application of various translation models on shane

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Topic:

Application of various Translation models onShane.

Submitted by: Group 4,Department of English Language and Literature,Islamic International University, Islamabad

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Contents

Translation Studies.. 3

Role of Translator 3Purpose of Translation.... 4

Summary of Source Text. 4

Literature Review 5

Application of models

Nidas model 9

Vinay and Darbelnets model 13

Catford and Translation Shifts..18

Text Type. 24

Hallidayan model.... 27

Findings 30

Role of Translator... 32

Conclusion 33

Translation Studies:

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Translation studies is an academic discipline related to the study of the theory and the

phenomenon of Translation. The term translation refers to the field, the

product or the process of translation. Translation has three types: intralingual,

interlingual and intersemiotic. We will be dealing with interlingual translation which

is the translation between two different languages.

The practice of translation is long established. However the study of the field developed

into an academic discipline only in the second half of the twentieth century.

Translation has proved itself to be quite helpful in knowing and understanding

various cultures which are otherwise inaccessible because of our lack of competence

in various languages.

Role of Translator:

The role of translator has been a controversial one. It varied from culture to culture and

from language to language. There are no definite guidelines that what a role of

translator must be? However the translator can be viewed from the following

perspectives:

Translator as an autonomous being:

The translator takes some liberties while translating a source text, thats why we call a

translator as an autonomous being. The freedom of the translator is related to the nature

of the ST. if the ST is culture bound then the translator can take but little freedom in

translating the ST.

Translator as a creative being:

The translator is also a creative person because he creates the ST for a second time in a

new language. He is called a creative being because he is not only involved in

translating but also in replacing the source text. He is a creative person because he

deals with aesthetics. A good translator translates the whole ST because lapses in the

translation make the text erroneous and questions the creativity of the translator.

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Translator as a Mediator:

Translator acts as a mediator as he stands at the center of the dynamic process of

translation. He has a unique place where he has to identify the disparities and

differences.

Translator as a Reconciliator:

Translator acts as a reconciliatory agent as he solves the disparities and differences

between ST and TT. Thus he first acts as a mediator, finding the disparities and

differences and then as a reconciliator, solving those disparities and differences.

Analysis of the Urdu Translation ofShane by Jack Schefer.

Objective:

The objective ofour project is to analyze the translation after applying a number of models

on it. The nature and quality of translation, the role of translator are also to be

analyzed. The comparison of ST and TT has also to be made.

Source text:

The source text, Shane, is written by Jack Warner Schaefer, who was born on November

19, 1907, in Cleveland Ohio. Shane wasSchaefers first and most successful novel. It

was published in 1949.

Short Summary

The novel opens with the entrance of a mysterious stranger into the life of Joe Starrett, a

moral, hardworking Wyoming farmer. The stranger reveals little about himself

except that his name is Shane. Joe, however, trusts the man and offers to let him stay

on the farm. Before long, Shane becomes a part of the household. To Joe, he is a

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worker and friend on whom he can rely. To Joes son, Bob, he becomes a hero. To

Joes wife, Marian, Shane becomes a dear companion.

While staying on the farm, Shane fights his own emotional torment. He longs to settle

down as a farmer and forget his past deeds as a gunman, which haunt him. When he

learns about the tensions in the village, he does not want to become involved, fearing

his own reactions. He cannot, however, stand by and let Fletcher, a wealthy and

greedy villager, seize the land of Joe and the other farmers who have homesteaded

their farms. In the end, he decides he must use his ability as a gunman to fight for Joe

and protect his farm. Although he realizes that his involvement will probably end in

bloodshed, he feels he must prove his loyalty and friendship to Joe.

The duel takes place in the saloon. Shane first shoots and kills Wilson, Fletchers assistant.

When Fletcher fires on Shane and injures him, he kills Fletcher as well. Fearing he

will never again be accepted or trusted in the valley, Shane decides to leave

immediately, without even saying goodbye to the Starrett family that he has come to

love.

Joe and Marian are crushed that Shane departs without even saying farewell or allowing

them to say thanks for saving their farm; but they know that Shane has positivelytouched their lives forever.

Target Text:

Shane was translated in to Urdu language, with the title , by Shan ul Haq Haqqi

in 2010.

Literature Review:

Nidas Model:

Eugene Nidas main contribution can be seen from the following perspectives.

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He divided the meanings in to three types: linguistic meaning, referential meaning and

emotive meaning. Referential meaning refers to the dictionary meaning. Emotive

meaning refers to the connotative meaning. The technique of hierarchal structuring

was also given by him in which words are differentiated on the basis of their level.

The technique of semantic structure analysis was also given by Nida which shows

that a single word can have different meanings depending upon the context.

Nida also described various types of transfer that occur during translating a text. These are:

Literal transfer: this is word for word translation.

Minimal translation: here the pronouns or nouns are added to the message.

Literary Transfer: this is sense for sense translation. Here the message is conveyed with

alteration.

Nidas contribution to Equivalence of meaning is also remarkable. He gave two types

of Equivalence:

Formal Equivalence: Formal Equivalence lays stress on the form and content of the

message. It is oriented towards ST Structure.

Dynamic Equivalence: Dynamic Equivalence stresses on the naturalness of words. The

closest possible word should be written in TT.

2. Vinay and Darbelnets Model:

Vinay and Darbelnet noted the differences between the languages and identifying different

translation strategies and procedures. The two general translation strategies identified by

Vinay and Darbelnet are direct translation and oblique translation, which hark back to theliteral vs. free translation. Literal translation is given by the authors as a synonym for

direct translation while oblique translation is synonymous to free translation. The two

strategies comprise seven procedures of which direct translation covers the three:

1. Borrowing:

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The SL word is transferred directly to the TL.

2. Calque:

This is a special kind of borrowing where the SL expression or structure is transferred in a

literal translation.

3. Literal translation:

This is word for word translation.

4. Transposition:

This is a change of one part of speech for another without changing the sense. Vinay and

Darbelnet see transposition as probably the most common structural change undertaken bytranslators. They list ten different categories, such as: verb-noun, adverb-verb etc

5. Modulation:

This changes the semantics and point of view of the SL.

6. Equivalence:

Vinay and Darbelnet use this term to refer to cases where languages describe the same

situation by different stylistics or structural means. Equivalence is particularly useful in

translating idioms and proverbs.

7. Adaptation:

This involves changing the cultural references when a situation in the source culture does

not exist in the target culture.

3. Catford and translation shifts:

Catford analyses language as communication, operating functionally in context and on a

range of different levels ( e.g. phonology, graphology, grammar, texts)and ranks(sentence,

clause, group, word. Morphemes.) Catford considers two kinds of shifts:

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1. A level shift: would be something which is expressed by grammar in one language and

texts in another.

2.Category shift: is subdivided into four kinds:

1. Structural shift: These are said by Catford to be the most common form of shift.

They mostly involve a shift in grammatical structure.

2. Class shift: these comprise shifts from one part of speech to another.

3. Unit shift or rank shifts: These are the shifts where the translation equivalent inthe TL is at a different rank to the SL. Rank refers to the hierarchical linguistics

unit of sentence, clauses, group word and morpheme.

4. Intra system shifts: These are the shifts that take place when the SL and TL

possess approximately corresponding systems but where the translation involves

selection of a non- corresponding term in the TL system.

4.Text Type

Katharina Reisss work in the 1970 builds on the concept of equivalence but views the text,

rather than the word or sentence, as the level at which communication is achieved and at

which equivalence must be sought. Reiss has divided texts into four types, depending upon

their function.The main characteristics of each text type are summarized by Reiss as:

Informative text:

In these texts there is plain communication of facts i.e, information, knowledge, opinions

etc. The language dimension used to transmit the information is logical and referential. The

context or topic is the main focus of the communication.

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Expressive text:

These texts are actually creative composition. The author uses the aesthetic dimension of

language. The author or sender is fore grounded, as well as the form of the message.

Operative text type:

These texts induce behavioral responses. The aim of the appellative function is to appeal to

or to persuade reader or receiver of the text to action in a certain way. The form of

language is dialogue, the focus is appellative.

Audio Medial Texts:

Audio medial text, such as films and visual, spoken advertisement etc.. supplement the

other three functions with visual images, music, etc. Reiss states that the transmission ofthe predominant function of the SL is the determining factor by which the TT is judged.

She suggests specific translation methods according to text type. These methods can be

described as follows:

The TT of an informative text should transmit the full referential or conceptual

context of the ST. The translation should be in plain prose without redundancy and

with the use of explicitation when required.

The TT of an expressive text should transmit the aesthetic and artistic form of theST. The translation should use the identifying method, with the translator adopting

the standpoint of the ST author.

The TT of an operative text should produce the desired response in the TT receiver.

The translation should employ the adaptive method, creating an equivalent effect

among TT readers.

Audio medial texts require what Reiss calls the supplementing written words with

visual images and music.

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5. Hallidayan model:

(Hallidayan model of discourse analysis, based on what he terms systemic

functional grammar, is geared to the study of language as communication, seeing meaning

in the writers linguistic choices to a wider socio-cultural framework.)

Hallidayan model has a flow chart; in this chart socio-cultural environment leads to

Genes and genes leads to register analysis. Register analysis further leads to discourse

framework and lexico grammar.

Register comprises three variable elements

(1) Field: What is being written about?

(2) Tenor: Who is communicating and to whom.

(3) Mode: The form of communication

The field of a text is associated with ideational meaning, which is realized through

transitivity patterns. The tenor of a text is associated with interpersonal meaning,

which is realized through the patterns of modality. The mode of a text is associated

with textual meaning, which is realized through the thematic and information

structure a context.

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Application of Models:

Nidas Model:

Types of meanings

Referential meaning: It is the dictionary meaning.

Examples:

He rode easily in the saddle leaning his weight lazily into the stirrups. (Page 3)

(Page 5)

That old Stump jeered at fire. (Page 16)

(Page 21)

He drew rein not twenty feet from me. (Page 3)

(Page 7)

In the above examples the dictionary meaning of the words saddle, stump and rein isused in the TT.

Emotive Meaning:This is the associated or connotative meaning.

Examples:

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There was a cat like certainty in his every movement. (Page 133)

(Page 141)

A bad ones poison. A good ones straight grains clear through. (Page10)

(Page 15)

These statements have an underlying meaning which is the connotation.

Hierarchical Structuring: it distinguishes words on the basis of their level.

Examples:

Super ordinate:

A cowboy was riding lazily back and forth a bunch of Cattle. (Page 63)

(Page 67)

Hyponyms:

I saw a pair of cowhands.( Page 1)

(Page 5)

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Hey those steers are running away. (Page# 50)

(Page 55)

He and the horse were blowing a bit.(Page#50)

(Page 55)

4. I don see a pig in sight. (Page #72)

(Page 76)

Here cattle is an umbrella term. It is at the higher level than the hyponyms.

Semantic Structure Analysis: It differentiates meaning of a single word in a

number of situations on the basis of context.

Examples:

You hit it right. ( page #18)

(Page 23)

But the only way he could get in to position to swing the axe into the opening was to drop

on his right knee. (Page# 31)

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(Page 35)

Then she was excited as she was running right with me. (Page # 31)

(Page 36)

In all of these sentences the meaning of the word right changes with its context.

Literary Transfer:This is sense for sense translation.

1. Time passed over us.(page22)

(Page 27)

2. I took the plate in to mother.(page29)

(Page 34)

3. Fletcher was nice and polite as he could be.(page109)

(Page 115)

4. The salt would be gone.(page116)

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(Page 124)

Equivalence:

1. Formal Equivalence:

Examples:

Father and Mother were in the kitchen ( Page 145)

(Page 154)

They did not even scold me. (Page# 145)

(Page 154)

I am leaving now. For good. (page# 64)

(Page 69)

In these examples the form of the original ST text is tried to be maintained by means of

word for word translation.

Dynamic Equivalence:

Could I ever repay the man?( page# 53)

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(Page 58)

She was an unpredictable woman. (page #7)

(Page 11)

1. But there's something about him.(page10)

(Page 15)

2. They could not get past it (page30)

(Page 35)

Vinay and Darbelnets Model:

Borrowing: The SL word is transferred directly to the TL.

1. He acted as ourpost master.(page 58)

(Page 63)

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2. I was imagining myself in hat and belt and boots like those.(page 5)

(Page 9)

3. "Flannel cakes!" Did you hear that Joe? (page 11)

(Page 16)

4. "Yes ma'am " he said, "About like that".(page 25)

(Page 30)

5. The folks in town and the kids at school liked to talk about Shane.(page

150)

(Page 159)

6. Someone must have been in that chair, because chips were at the place and

a half smoked cigar.(page 137)

(Page 145)

The borrowed words highlighted in the above examples have become so common

that they are considered to be a part of Urdu language.

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Calque:The SL expression or structure is transferred in a literal translation.

1. Chris waited until he had his whisky.(page 65)

(Page 70)

2. There were several men on the long porch of the building by the saloon

doors.(page 135)

(Page 143)

3. I was planning to have a deep dish apple pie.(page 34)

(Page 39)

4. "Marian", father said, "I would like you to meet Mr. Shane".(page 7)

(Page 11)

In the above mentioned examples the English words are used as it is. The English

words used in the above sentences are not used frequently in the TL and Urdu

equivalents are present for them. This shows calque.

Literal Translation:It is word for word translation.

1. My name's Starrett.(page 6)

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(Page 10)

2. He looked only at us.(page 97)

(Page 103)

3. He breathed heavily and his chest filled.(page 97)

(Page 103)

4. But we did not have to wait long.(page 105)

(Page 111)

5. He went to the swinging doors.(page 97)

(Page 105)

Transposition:It is the change of one part of speech to another.

1. Noun.Pronoun

A good evening to you, Mr. Shane. (page 7)

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(Page 11)

2. Adverb. Verb

A cowboy was riding lazily back and forth by a bunch of cattle. (page 63)

(Page 67)

Modulation: It changes the semantic and the point of view of the ST.

1. "Thats my top offer"(page 22)

(Page 27)

2. In the morning, I slept late (page 11)

(Page 16)

3. But there was no weariness of his voice.(page 33)

(Page 38)

4. He drew rein not, twenty feet from me.(page 3)

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( Page 7)

5. The door to my little room was closed, so I could sleep undisturbed.(page

38)

(Page 42)

6. Some of the assurance that was In him when he came was gone now.(page

81)

(Page 86)

Equivalence: In equivalence the same situation is described by different stylistics or

structural means.

1. They were line up elbow to elbow nearly the entire length of the bar.(page

136)

(Page 145)

2. A bad ones poison. A good one's straight grain clear through.(page 10)

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(Page 15)

3. There was a cat like certainty in his every movement.(page 133)

(Page 141)

4. She was an unpredictable woman.(page 7)

(Page 11)

5. Dinner's hot on the stove and waiting to be served.(page 25)

(Page 30)

Adaptation:the translator moulds the culture of the ST according to target culture.

Examples:

1. Two bottles of Soda pop. (page 75)

(Page 81)

2. Index finger.

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Catford and Translation Shifts:

a) Formal Correspondent: this is word for word translation.

1. He rode into our valley in the summer of 89.(Page 1)

(Page 5)

2. My name's Starret.(page 6)

(Page 10)

3. I think that was the happiest summer of my life.(page 51)

(Page 56)

4. "Why doesn't he do something then?"(page 104)

(Page 111)

In all of these examples the TL occupies the same place as that of SL.

Textual Equivalent:

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In this a certain part of TT is considered to be equivalent of ST.

1. He was taking it from me and he put it on a shelf on a finality that indicated

no interference.(page 6)

(Page 11)

2. Mother's face was deep pink. She pulled the bow out and the hat from herhead. She held it swinging from her hand by the sash ends. Her hair was messed

up and she was really mad.(page 25)

The above passage is not translated.

3. Dinner's hot on the stove and waiting to be served.(page 25)

(Page30)

4. He straightened and stretched his arms high and wide.(page 29)

)Page 33(

5. "Well-l-l", she said, "Shane suggested it Then she added slyly, "But I told

him to go ahead."(page50)

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(Page 55)

Level shifts:

1. Some of you fellows have already proved up.(page60)

(Page 65)

2. Hey those steers are running away.( page 50)

(Page 55)

3. I was fascinated(Page 5)

(Page 9)

In the above two examples the tense of the sentence has changed which comes under

the category of lexical shift.

Structural Shifts:

These shifts involve change in the sentence structure (subject, verb, and object) or change

in the tense.

1. Wonder where Starrett keep the critters.(page72)

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(Page 76)

2. I dont see a pig in sight. (page72)

(Page 76)

4. They were a silent crew waiting. (page74)

)Page 74(

5. Another period of peace had settled over our valley.(page85)

(Page 90)

In the above examples a change in sentence structure is seen. The sentence structure of

English is subject, verb, object, while that of Urdu is subject, object, verb.

6. "But I can smell 'em."(page72)

(Page 72)

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(Page76)

2. Father took to wearing his gun all the time even in the fields.(page85)

(Page 90)

3. That was how they felt as they muttered their good nights and bunched outto scatter up and down the road.(page114)

(Page 121)

4. Itd go against everything in me(page116)

(Page 123)

5. A haze of thinning smoke was by the ceiling over them all.(page137)

)Page 145(

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Intra system shift:

1. The stranger took it all in, sitting there easily in the saddle.(page3)

(Page 8)

In English there is a proper article system and to specify we use a definite article.

However this article system is not there in Urdu language.

2. She reached out and rumpled my hair.(page26)

(Page 31)

In English hair is used in singular as well as plural terms. While in urdu we have

for singular and for plural.

3. In those days guns were as familiar all through the territory as boots and

saddles(page46)

)Page 51(

4. We had wooden floors.(page3)

(Page 7)

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5. Already I was imagining myself in hat and belt and boots like those.(page5)

(Page 9)

In the above examples floors, saddles and boots are plural however in Urdu these nouns

are singular.

6. The stain on his shirt was bigger now. (page141)

(Page 150)

In the above example second form of big is used in the SL expression. However in

the TL first form of big is used.

Text type Approach by Katharina Reiss:

Informative: 'Plain communication of facts'. Information, knowledge, opinions etc.

1. He rode into our valley in the summer of 89. I was a kid then, barely

topping the backboard of father's old chuck wagon. (Page 1).

(Page 5)

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The Hallidayan Model:

Field:

The field of a text is associated with ideational meaning which is realized through verb

types, active/ passive structures.

1. Neither Shane nor Morgan gave any attention to them.(page 89)

(Page 95)

2. Out came the biscuits.(page 28)

(Page 33)

In the first example an active sentence is rendered passive while in the second example a

passive sentence is changed in to active.

3. Hey those steers are running away.(page 55)

(Page 55)

4. I was fascinated .(page 5)

)Page 9(

5. He's dangerous alright.(page 10)

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(Page 31)

3. She whisked about the kitchen.(page 27)

(Page 32)

4. They would hang them out any where along the line an opportunity offered.

(page 72)

(Page 77)

5. Those were beautiful fall days.(page 86)

(Page 90)

MODE:

It is associated with textual meaning, which is realized through the thematic and

information structures (mainly the older and structuring of elements in a clause) and

cohesion (the way text hangs together, including the use of pronouns, ellipses, collocation,

repititions etc).

1. "He's so nice and polite and sort of gentle. Not like most men I have met out

there. But there is something about him. Something underneath the gentleness .

Something.."

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(Page 15)

In this example ellipsis is used.

2. They were hitting a fast pace. (page 24)

(Page 29)

3. "Yes, ma'am" he said, "About like that".(page 25)

(Page 30)

4. No-o-o-o. There is nothing wrong about Shane.

(Page 53)

5. Shane Shane! Whats the matter? (Page 55)

(Page 60)

All of the above examples come under the category of repetition.

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5. That was how they felt as they muttered their good nights and bunched out

to scatter up and down the road.(page 114)

(Page 121)

6. He was up pacing back and forth.(Page 115)

(Page 122)

In the above example collocation is used. Collocation is when two words come together.

Findings:

After the analysis of the translation of the novel Shane, from the perspective of various

models, we have found out the following facts:

Nidas model is applied to the target text. Among various types of meanings described by

Nida, two of them are found in the TT. Referential meaning is the one that is most

frequently found in the TT, as it is the simple dictionary meaning. Emotive meaning is also

present at instances where the author has used idiomatic and metaphoric expressions,

thereby highlighting the connotative meaning. The techniques of hierarchical structuring

and semantic structure analysis are also employed. We frequently see that a single word is

used at a number of places but the meaning of the word is, each time, determined by its

context. Among various types of transfer given by Nida, only literary transfer is found in

the novel. We have seen that the target text beautifully maintains both formal equivalence,

which is word for word translation, and dynamic equivalence, which stands for the

communication of an equivalent message in the TT as that of ST. Most of the aspects of

Nidas model hold true in our TT.

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The application of the model of Vinay and Darbelnet shows the differences that occur in a

text when it is transferred from one language to another. All the seven aspects of this model

are traceable in the novel. Three aspects of the literal translation are: borrowing, calque and

literal translation. Borrowing shows that how those words of source language, which

become too much common in the target language, are kept as it is in the translation. Calque

shows that how the words are some times literally translated in the TL. It also employs the

incorporation of unfamiliar words in the TT, when the equivalents in the TT are present.

Literal translation also holds true at some instances. Oblique translation is also seen in the

TT. Among the aspects of oblique translation transposition is seen in the text. However this

does not change the meaning. Modulation is extensively observed in the target text. We

have seen that how the translator has moulded the source text, thereby changing themeaning and perspective of the source text. Equivalence is also observed, especially at

those instances where the writer has used idiomatic and aesthetic language. The translator

has also at times moulded the source text according to the target culture, which is

Adaptation. Thus we see that the TT shifts from literal translation to oblique

translation.The phenomenon of servitude and option is also observed in .

Servitude refers to the compulsory changes. Servitude has been frequently employed

because English and Urdu belong to two different literary systems. The sentence structure

of both languages differs. So, the translator has to make changes according to the target

language sentence structure. Optional changes are also made by the translator. These

changes are mostly made in the form and style of the sentences, by the selection of words.

As far as the model of Catford and Translation shifts is concerned, we have traced out the

examples of formal correspondent, usually taken as word for word translation and textual

equivalence. We have also noted that how sometimes the translator omits a certain portion

of ST from being translated into TT, so as to maintain textual equivalence.

The two types of shifts: level shift and category shift, are also vivid in TT. We have also

observed that how the use of various types of shifts e.g. structural shifts, class shifts, unit

shifts and intra system shifts are responsible for the changes that occur in the TT during the

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The translator has also acted as a creative person. He has understood the source text

correctly and also transmitted it correctly in the translated text. This means that the

translator has correctly encoded and recorded the message of the translated text. The

translator is also a creative person because he has dealt with aesthetics as Shane is partly

expressive because the writer has used aesthetically beautiful language. The same aesthetic

language is maintained by the translated text translator. At many a times the translator has

replaced the idiomatic and metaphorical expressions of the source text by the idiomatic and

metaphorical expression of the translated text. Thus aesthetic beauty is maintained in the

translated text by the translator. The role of translator is also important because it is related

to the adequacy of the target text. If the translater maintains the intralinguistic and

extralinguistic criteria of the text is considered to be adequate. For an informative text, thesemantic meaning which is intralinguistic criteria, has to be preserved. In this text the

semantics is preserved. For an expressive text, the stylistic criteria have to be preserved

which is preserved well in the text.

Translator acts as a mediator between the source text and the target text. He stands at a

unique place where he identifies the disparities and differences between two cultures. In

the translator, Shanul haq Haqqi has acted as a mediator. He sought out the

differences between the two languages like structural shifts etc. The differences that the

translator Shanul-Haq-Haqqi noted between the English and Urdu language are also

apparent in the form of intra-system-shifts.

Translator acts as a reconciliator after acting as a mediator. He finds the disparities and

differences between the two languages and then he tries to recon ciliate them to maintain a

balance. The translator explicitly follows the Vinay and Darbelnet and Catford's model

which list the differences that take place while translating. The translator borrowed some of

the frequently used words from English and at some places he has just translated the

borrowed words (Calque). The translator has employed his freedom by making

translations, (which maintains the semantic sense) and modulations (which changes the

semantic sense as well as the point of view of the text). Level shifts also show that how the

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translator recon ciliates by changing grammar into text or vice versa. To bridge the

differences between the two texts, the translator has made use of adaptation, which

familiarizes the text to the reader.

The translator has not used either word for word translation or free translation. Rather he

has used both of them. According to the end note writer Hafiz Muhammad Safwan ,Word

for word translation is avoided by Shanul haq Haqqi.

The title of the novel "Shane" translated as is also significant. Hafiz Muhammad

Safwan commented that the titleshane depicts the source culture. However the change of

title fromshane to depicts the culture of the target people. Moreover it is much

more captivating and impressive for the target readers as it throws light on the theme of the

ST The Urdu title can be termed as concise and comprehensive because it sums up thestory. This title comes up to be thematically and symbolically significant as the novel

narrates the story of the stranger who became a blessing in disguise for the people of the

valley. Shane, a stranger who came in the valley. But later on the same stranger freeds the

people from the tyranny of Fletcher.The Urdu title is also ironical because

after the Shane's departure from the valley he was no more a stranger. Rather he was

remembered by all and sundry and people talked about him. So he was no longer a

stranger.

While considering the role of translator, we also focus on lapses or the portion of the

source text omitted by the translator. The presence of lapses in the target text makes it

erroneous. In , we hardly come across a few paragraphs that have not been

translated. Those paragraphs are not translated to maintain the textual equivalence of the

text. So we don't consider this text to be erroneous as there are few lapses in the text and

these too are present on purpose.

Conclusion:

In conclusion we applied a number of models from various theories. However no theory

or model is fully applicable with all its dimensions. In the models we observed that all of

the aspects are not applicable, e.g, in Nida's model we don't find literal transfer and

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minimal transfer in the TT. Similarly all of the four basic requirements of the translation

given by Eugene Nida are not fulfilled in . Thus we observe that no model or

theory is fully applicable. Among the other models that we have chosen Vinay and

Darbelnet, Catford, text type and Hallidayan; most of the aspects are applicable but yet not

all of the aspects.

In a nutshell, we observe that translation is an emerging field and different models are

emerging with the passage of time. Every model helps in the better understanding of

translation so no model should be disregarded as being useless.

application of various translation models on shane

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