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Merge branch 'master' of jag3773/en_ta into master
This commit is contained in:
Jesse Griffin
Gogs
commit
86b6fe25a3
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@ -4,7 +4,7 @@
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The intent of this level is two-fold:
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1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community
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2. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it
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1. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it
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At this level, the model implements the concept of a "testimony of two or three witnesses" in the checking process.
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@ -11,17 +11,17 @@ To use these questions, follow these steps:
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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.
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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.
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1. 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.
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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?"
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1. 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?"
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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.
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1. 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.
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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.
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1. 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.
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6. After the translation team has revised the translation of the passage, then ask other members of the language community the same questions, that is, ask other speakers of the language who have not been involved in checking the same passage before. If they answer the questions correctly, then the translation is now communicating well.
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1. After the translation team has revised the translation of the passage, then ask other members of the language community the same questions, that is, ask other speakers of the language who have not been involved in checking the same passage before. If they answer the questions correctly, then the translation is now communicating well.
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7. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church check of level 2 when language community members who have not heard the translation before can answer the questions correctly.
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1. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church check of level 2 when language community members who have not heard the translation before can answer the questions correctly.
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8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
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1. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
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@ -20,8 +20,8 @@ In metonymy, a thing or idea is called not by its own name, but by the name of s
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"see [Biblical Imagery - Common Metonymies](bita-part2) for a list of some common metonymies in the Bible"
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### Cultural Models
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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."
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The Bible often speaks of God as if he were a shepherd and his people were sheep. This is a cultural model.
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@ -79,6 +79,7 @@ In Matthew, John the Baptist called the religious leaders poisonous snakes becau
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#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger
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>My people have been a lost flock. Their shepherds have led them astray in the mountains; (Jeremiah 50:6 ULB)
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<blockquote>He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB) </blockquote>
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@ -1,8 +1,8 @@
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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.
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#### A FARMER represents God, and the VINEYARD represents his chosen people
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> My well beloved had a vineyard on a very fertile hill.
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> He spaded it and removed the stones, and planted it with the choicest vine.
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> He built a tower in the middle of it, and also built a winepress.
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@ -13,6 +13,7 @@ Some images from the Bible related to farming are listed below. The word in all
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> 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)
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#### The GROUND represents people's hearts (inner being)
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> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground,
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> and do not sow among thorns. (Jeremiah 4:3 ULB)
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@ -22,12 +23,14 @@ Some images from the Bible related to farming are listed below. The word in all
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> for it is time to seek Yahweh.... (Hosea 10:12 ULB)
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#### SOWING represents actions or attitudes, and REAPING represents judgment or reward
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> Based on what I have observed, those who plow iniquity
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> and sow trouble reap the same. (Job 4:8 ULB)
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> 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)
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#### THRESHING and WINNOWING represent the separation of evil people from good people
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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")
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> 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)
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<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>
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#### GRAFTING represents God's allowing the Gentiles to become his people
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> 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)
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#### RAIN represents God's gifts to his people
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> ...he comes and rains righteousness on you. (Hosea 10:12 ULB)
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> ...he comes and rains righteousness on you. (Hosea 10:12 ULB)
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<blockquote>For the land that drinks in the rain that often comes on it, and that gives birth to the plants useful to those for whom the land was worked—this is the land that receives a blessing from God. But if it bears thorns and thistles, it is worthless and is near to a curse. Its end is in burning. (Hebrews 6:7-8 ULB)</blockquote>
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@ -4,6 +4,7 @@
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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.
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#### The BODY represents a group of people
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> Now you are the body of Christ and individually members of it. (1 Corinthians 12:27 ULB)
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<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>
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@ -144,6 +145,6 @@ Children of death here are people that others plan to kill.
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Children of wrath here are people with whom God is very angry.
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### Translation Strategies
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(see the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md))
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@ -22,9 +22,9 @@ This pattern is also seen in Psalm 119:32 where running in the path of God's com
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These patterns present three challenges to anyone who wants to identify them:
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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))
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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))
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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))
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1. 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))
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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.
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@ -34,7 +34,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
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>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)
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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))
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1. 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))
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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.
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@ -45,12 +45,8 @@ For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life
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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:
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A. [Biblical Imagery - Body Parts and Human Qualities](bita-hq)
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B. [Biblical Imagery - Human Behavior](bita-humanbehavior) - Includes both physical and non-physical actions, conditions and experiences
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C. [Biblical Imagery - Plants](bita-plants)
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D. [Biblical Imagery - Natural Phenomena](bita-phenom)
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E. [Biblical Imagery - Man-made Objects](bita-manmade)
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* [Biblical Imagery - Body Parts and Human Qualities](bita-hq)
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* [Biblical Imagery - Human Behavior](bita-humanbehavior) - Includes both physical and non-physical actions, conditions and experiences
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* [Biblical Imagery - Plants](bita-plants)
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* [Biblical Imagery - Natural Phenomena](bita-phenom)
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* [Biblical Imagery - Man-made Objects](bita-manmade)
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@ -76,7 +76,6 @@ He is willing to die in order to save his sheep.
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#### The eye is modeled as a LAMP
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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:
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People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects.
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@ -180,6 +179,7 @@ In Job 30:15, Job complains that his honor and prosperity are gone.
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>my prosperity <u>passes away as a cloud</u>. (Job 30:15 ULB)
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#### Human warfare is modeled as DIVINE WARFARE
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When there was a war between nations, people believed that the gods of those nations were also at war.
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>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)
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>The servants of the king of Aram said to him, "<u>Their god is a god of the hills. That is why they were stronger than we were</u>. But now let us fight against them in the plain, and surely there we will be stronger than they." (1 Kings 20:23 ULB)
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#### Constraints in life are modeled as PHYSICAL BOUNDARIES
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The verses below are not about real physical boundaries but about difficulties or the lack of difficulties in life.
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@ -36,7 +36,7 @@ After saying "each of you," Jesus used the third person "his" instead of "your."
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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.
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1. Use the third person phrase along with the pronoun "I" or "you."
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2. Simply use the first person ("I") or second person ("you") instead of the third person.
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1. Simply use the first person ("I") or second person ("you") instead of the third person.
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### Examples of Translation Strategies Applied
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* **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."** (1 Samuel 17:34)
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* But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
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2. Simply use the first person ("I") or second person ("you") instead of the third person.
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1. Simply use the first person ("I") or second person ("you") instead of the third person.
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* **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)
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* Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
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@ -64,13 +64,13 @@ If you decide that it is better to translate without a passive form, here are so
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* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
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* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
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2. Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like "they" or "people" or "someone."
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1. Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like "they" or "people" or "someone."
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* **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)
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* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
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* It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
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3. Use a different verb in an active sentence.
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1. Use a different verb in an active sentence.
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* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
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* He <u>received</u> a loaf of bread every day from the street of the bakers.
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@ -46,13 +46,13 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
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* **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.
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* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
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2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
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1. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
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* **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.
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* Lord, if you are willing, <u>you can make me clean. Please do so.</u>
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* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
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3. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
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1. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
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* **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)
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* She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
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@ -67,7 +67,7 @@ If people would understand the purpose of a phrase with a noun, then consider ke
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* **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.
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* I will call on Yahweh, <u>because</u> he is worthy to be praised
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2. Use one of your language's ways for expressing that this is just added information.
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1. Use one of your language's ways for expressing that this is just added information.
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* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
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* You are my Son. <u>I love you</u> and I am pleased with you.
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@ -49,7 +49,7 @@ If double negatives are natural and are used to express the positive in your lan
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* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB)
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* "... so that they may be fruitful."
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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."
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1. 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."
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* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
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* "Be sure of this—wicked people will <u>certainly</u> be punished ..."
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||||
|
|
|
|||
|
|
@ -41,12 +41,12 @@ If a doublet would be natural and give the right meaning in your language, consi
|
|||
* **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> things to say."
|
||||
|
||||
2. 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 the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
|
||||
* **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULB)
|
||||
* "King David was <u>very old</u>."
|
||||
|
||||
3. 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 or emphasize the meaning, use one of your language's ways of doing that.
|
||||
|
||||
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
|
||||
* " ... a lamb <u>without any blemish at all</u> ..."
|
||||
|
|
|
|||
|
|
@ -32,17 +32,17 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use a euphemism from your own culture.
|
||||
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 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.
|
||||
1. State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
|
||||
|
|
|
|||
|
|
@ -36,12 +36,12 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
* **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.
|
||||
1. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
||||
* **<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).
|
||||
1. 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>8-10</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 ...
|
||||
|
|
|
|||
|
|
@ -35,7 +35,7 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
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.
|
||||
1. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -47,7 +47,7 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
* **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
|
||||
* "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
|
||||
|
||||
2. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
|
||||
1. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
|
||||
|
||||
* **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULB)
|
||||
* "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
|
||||
|
|
@ -55,18 +55,18 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
* **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
|
||||
|
||||
3. Translate the exclamation word with a sentence that shows the feeling.
|
||||
1. Translate the exclamation word with a sentence that shows the feeling.
|
||||
|
||||
* **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
|
||||
* <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
|
||||
|
||||
4. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
|
||||
* **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
|
||||
* "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
|
||||
|
||||
5. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
1. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
* **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)
|
||||
* "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
|
||||
|
|
|
|||
|
|
@ -60,7 +60,7 @@ Consider using the same extended metaphor if your readers will understand it in
|
|||
|
||||
### 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:
|
||||
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;**
|
||||
|
|
@ -71,7 +71,7 @@ Can be translated as:
|
|||
> <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.
|
||||
1. 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.**
|
||||
|
|
@ -84,7 +84,7 @@ May be translated as:
|
|||
> 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.
|
||||
1. If the target audience still would not understand, then state it clearly.
|
||||
|
||||
Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -59,7 +59,7 @@ If readers have enough assumed knowledge to be able to understand the message, a
|
|||
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
|
||||
2. 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.
|
||||
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.
|
||||
|
||||
* **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
|
||||
|
||||
|
|
|
|||
|
|
@ -32,14 +32,14 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
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.
|
||||
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.
|
||||
|
||||
* **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.
|
||||
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
|
||||
|
||||
In English, the information that the centurion answered by speaking is included in the verb “answered,” so the verb “said” can be left implicit. You can test if the readers understood the implicit information by asking, “How did the centurion answer?” If they knew it was by speaking, then they have understood the implicit information.
|
||||
|
|
@ -48,12 +48,12 @@ If people would understand that that masculine words like "man," "brother," and
|
|||
* "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.
|
||||
1. Use a word that refers to men and a word that refers to women.
|
||||
|
||||
* **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
* "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
|
||||
|
||||
3. Use pronouns that can be used for both men and women.
|
||||
1. Use pronouns that can be used for both men and women.
|
||||
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
|
||||
* "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
|
||||
|
|
|
|||
|
|
@ -51,7 +51,7 @@ If the word used in the ULB would be natural and give the right meaning in your
|
|||
* **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.
|
||||
|
||||
2. Use another word that expresses the right meaning.
|
||||
1. Use another word that expresses the right meaning.
|
||||
|
||||
* **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>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
|
||||
|
|
|
|||
|
|
@ -42,7 +42,7 @@ 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 glorious kingdom</u>.
|
||||
|
||||
2. Substitute the describing noun with a phrase that means the same thing.
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
|
||||
* **for I will give you <u>words and wisdom</u>.** (Luke 21:15 ULB)
|
||||
* for I will give you <u>words of wisdom</u>.
|
||||
|
|
@ -50,12 +50,12 @@ 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.
|
||||
1. 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. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
* if you <u>obey willingly</u>
|
||||
|
|
|
|||
|
|
@ -7,8 +7,8 @@ A speaker or writer can use exactly the same words to say something he means as
|
|||
* 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.
|
||||
1. The speaker means this as a generalization if he means that it rains here most nights.
|
||||
1. 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.
|
||||
|
||||
|
|
@ -36,7 +36,7 @@ Even though a generalization may have a strong-sounding word like "all," "always
|
|||
#### Reason this is a translation issue
|
||||
|
||||
1. Readers need to be able to understand whether or not a statement is completely true.
|
||||
2. If readers realize that a statement is not completely true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
|
||||
1. If readers realize that a statement is not completely true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
|
||||
|
||||
|
||||
### Examples from the Bible
|
||||
|
|
@ -80,9 +80,9 @@ 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."
|
||||
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.
|
||||
1. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
1. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
1. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -92,20 +92,20 @@ 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."
|
||||
1. 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."
|
||||
|
||||
3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
1. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
|
||||
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
|
||||
|
||||
4. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
1. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* The country of Judea and the people of Jerusalem went out to him.
|
||||
|
|
|
|||
|
|
@ -42,7 +42,7 @@ Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient
|
|||
|
||||
Martha said this to express her wish that Jesus had come sooner. But Jesus did not come sooner, and her brother did die.
|
||||
|
||||
2. Hypothetical situations in the present
|
||||
1. Hypothetical situations in the present
|
||||
|
||||
> Also, no man puts new wine into old wineskins. If he did that, the new wine would burst the skins, and the wine would be spilled, and the wineskins would be destroyed. (Luke 5:37 ULB)
|
||||
|
||||
|
|
@ -54,14 +54,14 @@ Jesus told about what would happen if a person were to put new wine into old win
|
|||
|
||||
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
|
||||
1. 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.
|
||||
|
||||
4. Expressing emotion about a hypothetical situation
|
||||
1. Expressing emotion about a hypothetical situation
|
||||
|
||||
Regrets and wishes are very similar.
|
||||
>The Israelites said to them, "<u>If only we had died by Yahweh's hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full.</u> For you have brought us out into this wilderness to kill our whole community with hunger." (Exodus 16:3 ULB)
|
||||
|
|
|
|||
|
|
@ -64,13 +64,13 @@ 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.
|
||||
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.
|
||||
|
||||
* **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."
|
||||
1. 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,**
|
||||
>**and when he is old he will not turn away from that instruction.** (Proverbs 22:6 ULB)
|
||||
|
|
|
|||
|
|
@ -66,7 +66,7 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
* **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.
|
||||
1. 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>.
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
Different languages arrange the parts of the sentence in different ways. In English, a sentence normally has the subject first, then the verb, then the object, then other modifiers, like this:
|
||||
|
||||
**Peter painted his house yesterday.**
|
||||
|
|
@ -42,7 +42,7 @@ In this verse, the most important part of the information is first - that "woe"
|
|||
### Translation Strategies
|
||||
|
||||
1. Study how your language arranges the parts of a sentence, and use that order in your translation.
|
||||
2. Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
|
||||
1. Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
||||
|
|
@ -53,7 +53,7 @@ In this verse, the most important part of the information is first - that "woe"
|
|||
This is the verse in the original Greek order. The ULB has put this into the normal order for English:
|
||||
> And he went out from there and came into his hometown, and his disciples followed him. (Mark 6:1 ULB)
|
||||
|
||||
2. Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
|
||||
1. Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
|
||||
|
||||
>Now the day was about to come to an end, and the twelve came to him and said, "Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place." (Luke 9:12 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -41,7 +41,7 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
|
||||
### 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!
|
||||
|
|
@ -50,7 +50,7 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULB)
|
||||
* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
|
||||
|
||||
2) Translate the actual, intended meaning of the statement of irony.
|
||||
1. Translate the actual, intended meaning of the statement of irony.
|
||||
|
||||
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
|
||||
|
|
|
|||
|
|
@ -14,9 +14,11 @@ 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.
|
||||
|
||||
### 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."
|
||||
|
|
@ -41,7 +43,7 @@ If the merism would be natural and give the right meaning in your language, cons
|
|||
* **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
|
||||
* <u>In all places</u>, people should praise Yahweh's name.
|
||||
|
||||
2. Identify what the merism refers to and include the parts.
|
||||
1. Identify what the merism refers to and include the parts.
|
||||
|
||||
* **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>.
|
||||
|
|
|
|||
|
|
@ -118,13 +118,13 @@ If people would understand the metaphor in the same way that the original reader
|
|||
If people do not or would not understand it, here are some other strategies.
|
||||
|
||||
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. (See [Biblical Imagery - Common Patterns](../bita-part1/01.md) for lists of some of these patterned pairs of concepts.)
|
||||
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.
|
||||
3. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as." See [Simile](../figs-simile/01.md).
|
||||
4. If the target audience would not know the image, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
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.
|
||||
6. If the target audience would not know what the topic is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
7. If the target audience will not know the intended points of comparison between the image and topic, then state them clearly.
|
||||
8. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
1. 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.
|
||||
1. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as." See [Simile](../figs-simile/01.md).
|
||||
1. If the target audience would not know the image, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
1. 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.
|
||||
1. If the target audience would not know what the topic is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
1. If the target audience will not know the intended points of comparison between the image and topic, then state them clearly.
|
||||
1. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -134,35 +134,35 @@ If people do not or would not understand it, here are some other strategies.
|
|||
* **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.
|
||||
1. 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,
|
||||
|
||||
There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
|
||||
|
||||
3. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
|
||||
1. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
|
||||
|
||||
* **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 <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
4. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
1. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
|
||||
* **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.
|
||||
1. 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."
|
||||
* "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
|
||||
|
||||
6. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
1. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
7. If the target audience will not know the intended points of comparison between the image and the topic, then state them clearly.
|
||||
1. If the target audience will not know the intended points of comparison between the image and the topic, then state them clearly.
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* 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.
|
||||
|
|
@ -170,13 +170,11 @@ 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? 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.
|
||||
1. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
* Now you gather fish. I will make you <u>gather people</u>.
|
||||
|
||||
_To learn more about specific metaphors read:_
|
||||
|
||||
* [Biblical Imagery - Common Patterns](../bita-part1/01.md)
|
||||
|
||||
To learn more about specific metaphors, see [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
|
|
|
|||
|
|
@ -40,12 +40,12 @@ If people would easily understand the metonym, consider using it. Otherwise, her
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
2. Use the metonym along with the name of the thing it represents.
|
||||
1. 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."
|
||||
|
||||
2. Use the name of the thing the metonym represents.
|
||||
1. 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 kingly authority</u> of his father, David."
|
||||
|
|
|
|||
|
|
@ -32,7 +32,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
|
|||
* **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> 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) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
|
||||
* Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> 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."
|
||||
|
||||
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."
|
||||
1. 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)
|
||||
|
|
|
|||
|
|
@ -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."
|
||||
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."
|
||||
|
||||
* **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."
|
||||
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."
|
||||
|
||||
* **you have deceived me and told me lies.** (Judges 16:13 ULB)
|
||||
* "All you have done is lie to me."
|
||||
|
|
|
|||
|
|
@ -1,6 +1,7 @@
|
|||
|
||||
|
||||
### 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;
|
||||
|
|
@ -9,6 +10,7 @@ The predictive past is a figure of speech that uses the past tense to refer to t
|
|||
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.
|
||||
|
||||
### Examples from the Bible
|
||||
|
|
@ -38,17 +40,17 @@ If the past tense would be natural and give the right meaning in your language,
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use the future tense to refer to future events.
|
||||
1. Use the future tense to refer to future events.
|
||||
|
||||
* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>;** (Isaiah 9:6a ULB)
|
||||
* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
|
||||
|
||||
2) If it refers to something that would happen very soon, use a form that shows that.
|
||||
1. If it refers to something that would happen very soon, use a form that shows that.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
3) Some languages may use the present tense to show that something will happen very soon.
|
||||
1. Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
|
|
|||
|
|
@ -45,16 +45,15 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
* ** ... <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>
|
||||
|
||||
2. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
|
||||
* ** ... 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.
|
||||
1. 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.
|
||||
* He even <u>controls the winds and the sea</u>.
|
||||
|
||||
|
||||
|
||||
**Note**: We have broadened our definition of "personification" to include "zoomorphism" (speaking of other things as if they had animal characteristics) and "anthropomorphism" (speaking of non-human things as if they had human characteristics.)
|
||||
|
|
@ -85,7 +85,7 @@ If possession would be a natural way to show a particular relationship between t
|
|||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* "On their heads were <u>**gold** crowns</u>"
|
||||
|
||||
2. Use a verb to show how the two are related. In the example below, the added verb is in bold.
|
||||
1. Use a verb to show how the two are related. In the example below, the added verb is in bold.
|
||||
|
||||
* ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
|
|
@ -94,7 +94,7 @@ If possession would be a natural way to show a particular relationship between t
|
|||
* Wealth is worthless on <u>the day when God **shows** his wrath.</u>
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
|
||||
3. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
|
||||
1. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
|
||||
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* 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>
|
||||
|
|
|
|||
|
|
@ -58,14 +58,14 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
>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 '.
|
||||
1. 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 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.
|
||||
1. 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)
|
||||
|
||||
|
|
|
|||
|
|
@ -51,7 +51,7 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
* **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>"
|
||||
|
||||
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.
|
||||
1. 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."
|
||||
|
|
|
|||
|
|
@ -54,7 +54,7 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
* **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55)
|
||||
* "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
|
||||
|
||||
2. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
|
||||
* **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
|
||||
* "<u>It was he who</u> took our sickness and bore our diseases."
|
||||
|
|
@ -62,16 +62,16 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
* **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
|
||||
* "<u>It was not Jesus who</u> was baptizing, but his disciples were."
|
||||
|
||||
3. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
|
||||
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
|
||||
|
||||
* **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
|
||||
|
||||
4. In some languages people show that someone did something alone by using a word like "alone."
|
||||
1. In some languages people show that someone did something alone by using a word like "alone."
|
||||
|
||||
* **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
|
||||
* "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain."
|
||||
|
||||
5. In some languages people show that something was alone by using a phrase that tells about where it was.
|
||||
1. In some languages people show that something was alone by using a phrase that tells about where it was.
|
||||
|
||||
* **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)
|
||||
* "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
|
||||
|
|
|
|||
|
|
@ -69,7 +69,7 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
1. Add the answer after the question.
|
||||
1. Change the rhetorical question to a statement or exclamation.
|
||||
1. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
2. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
1. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -81,7 +81,7 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
* **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
|
||||
* Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
|
||||
|
||||
2. Change the rhetorical question to a statement or exclamation.
|
||||
1. Change the rhetorical question to a statement or exclamation.
|
||||
|
||||
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULB)
|
||||
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
|
||||
|
|
@ -95,12 +95,12 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
* **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
|
||||
* <u>How wonderful it is that the mother of my Lord has come to me!</u>
|
||||
|
||||
3. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
1. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
|
||||
* **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
|
||||
* You still rule the kingdom of Israel, <u>do you not?</u>
|
||||
|
||||
4. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
1. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
|
||||
* **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
|
||||
* If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
|
||||
|
|
|
|||
|
|
@ -27,6 +27,7 @@ The examples below show each of these types used for their main functions.
|
|||
Statements can also have other functions. (see [Statements - Other Uses](../figs-declarative/01.md))
|
||||
|
||||
#### Questions
|
||||
|
||||
The speakers below used these questions to get information, and the people they were speaking to answered their questions.
|
||||
|
||||
<blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULB) </blockquote>
|
||||
|
|
@ -85,9 +86,8 @@ Exclamations express strong feeling. In the ULB and UDB, they usually have an ex
|
|||
1. Use your language's ways of showing that a sentence has a particular function.
|
||||
1. When a sentence in the Bible has a sentence type that your language would not use for the sentence's function, see the pages below for translation strategies.
|
||||
|
||||
|
||||
* [Statements - Other Uses](../figs-declarative/01.md)
|
||||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
* [Statements - Other Uses](../figs-declarative/01.md)
|
||||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -51,12 +51,12 @@ If your language uses parallelism in the same way as the biblical languages, tha
|
|||
* **For Yahweh has a <u>lawsuit with his people</u>, 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 <u>lawsuit with his people</u>, 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."
|
||||
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."
|
||||
|
||||
* **Yahweh <u>sees everything</u> a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh <u>truly sees</u> 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."
|
||||
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."
|
||||
|
||||
* **... you have deceived me <u>and</u> told me lies.** (Judges 16:13 ULB)
|
||||
* <u>All</u> you have done is lie to me.
|
||||
|
|
|
|||
|
|
@ -6,8 +6,8 @@ Since not all translation teams have a member who can read the original language
|
|||
To help with this problem, the translation team can do three things:
|
||||
|
||||
1. The translation team must use translationNotes, translationWords, and any other translation helps they have to help them translate in the best way. These translation helps were written by Bible scholars who know the original biblical languages.
|
||||
2. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
|
||||
3. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
|
||||
1. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
|
||||
1. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
|
||||
|
||||
Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in translationNotes, translationWords, the UDB, and other translation helps.
|
||||
|
||||
|
|
|
|||
|
|
@ -10,18 +10,18 @@ The leaders of the church networks that will be involved in the translation shou
|
|||
* Do people respect the way this person speaks their own language?
|
||||
* What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. These people then need to agree on a way to say things that sound good to all of them.
|
||||
|
||||
2. Does the person have a very good understanding of the source language?
|
||||
1. Does the person have a very good understanding of the source language?
|
||||
|
||||
* What level of education have they received, and how have they obtained skills in the source language?
|
||||
* Does the Christian community recognize that this person has adequate skills to speak the source language and an education sufficient to use the Notes or other exegetical helps provided?
|
||||
* Can the person read and write the source language with fluency and understanding?
|
||||
|
||||
3. Is the person respected in the community as a follower of Christ? The person must be humble and willing to listen to suggestions or corrections from others concerning his or her translation work. The person must be always willing to learn from others.
|
||||
1. Is the person respected in the community as a follower of Christ? The person must be humble and willing to listen to suggestions or corrections from others concerning his or her translation work. The person must be always willing to learn from others.
|
||||
|
||||
* How long have they been a Christian, and are they in good standing with their Christian community?
|
||||
* How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task.
|
||||
|
||||
After the translators have been working for awhile, the translation committee will need to make sure that they are working well. They may ask:
|
||||
|
||||
* Does their work meet the expectations of their fellow translators and local church leaders? (Has the translator been willing to work with others in testing and checking their translation?)
|
||||
* Does their work meet the expectations of their fellow translators and local church leaders? (Has the translator been willing to work with others in testing and checking their translation?)
|
||||
|
||||
|
|
|
|||
|
|
@ -19,10 +19,10 @@ In order to use tQ when doing a self-check, follow these steps:
|
|||
In order to use tQ for a community check, follow these steps:
|
||||
|
||||
1. Read the newly completed translation of a Bible chapter to one or more community members.
|
||||
2. Tell the listeners to only answer the questions from this translation and to not answer using what they know from other translations of the Bible. This is a test of the translation, not of the people. Because of this, testing the translation with people who do not know the Bible well is very useful.
|
||||
1. Tell the listeners to only answer the questions from this translation and to not answer using what they know from other translations of the Bible. This is a test of the translation, not of the people. Because of this, testing the translation with people who do not know the Bible well is very useful.
|
||||
1. Look at the section called "Questions."
|
||||
1. Read the first question entry for that chapter.
|
||||
1. Ask the community members to answer the question. Remind them to think of the answer only from the translation.
|
||||
1. Click on the question to have the answer displayed. If the community member's answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed.
|
||||
2. Continue with the rest of the questions for the chapter.
|
||||
1. Continue with the rest of the questions for the chapter.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,6 @@
|
|||
|
||||
### A translator is like a hunter
|
||||
|
||||
A translator is like a hunter, who must aim his gun at an animal if he wants to hit it. He must know the kind of animal he is hunting, because a hunter does not shoot birds with the same kind of bullets that he would use to kill an antelope, for example.
|
||||
|
||||
It is the same when we speak to other people. We do not speak to young children with exactly the same words that we would say to an adult. Neither do we speak to our friends in exactly the same way we would speak to the president or ruler of our country.
|
||||
|
|
@ -13,20 +14,22 @@ In addition, languages are like trees that grow new leaves and lose old ones: ne
|
|||
For these reasons, Bible translators must decide who are the people that they will aim their translation at. Here are their choices:
|
||||
|
||||
#### Aim to the Future
|
||||
|
||||
Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these other rules:
|
||||
|
||||
1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word "synagogue" into something like "sinagog" and then try to teach its meaning to the people. They will not try to transform the Bible word "angel" into something like "enjel" and then try to teach its meaning to the target language readers.
|
||||
2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in "grace" or "sanctify," translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word's meaning in the Bible passage that they are working on.
|
||||
3. They remember not to take known words in the target language and stuff them with new meaning. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that you want the text to communicate.
|
||||
4. They remember to express the biblical ideas in ways that are clear and natural. (See: [Create Clear Translations](../guidelines-clear/01.md), [Create Natural Translations](../guidelines-natural/01.md))
|
||||
1. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in "grace" or "sanctify," translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word's meaning in the Bible passage that they are working on.
|
||||
1. They remember not to take known words in the target language and stuff them with new meaning. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that you want the text to communicate.
|
||||
1. They remember to express the biblical ideas in ways that are clear and natural. (See: [Create Clear Translations](../guidelines-clear/01.md), [Create Natural Translations](../guidelines-natural/01.md))
|
||||
|
||||
When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today's English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions.
|
||||
|
||||
#### Aim for a Bible Study Translation
|
||||
|
||||
Translators can aim their translation at Christians who want to study the Bible in a way that is deeper than the way it is read by new Christians. Translators may decide to do this if the target language already has a good Bible that speaks well to unbelievers and new believers. If translators work in this way, they may decide to:
|
||||
|
||||
1. Try to imitate more of the grammatical structures they find in the biblical languages. For example, when the Bible says, "The love of God," translators might decide to leave the expression ambiguous. If they do this, they will not decide whether it means "the love that people have for God" or "the love that God has for people." When the Bible says, "the love that we have in Christ Jesus," translators might decide not to say that it means "because of Christ Jesus" or "united to Christ Jesus."
|
||||
2. Try to say what Greek or Hebrew words "stand behind" various expressions in translation. For example, they can do this with footnotes.
|
||||
3. Try to invent new expressions in the target language that signal more of the meaning carried by biblical words. If translators do this, they must become creative with the target language.
|
||||
1. Try to say what Greek or Hebrew words "stand behind" various expressions in translation. For example, they can do this with footnotes.
|
||||
1. Try to invent new expressions in the target language that signal more of the meaning carried by biblical words. If translators do this, they must become creative with the target language.
|
||||
|
||||
We do not recommend that you follow this second path unless the target language already has a Bible translation that communicates in a clear and natural way.
|
||||
|
|
@ -1,26 +1,34 @@
|
|||
|
||||
### Definitions
|
||||
|
||||
These are definitions of words that we use to talk about how people make the sounds that form into words, and also definitions of words that refer to the parts of words.
|
||||
|
||||
#### Consonant
|
||||
|
||||
These are the sounds that people make when the air flow from their lungs is interrupted or limited by the position of the tongue, teeth or lips. The majority of letters in the alphabet are consonant letters. Most consonant letters have only one sound.
|
||||
|
||||
#### Vowel
|
||||
|
||||
These sounds are made by the mouth when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips. (In English, vowels are a, e, i, o, u and sometimes y.)
|
||||
|
||||
#### Syllable (syl-ab-al)
|
||||
|
||||
A part of a word that has only one vowel sound, with or without surrounding consonants. Some words have only one syllable.
|
||||
|
||||
#### Affix
|
||||
|
||||
Something that is added to a word that changes its meaning. This could be at the beginning, or the end, or in the body of a word.
|
||||
|
||||
#### Root
|
||||
|
||||
The most basic part of a word; what is left when all the affixes are removed.
|
||||
|
||||
#### Morpheme
|
||||
|
||||
A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final "s" is a morpheme that means "plural.")
|
||||
|
||||
### How Syllables Make Words
|
||||
|
||||
Every language has sounds which combine to form syllables. An affix of a word or the root of a word may have a single syllable, or it may have a number of syllables. Sounds combine to make syllables which also join together to make morphemes. Morphemes work together to make meaningful words.
|
||||
It is important to understand the way syllables are formed in your language and how those syllables influence one another so that spelling rules can be formed and people can more easily learn to read your language.
|
||||
|
||||
|
|
|
|||
|
|
@ -47,19 +47,19 @@ The strategies are all applied to Exodus 25:10 below.
|
|||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
|
||||
|
||||
2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one meter</u>; its width will be <u>two thirds of a meter</u>; and its height will be <u>two thirds of a meter</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one meter)</u>; its width will be <u>one cubit and a half (two thirds of a meter)</u>; and its height will be <u>one cubit and a half (two thirds of a meter)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in notes.
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in notes.
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one meter</u><sup>1</sup>; its width will be <u>two thirds of a meter</u> <sup>2</sup>; and its height will be <u>two thirds of a meter</u>." The footnotes would look like:
|
||||
* <sup>[1]</sup> two and a half cubits
|
||||
|
|
|
|||
|
|
@ -45,21 +45,21 @@ The translations strategies are all applied to Luke 7:41 below.
|
|||
|
||||
* "The one owed <u>five hundred denali</u>, and the other owed <u>fifty denali</u>." (Luke 7:41 ULB)
|
||||
|
||||
2. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used.
|
||||
1. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used.
|
||||
|
||||
* "The one owed <u>five hundred silver coins</u>, and the other owed <u>fifty silver coins</u>." (Luke 7:41 ULB)
|
||||
|
||||
3. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
|
||||
1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
|
||||
|
||||
* "The one owed <u>five hundred days' wages</u>, and the other owed <u>fifty days' wages</u>."
|
||||
|
||||
4. Use the Bible term and give the equivalent amount in the text or a footnote.
|
||||
1. Use the Bible term and give the equivalent amount in the text or a footnote.
|
||||
|
||||
* "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>.<sup>2</sup>" (Luke 7:41 ULB) The footnotes would look like:
|
||||
* <sup>[1]</sup> five hundred days's wages
|
||||
* <sup>[2]</sup> fifty day's wages
|
||||
|
||||
5. Use the Bible term and explain it in a footnote.
|
||||
1. Use the Bible term and explain it in a footnote.
|
||||
|
||||
* "The one owed <u>five hundred denarii</u><sup>1</sup>, and the other owed <u>fifty denarii</u>." (Luke 7:41 ULB)
|
||||
* <sup>[1]</sup> A denarius was the amount of silver that people could earn in one day of work.
|
||||
|
|
|
|||
|
|
@ -45,20 +45,20 @@ The strategies are all applied to Isaiah 5:10 below.
|
|||
|
||||
* "For four hektares of vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
|
||||
|
||||
2. Use the measurements given in the UDB. Usually they are metric measurements. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
1. Use the measurements given in the UDB. Usually they are metric measurements. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "For four hectares of vineyard will yield only <u>twenty-two liters</u>, and <u>ten baskets</u> of seed will yield only <u>one basket</u>."
|
||||
* "For four hectares of vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
|
||||
* "For four hectares of vineyard will yield only six gallons, and <u>six and a half bushels</u> of seed will yield only twenty quarts."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
|
||||
* "For four hectares of vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes.
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes.
|
||||
|
||||
* "For four hectares of vineyard will yield only twenty-two liters<sup>1</sup>, and 220 liters<sup>2</sup> of seed will yield only twenty-two liters<sup>3</sup>." The footnotes would look like:
|
||||
* <sup>[1]</sup>one bath
|
||||
|
|
@ -88,15 +88,15 @@ The strategies are all applied to Haggai 2:16 below.
|
|||
|
||||
* whenever anyone came to the grainery for <u>twenty</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
2. Use a generic word like "measure" or "quantity" or "amount."
|
||||
1. Use a generic word like "measure" or "quantity" or "amount."
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty amounts</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty amounts</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
3. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine.
|
||||
1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine.
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty baskets</u> of grain, there were only <u>ten</u>, and whenever someone came to the wine vat to draw out <u>fifty jars</u> of wine, there were only <u>twenty</u>.
|
||||
|
||||
4. Use a unit of measure that you are already using in your translation.
|
||||
1. Use a unit of measure that you are already using in your translation.
|
||||
|
||||
* whenever anyone came to the grainery for <u>twenty liters</u> of grain, there were only <u>ten liters</u>, and whenever someone came to the wine vat to draw out <u>fifty liters</u> of wine, there were only <u>twenty liters</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -39,19 +39,19 @@ The strategies are all applied to Exodus 38:29 below.
|
|||
|
||||
* "The bronze from the offering weighed <u>seventy talentes and 2,400 sekeles</u>."
|
||||
|
||||
2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* "The bronze from the offering weighed <u>2,400 kilograms</u>."
|
||||
|
||||
3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
|
||||
* "The bronze from the offering weighed <u>5,300 pounds</u>."
|
||||
|
||||
4. Use the measurements from the ULB and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
|
||||
|
||||
* "The bronze from the offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
|
||||
|
||||
5. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes.
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes.
|
||||
|
||||
* "The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.<sup>1</sup>"
|
||||
* The footnote would look like:
|
||||
|
|
|
|||
|
|
@ -34,8 +34,9 @@ If the people who speak your language have another Bible that they use, number t
|
|||
|
||||
The example below is from 3 John 1. Some Bibles mark this text as verses 14 and 15, and some mark it all as verse 14. You may mark the verse numbers as your other Bible does.
|
||||
|
||||
* **<sup>14</sup> But I expect to see you soon, and we will speak face to face.** <sup><u>15</u></sup> **<u>Peace</u> be to you. The friends greet you. Greet the friends by name.** (3 John 1:14-15 ULB)
|
||||
* "<sup>14</sup> But I expect to see you soon, and we will speak face to face. Peace be to you. The friends greet you. Greet the friends by name."(3 John 14)
|
||||
**<sup>14</sup> But I expect to see you soon, and we will speak face to face.** <sup><u>15</u></sup> **<u>Peace</u> be to you. The friends greet you. Greet the friends by name.** (3 John 1:14-15 ULB)
|
||||
|
||||
<sup>14</sup> But I expect to see you soon, and we will speak face to face. Peace be to you. The friends greet you. Greet the friends by name. (3 John 14)
|
||||
|
||||
Next is an example from Psalm 3. Some Bibles do not mark the explanation at the beginning of the psalm as a verse, and others mark it as verse 1. You may mark the verse numbers as your other Bible does.
|
||||
|
||||
|
|
|
|||
|
|
@ -61,7 +61,7 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
|
|||
* **<u>three tenths of an ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.** (Leviticus 14:10 ULB)
|
||||
* " <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil."
|
||||
|
||||
2. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
|
||||
1. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
|
||||
|
||||
* **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
|
||||
* "<u>about six and a half liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil."
|
||||
|
|
|
|||
|
|
@ -62,7 +62,7 @@ If a fraction in your language would give the right meaning, consider using it.
|
|||
* **then you must offer with the bull a grain offering of <u>three tenths</u> of an ephah of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9 ULB)
|
||||
* ... then you must <u>divide</u> an ephah of fine flour <u>into ten parts</u> and <u>divide</u> a hin of oil <u>into two parts</u>. Then mix <u>three of those parts</u> of the flour with <u>one of the parts</u> of oil. Then you must offer that grain offering along with the bull.
|
||||
|
||||
2. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
1. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
|
||||
* **<u>two thirds of a shekel</u>** (1 Samuel 13:21 ULB)
|
||||
* <u>eight grams</u> of silver (1 Samuel 13:21 UDB)
|
||||
|
|
@ -70,7 +70,7 @@ If a fraction in your language would give the right meaning, consider using it.
|
|||
* **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9 ULB)
|
||||
* <u>six and one-half liters</u> of finely ground flour mixed with <u>two liters</u> of olive oil. (Numbers 15:9 UDB)
|
||||
|
||||
3. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement.
|
||||
1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement.
|
||||
|
||||
* **<u>three tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9, ULB)
|
||||
* <u>six quarts</u> of fine flour mixed with <u>two quarts</u> of oil.
|
||||
|
|
|
|||
|
|
@ -12,6 +12,7 @@ The Hebrew calendar used in the Bible has twelve months. Unlike the western cale
|
|||
* The scripture may tell about something happening in a certain month, but readers will not be able to fully understand what is said about it if they do not know what season of the year that was.
|
||||
|
||||
#### List of Hebrew Months
|
||||
|
||||
This is a list of the Hebrew months with information about them that may be helpful in the translation.
|
||||
|
||||
**Abib** - (This month is called **Nisan** after the Babylonian exile.) This is the first month of the Hebrew calendar. It marks when God brought the people of Israel out of Egypt. It is at the beginning of the spring season when the late rains come and people begin to harvest their crops. It is during the last part of March and the first part April on western calendars. The Passover celebration started on Abib 10, the Festival of Unleavened Bread was right after that, and the Festival of Harvest was a few weeks after that.
|
||||
|
|
@ -45,6 +46,7 @@ This is a list of the Hebrew months with information about them that may be help
|
|||
> You must eat unleavened bread from twilight of the fourteenth day <u>in the first month of the year</u>, until twilight of the twenty-first day of the month. (Exodus 12:18 ULB)
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
You may need to make some information about the months explicit. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md))
|
||||
|
||||
1. Tell the the number of the Hebrew month.
|
||||
|
|
|
|||
|
|
@ -1,5 +1,6 @@
|
|||
|
||||
### Using translationHelps
|
||||
|
||||
To help translators make the best translation possible, **translationNotes**, **translationWords**, and **translationQuestions** have been created.
|
||||
|
||||
**translationNotes** are cultural, linguistic, and exegetical notes that help to describe and explain some of the Bible background that the translator needs to know to translate accurately. The translationNotes also inform translators about different ways that they might express the same meaning. See http://ufw.io/tn/.
|
||||
|
|
|
|||
|
|
@ -61,35 +61,38 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
* **Shortly after, some Pharisees came and said to him, "Go and leave here because <u>Herod</u> wants to kill you."** (Luke 13:31 ULB)
|
||||
* Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
|
||||
|
||||
2. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
|
||||
1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
|
||||
|
||||
* **She named him <u>Moses</u> and said, "Because I drew him from the water."** (Exodus 2:11 ULB)
|
||||
* She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water."
|
||||
|
||||
3. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
|
||||
1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
|
||||
|
||||
* **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Beerlahairoi</u>;** (Genesis 16:13-14 ULB)
|
||||
* ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
|
||||
|
||||
4. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names.
|
||||
1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names.
|
||||
|
||||
* **... a young man named <u>Saul</u>** (Acts 7:58 ULB)
|
||||
* ... a young man named <u>Paul</u><sup>1</sup> The footnote would look like:
|
||||
* ... a young man named <u>Paul</u><sup>1</sup>
|
||||
* The footnote would look like:
|
||||
* <sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
|
||||
|
||||
* **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
|
||||
|
||||
5. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul."
|
||||
1. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul."
|
||||
|
||||
* **a young man named <u>Saul</u>** (Acts 7:58 ULB)
|
||||
* a young man named <u>Saul</u> The footnote would look like:
|
||||
* a young man named <u>Saul</u>
|
||||
* The footnote would look like:
|
||||
* <sup>[1]</sup>This is the same man who is called Paul beginning in Acts 13.
|
||||
|
||||
* **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
|
||||
|
||||
* **It came about in Iconium that <u>Paul</u> and Barnabas entered together into the synagogue** (Acts 14:1 ULB)
|
||||
* It came about in Iconium that <u>Paul</u><sup>1</sup> and Barnabas entered together into the synagogue The footnote would look like:
|
||||
* It came about in Iconium that <u>Paul</u><sup>1</sup> and Barnabas entered together into the synagogue
|
||||
* The footnote would look like:
|
||||
* <sup>[1]</sup>This is the man that was called Saul before Acts 13.
|
||||
|
||||
|
|
|
|||
|
|
@ -41,23 +41,23 @@ This is a rounded number. It does not say exactly how many descendants she shoul
|
|||
We will use the following verse in our examples:
|
||||
>Now, see, at great effort I have prepared for Yahweh's house <u>100,000</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14 ULB)
|
||||
|
||||
2. Write numbers using numerals.
|
||||
1. Write numbers using numerals.
|
||||
|
||||
* I have prepared for Yahweh's house <u>100,000</u> talents of gold, <u>1,000,000</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
3. Write numbers using your language's words or the gateway language words for those numbers.
|
||||
1. Write numbers using your language's words or the gateway language words for those numbers.
|
||||
|
||||
* I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
4. Write numbers using words, and put the numerals in parenthesis after them.
|
||||
1. Write numbers using words, and put the numerals in parenthesis after them.
|
||||
|
||||
* I have prepared for Yahweh's house one <u>hundred thousand (100,000)</u> talents of gold, <u>one million (1,000,000)</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
5. Combine words for large numbers.
|
||||
1. Combine words for large numbers.
|
||||
|
||||
* I have prepared for Yahweh's house <u>one hundred thousand</u> talents of gold, <u>a thousand thousand</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
6. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
|
||||
1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
|
||||
|
||||
* I have prepared for Yahweh's house <u>a great amount of gold (100,000 talents)</u>, <u>ten times that amount of silver (1,000,000 talents)</u>, and bronze and iron in large quantities.
|
||||
|
||||
|
|
|
|||
|
|
@ -62,7 +62,7 @@ If your language has ordinal numbers and using them would give the right meaning
|
|||
* **A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>the first</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the second</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the third</u> river is Tigris, which flows east of Asshur. <u>The fourth</u> river is the Euphrates.** (Genesis 2:10-14 ULB)
|
||||
* A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
|
||||
|
||||
2. Tell the total number of items and then list them or the things associated with them.
|
||||
1. Tell the total number of items and then list them or the things associated with them.
|
||||
|
||||
* **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
|
||||
* They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, … Delaiah, and Maaziah.
|
||||
|
|
|
|||
|
|
@ -44,7 +44,7 @@ If people would correctly understand what a symbolic action meant to the people
|
|||
* **Look, I stand at the door and knock.** (Revelation 3:20 ULB)
|
||||
* Look, I stand at the door and knock on it, asking you to let me in.
|
||||
|
||||
2. Do not tell what the person did, but tell what he meant.
|
||||
1. Do not tell what the person did, but tell what he meant.
|
||||
|
||||
* **Jairus fell down at Jesus' feet.** (Luke 8:41)
|
||||
* Jairus showed Jesus great respect.
|
||||
|
|
@ -52,7 +52,7 @@ If people would correctly understand what a symbolic action meant to the people
|
|||
* **Look, I stand at the door and knock.** (Revelation 3:20)
|
||||
* Look, I stand at the door and ask you to let me in.
|
||||
|
||||
3. Use an action from your own culture that has the same meaning.
|
||||
1. Use an action from your own culture that has the same meaning.
|
||||
|
||||
* **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) - Since Jairus actually did this, we would not substitute an action from our own culture.
|
||||
|
||||
|
|
|
|||
|
|
@ -39,7 +39,7 @@ The translation strategies are applied to Mark 7:14-16 ULB, which has a footnote
|
|||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
|
||||
* <sup>[1]</sup>The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*.
|
||||
|
||||
2. Translate the verses as another version does, and change the footnote so that it fits this situation.
|
||||
1. Translate the verses as another version does, and change the footnote so that it fits this situation.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
|
||||
* <sup>[1]</sup>Some ancient copies do not have verse 16.
|
||||
|
|
|
|||
|
|
@ -42,12 +42,12 @@ There are several ways to borrow a word.
|
|||
* **צְפַנְיָ֤ה** - A man's name in Hebrew letters.
|
||||
* "Zephaniah" - The same name in Roman letters
|
||||
|
||||
2. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
|
||||
1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
|
||||
|
||||
* **Zephaniah** - This is a man's name.
|
||||
* "Zephaniah" - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
|
||||
|
||||
3. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
|
||||
1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
|
||||
|
||||
* **Zephaniah** - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
|
||||
* "Sefania"
|
||||
|
|
|
|||
|
|
@ -49,41 +49,40 @@ Here are ways you might translate a term that is not known in your language:
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
|
||||
1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
|
||||
|
||||
* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
|
||||
* **Beware of false prophets, those who come to you in sheep's clothing, but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
|
||||
* Beware of false prophets, those who come to you in sheep's clothing, but <u>are truly hungry and dangerous animals</u>.
|
||||
|
||||
"Ravenous wolves" is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).)
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked grain seeds</u> and two fish
|
||||
|
||||
2) Substitute something similar from your language if doing so does not falsely represent a historical fact.
|
||||
1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
|
||||
|
||||
|
||||
* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
|
||||
* **your sins ... will be white like <u>snow</u>** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
|
||||
* your sins ... will be white like <u>milk</u>
|
||||
* your sins ... will be white like <u>the moon</u>
|
||||
|
||||
3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
|
||||
1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
|
||||
|
||||
* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine."
|
||||
* **Then they tried to give Jesus wine that was mixed with <u>myrrh</u>. But he refused to drink it.** (Mark 15:23 ULB) - People may understand better what myrrh is if it is used with the general word "medicine."
|
||||
* Then they tried to give Jesus wine that was mixed with <u>a medicine called myrrh</u>. But he refused to drink it.
|
||||
|
||||
* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
|
||||
* **We have here only five loaves of <u>bread</u> and two fish** (Matthew 14:17 ULB) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
|
||||
* We have here only five loaves of <u>baked crushed seed bread</u> and two fish
|
||||
|
||||
4) Use a word that is more general in meaning.
|
||||
1. Use a word that is more general in meaning.
|
||||
|
||||
* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
|
||||
* **I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>** (Jeremiah 9:11 ULB)
|
||||
* I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked food</u> and two fish
|
||||
|
||||
5) Use a word or phrase that is more specific in meaning.
|
||||
1. Use a word or phrase that is more specific in meaning.
|
||||
|
||||
* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
|
||||
* **to him who made <u>great lights</u>** (Psalm 136:7 ULB)
|
||||
* to him who made <u>the sun and the moon</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -42,5 +42,5 @@ See how to mark verses in the [translationStudio APP](http://help.door43.org/en/
|
|||
* **<sup>2</sup> you must select three cities for yourself in the middle of your land that Yahweh your God is giving you to possess. <sup>3</sup> You must build a road and divide the borders of your land into three parts, the land that Yahweh your God is causing you to inherit, so that everyone who kills another person may flee there.** (Deuteronomy 19:2-3)
|
||||
* <sup>2-3</sup> you must divide into three parts the land that he is giving to you. Then select a city in each part. You must make good roads in order that people can get to those cities easily. Someone who kills another person can escape to one of those cities to be safe. (Deuteronomy 19:2-3 UDB)
|
||||
|
||||
2. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
|
||||
1. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language.
|
||||
|
||||
|
|
|
|||
|
|
@ -55,13 +55,13 @@ To keep translations clear and natural you will need to study how people tell st
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULB English translations.
|
||||
1. Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULB English translations.
|
||||
|
||||
* **<u>Now</u> Jesus himself, when he began to teach, <u>was</u> about thirty years of age. He <u>was</u> the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULB) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information.
|
||||
|
||||
* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him.
|
||||
|
||||
2) Reorder the information so that earlier events are mentioned first.
|
||||
1. Reorder the information so that earlier events are mentioned first.
|
||||
|
||||
* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
|
||||
* "<u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael."
|
||||
|
|
|
|||
|
|
@ -47,12 +47,12 @@ If the way the relationship between thoughts is shown in the ULB would be natura
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Use a connecting word (even if the ULB does not use one).
|
||||
1. Use a connecting word (even if the ULB does not use one).
|
||||
|
||||
* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "so."
|
||||
* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
|
||||
|
||||
2) Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
|
||||
1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
|
||||
|
||||
* **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) -
|
||||
|
||||
|
|
@ -66,7 +66,7 @@ Some languages might not need the words "but" or "then" here.
|
|||
|
||||
* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
|
||||
|
||||
3) Use a different connecting word.
|
||||
1. Use a different connecting word.
|
||||
|
||||
* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages.
|
||||
* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
|
|
|
|||
|
|
@ -32,18 +32,18 @@ Different languages have different ways of presenting these kinds of information
|
|||
|
||||
>Then the rest of the men should follow, some on planks, and some on other things from the ship. <u>In this way it happened that all of us came safely to land.</u> (Acts 27:44 ULB)
|
||||
|
||||
2. To give a comment about what happened in the story
|
||||
1. To give a comment about what happened in the story
|
||||
|
||||
> Many who practiced magical arts brought their books together and burned them in the sight of everyone. When they counted the value of them, it was fifty thousand pieces of silver. <u>So the word of the Lord spread very widely in powerful ways.</u> (Acts 19:19-20 ULB)
|
||||
|
||||
3. To tell the reader what happens to a specific character after the main part of the story ends
|
||||
1. To tell the reader what happens to a specific character after the main part of the story ends
|
||||
|
||||
> Mary said,"My soul praises the Lord, and my spirit has rejoiced in God my savior..." <u>Mary stayed with Elizabeth about three months and then returned to her house.</u> (Luke 1:46-47, 56 ULB)
|
||||
|
||||
4. To tell on-going action that continues after the main part of the story ends
|
||||
1. To tell on-going action that continues after the main part of the story ends
|
||||
|
||||
> All who heard it were amazed at what was spoken to them by the shepherds. <u>But Mary kept thinking about all the things she had heard, treasuring them in her heart.</u> (Luke 2:18-19 ULB)
|
||||
|
||||
5. To tell what happens after the story as a result of the events that happened in the story itself
|
||||
1. To tell what happens after the story as a result of the events that happened in the story itself
|
||||
|
||||
> "Woe to you teachers of Jewish laws, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering." <u>After Jesus left there, the scribes and the Pharisees opposed him and argued with him about many things, trying to trap him in his own words.</u> (Luke 11:52-54 ULB)
|
||||
|
|
@ -44,7 +44,7 @@ Languages have different ways of using these different discourse features. The t
|
|||
1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again.
|
||||
1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: 1) to add interest to the story, 2) to provide information that is important for understanding the story or 3) to explain why something in the story is important.
|
||||
1. **[Pronouns - When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
2. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said.
|
||||
1. **[Connecting Words](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as "and," "but," or "then").
|
||||
|
||||
|
|
|
|||
|
|
@ -58,7 +58,7 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
* As he passed by, <u>there was a man sitting</u> at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
|
||||
* As he passed by, <u>there was a tax collector</u> sitting at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him ...
|
||||
|
||||
2. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
|
||||
1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
|
||||
|
||||
* **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB) - If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned.
|
||||
* <u>After that</u>, when Noah was six hundred years old, the flood came upon the earth.
|
||||
|
|
@ -67,13 +67,13 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
* <u>Another time</u> Jesus began to teach people again beside the lake.
|
||||
* Jesus went to the lake and <u>began to teach people again</u> there.
|
||||
|
||||
3. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary.
|
||||
1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary.
|
||||
|
||||
* **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB)
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* <u>Now this is what happened when</u> Noah was six hundred years old and the flood came upon the earth.
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* <u>This part tells about what happened when</u> the flood came upon the earth. It happened when Noah was six hundred years old.
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4. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
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1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
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* **Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood.** (Genesis 7:6-7 ULB)
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* <u>Now this is what happened when</u> Noah was six hundred years old. Noah, his sons, his wife, and his sons' wives went into the ark together because <u>God had said that the waters of the flood would come</u>.
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@ -52,12 +52,12 @@ Some languages have something on the verb that tells something about the subject
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* There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).
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* There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.
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2. If it is not clear who a pronoun refers to, use a noun phrase or name.
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1. If it is not clear who a pronoun refers to, use a noun phrase or name.
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||||
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||||
* **It happened when <u>he</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples."** (Luke 11:1 ULB) - Since this is the first verse in a chapter, readers might wonder who "he" refers to.
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* It happened when <u>Jesus</u> finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples.
|
||||
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||||
3. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
|
||||
1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
|
||||
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||||
* **<u>Joseph's</u> master took <u>Joseph</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>Joseph</u> stayed there.** (Genesis 39:20 ULB) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
|
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* Joseph's master took <u>him</u> and put <u>him</u> in prison, in the place where all the king's prisoners were put, and <u>he</u> stayed there in the prison.
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|
@ -90,11 +90,11 @@ The following are examples of how people might translate Psalm 1:1,2.
|
|||
>He does what God says <u>is right</u>
|
||||
>He thinks of it all day <u>and night</u>
|
||||
|
||||
2) Translate the poetry using your style of elegant speech.
|
||||
1) Translate the poetry using your style of elegant speech.
|
||||
|
||||
* This is the kind of person who is truly blessed: the one who does not follow the advice of wicked people, or stop along the road to speak with sinners, or join the gathering of those who mock God. Rather he takes great joy in Yahweh's law, and he meditates on it day and night.
|
||||
|
||||
3) Translate the poetry using your style of ordinary speech.
|
||||
1) Translate the poetry using your style of ordinary speech.
|
||||
|
||||
* The people who do not listen to the advice of bad people are really happy. They do not spend time with people who continually do evil things or with those who do not respect God. They love to obey Yahweh's law, and they think about it all the time.
|
||||
|
||||
|
|
|
|||
|
|
@ -49,7 +49,7 @@ Jesus is the main character of the book of Matthew, but in the verses below he i
|
|||
* **Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>They</u> watched <u>him</u> to see if <u>he</u> would heal <u>him</u> on the Sabbath.** (Mark 3:1-2 ULB)
|
||||
* Again Jesus walked into the synagogue, and a man with a withered hand was there. <u>Some Pharisees</u> watched <u>Jesus</u> to see if <u>he</u> would heal <u>the man</u> on the Sabbath. (Mark 3:1-2 UDB)
|
||||
|
||||
2. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead.
|
||||
1. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead.
|
||||
|
||||
> **At that time <u>Jesus</u> went on the Sabbath day through the grain fields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>Jesus</u> , "See, your disciples do what is unlawful to do on the Sabbath."**
|
||||
>**But <u>Jesus</u> said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ...**
|
||||
|
|
|
|||
|
|
@ -45,7 +45,7 @@ If translating a proverb literally would be natural and give the right meaning i
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1) Find out how people say proverbs in your language, and use one of those ways.
|
||||
1. Find out how people say proverbs in your language, and use one of those ways.
|
||||
|
||||
* **A good name is to be chosen over great riches,**
|
||||
|
||||
|
|
@ -58,7 +58,7 @@ Here are some ideas for ways that people might say a proverb in their language.
|
|||
* Try to have a good reputation rather than great riches.
|
||||
* Will riches really help you? I would rather have a good reputation.
|
||||
|
||||
2) If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language.
|
||||
1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language.
|
||||
|
||||
* **Like <u>snow in summer</u> or rain in harvest,**
|
||||
|
||||
|
|
@ -66,12 +66,12 @@ Here are some ideas for ways that people might say a proverb in their language.
|
|||
|
||||
* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
|
||||
|
||||
3) Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
|
||||
1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
|
||||
|
||||
* **Do not boast about tomorrow** (Proverbs 27:1 ULB)
|
||||
* Do not count your chickens before they hatch.
|
||||
|
||||
4) Give the same teaching but not in a form of a proverb.
|
||||
1. Give the same teaching but not in a form of a proverb.
|
||||
|
||||
* **A generation that curses their father and does not bless their mother,**
|
||||
|
||||
|
|
|
|||
|
|
@ -59,7 +59,7 @@ When writing that someone said something, some languages put the quote (what was
|
|||
* "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him," <u>he said</u>.
|
||||
* "Therefore, those who can should go there with us," <u>he said.</u> "If there is something wrong with the man, you should accuse him."
|
||||
|
||||
2. Decide whether to use one or two words meaning "said."
|
||||
1. Decide whether to use one or two words meaning "said."
|
||||
|
||||
* **But his mother <u>answered and said</u>, "No, instead he will be called John."** (Luke 1:60 ULB)
|
||||
* But his mother <u>replied</u>, "No, instead he will be called John."
|
||||
|
|
|
|||
|
|
@ -14,6 +14,7 @@ This was in a dream. Eating the scroll is a symbol of reading and understanding
|
|||
- Another purpose of symbolism is to tell some people about something while hiding the true meaning from others who do not understand the symbolism.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
People who read the Bible today may find it hard to recognize that the language is symbolic, and they may not know what the symbol stands for.
|
||||
|
||||
#### Translation Principles
|
||||
|
|
@ -44,7 +45,7 @@ This passage explains the meaning of the seven lampstands and the seven stars. T
|
|||
|
||||
* **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.** (Daniel 7:7 ULB) - People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
|
||||
|
||||
2. Translate the text with the symbols. Then explain the symbols in footnotes.
|
||||
1. Translate the text with the symbols. Then explain the symbols in footnotes.
|
||||
|
||||
* **After this I saw in my dream at night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.** (Daniel 7:7 ULB)
|
||||
* After this I saw in my dream at night a fourth animal,<sup>1</sup> terrifying, frightening, and very strong. It had large iron teeth;<sup>2</sup> it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.<sup>3</sup>
|
||||
|
|
|
|||
Loading…
Reference in New Issue