are some strategies you might consider.
|
||||
|
||||
1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
1. Use a different verb.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,7 +7,7 @@ An apostrophe is a figure of speech in which a speaker turns his attention away
|
|||
|
||||
He does this to tell his listeners his message or feelings about that person or thing in a very strong way.
|
||||
|
||||
### Reason this is a translation issue
|
||||
### Reason this is a translation issue
|
||||
|
||||
Many languages do not use apostrophe, and readers could be confused by it. They may wonder who the speaker is talking to, or think that the speaker is crazy to talk to things or people who cannot hear.
|
||||
|
||||
|
|
@ -17,9 +17,9 @@ Many languages do not use apostrophe, and readers could be confused by it. They
|
|||
|
||||
King Saul was killed on Mount Gilboa, and David sang a sad song about it. By telling these mountains that he wanted them to have no dew or rain, he showed how sad he was.
|
||||
|
||||
>Jerusalem, Jerusalem, who kills the prophets and stones those sent to you. (Luke 13:34 ULB)
|
||||
>Jerusalem, Jerusalem, who kills the prophets and stones those sent to you. (Luke 13:34 ULB)
|
||||
|
||||
Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them.
|
||||
Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them.
|
||||
|
||||
>He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' " (1 Kings 13:2 ULB)
|
||||
|
||||
|
|
@ -29,7 +29,7 @@ The man of God spoke as if the altar could hear him, but he really wanted the ki
|
|||
|
||||
If apostrophe would be natural and give the right meaning in your language, consider using it. If not, here is another option.
|
||||
|
||||
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
|
|||
|
|
@ -1,9 +1,9 @@
|
|||
|
||||
### Description
|
||||
### Description
|
||||
|
||||
Normally statements are used to give information. But sometimes they are used in the Bible for other functions.
|
||||
|
||||
### Reason this is a translation issue
|
||||
### Reason this is a translation issue
|
||||
|
||||
Some languages would not use a statement for some of the functions that statements are used for in the Bible.
|
||||
|
||||
|
|
@ -25,7 +25,7 @@ A statement can also be used to make a **request**. The man with leprosy was not
|
|||
|
||||
>Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, _you can make me clean_." (Matthew 8:2 ULB)
|
||||
|
||||
A statement can also be used to **perform** something. By telling Adam that the ground was cursed because of him, God actually cursed it.
|
||||
A statement can also be used to **perform** something. By telling Adam that the ground was cursed because of him, God actually cursed it.
|
||||
|
||||
>... cursed is the ground because of you; (Genesis 3:17 ULB)
|
||||
|
||||
|
|
@ -33,24 +33,24 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
|
|||
|
||||
>Seeing their faith, Jesus said to the paralyzed man, "Son, _your sins are forgiven_." (Luke 2:5 ULB)
|
||||
|
||||
### Translation Strategies
|
||||
### Translation Strategies
|
||||
|
||||
1. If the function of a statement would not be understood correctly in your language, _use a sentence type_ that would express that function.
|
||||
1. If the function of a statement would not be understood correctly in your language, _add a sentence type_ that would express that function.
|
||||
1. If the function of a statement would not be understood correctly in your language, _use a verb form_ that would express that function.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function.
|
||||
1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function.
|
||||
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
|
||||
* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
|
||||
* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
|
||||
|
||||
2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
|
||||
2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
|
||||
|
||||
* **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
|
||||
* Lord, if you are willing, <u>you can make me clean. Please do so.</u>
|
||||
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
|
||||
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
|
||||
|
||||
3. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,13 +5,13 @@ In some languages, phrases that modify a noun can be used with the noun for two
|
|||
|
||||
Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
|
||||
|
||||
* Mary gave some of the food to <u>her sister who was very thankful</u>.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
* Mary gave some of the food to <u>her sister who was very thankful</u>.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
|
||||
With the comma, the sentence is giving more information:
|
||||
|
||||
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
|
||||
* This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
|
||||
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
|
||||
* This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
|
||||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -22,7 +22,7 @@ With the comma, the sentence is giving more information:
|
|||
|
||||
**Examples of words and phrases that are used to distinguish one item from other possible items**: These usually do not cause a problem in translation.
|
||||
|
||||
>… The curtain is to separate <u>the holy place</u> from <u>the most holy place</u>. (Exodus 26:33 ULB)
|
||||
>… The curtain is to separate <u>the holy place</u> from <u>the most holy place</u>. (Exodus 26:33 ULB)
|
||||
|
||||
The words "holy" and "most holy" distinguish two different places from each other and from any other place.
|
||||
|
||||
|
|
@ -30,17 +30,17 @@ The words "holy" and "most holy" distinguish two different places from each othe
|
|||
|
||||
The phrase "who bore him" distinguishes which woman the son is bitterness to. He is not bitterness to all women, but to his mother.
|
||||
|
||||
**Examples of words and phrases that are used to give added information or a reminder about an item**: These are a translation issue for languages that do not use these.
|
||||
**Examples of words and phrases that are used to give added information or a reminder about an item**: These are a translation issue for languages that do not use these.
|
||||
|
||||
>... for <u>your righteous judgments</u> are good. (Psalm 119:39 ULB)
|
||||
|
||||
The word "righteous" simply reminds us that God's judgments are righteous. It does not distinguish his righteous judgements from his unrighteous judgements, because all of his judgments are righteous.
|
||||
|
||||
>Can Sarah, <u>who is ninety years old</u>, bear a son? - (Genesis 17:17-18 ULB)
|
||||
>Can Sarah, <u>who is ninety years old</u>, bear a son? - (Genesis 17:17-18 ULB)
|
||||
|
||||
The phrase "who is ninety years old" is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child.
|
||||
The phrase "who is ninety years old" is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child.
|
||||
|
||||
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULB)
|
||||
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULB)
|
||||
|
||||
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. There is not another mankind that God did not create.
|
||||
|
||||
|
|
@ -48,28 +48,28 @@ The phrase "whom I have created" is a reminder of the relationship between God a
|
|||
|
||||
If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
|
||||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
1. Use one of your language's ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* Can Sarah bear a son <u>even when</u> she is ninety years old?
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* Can Sarah bear a son <u>even when</u> she is ninety years old?
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
|
||||
* I will call on Yahweh, <u>because</u> he is worthy to be praised
|
||||
|
||||
2. Use one of your language's ways for expressing that this is just added information.
|
||||
2. Use one of your language's ways for expressing that this is just added information.
|
||||
|
||||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,10 +3,10 @@ A double negative occurs when a clause has two words that each express the meani
|
|||
|
||||
### Description
|
||||
|
||||
Negative words are words that have in them the meaning "not." Examples are "no," "not," "none," "no one," "nothing," "nowhere," "never," "nor," "neither," and "without." Also, some words have prefixes or suffixes that mean "not" such as the underlined parts of these words: "<u>un</u>happy," "<u>im</u>possible," and "use<u>less</u>."
|
||||
Negative words are words that have in them the meaning "not." Examples are "no," "not," "none," "no one," "nothing," "nowhere," "never," "nor," "neither," and "without." Also, some words have prefixes or suffixes that mean "not" such as the underlined parts of these words: "<u>un</u>happy," "<u>im</u>possible," and "use<u>less</u>."
|
||||
|
||||
A double negative occurs when a sentence has two words that each express the meaning of "not."
|
||||
>It is <u>not</u> that we do <u>not</u> have authority... (2 Thessalonians 3:9 ULB)
|
||||
>It is <u>not</u> that we do <u>not</u> have authority... (2 Thessalonians 3:9 ULB)
|
||||
|
||||
<blockquote>And this better confidence did <u>not</u> happen <u>without</u> the taking of an oath, ... (Hebrews 7:20 ULB.) </blockquote>
|
||||
|
||||
|
|
@ -14,18 +14,18 @@ A double negative occurs when a sentence has two words that each express the mea
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
Double negatives mean very different things in different languages.
|
||||
Double negatives mean very different things in different languages.
|
||||
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
|
||||
* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent."
|
||||
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent."
|
||||
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent."
|
||||
* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent."
|
||||
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent."
|
||||
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent."
|
||||
|
||||
To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
|
||||
To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
>... so that they may <u>not</u> be <u>un</u>fruitful. (Titus 3:14 ULB)
|
||||
>... so that they may <u>not</u> be <u>un</u>fruitful. (Titus 3:14 ULB)
|
||||
|
||||
This means "so that they will be fruitful."
|
||||
>All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made. (John 1:3 ULB)
|
||||
|
|
@ -46,7 +46,7 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* "For we have a high priest who can feel sympathy for our weaknesses."
|
||||
|
||||
* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB)
|
||||
* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB)
|
||||
* "... so that they may be fruitful."
|
||||
|
||||
2. If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as "very" or "surely."
|
||||
|
|
@ -54,6 +54,6 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
|
||||
* "Be sure of this—wicked people will <u>certainly</u> be punished ..."
|
||||
|
||||
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* "All things were made through him. He made <u>absolutely</u> everything that has been made."
|
||||
|
||||
|
|
|
|||
|
|
@ -2,37 +2,37 @@
|
|||
|
||||
### Description
|
||||
|
||||
We are using the word "doublet" to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word "and." Often they are used to emphasize or intensify the idea expressed by the two words.
|
||||
We are using the word "doublet" to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word "and." Often they are used to emphasize or intensify the idea expressed by the two words.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. In either case, translators may need to find some other way to express the meaning expressed by the doublet.
|
||||
In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. In either case, translators may need to find some other way to express the meaning expressed by the doublet.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
>King David was <u>old</u> and <u>advanced in years</u>. (1 Kings 1:1 ULB)
|
||||
>King David was <u>old</u> and <u>advanced in years</u>. (1 Kings 1:1 ULB)
|
||||
|
||||
The underlined words mean the same thing. Together they mean that he was "very old."
|
||||
The underlined words mean the same thing. Together they mean that he was "very old."
|
||||
|
||||
>... he attacked two men <u>more righteous</u> and <u>better</u> than himself ... (1 Kings 2:32 ULB)
|
||||
>... he attacked two men <u>more righteous</u> and <u>better</u> than himself ... (1 Kings 2:32 ULB)
|
||||
|
||||
This means that they were "much more righteous" than he was.
|
||||
This means that they were "much more righteous" than he was.
|
||||
|
||||
>You have decided to prepare <u>false</u> and <u>deceptive</u> words (Daniel 2:9 ULB)
|
||||
>You have decided to prepare <u>false</u> and <u>deceptive</u> words (Daniel 2:9 ULB)
|
||||
|
||||
This means that they had prepared "many false things to say."
|
||||
This means that they had prepared "many false things to say."
|
||||
|
||||
>... as of a lamb <u>without blemish</u> and <u>without spot</u>. (1 Peter 1:19 ULB)
|
||||
>... as of a lamb <u>without blemish</u> and <u>without spot</u>. (1 Peter 1:19 ULB)
|
||||
|
||||
This means that he was like a lamb that did not have any blemish--not even one.
|
||||
This means that he was like a lamb that did not have any blemish--not even one.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies.
|
||||
If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies.
|
||||
|
||||
1. Translate only one of the words.
|
||||
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ Ellipsis is what happens when a speaker or writer leaves one or more words out o
|
|||
|
||||
This is ellipsis because "sinners in the assembly of the righteous" is not a complete sentence. The speaker assumes that the hearer will understand what it is that sinners will not do in the assembly of the righteous by filling in the action from the previous clause.
|
||||
|
||||
### Reason this is a translation issue
|
||||
### Reason this is a translation issue
|
||||
|
||||
Readers who see incomplete sentences or phrases may not know what the missing information is if they do not use ellipsis in their language.
|
||||
|
||||
|
|
@ -16,7 +16,7 @@ Readers who see incomplete sentences or phrases may not know what the missing in
|
|||
|
||||
> ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>." (Luke 18:40-41 ULB)
|
||||
|
||||
The man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him.
|
||||
The man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him.
|
||||
|
||||
>He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>. (Psalm 29:6 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
A euphemism is a mild or polite way of referring to something that is unpleasant, embarrassing, or socially unacceptable, such as death or activities usually done in private.
|
||||
A euphemism is a mild or polite way of referring to something that is unpleasant, embarrassing, or socially unacceptable, such as death or activities usually done in private.
|
||||
|
||||
### Definition
|
||||
|
||||
|
|
@ -9,7 +9,7 @@ A euphemism is a mild or polite way of referring to something that is unpleasant
|
|||
|
||||
This means that Saul and his sons "were dead". It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant.
|
||||
|
||||
### Reason this is a translation issue
|
||||
### Reason this is a translation issue
|
||||
|
||||
Different languages use different euphemisms. If the target language does not use the same euphemism as in the source language, readers may not understand what it means and they may think that the writer means only what the words literally say.
|
||||
|
||||
|
|
@ -21,7 +21,7 @@ The original hearers would have understood that Saul went into the cave to use i
|
|||
|
||||
> Mary said to the angel, “How will this happen, since I have not slept with any man?” (Luke 1:34 ULB)
|
||||
|
||||
In order **to be polite**, Mary uses a euphemism to say that she has never had sexual intercourse with a man.
|
||||
In order **to be polite**, Mary uses a euphemism to say that she has never had sexual intercourse with a man.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
@ -34,11 +34,11 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
|
||||
1) Use a euphemism from your own culture.
|
||||
|
||||
* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
|
||||
* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
|
||||
* "...where there was a cave. Saul went into the cave <u>to have some time alone</u>"
|
||||
* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
|
||||
* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
|
||||
* "...where there was a cave. Saul went into the cave <u>to have some time alone</u>"
|
||||
|
||||
* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULB)
|
||||
* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULB)
|
||||
* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
|
||||
|
||||
2) State the information plainly without a euphemism if it would not be offensive.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ In the Bible, events are not always told in the order in which they occurred. So
|
|||
|
||||
This could sound like John baptized Jesus after John was locked up in prison, but John baptized Jesus before John was locked up in prison.
|
||||
|
||||
> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." (Joshua 6:8-10 ULB)
|
||||
> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." (Joshua 6:8-10 ULB)
|
||||
|
||||
This could sound like Joshua gave the order not to shout after the army had already started their march, but he had given that order before they started marching.
|
||||
|
||||
|
|
@ -30,10 +30,10 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
1. If your language uses phrases, time words or tenses to show that an event happened before the one just mentioned, consider using one of them.
|
||||
|
||||
* **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB)
|
||||
* **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB)
|
||||
* <sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> <u>Before John was put in prison,</u> while all the people were being baptized by John, Jesus also was baptized.
|
||||
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to open the scroll <u>after</u> breaking its seals?
|
||||
|
||||
2. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
|
@ -41,12 +41,12 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
|
||||
|
||||
3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
|
||||
3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
|
||||
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
|
||||
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to break the seals and open the scroll?
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
### Description
|
||||
### Description
|
||||
|
||||
Exclamations are words or sentences that show strong feeling such as surprise, joy, fear, or anger. In the ULB and UDB, they usually have an exclamation mark (!) at the end. The mark shows that it is an exclamation. The situation and the meaning of what the people say helps us understand what feelings they were expressing. In the example below from Matthew 8, the speakers were terribly afraid. In the example from Matthew 9, the speakers were amazed, because something happened that they had never seen before.
|
||||
|
||||
|
|
@ -12,13 +12,13 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
|
|||
|
||||
Languages have different ways of showing that a sentence communicates strong emotion.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples from the Bible
|
||||
|
||||
Some exclamations have a word that shows feeling. The sentences below have "Oh" and "Ah." The word "oh" here shows the speaker's amazement.
|
||||
Some exclamations have a word that shows feeling. The sentences below have "Oh" and "Ah." The word "oh" here shows the speaker's amazement.
|
||||
|
||||
><u>Oh</u>, the depth of the riches both of the wisdom and the knowledge of God! (Romans 11:33 ULB)
|
||||
|
||||
The word "Ah" below shows that Gideon was very frightened.
|
||||
The word "Ah" below shows that Gideon was very frightened.
|
||||
>Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
|
||||
|
||||
Some exclamations start with a question word such as "how" or "why," even though they are not questions. The sentence below shows that the speaker is amazed at how unsearchable God's judgments are.
|
||||
|
|
@ -32,12 +32,12 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
### Translation Strategies
|
||||
|
||||
1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are."
|
||||
1. Use an exclamation word from your language that shows the strong feeling.
|
||||
1. Use an exclamation word from your language that shows the strong feeling.
|
||||
1. Translate the exclamation word with a sentence that shows the feeling.
|
||||
1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
2. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are."
|
||||
|
||||
|
|
|
|||
|
|
@ -4,7 +4,7 @@
|
|||
|
||||
Some languages have more than one form of "we:" an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but <u>not you</u>." The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use.
|
||||
|
||||
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
|
||||
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
|
||||
|
||||
|
||||
|
||||
|
|
@ -12,7 +12,7 @@ See the pictures. The people on the right are the people that the speaker is tal
|
|||
|
||||
### Reason this is a translation issue
|
||||
|
||||
The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so that they can decide which form of "we" to use.
|
||||
The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so that they can decide which form of "we" to use.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -28,6 +28,6 @@ John is telling people who have not seen Jesus what he and the other apostles ha
|
|||
|
||||
The shepherds were speaking to one another. When they said "us," they were <u>including</u> the people they were speaking to - one another.
|
||||
|
||||
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB)
|
||||
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB)
|
||||
|
||||
When Jesus said "us," he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.
|
||||
|
|
|
|||
|
|
@ -1,53 +1,53 @@
|
|||
|
||||
### Description
|
||||
|
||||
An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation.
|
||||
An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* People may not realize that the images represent other things.
|
||||
* People may not be familiar with the things that are used as images.
|
||||
* People may not be familiar with the things that are used as images.
|
||||
* Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor.
|
||||
|
||||
#### Translation Principles
|
||||
#### Translation Principles
|
||||
|
||||
* Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience.
|
||||
* Do not make the meaning more clear to the target audience than it was to the original audience.
|
||||
* When someone uses an extended metaphor, the images are an important part of what he is trying to say.
|
||||
* If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples from the Bible
|
||||
|
||||
In Psalm 23:1-4, the writer says that God's concern and care for his people can be pictured as the care that a shepherd has for his flock of sheep. Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions.
|
||||
|
||||
><sup>1</sup>Yahweh is my shepherd; I will lack nothing.
|
||||
><sup>2</sup>He <u>makes me</u> to lie down in green pastures;
|
||||
>he <u>leads me</u> beside tranquil water.
|
||||
><sup>3</sup>He <u>brings back</u> my life;
|
||||
>he <u>guides me</u> along right paths for his name's sake.
|
||||
><sup>4</sup>Even though I walk through a valley of darkest shadow,
|
||||
>I will not fear harm since you are with me;
|
||||
><sup>1</sup>Yahweh is my shepherd; I will lack nothing.
|
||||
><sup>2</sup>He <u>makes me</u> to lie down in green pastures;
|
||||
>he <u>leads me</u> beside tranquil water.
|
||||
><sup>3</sup>He <u>brings back</u> my life;
|
||||
>he <u>guides me</u> along right paths for his name's sake.
|
||||
><sup>4</sup>Even though I walk through a valley of darkest shadow,
|
||||
>I will not fear harm since you are with me;
|
||||
>your rod and your staff comfort me. (ULB)
|
||||
|
||||
In Isaiah 5:1-7, Isaiah presents God's disappointment with his people as the disappointment that a farmer would feel if his vineyard only produced bad fruit. Farmers care for their gardens, but if they only produce bad fruit, farmers eventually stop caring for them. Verses 1 through 6 appear to be simply about a farmer and his vineyard, but verse 7 makes it clear that it is about God and his people.
|
||||
|
||||
><sup>1</sup>...My well beloved had a vineyard on a very fertile hill.
|
||||
><sup>2</sup>He spaded it and removed the stones, and planted it with the choicest vine.
|
||||
>He built a tower in the middle of it, and also built a winepress.
|
||||
>He waited for it to produce grapes, but it produced wild grapes.
|
||||
><sup>1</sup>...My well beloved had a vineyard on a very fertile hill.
|
||||
><sup>2</sup>He spaded it and removed the stones, and planted it with the choicest vine.
|
||||
>He built a tower in the middle of it, and also built a winepress.
|
||||
>He waited for it to produce grapes, but it produced wild grapes.
|
||||
|
||||
><sup>3</sup>So now, inhabitants of Jerusalem and men of Judah;
|
||||
>judge between me and my vineyard.
|
||||
><sup>4</sup>What more could have been done for my vineyard, that I have not done for it?
|
||||
>When I looked for it to produce grapes, why did it produce wild grapes?
|
||||
><sup>5</sup> Now I will inform you what I will do to my vineyard; I will remove the hedge;
|
||||
>I will turn it into a pasture; I will break down its wall, and it will be trampled on.
|
||||
><sup>6</sup>I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up,
|
||||
><sup>3</sup>So now, inhabitants of Jerusalem and men of Judah;
|
||||
>judge between me and my vineyard.
|
||||
><sup>4</sup>What more could have been done for my vineyard, that I have not done for it?
|
||||
>When I looked for it to produce grapes, why did it produce wild grapes?
|
||||
><sup>5</sup> Now I will inform you what I will do to my vineyard; I will remove the hedge;
|
||||
>I will turn it into a pasture; I will break down its wall, and it will be trampled on.
|
||||
><sup>6</sup>I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up,
|
||||
> I will also command the clouds not to rain on it.
|
||||
|
||||
><sup>7</sup>For the vineyard of Yahweh of hosts is the house of Israel,
|
||||
>and the men of Judah his pleasant planting;
|
||||
>he waited for justice, but instead, there was killing;
|
||||
><sup>7</sup>For the vineyard of Yahweh of hosts is the house of Israel,
|
||||
>and the men of Judah his pleasant planting;
|
||||
>he waited for justice, but instead, there was killing;
|
||||
>for righteousness, but, instead, a cry for help. (ULB)
|
||||
|
||||
### Translation Strategies
|
||||
|
|
@ -58,30 +58,30 @@ Consider using the same extended metaphor if your readers will understand it in
|
|||
1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
1. If the target audience still would not understand, then state it clearly.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
|
||||
|
||||
>**Yahweh is <u>my shepherd</u>; I will lack nothing.**
|
||||
>**He makes <u>me</u> to lie down in green pastures;**
|
||||
>**Yahweh is <u>my shepherd</u>; I will lack nothing.**
|
||||
>**He makes <u>me</u> to lie down in green pastures;**
|
||||
>**<u>he leads me</u> beside tranquil water.** (ULB)
|
||||
|
||||
Can be translated as:
|
||||
> "Yahweh is <u>like</u> a shepherd to me, so I will lack nothing.
|
||||
> <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters,
|
||||
> "Yahweh is <u>like</u> a shepherd to me, so I will lack nothing.
|
||||
> <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters,
|
||||
> Yahweh helps me to rest peacefully."
|
||||
|
||||
2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
|
||||
>**My well beloved had a <u>vineyard</u> on a very fertile hill.**
|
||||
>**He <u>spaded</u> it and removed the stones, and planted it with the <u>choicest</u> vine.**
|
||||
>**He built <u>a tower</u> in the middle of it, and also built a <u>winepress</u>.**
|
||||
>**My well beloved had a <u>vineyard</u> on a very fertile hill.**
|
||||
>**He <u>spaded</u> it and removed the stones, and planted it with the <u>choicest</u> vine.**
|
||||
>**He built <u>a tower</u> in the middle of it, and also built a <u>winepress</u>.**
|
||||
>**He waited for it to produce grapes, but it produced <u>wild grapes</u>.**(Isaiah 5:1-2 ULB)
|
||||
|
||||
May be translated as:
|
||||
> "My well beloved had a <u>grapevine garden</u> on a very fertile hill.
|
||||
> He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>.
|
||||
> He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>.
|
||||
> "My well beloved had a <u>grapevine garden</u> on a very fertile hill.
|
||||
> He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>.
|
||||
> He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>.
|
||||
> He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
|
||||
|
||||
3) If the target audience still would not understand, then state it clearly.
|
||||
|
|
@ -90,22 +90,22 @@ Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
|||
|
||||
* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
|
||||
|
||||
>**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**
|
||||
>**and the men of Judah his pleasant planting;**
|
||||
>**he waited for justice, but instead, there was killing;**
|
||||
>**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**
|
||||
>**and the men of Judah his pleasant planting;**
|
||||
>**he waited for justice, but instead, there was killing;**
|
||||
>**for righteousness, but, instead, a cry for help.** (Isaiah 5:7 ULB)
|
||||
|
||||
Can be translated as:
|
||||
> For the vineyard of Yahweh of hosts <u>represents</u> the house of Israel,
|
||||
> and the men of Judah <u>are like</u> his pleasant planting;
|
||||
> he waited for justice, but instead, there was killing;
|
||||
> For the vineyard of Yahweh of hosts <u>represents</u> the house of Israel,
|
||||
> and the men of Judah <u>are like</u> his pleasant planting;
|
||||
> he waited for justice, but instead, there was killing;
|
||||
> for righteousness, but, instead, a cry for help.
|
||||
|
||||
OR
|
||||
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>,
|
||||
* <u>Yahweh will stop protecting</u> Israel and Judah,
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>,
|
||||
* <u>Yahweh will stop protecting</u> Israel and Judah,
|
||||
* <u>because they do not do what is right</u>.
|
||||
* he waited for justice, but instead, there was killing;
|
||||
* he waited for justice, but instead, there was killing;
|
||||
* for righteousness, but, instead, a cry for help.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,9 +7,9 @@
|
|||
|
||||
When someone speaks or writes, he has something specific that he wants people to know or do or think about. He normally states this directly. This is **explicit information**.
|
||||
|
||||
The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called **assumed knowledge**.
|
||||
The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called **assumed knowledge**.
|
||||
|
||||
The speaker does not always directly state everything that he expects his audience to learn from what he says. Information that he expects people to learn from what he says even though he does not state it directly is **implicit information.**
|
||||
The speaker does not always directly state everything that he expects his audience to learn from what he says. Information that he expects people to learn from what he says even though he does not state it directly is **implicit information.**
|
||||
|
||||
Often, the audience understands this **implicit information** by combining what they already know (**assumed knowledge**) with the **explicit information** that the speaker tells them directly.
|
||||
|
||||
|
|
@ -21,7 +21,7 @@ All three kinds of information are part of the speaker's message. If one of thes
|
|||
|
||||
>Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head." (Matthew 8:20 ULB)
|
||||
|
||||
Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**.
|
||||
Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**.
|
||||
|
||||
Jesus did not directly say here "I am the Son of Man" but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head.
|
||||
|
||||
|
|
@ -29,7 +29,7 @@ Jesus did not directly say here "I am the Son of Man" but, if the scribe did not
|
|||
|
||||
Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**.
|
||||
|
||||
An important piece of **implicit information** here is that because the people he was speaking to did not repent, they would be judged more severely than the people of Tyre and Sidon would be judged.
|
||||
An important piece of **implicit information** here is that because the people he was speaking to did not repent, they would be judged more severely than the people of Tyre and Sidon would be judged.
|
||||
|
||||
>Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands when they eat</u>. (Matthew 15:2 ULB)
|
||||
|
||||
|
|
@ -39,7 +39,7 @@ One of the traditions of the elders was a ceremony in which people would wash th
|
|||
|
||||
If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
|
||||
|
||||
1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
1. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some languages have ways of saying things that are natural for them but sound strange when translated into other languages. One of the reasons for this is that some languages say things explicitly that the other languages would leave as implicit information.
|
||||
Some languages have ways of saying things that are natural for them but sound strange when translated into other languages. One of the reasons for this is that some languages say things explicitly that the other languages would leave as implicit information.
|
||||
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
|
@ -13,7 +13,7 @@ If you translate all of the explicit information from the source language into t
|
|||
|
||||
><u>And</u> Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it with fire</u>. (Judges 9:52 ESV)
|
||||
|
||||
In Biblical Hebrew, it was normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is ungrammatical to do so, is quite tiresome for the English reader, and gives the impression that the author was uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly.
|
||||
In Biblical Hebrew, it was normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is ungrammatical to do so, is quite tiresome for the English reader, and gives the impression that the author was uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly.
|
||||
|
||||
In Biblical Hebrew, it was normal to say that something was burned with fire. In English, the idea of fire is included in the action of burning, and so it is unnatural to state both ideas explicitly. It is enough to say that something was burned and leave the idea of fire implicit.
|
||||
|
||||
|
|
@ -23,7 +23,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
1. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -34,8 +34,8 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
2. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
* **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV)
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>.
|
||||
* **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV)
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>.
|
||||
|
||||
In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
|
||||
|
||||
|
|
|
|||
|
|
@ -15,14 +15,14 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
>Out of the eater was something to eat;
|
||||
>Out of the eater was something to eat;
|
||||
>out of the strong was something sweet. (Judges 14:14 ULB)
|
||||
|
||||
This was a riddle. Samson purposely said this in a way that it would be hard for his enemies to know what it meant. Do not make it clear that the eater and the strong thing was a lion and that the sweet thing to eat was honey.
|
||||
|
||||
>Jesus said to them, "Take heed and beware of the yeast of the Pharisees and Sadducees." The disciples reasoned among themselves and said, "It is because we took no bread." … (Matthew 16:6,7 ULB)
|
||||
|
||||
Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus' disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word "yeast" here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 -
|
||||
Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus' disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word "yeast" here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 -
|
||||
> "How is it that you do not understand that I was not speaking to you about bread? Take heed and beware of the yeast of the Pharisees and Sadducees." Then they understood that he was not telling them to beware of yeast in bread, but to beware of the teaching of the Pharisees and Sadducees. (Matthew 16:11,12 ULB)
|
||||
|
||||
Only after Jesus explained that he was not talking about bread did they realize that he was talking about the false teaching of the Pharisees. Therefore it would be wrong to explicitly state the implicit information in Matthew 16:6.
|
||||
|
|
|
|||
|
|
@ -3,10 +3,10 @@ In some parts of the Bible, the words "men", "brothers" and "sons" refer only to
|
|||
|
||||
### Description
|
||||
|
||||
In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says '<u>brothers</u>' when it refers to both brothers and sisters.
|
||||
In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says '<u>brothers</u>' when it refers to both brothers and sisters.
|
||||
|
||||
Also in some languages, the masculine pronouns "he" and "him" can be used in a more general way for any person if it is not important whether the person is a man or a woman. In the example below, the pronoun is "his", but it is not limited to males.
|
||||
>A wise child makes <u>his</u> father rejoice
|
||||
>A wise child makes <u>his</u> father rejoice
|
||||
>but a foolish child brings grief to <u>his</u> mother. (Proverbs 10:1 ULB)
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
|
@ -34,7 +34,7 @@ Jesus was not speaking only of men, but of **men and women**.
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
If people would understand that that masculine words like "man," "brother," and "he" can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
|
||||
If people would understand that that masculine words like "man," "brother," and "he" can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
|
||||
|
||||
1. Use a noun that can be used for both men and women.
|
||||
1. Use a word that refers to men and a word that refers to women.
|
||||
|
|
@ -45,7 +45,7 @@ If people would understand that that masculine words like "man," "brother," and
|
|||
1. Use nouns that can be used for both men and women.
|
||||
|
||||
* **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
|
||||
* "The wise <u>person</u> dies just like the fool dies."
|
||||
* "The wise <u>person</u> dies just like the fool dies."
|
||||
* "Wise <u>people</u> die just like fools die."
|
||||
|
||||
2. Use a word that refers to men and a word that refers to women.
|
||||
|
|
|
|||
|
|
@ -2,64 +2,64 @@
|
|||
|
||||
### Description
|
||||
|
||||
Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general.
|
||||
Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general.
|
||||
|
||||
>Can <u>a man</u> walk on hot coals without scorching his feet?
|
||||
>So is <u>the man who goes into his neighbor's wife</u>;
|
||||
>Can <u>a man</u> walk on hot coals without scorching his feet?
|
||||
>So is <u>the man who goes into his neighbor's wife</u>;
|
||||
><u>the one who has relations with her</u> will not go unpunished. (Proverbs 6:28 ULB)
|
||||
|
||||
The underlined phrases above do not refer to a specific man. They refer to any man who does these things.
|
||||
The underlined phrases above do not refer to a specific man. They refer to any man who does these things.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
Different languages have different ways of showing that noun phrases refer to something in general. Translators should refer to these general ideas in ways that are natural in their language.
|
||||
Different languages have different ways of showing that noun phrases refer to something in general. Translators should refer to these general ideas in ways that are natural in their language.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
>The <u>one who does what is right</u> is kept away from trouble and it comes upon <u>the wicked</u> instead. (Proverbs 11:8 ULB)
|
||||
|
||||
The underlined phrases above do not refer to any specific people but to anyone who does what is right or anyone who is wicked.
|
||||
The underlined phrases above do not refer to any specific people but to anyone who does what is right or anyone who is wicked.
|
||||
|
||||
>People curse <u>the man who refuses to sell them grain</u>. (Proverbs 11:26 ULB)
|
||||
|
||||
This does not refer to a particular man, but to any person who refuses to sell grain.
|
||||
This does not refer to a particular man, but to any person who refuses to sell grain.
|
||||
>Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>. (Proverbs 12:2 ULB)
|
||||
|
||||
The phrase "a good man" does not refer to a particular man, but to any person who is good. The phrase "a man who makes evil plans" does not refer to a particular man, but to any person who makes evil plans.
|
||||
The phrase "a good man" does not refer to a particular man, but to any person who is good. The phrase "a man who makes evil plans" does not refer to a particular man, but to any person who makes evil plans.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If your language can use the same wording as in the ULB to refer to people or things in general rather than to specific individuals or things, consider using the same wording. Here are some strategies you might use.
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
1. Use the word "a" in the noun phrase.
|
||||
1. Use the word "any", as in "any person" or "anyone."
|
||||
1. Use the plural form, as in "people."
|
||||
1. Use any other way that is natural in your language.
|
||||
1. Use the word "the" in the noun phrase.
|
||||
1. Use the word "a" in the noun phrase.
|
||||
1. Use the word "any", as in "any person" or "anyone."
|
||||
1. Use the plural form, as in "people."
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
|
||||
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
|
||||
|
||||
1. Use the word "a" in the noun phrase.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>a man</u> who refuses to sell them grain"
|
||||
* "People curse <u>a man</u> who refuses to sell them grain"
|
||||
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>any man</u> who refuses to sell them grain."
|
||||
* "People curse <u>any man</u> who refuses to sell them grain."
|
||||
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>men</u> who refuse to sell them grain"
|
||||
* "People curse <u>men</u> who refuse to sell them grain"
|
||||
|
||||
1. Use any other way that is natural in your language.
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>whoever</u> refuses to sell them grain."
|
||||
|
|
|
|||
|
|
@ -16,9 +16,9 @@ In some languages, this would lead people to think that Yahweh was in the ark.
|
|||
|
||||
>But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you. Then you will be free from my oath. (Genesis 24:41 ULB)
|
||||
|
||||
Abraham was speaking to his servant. Abraham's relatives lived far away, from where he and his servant were standing and he wanted his servant to <u>go</u> to them, not <u>come</u> toward Abraham.
|
||||
Abraham was speaking to his servant. Abraham's relatives lived far away, from where he and his servant were standing and he wanted his servant to <u>go</u> to them, not <u>come</u> toward Abraham.
|
||||
|
||||
>When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ... (Deuteronomy 17:14 ULB)
|
||||
>When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ... (Deuteronomy 17:14 ULB)
|
||||
|
||||
Moses is speaking to the people in the wilderness. They had not yet gone into the land that God was giving them. In some languages, it would make more sense to say, "When you have <u>gone</u> into the land..."
|
||||
|
||||
|
|
@ -26,27 +26,27 @@ Moses is speaking to the people in the wilderness. They had not yet gone into th
|
|||
|
||||
In some languages, it might make more sense to say that Joseph and Mary <u>took</u> or <u>carried</u> Jesus to the temple.
|
||||
|
||||
>Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus' feet and implored him to <u>come</u> to his house, (Luke 8:41 ULB)
|
||||
>Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus' feet and implored him to <u>come</u> to his house, (Luke 8:41 ULB)
|
||||
|
||||
The man was not at his house when he spoke to Jesus. He wanted Jesus to <u>go</u> with him to his house.
|
||||
The man was not at his house when he spoke to Jesus. He wanted Jesus to <u>go</u> with him to his house.
|
||||
|
||||
>Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months. (Luke 1:24 UDB)
|
||||
|
||||
In some languages, it might make more sense to say that Elizabeth did not <u>come</u> out in public.
|
||||
In some languages, it might make more sense to say that Elizabeth did not <u>come</u> out in public.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the word used in the ULB would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
|
||||
If the word used in the ULB would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
|
||||
|
||||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
1. Use another word that expresses the right meaning.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
|
||||
* **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>come</u> out in public for five months.
|
||||
|
|
|
|||
|
|
@ -11,10 +11,10 @@ Grammar has two main parts: words and structure. Structure involves how we put w
|
|||
|
||||
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with "of" as in "the love of God," or with "'s" as in "God's love," or with a possessive pronoun as in "his love." (see [Possession](../figs-possession/01.md))
|
||||
|
||||
**Quotations** - A quotation is a report of what someone else has said.
|
||||
**Quotations** - A quotation is a report of what someone else has said.
|
||||
|
||||
* Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md))
|
||||
* Quotations can be either direct quotes or indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
|
||||
* Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md))
|
||||
* Quotations can be either direct quotes or indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of
|
|||
#### Reasons this is a translation issue
|
||||
|
||||
* Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
|
||||
* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other.
|
||||
* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -29,7 +29,7 @@ If the hendiadys would be natural and give the right meaning in your language, c
|
|||
|
||||
1. Substitute the describing noun with an adjective that means the same thing.
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -50,7 +50,7 @@ If the hendiadys would be natural and give the right meaning in your language, c
|
|||
* **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom of glory</u>.
|
||||
|
||||
3. Substitute the describing adjective with an adverb that means the same thing.
|
||||
3. Substitute the describing adjective with an adverb that means the same thing.
|
||||
|
||||
* **if you are <u>willing</u> and <u>obedient</u>** (Isaiah 1:19 ULB)
|
||||
* if you are <u>willingly obedient</u>
|
||||
|
|
|
|||
|
|
@ -4,24 +4,24 @@
|
|||
|
||||
A speaker or writer can use exactly the same words to say something he means as completely true, as generally true, or as a hyperbole. This is why it can be hard to decide how to understand a statement.
|
||||
|
||||
* It rains here every night.
|
||||
* It rains here every night.
|
||||
|
||||
1. The speaker means this as literally true if he means that it really does rain here every night.
|
||||
2. The speaker means this as a generalization if he means that it rains here most nights.
|
||||
3. The speaker means this as a hyperbole if he wants to say it rains more than it actually does, usually in order to express a strong attitude toward the amount of rain, such as being annoyed or being happy.
|
||||
|
||||
**Hyperbole**: This is a figure of speech that uses **exaggeration**. A speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating.
|
||||
**Hyperbole**: This is a figure of speech that uses **exaggeration**. A speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating.
|
||||
|
||||
>They will not leave <u>one stone upon another</u> (Luke 19:44 ULB)
|
||||
|
||||
* This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
|
||||
|
||||
**Generalization:** This is a statement that is true most of the time or in most situations that it could apply to.
|
||||
**Generalization:** This is a statement that is true most of the time or in most situations that it could apply to.
|
||||
|
||||
>The one who ignores instruction <u>will have poverty and shame,</u>
|
||||
>but <u>honor will come</u> to him who learns from correction. (Proverbs 13:18)
|
||||
|
||||
* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction.
|
||||
* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction.
|
||||
|
||||
>And when you pray, do not make useless repetitions as <u>the Gentiles do, for they think that they will be heard because of their many words.</u> (Matthew 6:7)
|
||||
|
||||
|
|
@ -45,11 +45,11 @@ Even though a generalization may have a strong-sounding word like "all," "always
|
|||
|
||||
>If your hand causes you to stumble, <u>cut it off</u>. It is better for you to enter into life maimed… (Mark 9:43 ULB)
|
||||
|
||||
When Jesus said to cut off your hand, he meant that we should <u>do whatever extreme things</u> we need to do in order not to sin. He used this hyperbole to show how extremely important it is to try to stop sinning.
|
||||
When Jesus said to cut off your hand, he meant that we should <u>do whatever extreme things</u> we need to do in order not to sin. He used this hyperbole to show how extremely important it is to try to stop sinning.
|
||||
|
||||
>The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>. (1 Samuel 13:5 ULB)
|
||||
|
||||
The underlined phrase is an exaggeration. It means that there were <u>many, many</u> soldiers in the Philistine army.
|
||||
The underlined phrase is an exaggeration. It means that there were <u>many, many</u> soldiers in the Philistine army.
|
||||
|
||||
#### Examples of Generalization
|
||||
|
||||
|
|
@ -57,21 +57,21 @@ The underlined phrase is an exaggeration. It means that there were <u>many, many
|
|||
|
||||
The disciples told Jesus that everyone was looking looking for him. They probably did not mean that everyone in the city was looking for him, but that <u>many people</u> were looking for him, or that all of Jesus' closest friends there were looking for him.
|
||||
|
||||
>But as his anointing teaches you about <u>all things</u> and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULB)
|
||||
>But as his anointing teaches you about <u>all things</u> and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULB)
|
||||
|
||||
This is a generalization. God's Spirit teaches us about <u>all things that we need to know</u>, not about everything that is possible to know.
|
||||
|
||||
#### Caution
|
||||
|
||||
Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
|
||||
>… they saw Jesus <u>walking on the sea</u> and coming near the boat … (John 6:19 ULB)
|
||||
>… they saw Jesus <u>walking on the sea</u> and coming near the boat … (John 6:19 ULB)
|
||||
|
||||
This is not hyperbole. Jesus really walked on the water. It is a literal statement.
|
||||
|
||||
Do not assume that the word "all" is always a generalization that means "most."
|
||||
|
||||
>Yahweh is righteous in all his ways
|
||||
>and gracious in all he does. (Psalms 145:17 ULB)
|
||||
>and gracious in all he does. (Psalms 145:17 ULB)
|
||||
|
||||
Yahweh is always righteous. This is a completely true statement.
|
||||
|
||||
|
|
@ -79,10 +79,10 @@ Yahweh is always righteous. This is a completely true statement.
|
|||
|
||||
If the exaggeration or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
|
||||
|
||||
1. Express the meaning without the exaggeration.
|
||||
2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
1. Express the meaning without the exaggeration.
|
||||
2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -92,12 +92,12 @@ If the exaggeration or generalization would be natural and people would understa
|
|||
* **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULB)
|
||||
* The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
|
||||
|
||||
2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
|
||||
* **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
|
||||
* <u>In general,</u> the one who ignores instruction will have poverty and shame
|
||||
* **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
|
||||
* "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words."
|
||||
* "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words."
|
||||
|
||||
3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
|
||||
|
|
|
|||
|
|
@ -13,7 +13,7 @@ People sometimes tell about conditions and what would happen if those conditions
|
|||
|
||||
People sometimes express wishes about things that have not happened or that are not expected to happen.
|
||||
|
||||
* I wish he had come.
|
||||
* I wish he had come.
|
||||
* I wish he were here.
|
||||
* I wish he would come.
|
||||
|
||||
|
|
@ -35,7 +35,7 @@ People sometimes express regrets about things that have not happened or that are
|
|||
> "Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in Tyre and Sidon which were done in you, they would have repented long ago in sackcloth and ashes." (Matthew 11:21 ULB)
|
||||
|
||||
|
||||
Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient cities of Tyre and Sidon had been able to see the miracles that he performed, they would have repented long ago. The people of Tyre and Sidon did not actually see his miracles and repent. He said this to rebuke the people of Chorazin and Bethsaida who had seen his miracles yet did not repent.
|
||||
Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient cities of Tyre and Sidon had been able to see the miracles that he performed, they would have repented long ago. The people of Tyre and Sidon did not actually see his miracles and repent. He said this to rebuke the people of Chorazin and Bethsaida who had seen his miracles yet did not repent.
|
||||
|
||||
> Martha then said to Jesus, "Lord, if you had been here, my brother would not have died." (John 11:21 ULB)
|
||||
|
||||
|
|
@ -52,14 +52,14 @@ Jesus told about what would happen if a person were to put new wine into old win
|
|||
>Jesus said to them, "What man would there be among you, who, <u>if</u> he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out? (Matthew 12:11 ULB)
|
||||
|
||||
|
||||
Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath.
|
||||
Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath.
|
||||
|
||||
3. Hypothetical situation in the future
|
||||
|
||||
> <u>Unless those days are shortened, no flesh would be saved</u>; but for the sake of the elect, those days will be shortened. (Matthew 24:22 ULB)
|
||||
|
||||
|
||||
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
|
||||
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
|
||||
|
||||
4. Expressing emotion about a hypothetical situation
|
||||
|
||||
|
|
@ -84,7 +84,7 @@ Know how people speaking your language show:
|
|||
* that they wish for something, but it does not happen.
|
||||
* that they regret that something did not happen.
|
||||
|
||||
Use your language's ways of showing these kinds of things.
|
||||
Use your language's ways of showing these kinds of things.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_hypo.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,19 +4,19 @@ An idiom is a figure of speech made up of a group of words that, as a whole, has
|
|||
* You are pulling my leg (This means, "You are telling me a lie")
|
||||
* Do not push the envelope (This means, "Do not take a matter to its extreme")
|
||||
* This house is under water (This means, "The debt owed for this house is greater than its actual value")
|
||||
* We are painting the town red (This means, "We are going around town tonight celebrating very intensely")
|
||||
* We are painting the town red (This means, "We are going around town tonight celebrating very intensely")
|
||||
|
||||
### Description
|
||||
|
||||
An idiom is a phrase that has a special meaning to the people of the language or culture who use it. Its meaning is different than what a person would understand from the meanings of the individual words that form the phrase.
|
||||
An idiom is a phrase that has a special meaning to the people of the language or culture who use it. Its meaning is different than what a person would understand from the meanings of the individual words that form the phrase.
|
||||
|
||||
>he resolutely <u>set his face</u> to go to Jerusalem. (Luke 9:51 ULB)
|
||||
|
||||
The words "set his face" is an idiom that means "decided."
|
||||
The words "set his face" is an idiom that means "decided."
|
||||
|
||||
Sometimes people may be able to understand an idiom from another culture, but it might sound like a strange way to express the meaning.
|
||||
|
||||
>I am not worthy that you should <u>enter under my roof</u>. (Luke 7:6 ULB)
|
||||
>I am not worthy that you should <u>enter under my roof</u>. (Luke 7:6 ULB)
|
||||
|
||||
The phrase "enter under my roof" is an idiom that means "enter my house."
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ The phrase "enter under my roof" is an idiom that means "enter my house."
|
|||
|
||||
This idiom means "Listen carefully and remember what I say."
|
||||
|
||||
**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
|
||||
**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -40,11 +40,11 @@ This means, "We and you belong to the same race, the same family."
|
|||
|
||||
>the children of Israel went out <u>with a high hand</u>. (Exodus 14:8 ASV)
|
||||
|
||||
This means, "The Israelites went out defiantly."
|
||||
This means, "The Israelites went out defiantly."
|
||||
|
||||
>the one who <u>lifts up my head</u> (Psalm 3:3 ULB)
|
||||
|
||||
This means, "the one who helps me."
|
||||
This means, "the one who helps me."
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
@ -60,15 +60,15 @@ If the idiom would be clearly understood in your language, consider using it. If
|
|||
* **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULB)
|
||||
* ...Look, we all <u>belong to the same nation</u>.
|
||||
|
||||
* **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB)
|
||||
* **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB)
|
||||
* He started to travel to Jerusalem, <u>determined to reach it</u>.
|
||||
|
||||
* **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB)
|
||||
* **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB)
|
||||
* I am not worthy that you should enter <u>my house</u>.
|
||||
|
||||
1. Use an idiom that people use in your own language that has the same meaning.
|
||||
|
||||
* **Let these words <u>go deeply into your ears</u>** (Luke 9:44 ULB)
|
||||
* **Let these words <u>go deeply into your ears</u>** (Luke 9:44 ULB)
|
||||
* <u>Be all ears</u> when I say these words to you.
|
||||
|
||||
* **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
|
||||
|
||||
### Description
|
||||
### Description
|
||||
|
||||
Imperative sentences are mainly used to express a desire or requirement that someone do something. Sometimes imperative sentences in the Bible have other uses.
|
||||
|
||||
|
|
@ -8,13 +8,13 @@ Imperative sentences are mainly used to express a desire or requirement that som
|
|||
|
||||
Some languages would not use an imperative sentence for some of the functions that they are used for in the Bible.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples from the Bible
|
||||
|
||||
Speakers often use imperative sentences to tell or ask their listeners to do something. In Genesis 2, God spoke to Isaac and told him not to go to Egypt but to live where God would tell him to live.
|
||||
|
||||
> Now Yahweh appeared to him and said, "<u>Do not go down</u> to Egypt; <u>live</u> in the land that I tell you to live in. (Genesis 26:2 ULB)
|
||||
|
||||
Sometimes imperative sentences in the Bible have other uses.
|
||||
Sometimes imperative sentences in the Bible have other uses.
|
||||
|
||||
#### Imperatives that make things happen
|
||||
|
||||
|
|
@ -24,39 +24,39 @@ God can make things happen by commanding that they happen. Jesus healed a man by
|
|||
In Genesis 1, God commanded that there should be light, and by commanding it, he caused it to exist. Some languages, such as the Hebrew of the Bible, have commands that are in the third person. English does not do that, and so it must turn the third-person command into a general second-person command, as in the ULB:
|
||||
>God said, "<u>Let there be</u> light," and there was light. (Genesis 1:3 ULB)
|
||||
|
||||
Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, "light must be."
|
||||
Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, "light must be."
|
||||
|
||||
#### Imperatives that function as blessings
|
||||
|
||||
In the Bible, God blesses people by using imperatives. This indicates what his will is for them.
|
||||
|
||||
>God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
>God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
#### Imperatives that function as conditions
|
||||
#### Imperatives that function as conditions
|
||||
|
||||
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
|
||||
|
||||
>... <u>do not abandon</u> wisdom and she will watch over you;
|
||||
>... <u>do not abandon</u> wisdom and she will watch over you;
|
||||
><u>love</u> her and she will keep you safe. (Proverbs 4:6 ULB)
|
||||
|
||||
The purpose of Proverbs 22:6 below is teach what people can expect to happen if they teach their children the way they should go.
|
||||
The purpose of Proverbs 22:6 below is teach what people can expect to happen if they teach their children the way they should go.
|
||||
|
||||
><u>Teach</u> a child the way he should go,
|
||||
>and when he is old he will not turn away from that instruction. (Proverbs 22:6 ULB)
|
||||
|
||||
### Translation Strategies
|
||||
### Translation Strategies
|
||||
|
||||
1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
|
||||
1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
|
||||
1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
|
||||
1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
|
||||
|
||||
* **Be clean.** (Matthew 8:3 ULB)
|
||||
* "You are now clean."
|
||||
* "I now cleanse you."
|
||||
* "I now cleanse you."
|
||||
|
||||
* **God said, "<u>Let there be</u> light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, "<u>There is now light</u>" and there was light.
|
||||
|
|
@ -64,17 +64,17 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
|
|||
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:3 ULB)
|
||||
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
2. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
|
||||
2. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
|
||||
|
||||
* **God said, "Let there be light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, 'Let there be light,' <u>so</u> there was light.
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
|
||||
3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
|
||||
3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
|
||||
|
||||
>**Teach a child the way he should go,**
|
||||
>**Teach a child the way he should go,**
|
||||
>**and when he is old he will not turn away from that instruction.** (Proverbs 22:6 ULB)
|
||||
|
||||
Translated as:
|
||||
>"<u>If</u> you teach a child the way he should go,
|
||||
>"<u>If</u> you teach a child the way he should go,
|
||||
><u>then</u> when he is old he will not turn away from that instruction."
|
||||
|
|
@ -2,9 +2,9 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some languages have more than one form of "we": an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these.
|
||||
Some languages have more than one form of "we": an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these.
|
||||
|
||||
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
|
||||
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
|
||||
|
||||
|
||||
|
||||
|
|
@ -19,7 +19,7 @@ See the pictures. The people on the right are the people that the speaker is tal
|
|||
|
||||
The shepherds were speaking to one another. When they said "us," they were including the people they were speaking to - one another.
|
||||
|
||||
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB)
|
||||
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB)
|
||||
|
||||
When Jesus said "us," he was referring to himself and to the disciples he was speaking to.
|
||||
|
||||
|
|
|
|||
|
|
@ -15,13 +15,13 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
|
|||
|
||||
**Reason people use these phrases**: People often present either reminders or new information in a weak way. They do this when they want their listener to give most of his attention to something else they are saying. In the example above, the speaker wants most attention to be given to what Mary did, NOT to how her sister responded.
|
||||
|
||||
**Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to.
|
||||
**Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to.
|
||||
|
||||
#### Translation Principles
|
||||
#### Translation Principles
|
||||
|
||||
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
|
||||
* Try to present it in a weak way.
|
||||
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
|
||||
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
|
||||
* Try to present it in a weak way.
|
||||
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -29,44 +29,44 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
|
|||
|
||||
There is only one Tigris River. The phrase "which flows east of Asshur" gives more information about where the Tigris River was. This would have been helpful to the original audience, because they knew were Asshur was.
|
||||
|
||||
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULB)
|
||||
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULB)
|
||||
|
||||
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
|
||||
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
|
||||
|
||||
>I will bring an end to the <u>worthless</u> idols of Memphis. (Ezekiel 30:13 ULB)
|
||||
|
||||
All idols are worthless. This is why God said he would destroy them.
|
||||
All idols are worthless. This is why God said he would destroy them.
|
||||
|
||||
>... for your <u>righteous</u> judgments are good. (Psalm 119:39 ULB)
|
||||
|
||||
All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good.
|
||||
All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
|
||||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
1. Use one of your language's ways for expressing information in a weak way. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
1. Use one of your language's ways for expressing information in a weak way. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* "<u>Because</u> idols are worthless, I hate those who serve them."
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
* "<u>Because</u> idols are worthless, I hate those who serve them."
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* "Can Sarah bear a son <u>even when</u> she is ninety years old?"
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
* "Can Sarah bear a son <u>even when</u> she is ninety years old?"
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
|
||||
* "I will call on Yahweh, <u>because</u> he is worthy to be praised"
|
||||
|
||||
2. Use one of your language's ways for expressing information in a weak way.
|
||||
2. Use one of your language's ways for expressing information in a weak way.
|
||||
|
||||
* **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
|
||||
* "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
|
||||
|
|
|
|||
|
|
@ -14,12 +14,12 @@ Although all languages have a normal order for parts of a sentence, this order c
|
|||
|
||||
**His house is what Peter painted (yesterday).**
|
||||
|
||||
This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.
|
||||
This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.
|
||||
|
||||
### Reasons this is a translation Issue
|
||||
|
||||
* Different languages arrange the parts of a sentence in different ways. If a translator copies the order of the parts of a sentence from the source, it may not make sense in his language.
|
||||
* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language.
|
||||
* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -59,7 +59,7 @@ This is the verse in the original Greek order. The ULB has put this into the nor
|
|||
|
||||
If your language puts the important information last, you can change the order of the verse:
|
||||
|
||||
* Now the day was about to come to an end, and the twelve came to him and said, "Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food."
|
||||
* Now the day was about to come to an end, and the twelve came to him and said, "Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food."
|
||||
|
||||
>Woe to you, when all men speak well of you, for that is how their ancestors treated the false prophets. (Luke 6:26 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@ Figures of speech have special meanings that are not the same as the meanings of
|
|||
|
||||
### Definition
|
||||
|
||||
Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. In order to translate the meaning, you need to be able to recognize figures of speech and know what the figure of speech means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language.
|
||||
Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. In order to translate the meaning, you need to be able to recognize figures of speech and know what the figure of speech means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language.
|
||||
|
||||
### Types
|
||||
|
||||
|
|
@ -21,13 +21,13 @@ Listed below are different types of Figures of Speech. If you would like additio
|
|||
|
||||
* **[Idiom](../figs-idiom/01.md)** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
|
||||
|
||||
* **[Irony](../figs-irony/01.md)** - Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words.
|
||||
* **[Irony](../figs-irony/01.md)** - Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words.
|
||||
|
||||
* **[Litotes](../figs-litotes/01.md)** - Litotes is an emphatic statement about something made by negating an opposite expression.
|
||||
|
||||
* **[Merism](../figs-merism/01.md)** - Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.
|
||||
|
||||
* **[Metaphor](../figs-metaphor/01.md)** - A metaphor is a figure in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
|
||||
* **[Metaphor](../figs-metaphor/01.md)** - A metaphor is a figure in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
|
||||
|
||||
* **[Metonymy](../figs-metonymy/01.md)** - Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
|
||||
|
||||
|
|
|
|||
|
|
@ -15,16 +15,16 @@ When Jesus spoke of "righteous people," he was not referring to people who were
|
|||
|
||||
><u>How well you reject the commandment of God</u> so you may keep your tradition! (Mark 7:9 ULB)
|
||||
|
||||
Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God's commandments. The use of irony makes the Pharisee's sin more obvious and startling.
|
||||
Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God's commandments. The use of irony makes the Pharisee's sin more obvious and startling.
|
||||
|
||||
>"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. <u>"Let them bring us their own arguments; have them come forward and declare to us what will happen, so we may know these things well. Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>." (Isaiah 41:21-22 ULB)
|
||||
|
||||
People worshiped idols as if their idols had knowledge or power, and Yahweh was angry at them for doing that. So he used irony and challenged their idols to tell what would happen in the future. He knew that the idols could not do this, but by speaking as if they could, he mocked the idols, making their inability more obvious, and rebuked the people for worshiping them.
|
||||
|
||||
>Can you lead light and darkness to their places of work?
|
||||
>Can you find the way back to their houses for them?
|
||||
><u>Undoubtedly you know, for you were born then;</u>
|
||||
>"<u>the number of your days is so large!</u>" (Job 38:20, 21 ULB)
|
||||
>Can you lead light and darkness to their places of work?
|
||||
>Can you find the way back to their houses for them?
|
||||
><u>Undoubtedly you know, for you were born then;</u>
|
||||
>"<u>the number of your days is so large!</u>" (Job 38:20, 21 ULB)
|
||||
|
||||
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two underlined phrases above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God's questions about the creation of light because Job was not born until many, many years later.
|
||||
|
||||
|
|
@ -36,15 +36,15 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
|
|||
|
||||
If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
|
||||
|
||||
1. Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words.
|
||||
1. Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
1) Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
|
||||
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
|
||||
* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
|
||||
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
|
||||
|
||||
* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULB)
|
||||
|
|
@ -58,11 +58,11 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>."** (Isaiah 41:21-22 ULB)
|
||||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
|
||||
* **Can you lead light and darkness to their places of work?**
|
||||
* **Can you lead light and darkness to their places of work?**
|
||||
|
||||
**Can you find the way back to their houses for them?**
|
||||
**<u>Undoubtedly you know, for you were born then;</u>**
|
||||
**<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULB)
|
||||
**Can you find the way back to their houses for them?**
|
||||
**<u>Undoubtedly you know, for you were born then;</u>**
|
||||
**<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULB)
|
||||
|
||||
* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
|
||||
|
||||
|
|
|
|||
|
|
@ -12,15 +12,15 @@ Some languages do not use litotes. People who speak those languages might not un
|
|||
|
||||
>For you yourselves know, brothers, our coming to you was <u>not useless</u>, (1 Thessalonians 2:1 ULB)
|
||||
|
||||
By using litotes, Paul emphasized that his visit with them was <u>very</u> useful.
|
||||
By using litotes, Paul emphasized that his visit with them was <u>very</u> useful.
|
||||
|
||||
>Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter. (Acts 12:18 ULB)
|
||||
|
||||
By using litotes, Luke emphasized that there was a <u>lot</u> of excitement or anxiety among the soldiers about what happened to Peter. (Peter had been in prison, and even though there were soldiers guarding him, he escaped when an angel let him out. So they were very agitated.)
|
||||
|
||||
>And you, Bethlehem, in the land of Judah,
|
||||
>are <u>not the least</u> among the leaders of Judah,
|
||||
>for from you will come a ruler
|
||||
>And you, Bethlehem, in the land of Judah,
|
||||
>are <u>not the least</u> among the leaders of Judah,
|
||||
>for from you will come a ruler
|
||||
>who will shepherd my people Israel. (Matthew 2:6 ULB)
|
||||
|
||||
By using litotes, the prophet emphasized that Bethlehem would be a <u>very important city</u>.
|
||||
|
|
@ -39,6 +39,6 @@ If the litotes would be understood correctly, consider using it.
|
|||
* "For you yourselves know, brothers, our visit to you <u>did much good</u>."
|
||||
|
||||
* **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
|
||||
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
|
||||
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
|
||||
* "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
|
||||
|
||||
|
|
|
|||
|
|
@ -14,13 +14,13 @@ Merism is a figure of speech in which a person refers to something by speaking o
|
|||
<u>Heaven and earth</u> is a merism that includes everything that exists.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
Some languages do not use merism. The readers of those languages may think that the phrase only applies to the items mentioned. They may not realize that it refers to those two things and everything in between.
|
||||
Some languages do not use merism. The readers of those languages may think that the phrase only applies to the items mentioned. They may not realize that it refers to those two things and everything in between.
|
||||
|
||||
### Examples from the Bible
|
||||
><u>From the rising of the sun to its setting</u>, Yahweh's name should be praised. (Psalm 113:3 ULB)
|
||||
|
||||
This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means "everywhere."
|
||||
>He will bless those who honor him, both <u>young and old</u>. (Psalm 115:13)
|
||||
>He will bless those who honor him, both <u>young and old</u>. (Psalm 115:13)
|
||||
|
||||
The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means "everyone."
|
||||
|
||||
|
|
@ -28,7 +28,7 @@ The underlined phrase is merism because it speaks of, old people and young peopl
|
|||
|
||||
If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
|
||||
|
||||
1. Identify what the merism refers to without mentioning the parts.
|
||||
1. Identify what the merism refers to without mentioning the parts.
|
||||
1. Identify what the merism refers to and include the parts.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -46,6 +46,6 @@ If the merism would be natural and give the right meaning in your language, cons
|
|||
* **I praise you, Father, Lord of <u>heaven and earth</u>.** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
|
||||
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -49,17 +49,17 @@ When these metaphors are used in normal ways, it is rare that the speaker and au
|
|||
* "You *defend* your theory well." ARGUMENT is spoken of as WAR.
|
||||
* "A *flow* of words" WORDS are spoken of as LIQUIDS.
|
||||
|
||||
English speakers do not view them as unusual expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech.
|
||||
English speakers do not view them as unusual expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech.
|
||||
|
||||
For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery - Common Patterns](../bita-part1/01.md)and the pages it will direct you to.
|
||||
|
||||
|
||||
#### Parts of a Metaphor
|
||||
|
||||
When talking about metaphors, it can be helpful to talk about their parts. A metaphor has three parts.
|
||||
When talking about metaphors, it can be helpful to talk about their parts. A metaphor has three parts.
|
||||
|
||||
1. **Topic** - The thing someone speaks of is called the topic.
|
||||
1. **Image** - The thing he calls it is the image.
|
||||
1. **Topic** - The thing someone speaks of is called the topic.
|
||||
1. **Image** - The thing he calls it is the image.
|
||||
1. **Points of Comparison** - The ways in which the author claims that the topic and image are similar in some manner are their points of comparison.
|
||||
|
||||
In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his "love") is the **topic**, and "red rose" is the **image**. Beauty and delicacy are the points of comparison that the speaker sees as similarities between both the topic and image. Note, however, that a rose's beauty is not identical to a woman's beauty. Neither are the two kinds of delicacy the same. So these points of comparison are not built upon identical characteristics, but rather upon characteristics that are seen by the writer as similar in some way.
|
||||
|
|
@ -72,7 +72,7 @@ Also in the Bible, normally the **topic** and the **image** are stated clearly,
|
|||
|
||||
> Jesus said to them. "I am the bread of life; he who comes to me will not be hungry, and he who believes in me will never be thirsty." (John 6:35 ULB)
|
||||
|
||||
In this metaphor, Jesus called himself the bread of life. The **topic** is "I," and the **image** is "bread." Bread is a food that people ate all the time. The point of comparison between bread and Jesus is that people needed break every day for nourishment. In a similar way, people need Jesus every day in order to live spiritually.
|
||||
In this metaphor, Jesus called himself the bread of life. The **topic** is "I," and the **image** is "bread." Bread is a food that people ate all the time. The point of comparison between bread and Jesus is that people needed break every day for nourishment. In a similar way, people need Jesus every day in order to live spiritually.
|
||||
|
||||
Note that this metaphor is really several metaphors. The first metaphor is that bread is used to represent Jesus. The second metaphor, which is inside the first one, is that physical life represents the spiritual life, which consists of living with God forever. The third metaphor is that eating bread represents benefitting from Jesus, who enables us to live with God forever.
|
||||
|
||||
|
|
@ -85,7 +85,7 @@ Note that this metaphor is really several metaphors. The first metaphor is that
|
|||
#### Reasons this is a translation issue
|
||||
|
||||
* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it.
|
||||
* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor.
|
||||
* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor.
|
||||
* If the topic is not stated, people may not know what the topic is.
|
||||
* People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
|
||||
|
||||
|
|
@ -98,13 +98,13 @@ Note that this metaphor is really several metaphors. The first metaphor is that
|
|||
|
||||
>Listen to this word, <u>you cows of Bashan</u>, (Amos 4:1 ULB)
|
||||
|
||||
In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") with as if they were cows (the image). Amos does not say what points of comparison between these women and the cows he has mind, but from the context it seems that he means that both the women and the cows are fat and interested only in eating.
|
||||
In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") with as if they were cows (the image). Amos does not say what points of comparison between these women and the cows he has mind, but from the context it seems that he means that both the women and the cows are fat and interested only in eating.
|
||||
|
||||
Note, however, that Amos does not actually mean that the women are cows, for he speaks to them as human beings.
|
||||
Note, however, that Amos does not actually mean that the women are cows, for he speaks to them as human beings.
|
||||
|
||||
>And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand. (Isaiah 64:8 ULB)
|
||||
|
||||
The example above has two related metaphors. The topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison between a potter and God is the fact that both make what they wish: the potter makes what he wishes out of the clay, and God makes what he wishes out of his people Israel. The point of comparison between the potter's clay and "us" is that both the clay and the people of Israel are made into something different from what they were before.
|
||||
The example above has two related metaphors. The topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison between a potter and God is the fact that both make what they wish: the potter makes what he wishes out of the clay, and God makes what he wishes out of his people Israel. The point of comparison between the potter's clay and "us" is that both the clay and the people of Israel are made into something different from what they were before.
|
||||
|
||||
>Jesus said to them, "Take heed and beware of <u>the yeast of the Pharisees and Sadducees</u>." The disciples reasoned among themselves and said, "It is because we took no bread." (Matthew 16:6-7 ULB)
|
||||
|
||||
|
|
@ -129,15 +129,15 @@ If people do not or would not understand it, here are some other strategies.
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language.
|
||||
1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language.
|
||||
|
||||
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULB)
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
|
||||
|
||||
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULB)
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
|
||||
|
||||
|
|
@ -151,7 +151,7 @@ There is no change to this one - but it must be tested to make sure that the tar
|
|||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
|
||||
|
|
@ -168,7 +168,7 @@ There is no change to this one - but it must be tested to make sure that the tar
|
|||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
8. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,7 @@
|
|||
**Metonymy** is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A **metonym** is a word or phrase used as a substitute for something it is associated with.
|
||||
>and <u>the blood</u> of Jesus his Son cleanses us from all sin. (1 John 1:7 ULB)
|
||||
|
||||
The blood represents Christ's death.
|
||||
The blood represents Christ's death.
|
||||
>He took <u>the cup</u> in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you. (Luke 22:20 ULB)
|
||||
|
||||
The cup represents the wine that is in the cup.
|
||||
|
|
@ -43,15 +43,15 @@ If people would easily understand the metonym, consider using it. Otherwise, her
|
|||
2. Use the metonym along with the name of the thing it represents.
|
||||
|
||||
* **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB)
|
||||
* "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you."
|
||||
* "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you."
|
||||
|
||||
2. Use the name of the thing the metonym represents.
|
||||
|
||||
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULB)
|
||||
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULB)
|
||||
* "The Lord God will give him <u>the kingly authority</u> of his father, David."
|
||||
* "The Lord God will <u>make him king</u> like his ancestor, King David."
|
||||
|
||||
* **who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULB)
|
||||
* **who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULB)
|
||||
* "who warned you to flee from God's coming <u>punishment</u>?"
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -27,7 +27,7 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
|
|||
>The scepter of wickedness must not rule in the land of <u>the righteous</u>. (Psalms 125:3 ULB)
|
||||
|
||||
"The righteous" here are people who are righteous, not one particular righteous person.
|
||||
>Blessed are <u>the meek</u> (Matthew 5:5 ULB)
|
||||
>Blessed are <u>the meek</u> (Matthew 5:5 ULB)
|
||||
|
||||
"The meek" here are all people who are meek, not one particular meek person.
|
||||
|
||||
|
|
|
|||
|
|
@ -9,7 +9,7 @@ Most sentences have three basic important parts: subject, object, and verb. Subj
|
|||
|
||||
#### Subject
|
||||
|
||||
The subject is usually what the sentence is about. It usually performs some action or is being described.
|
||||
The subject is usually what the sentence is about. It usually performs some action or is being described.
|
||||
A subject may be **active**; it does something, such as sing, or work, or teach.
|
||||
|
||||
* <u>Peter</u> sings the song well.
|
||||
|
|
@ -18,18 +18,18 @@ A subject may have something done to it.
|
|||
|
||||
* <u>Peter</u> was fed good food.
|
||||
|
||||
A subject can be described or it can be in a **state**, such as being happy, sad, or angry.
|
||||
A subject can be described or it can be in a **state**, such as being happy, sad, or angry.
|
||||
|
||||
* <u>He</u> is tall.
|
||||
* <u>The boy</u> is happy.
|
||||
|
||||
#### Object
|
||||
|
||||
The **object** is often the thing that the subject does something to.
|
||||
The **object** is often the thing that the subject does something to.
|
||||
|
||||
* Peter hit <u>the ball</u>.
|
||||
* Peter hit <u>the ball</u>.
|
||||
* Peter read <u>a book</u>.
|
||||
* Peter sang <u>the song</u> well.
|
||||
* Peter sang <u>the song</u> well.
|
||||
* Peter ate <u>good food</u>.
|
||||
|
||||
#### Verb
|
||||
|
|
@ -66,7 +66,7 @@ Word order can change if the sentence:
|
|||
* has a time element
|
||||
* is in a poem
|
||||
|
||||
Word order can also change
|
||||
Word order can also change
|
||||
|
||||
* if there is some kind of emphasis on a certain part of the sentence
|
||||
* if the sentence is really about something other than the subject
|
||||
|
|
|
|||
|
|
@ -3,16 +3,16 @@ A parable is a short story that makes truth easy to understand and hard to forge
|
|||
|
||||
### Description
|
||||
|
||||
A parable is a short story that is told to teach a truth. Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth. Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often have figures of speech such as simile and metaphor.
|
||||
A parable is a short story that is told to teach a truth. Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth. Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often have figures of speech such as simile and metaphor.
|
||||
>Then he also told them a parable. "Can a blind person guide another blind person? If he did, they would both fall into a pit, would they not?" (Luke 6:39 ULB)
|
||||
|
||||
This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things.
|
||||
This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
>Neither do people light a lamp and put it under a basket, but rather, on the lampstand, and it shines for everyone in the house. Let your light shine before people in such a way that they see your good deeds and praise your Father who is in heaven. (Matthew 5:15-16 ULB)
|
||||
|
||||
This parable teaches us not to hide the way we live for God from other people.
|
||||
This parable teaches us not to hide the way we live for God from other people.
|
||||
>Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches." (Matthew 13:31-32 ULB)
|
||||
|
||||
This parable teaches that the kingdom of God may seem small at first, but it will grow and spread throughout the world.
|
||||
|
|
@ -24,7 +24,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same.
|
||||
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same.
|
||||
|
||||
* **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
|
||||
* Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
|
||||
|
|
@ -35,7 +35,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
|
|||
2. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
|
||||
|
||||
* **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB)
|
||||
* <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB)
|
||||
* <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB)
|
||||
|
||||
* **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
|
||||
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
|
|
|
|||
|
|
@ -1,19 +1,19 @@
|
|||
|
||||
### Description
|
||||
|
||||
In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following:
|
||||
In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following:
|
||||
|
||||
1. The second clause or phrase means the same as the first. This is also called synonymous parallelism.
|
||||
1. The second clarifies or strengthens the meaning of the first.
|
||||
1. The second completes what is said in the first.
|
||||
1. The second says something that contrasts with the first, but adds to the same idea.
|
||||
1. The second clause or phrase means the same as the first. This is also called synonymous parallelism.
|
||||
1. The second clarifies or strengthens the meaning of the first.
|
||||
1. The second completes what is said in the first.
|
||||
1. The second says something that contrasts with the first, but adds to the same idea.
|
||||
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.
|
||||
|
||||
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects:
|
||||
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects:
|
||||
|
||||
* It shows that something is very important by saying it more than once and in more than one way.
|
||||
* It helps the hearer to think more deeply about the idea by saying it in different ways.
|
||||
* It shows that something is very important by saying it more than once and in more than one way.
|
||||
* It helps the hearer to think more deeply about the idea by saying it in different ways.
|
||||
* It makes the language more beautiful and above the ordinary way of speaking.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
|
@ -27,54 +27,54 @@ Note: We use the term "synonymous parallelism" for long phrases or clauses that
|
|||
**The second clause or phrase means the same as the first.**
|
||||
|
||||
>Your word is a lamp to my feet
|
||||
>and a light for my path. (Psalm 119:105 ULB)
|
||||
>and a light for my path. (Psalm 119:105 ULB)
|
||||
|
||||
Both parts of the sentence are metaphors saying that God's word teaches people how to live.
|
||||
Both parts of the sentence are metaphors saying that God's word teaches people how to live.
|
||||
|
||||
>You make him to rule over the works of your hands;
|
||||
>You make him to rule over the works of your hands;
|
||||
>you have put all things under his feet (Psalm 8:6 ULB)
|
||||
|
||||
Both lines say that God made man the ruler of everything.
|
||||
Both lines say that God made man the ruler of everything.
|
||||
|
||||
**The second clarifies or strengthens the meaning of the first.**
|
||||
|
||||
>The eyes of Yahweh are everywhere,
|
||||
>keeping watch over the evil and the good. (Proverbs 15:3 ULB)
|
||||
>The eyes of Yahweh are everywhere,
|
||||
>keeping watch over the evil and the good. (Proverbs 15:3 ULB)
|
||||
|
||||
The second line tells more specifically what Yahweh watches.
|
||||
The second line tells more specifically what Yahweh watches.
|
||||
|
||||
**The second completes what is said in the first.**
|
||||
**The second completes what is said in the first.**
|
||||
|
||||
>I lift up my voice to Yahweh,
|
||||
>I lift up my voice to Yahweh,
|
||||
>and he answers me from his holy hill. (Psalm 3:4 ULB)
|
||||
|
||||
The second line tells what Yahweh does in response to what the person does in the first clause.
|
||||
The second line tells what Yahweh does in response to what the person does in the first clause.
|
||||
|
||||
**The second says something that contrasts with the first, but adds to the same idea.**
|
||||
**The second says something that contrasts with the first, but adds to the same idea.**
|
||||
|
||||
>For Yahweh approves of the way of the righteous,
|
||||
>For Yahweh approves of the way of the righteous,
|
||||
>but the way of the wicked will perish. (Psalm 1:6 ULB)
|
||||
|
||||
This contrasts what happens to righteous people with what happens to wicked people.
|
||||
This contrasts what happens to righteous people with what happens to wicked people.
|
||||
|
||||
>A gentle answer turns away wrath,
|
||||
>A gentle answer turns away wrath,
|
||||
>but a harsh word stirs up anger. (Proverbs 15:1 ULB)
|
||||
|
||||
This contrasts what happens when someone gives a gentle answer with what happens when someone says something harsh.
|
||||
This contrasts what happens when someone gives a gentle answer with what happens when someone says something harsh.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
|
||||
|
||||
1. Combine the ideas of both clauses into one.
|
||||
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
|
||||
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
1. Combine the ideas of both clauses into one.
|
||||
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
|
||||
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Combine the ideas of both clauses into one.
|
||||
1. Combine the ideas of both clauses into one.
|
||||
|
||||
* **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* "Until now you have deceived me with your lies."
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
|
||||
|
|
@ -83,12 +83,12 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
|
|||
* **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
|
||||
* "For Yahweh has a lawsuit with his people, Israel."
|
||||
|
||||
2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
|
||||
2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* "Yahweh truly sees everything a person does."
|
||||
|
||||
3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
|
||||
* **you have deceived me and told me lies.** (Judges 16:13 ULB)
|
||||
* "All you have done is lie to me."
|
||||
|
|
|
|||
|
|
@ -3,20 +3,20 @@
|
|||
### Description
|
||||
The predictive past is a figure of speech that uses the past tense to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen. It is also called the prophetic perfect.
|
||||
|
||||
> Therefore my people have gone into captivity for lack of understanding;
|
||||
> Therefore my people have gone into captivity for lack of understanding;
|
||||
> their leaders go hungry, and their masses have nothing to drink. (Isaiah 5:13 ULB)
|
||||
|
||||
In the example above, the people of Israel had not yet gone into captivity, but God spoke of their going into captivity as if it had already happened because he had decided that they certainly would go into captivity.
|
||||
|
||||
#### Reason this is a translation issue:
|
||||
Readers who are not aware of the past tense being used in prophecy to refer to future events may find it confusing.
|
||||
#### Reason this is a translation issue:
|
||||
Readers who are not aware of the past tense being used in prophecy to refer to future events may find it confusing.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples from the Bible
|
||||
|
||||
>Now all the entrances to Jericho were closed because of the army of Israel. No one went out and no one came in. Yahweh said to Joshua, "See, I have handed over to you Jericho, its king, and its trained soldiers." (Joshua 6:1-2 ULB)
|
||||
|
||||
|
||||
>For to us a child has been born, to us a son has been given;
|
||||
>For to us a child has been born, to us a son has been given;
|
||||
>and the rule will be on his shoulder; (Isaiah 9:6 ULB)
|
||||
|
||||
|
||||
|
|
@ -28,15 +28,15 @@ In the examples above, God spoke of things that would happen in the future as if
|
|||
Enoch was speaking of something that would happen in the future, but he used the past tense when he said "the Lord came.”
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
### Translation Strategies
|
||||
|
||||
If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
|
||||
1. Use the future tense to refer to future events.
|
||||
1. If it refers to something in the immediate future, use a form that would show that.
|
||||
1. Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use the future tense to refer to future events.
|
||||
|
||||
|
|
|
|||
|
|
@ -17,7 +17,7 @@ People also do this because it is sometimes easier to talk about people's relati
|
|||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
* Some languages do not use personification.
|
||||
* Some languages do not use personification.
|
||||
* Some languages use personification only in certain situations.
|
||||
|
||||
### Examples from the Bible
|
||||
|
|
@ -35,12 +35,12 @@ The author speaks of wisdom and understanding as if they are a woman who calls o
|
|||
If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
|
||||
|
||||
1. Add words or phrases to make it clear.
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
1. Find a way to translate it without the personification.
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
1. Find a way to translate it without the personification.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add words or phrases to make it clear.
|
||||
1. Add words or phrases to make it clear.
|
||||
|
||||
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
|
||||
* ... <u>sin</u> is at your door, <u>waiting to attack you</u>
|
||||
|
|
@ -50,9 +50,9 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
* ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as."
|
||||
* ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
|
||||
|
||||
3. Find a way to translate it without the personification.
|
||||
3. Find a way to translate it without the personification.
|
||||
|
||||
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
* He even <u>controls the winds and the sea</u>.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -40,14 +40,14 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
|
|||
>Whoever gives you <u>a cup of water</u> to drink … will not lose his reward. (Mark 9:41 ULB)
|
||||
|
||||
**Part of a whole** - In the example below, the door was a part of the palace.
|
||||
>But Uriah slept at <u>the door of the king's palace</u> (2 Samuel 11:9 ULB)
|
||||
>But Uriah slept at <u>the door of the king's palace</u> (2 Samuel 11:9 ULB)
|
||||
|
||||
**Part of a group** - In the example below, "us" refers to the whole group and "each one" refers to the individual members.
|
||||
**Part of a group** - In the example below, "us" refers to the whole group and "each one" refers to the individual members.
|
||||
>To <u>each one of us</u> has been given a gift (Ephesians 4:7 ULB)
|
||||
|
||||
#### Events and Possession
|
||||
|
||||
Sometimes one or both of the nouns is an abstract noun that refers to an event or action. In the examples below, the abstract nouns are in **bold** print. These are just some of the relationships that are possible between two nouns when one of them refers to an event.
|
||||
Sometimes one or both of the nouns is an abstract noun that refers to an event or action. In the examples below, the abstract nouns are in **bold** print. These are just some of the relationships that are possible between two nouns when one of them refers to an event.
|
||||
|
||||
**Subject** - Sometimes the word after "of" tells who would do the action named by the first noun. In the example below, <u>John baptized people</u>.
|
||||
>The <u>**baptism** of John</u>, was it from heaven or from men? Answer me." (Mark 11:30)
|
||||
|
|
@ -58,8 +58,8 @@ In the example below, <u>Christ loves us</u>.
|
|||
**Object** - Sometimes the word after "of" tells who or what something would happen to. In the example below, <u>people love money</u>.
|
||||
>For <u>the **love** of money</u> is a root of all kinds of evil. (1 Timothy 6:10 ULB)
|
||||
|
||||
**Instrument** - Sometimes the word after "of" tells how something would happen. In the example below, God would <u>punish people by sending enemies to attack them with swords</u>.
|
||||
> then be afraid of the sword, because wrath brings <u>the **punishment** of the sword</u> (Job 19:29 ULB)
|
||||
**Instrument** - Sometimes the word after "of" tells how something would happen. In the example below, God would <u>punish people by sending enemies to attack them with swords</u>.
|
||||
> then be afraid of the sword, because wrath brings <u>the **punishment** of the sword</u> (Job 19:29 ULB)
|
||||
|
||||
**Representation** - In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their <u>baptism represented their repentance</u>.
|
||||
>As John came, he was baptizing in the wilderness and was preaching <u>a **baptism** of repentance</u> for the forgiveness of sins. (Mark 1:4 ULB)
|
||||
|
|
@ -75,7 +75,7 @@ In the example below, <u>Christ loves us</u>.
|
|||
If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
|
||||
|
||||
1. Use an adjective to show that one describes the other.
|
||||
1. Use a verb to show how the two are related.
|
||||
1. Use a verb to show how the two are related.
|
||||
1. If one of the nouns refers to an event, translate it as a verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -100,7 +100,7 @@ If possession would be a natural way to show a particular relationship between t
|
|||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Pronouns are words that people use in place of a noun to refer to someone or something. Some examples are I, you, he, it, this, that, himself, someone. The most common type of pronoun is personal.
|
||||
Pronouns are words that people use in place of a noun to refer to someone or something. Some examples are I, you, he, it, this, that, himself, someone. The most common type of pronoun is personal.
|
||||
|
||||
### Personal Pronouns
|
||||
|
||||
|
|
@ -12,15 +12,15 @@ Personal pronouns refer to people or things and show if the speaker is referring
|
|||
|
||||
* First Person - The speaker and possibly others (I, we)
|
||||
* [Exclusive and Inclusive "We"](../figs-exclusive/01.md)
|
||||
* Second Person - The person or people that the speaker is talking to and possibly others (you)
|
||||
* Second Person - The person or people that the speaker is talking to and possibly others (you)
|
||||
* [Forms of You](../figs-you/01.md)
|
||||
* Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
|
||||
|
||||
#### Number
|
||||
|
||||
* Singular - one (I, you, he, she, it)
|
||||
* Singular - one (I, you, he, she, it)
|
||||
* Plural - more than one (we, you, they)
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
* Dual - two (Some languages have pronouns for specifically two people or two things.)
|
||||
|
||||
#### Gender
|
||||
|
|
@ -46,20 +46,20 @@ Personal pronouns refer to people or things and show if the speaker is referring
|
|||
|
||||
* **<u>Who</u> built the house?**
|
||||
|
||||
**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when
|
||||
**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when
|
||||
|
||||
* **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
|
||||
* **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
|
||||
|
||||
**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those.
|
||||
**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those.
|
||||
|
||||
* **Have you seen <u>this</u> here?**
|
||||
* **Who is <u>that</u> over there?**
|
||||
|
||||
**Indefinite pronouns** are used when no particular noun is being referred to: any, anyone, someone, anything, something, some. Sometimes a personal pronoun is used in a generic way to do this: you, they, he or it.
|
||||
|
||||
* **He does not want to talk to <u>anyone</u>.**
|
||||
* **<u>Someone</u> fixed it, but I do not know who.**
|
||||
* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.**
|
||||
* **He does not want to talk to <u>anyone</u>.**
|
||||
* **<u>Someone</u> fixed it, but I do not know who.**
|
||||
* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.**
|
||||
|
||||
In the last example, "they" and "you" just refer to people in general.
|
||||
|
|
|
|||
|
|
@ -2,11 +2,11 @@
|
|||
|
||||
### Description
|
||||
|
||||
There are two kinds of quotations: direct quotation and indirect quotation.
|
||||
There are two kinds of quotations: direct quotation and indirect quotation.
|
||||
|
||||
A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker's exact words. In the example below, John would have said "I" when referring to himself, so the narrator, who is reporting John's words, uses the word "I" in the quotation to refer to John. To show that these are John's exact words, many languages put the words between quotation marks:"".
|
||||
|
||||
* John said, "<u>I</u> do not know at what time <u>I</u> will arrive."
|
||||
* John said, "<u>I</u> do not know at what time <u>I</u> will arrive."
|
||||
|
||||
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person's point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as "he" in the quotation and uses the word "would," to replace the future tense indicated by "will."
|
||||
|
||||
|
|
@ -18,7 +18,7 @@ In some languages, reported speech can be expressed by either direct or indirect
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations.
|
||||
The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations.
|
||||
>He instructed him to tell no one, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them." (Luke 5:14 ULB)
|
||||
|
||||
* Indirect quote: He instructed him <u>to tell no one</u>,
|
||||
|
|
@ -26,13 +26,13 @@ The verses in the examples below contain both direct and indirect quotations. In
|
|||
|
||||
>Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." (Luke 17:20-21 ULB)
|
||||
|
||||
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
|
||||
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
|
||||
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
|
||||
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
|
||||
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
|
||||
If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
|
||||
|
||||
1. If a direct quote would not work well in your language, change it to an indirect quote.
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote.
|
||||
Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote.
|
||||
|
||||
* John said, "I do not know when I will arrive."
|
||||
|
||||
|
|
@ -23,7 +23,7 @@ The examples below show the kind of quote marking used in the ULB.
|
|||
|
||||
#### A quotation with only one layer
|
||||
|
||||
A first layer direct quote has double quote marks around it.
|
||||
A first layer direct quote has double quote marks around it.
|
||||
> So the king replied, "That is Elijah the Tishbite." (2 Kings 1:8 ULB)
|
||||
|
||||
#### Quotations with two layers
|
||||
|
|
@ -56,18 +56,18 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULB text below.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
2. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. In English the word "that" can introduce an indirect quote. In the example below, everything after the word "that" is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with " and '.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
|
||||
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
||||
3. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULB)
|
||||
|
||||
* They said to him,
|
||||
* A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we can talk about it having layers of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier.
|
||||
A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we can talk about it having layers of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -23,7 +23,7 @@ A quotation may have a quote within it, and quotes that are inside of other quot
|
|||
The outermost layer is what Jesus said to his disciples. The second layer is what other people will say.
|
||||
>Jesus answered, "You say that I am a king." (John 18:37 ULB)
|
||||
|
||||
The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus.
|
||||
The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus.
|
||||
|
||||
#### A quotation with three layers
|
||||
|
||||
|
|
@ -39,9 +39,9 @@ The outermost layer is what the messengers said to the king. The second layer is
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes.
|
||||
Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes.
|
||||
|
||||
1. Translate all of the quotes as direct quotes.
|
||||
1. Translate all of the quotes as direct quotes.
|
||||
1. Translate one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -49,13 +49,13 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULB and the quotes that we have changed to direct quotes below it.
|
||||
|
||||
* **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
|
||||
2. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
|
||||
|
||||
* **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "** (Exodus 16:11-12 ULB)
|
||||
* Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
|
||||
|
||||
* **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "** (2 Kings 1:6 ULB)
|
||||
* **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "** (2 Kings 1:6 ULB)
|
||||
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' "
|
||||
|
||||
|
|
|
|||
Some files were not shown because too many files have changed in this diff Show More
Loading…
Reference in New Issue