Noelle Knight

Translation:
Posted on GoReact
Gloss:
_____________t
1. MANY PEOPLE (d: lean left) MEN (d: lean right) WOMAN (d: lean back to center) BOTH
__smile
____whq ___nod
ENJOY SPORT WHAT. HUNT.
___________________________________________________t
2. PEOPLE LIVE NORTH AREA (d: show northern area on map) HUNT fs:
PHEASANT fs: QUAIL BIRD ETC.
_____________________________________________________________t
3. PEOPLE LIVE SOUTH WEST AREA (d: show south western area on map) HUNT
DEER/MOOSE.
___________________________________________________t
4. PEOPLE LIVE NORTH AREA (d: show northern area on map) HUNT BIRD.
__________________________t
5. IXPRO2: THEY-rt HAVE DOG (d: lean slightly left) TWO THREE ABOVE/ HIGHER-UP
(d: lean back to center) fs: FIELD AREA MAYBE NEAR/ NEXT-TO (d: lean left) WATER
____________________________________purse lips
AREA (d: lean back to center) ALL SIT CL: BENT 4 (d: showing people sitting in semi-circle)
______head down
DOG CL: BENT 2 (d: show dogs sitting/ lying next to the people) DOG QUIET/ SILENT.
________t
_______________________tongue waggle
6. HUNT-ER IXPRO2: THEY-rt WAIT BIRD SPREAD (d: show a lot of birds flying off)
___________________t
_________
7. IF HUNT-ER LUCKY SHOOT KILL BIRD CL: 1 (d: show bird falling from sky) CL: A TO
____________________________________________________________puff cheeks
5 (d: hand in A shape then expand hands into 5 to show dust flying all over the place).
_________t
8. HUNT-ER COMMAND DOG GO-TO fs: FIELD OR WATER GET BIRD #BACK (d: move
__smile
toward body) GRAB (d: bird from dog) WIN.
____________________________________________________t
9. (d: lean left) HUNT DEAR/ MOOSE (d: lean right) HUNT BIRD DIFF HUNT DEER/
___whq
MOOSE HOW WOODS/ FORREST ENTER FIND fs: TRACKS FOLLOW SHOOT KILL
___smile
DEER/ MOOSE WIN.
_____________t
_________________________frown
10. SOME PEOPLE BELIEVE HUNT THAT SPORT MEAN NOT fs: HUMANE AWFUL.

_______nod
___whq_t
11. HUNT-ER DISAGREE IXPRO2: THEY THINK NEED WHY IF DEER/ MOOSE FOOD
____whq
GOBBLE-UP GONE/ DISAPPEAR MEAN WHAT NONE FOOD FOR ANIMALS
________frown
HUNGRY DIE.
__t
12. IF fs: POPULAITON DECLINE HAVE ENOUGH/ FULL FOOD FOR ALL ANIMALS.
Preparing to translate

Purpose: Im supposed to be providing the ASL translation for a video that will be
used in a Hunter Safety class at the local high school, where a group of Deaf students
are mainstreamed.
Function of the text: It was an educational video to inform people on hunter safety.
Expected audience: A group of Deaf students are mainstreamed in a Hunter Safety
class.
Length and time frame: There are five paragraphs that translates in to 2:23. My skill
and grasp of the source language to translate it into target language. I have worked on
this since 2/24/15 to 3/1/15.
Competence in the target language: I have a pretty good competence of the target
language, ASL, because I have studied it for years and have the ability to translate
English into ASL.
Competence in the source language: I have full competence of the source language,
English, because it is my first language.
Competence with the subject area: I have very little knowledge of hunter safety. I do
know how to do it, but have never actually done it.

Analyzing the meaning of the text

Giles model
o Comprehension: For comprehension of this passage I asked one of my uncles
about bird hunting, and looked up some basic beginners hunter safety training
videos.
o Reformulation: Reformulating this was a little difficult because of the visual
aspects of the passage. I wasnt quite sure how to match that with the seriousness
of hunters safety.
Nida and tabers model
o Analysis: I analyzed the passage and found out the meaning, which was to teach
the students about how different regions hunt different animals.
o Transfer: I started to transfer the meaning in the English passage, making sure the
meanings were equivalent.

o Restructuring: I had to restructure a few sentences that I had to restructure so that

it would have better ASL structure and grammar. I had to rearrange the order of a
couple of the sentences so that it made sense, timeline wise.
Aspect of analysis
o Function: It didnt take that long to find the function of this section. The function
was definitely to inform students of hunters safety.
o Context: There was a few phrases that only made sense in English, thus I had to
find common ground where it made sense in ASL too but still kept the meaning.
o Word order: There was a couple of sentences that I had to figure out how to
reword them to make sense in ASL. I even had to change the order of a couple
words so that the timeline would work.
o Ambiguity: There was a little ambiguity in this passage because they didnt really
go into depth on how people hunt deer, or even what type of deer they hunt. There
were other ambiguities as well that made it a little tough to get some synonyms of
words that wouldnt really translate well to ASL.
Analysis of words
o General: When analyzing words I had to go in general first to make sure the
overall purpose of the passage and to make sure it matched what I was translating
it to.
o Specific: then I had to look at the more specific parts, such as sentences and
words and see if I had the equivalence of meaning right.

Message transfer
How the translator affects the translation: my linguistic skill, or lack of skill can affect the
translation. My prior knowledge of hunting or even lack of knowledge of hunting can affect my
translation. This is why I went to go find videos and ask my uncles about hunting. If I had more
time I would continue to research about different types of hunting.
Bias in translation: I probably have a little bit of bias because I also believe that hunting to keep
the animal population down is necessary to make sure that the ecosystem stays in balance, not
only to benefit humans but our environment all around.
Transfer in translation: temporal- this passage does not really have any directions or set path of
time. Spatial- there was actually a bunch of spatial relationships between the dogs and their
owners. Also with the locations of the hunters. Logical- the only cause and effect hunter and the
animals and also the people who think that hunting is inhumane and the people who think it is
necessary.
Form and meaning: I worked on the meaning of the passage first, if I am able to find the meaning
I could find the form, or actual words, to help form my translation.
Loss during transfer: the only loss during transfer that I could think of was when I expanded and
tried to find synonyms of certain words that may have not been completely equivalent.

Reformulating the message

Reformulating the main idea: I think reformulating the main idea wasnt that hard, but it was a
little different from hunters safety. It had to change from hunters safety to hunting in different
regions.
Reformulation of idea units: reformulating the idea units was a little difficult. The part of finding
the main idea of each paragraph or idea unit wasnt that hard, but trying to find the equivalence
in ASL.
Reformulation at the word level: It was a little more difficult to translate into ASL, I just had to
find the individual meaning for each word and try and to find the equivalence. There was a few
words that were jargon that were a little hard to explain.

Priorities in translation
Context consistency: while finding equivalence within the source and target language
translations I had to find the consistency of context and concepts.
Dynamic equivalence: There was more than one instance where I struggled a bit when trying to
find equivalence between the two languages in this translations. Especially when I was trying to
explain how hunting affect the environment.
Formal correspondence: I felt the formal correspondence might not be completely right, I think
that grammatically it corresponds nicely.
Audience needs: the sex of the class probably varies. The age of the classroom is high school
age. Education is obviously high school, and their experience or knowledge of hunter safety and
regional difference probably varies. I tried to use language that was equal to the level of high
school vocabulary.

Testing the translation

Why test a translation?
Accuracy: I feel that I accurately brought the concepts and ideas across.
Clarity: I think I was pretty clear about the idea and concepts I was trying to push across.
Naturalness: I tried to watch my video for naturalness, it was a little choppy because I had to
stick to the gloss, but over all I hope I did pretty well.
Whos testing the translation?

I didnt really have time for anyone to test it, but I was going to have my mentor test it. I just
watched it several times and made sure that it seemed natural. I did have to re-video tape it a
couple of times to make sure it was a bit more natural and not strained because of the gloss.
How do you test the translation?
Comparison with the source language: I read the English passage while I watched my ASL video
to make sure that it made sense.
Back translation: I tried to voice the English passage over my ASL video and it mostly made
sense. Over all it was alright.
Comprehension: I tried to test the comprehension the best I could by myself, but next time I will
definitely get someone else that ASL is their first language.
Naturalness: I thought it was pretty natural, but again next time I will get someone else to see if it
natural looking.
Readability: readability cant be really seen, I think it mostly occurs in the naturalness phase.
Overall length: I tried to match the overall length while not omitting or adding any information.
How do you use the results of testing?
Taxonomy of errors: There might be few errors, but I think that it wasnt detrimental to the
overall understanding of the video.
Not serious- maybe I didnt get a word right
Somewhat serious- maybe I didnt get the concept of a sentence
Quite serious- maybe I didnt understand the idea of a whole paragraph, but I doubt it.
Very serious- maybe I didnt understand the whole passage, but I doubt this, but if I really didnt
understand the whole thing I wouldnt know that unless someone else that fully understood the
SL told me.