Problems in Translating Figures of Speec PDF

Problems in Translating Figures of Speech: A Review of Persian Translations of Harry
Potter Series
[PP: 131-143]
Fatemeh Masroor
Department of English Language, Faculty of Humanity
Rodaki Institute of Higher Education, Tonekabon, Iran
Majid Pourmohammadi
(Corresponding author)
Department of English Language, Faculty of Humanities
Rasht Branch, Islamic Azad University, Rasht, Iran
ABSTRACT
Due to the important role of figures of speech in prose, the present research tried to investigate the
figures of speech in the novel, Harry Potter Series, and their Persian translations. The main goal of this
research was to investigate the translators problems in translating figures of speech from English into
Persian. To achieve this goal, the collected data were analyzed and compared with their Persian equivalents.
Then, the theories of Newmark (1988 & 2001), Larson (1998), and Nolan (2005) were used in order to find
the applied strategies for rendering the figures of speech by the translators. After identifying the applied
translation strategies, the descriptive and inferential analyses were applied to answer the research question
and test its related hypothesis. The results confirmed that the most common pitfalls in translating figures
of speech from English into Persian based on Nolan (2005) were, not identifying of figures of speech, their
related meanings and translating them literally. Overall, the research findings rejected the null hypothesis.
The findings of present research can be useful for translators, especially beginners. They can be aware of
the existing problems in translating figures of speech, so they can avoid committing the same mistakes in
their works.
Keywords: Persian, Translation, Figures of speech, Novel, Harry Potter Series
ARTICLE The paper received on: 30/10/2016 Reviewed on: 25/11/2016 Accepted after revisions on: 31/12/2016
INFO
Suggested citation:
Masroor, F. & Pourmohammadi, M. (2016). Problems in Translating Figures of Speech: A Review of Persian
Translations of Harry Potter Series. International Journal of English Language & Translation Studies. 4(4), 131-143.
Retrieved from www.eltsjournal.org
1. Introduction something other than the ordinary way (p.

A figure of speech is a deliberate 73). According to Elder (2004), Authors
divergence from literal language to a use figures of speech to paint vivid pictures
figurative language (Britannica, 2013). in the readers mind or to achieve some
Moreover, Arp and Johnson (2012) said, A other specific effect (such as emphasis or
figure of speech is any way of saying humor) (p. 292).
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 04 October-December, 2016
1.1. Theoretical Framework the used comparison in the ST does not have
This research is based on Newmark, a corresponding figure of speech in the TT,
Larson, and Nolan theories. Although, there will lead to miscomprehending so the
are some similarities between them, but translator has to use adjustment.
they did not pay attention to all figures of According to Larson (1998), the
speech separately. They believed that the translator for translating figurative senses
translator could not use literal translation and figures of speech must usually use
for translating figures of speech. Based on adjustment. He may use a nonfigurative
Nolan (2005), for translating figures of corresponding or the other figures of speech
speech into other languages, the translators to convey the same meaning into the target
should be able to identify them in the source language (TL). He cannot omit all
texts at first and then to render them use figurative usage in the translation.
appropriate equivalents in the target texts. Sometimes, a nonfigurative expression can
The translators should not use literal render into the TT by a figurative
translation to translate figures of speech. expression. Therefore, the translator has an
Meanwhile, Larson (1998) stated, important duty to realize an appropriate
translation of figures of speech literally, equivalent that conveys the same meaning
lead to a translation that is uncertain, of ST for target readers. So to do this, he has
meaningless, and artificial. to use a different form to render the
According to Newmark (1988), meaning accurately and naturally.
languages use sounds and metaphors to As Nolan (2005) stated, the
create a pleased expressions and meanings. translator should be able to identify the
Sometimes translation of sounds effects is figures of speech in the source language
impossible. The translator has to use the (SL) and knows that a figure of speech in
related lexical units in the target text (TT), the ST can be translated by a different figure
and sometimes he has to use compensation. of speech in the TT. Nolan (2005) said,
Moreover, he suggested that the translator The most common pitfall to be avoided is
could use reproducing or compensating for not recognizing figurative or idiomatic
the used sound effects in the prose. language and translating it literally (p. 67).
As Newmark (1988) stated, the Therefore, based on Nolan (2005) the
translator should correct the mistakes that important thing in translating figures of
occur obviously in the source text (ST) by speech is identifying them in the ST. The
the author, except if the mistake is very translator should be vigilant in identifying
clear and consider as a slip, the translator and comprehending the figures of speech in
should maintain an annotation in the TT to the ST.
clarify the errors and the intention of 1.2. Statement of the Problem
modifications. Newmark (2001) also said Since the authors use figures of
that the translator should improve and speech a lot in the children literature to add
rearrange them in the TT, if the ST is related aesthetic aspect to these works and on the
to the actualities or it is faulty. other hand, Harry Potter series are written
Larson (1998) believed that the for children and the author of this book used
translator finds figures of speech are many figures of speech in it, thus figures of
demanding, when he tries to construct an speech have an important role in this field.
appropriate idiomatic translation. Using Figurative language plays an important role
literal translation in some situation which in poetry, but it has more important role in
Cite this article as: Masroor, F. & Pourmohammadi, M. (2016). Problems in Translating Figures of Speech: A
Review of Persian Translations of Harry Potter Series. International Journal of English Language &
Translation Studies. 4(4), 131-143. Retrieved from www.eltsjournal.org
Page | 132
Problems in Translating Figures of Speech: A Review of Persian Masroor Fatemeh & Pourmohammadi Majid
prose. Increasing clarity, force, and beauty 3. Figures of sound such as; onomatopoeia,
in a text is an important purpose of figures alliteration, repetition, and anaphora,
of speech (Tajalli, 2007). Therefore, as 4. Verbal games and gymnastics such as;
Nolan (2005) mentioned, translator should pun and anagram,
be able to identify the figures of speech in 5. Errors, like malapropism, periphrasis,
SL and know that a figure of speech in the and spoonerism.
ST can be translated by a different figure of Simile and Metaphor
speech in the TT. If the translators could not As stated in Britannica (2013),
recognize figures of speech and their similes that are commonly used in language
meaning, then they would not render the usually compare two things that exist in the
meaning into the TL, so it can cause natural world and we are acquainted, e.g.
confusion (Nolan, 2005). On the other hand, He eats like a bird. Based on Newmark
if the figures of speech translate literally, (2001), the important problem in translating
figurative sense will be lost. simile is related to the culture. As he
Therefore, translation of figures of mentioned, target reader needs to be
speech has an important role in acquainted the simile, figurative image and
understanding the original text. Thus, when comparison like the reader of the SL.
the translators could not recognize the Therefore, the translator to achieve this
figures of speech and analyze them, they should use adjustment.
have a problem in rendering them into As Nolan (2005) defined, metaphor
Persian. Therefore, this study attempts to is representing the similarities among words
investigate how translators deal with figures by replacing one word instead of the other.
of speech and translate them into Persian. It Comprehending of metaphors and similes
also attempts to investigate the strategies are sometimes impossible. Using the literal
applied by Persian translators to translate translation for rendering the meaning into
figures of speech in Harry Potter Series the TL may lead to misapprehension.
from English into Persian, based on Larson, Translating metaphor or simile literally,
Newmark, and Nolans theories. Regarding may usually convey an inappropriate and
the research objectives, this study tries to sometimes equivocal meaning into the
answer to the following question: receptor language. This kind of translation
Q. What are the most frequent problems in usually is full of meaningless. To be assure
translation of figures of speech from that the used literal translation convey the
English into Persian? appropriate meaning into the TL, many
2. Literature Review source readers should read the translated
Based on Britannica (2013), figures text (Larson, 1998).
of speech divided into five groups in Personification
European language. In this research, figures Personification is used to attribute
of speech were used only based on this the person characteristics to things or
classification: conceptual concepts such as; the sea was
1. Figures of resemblances or relationship angry or the sun smiled. This figure of
such as; simile, metaphor, personification, speech do not use in all languages, so it
metonymy, synecdoche, and so on, should be translated by an appropriate
2. Figures of emphasis or understatement equivalent in the TL. For rendering
such as; hyperbole, oxymoron, rhetorical personification into the TL, the translator
question, and so on, can use two procedures, he may retain the
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figurative sense in the TL, and sometimes was mentioned before, could apply for
he use nonfigurative meaning in the TL translating synecdoche.
(Larson, 1998). Hyperbole
Metonymy The figure of speech, or trope,
Based on Larson (1998), metonymy called hyperbole is bold overstatement, or
is to use figurative meaning of words the extravagant exaggeration of fact or of
because of associative relationship. possibility. It may be used either for serious
Although metonymy exists in most of the or ironic or comic effect (Abrams &
languages, but there is not the exact Harpham, 2009, p. 149). Meanwhile, Based
equivalent among the languages. If the on Britannica (2013), the used
translator uses literal translation to translate overstatement will be ridiculous, if
metonymy, figurative meaning, and hyperbole cannot produce an appropriate
associative relations would be eliminated. exaggerated effect. According to Larson
In most languages, translating figurative (1998), if the literal translation uses to
senses literally are probably inappropriate. translate hyperbole into the TL, the
He suggested three procedures for intentional exaggeration in the SL may be
translating metonymy. At first, the seemed falsity. The translator should be
translator can translate the figurative words assured that the appropriate effect and the
by nonfigurative words. For example, The proper meaning are conveyed into the TL.
kettle is boiling. can translate The water Rhetorical Question
is boiling. The second procedure is to use Rhetorical question is a type of
the original word with the additional sense. skewing that appears when grammatical
For example, Moses is read every day in forms are used to show a question but the
the Jewish synagogues. can translate The aim of the speaker is to produce a sentence
law written by Moses is read in the Jewish or an order. Rhetorical questions are not
synagogues. The third procedure is to used in all languages, so the translator
translate figurative meaning by the same should analyze the primary question and
figurative meaning in the TL. In addition to recognize that whether it is a real question
these procedures, sometimes the ST has or rhetorical question. Translation of real
entirely lacking a figurative language, but question is easy, but for translating
the best way to convey the meaning is to use rhetorical question, the translator should
the figurative language in the TT. recognize the meaning and the purpose of
Synecdoche the speaker and then produce an appropriate
Synecdoche is to replace part of corresponding to convey the similar
something instead of the whole. According purpose in the receptor languages.
to Britannica (2013), synecdoche is nearly When the translator discovers the
related to metonymy. In addition, Arp and meaning of the question, then he should
Johnson (2012) said that these two figures decide whether the proper meaning is
of speech are similar in some characteristics produced or not. Sometimes a rhetorical
because they both substitute some question in the SL can substitute by a proper
significant detail or aspect of an experience rhetorical question in the TL, so to do this
for the experience itself (p. 79). Therefore, the translator should use different forms in
as Larson (1998) stated, the three suggested the TL, because there is not the similar form
procedures for translating metonymy that in the two languages. He should use the
natural forms in the TL. In sum, if the
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translator could recognize the functions of for this study. To perform this study, figures
rhetorical questions, he does not need to of speech were selected as a subject matter,
translate them into the TL literally (Larson, i.e., to identify and analyze the figures of
1998). speech, the Harry Potter series and their
Oxymoron Persian translations were selected as the
Nolan (2005) defined oxymoron as sources of the subject. This series was
A contradiction in terms (p. 72). This chosen because it was full of figures of
figure of speech is used in poem and prose speech. On the other hand, based on
frequently. There are similarities between Britannica (2013), the series sparked great
them and the other figure of speech like enthusiasm among children and was
paradox and antithesis. If a paradox credited with generating a new interest in
shortens into two words, it would be called reading. Moreover, to carry out this study,
oxymoron. As an example, William the first 100 pages of each book were
Shakespeare in Romeo and Juliet said selected.
Why, then, o brawling love! O loving 3.1. Materials
hate (Britannica, 2013). Harry Potter Series and their
Figures of Sounds Persian translations were the materials that
Languages by applying sounds and used in this research. This series wrote by
metaphorical expressions construct a Joanne Kathleen Rowling. It includes seven
pleased utterance and meaning. The sounds books such as Harry Potter and the
effects like alliteration, repetition, and Philosopher's Stone (1998), Harry Potter
onomatopoeia have important roles in and the Chamber of Secrets (1999), Harry
different contexts. Translation of sounds Potter and the Prisoner of Azkaban (1999),
effects is sometimes impossible. The Harry Potter and the Goblet of Fire (2000),
translator has to use the related lexical units Harry Potter and the Order of Phoenix
in the TT, and sometimes he has to use (2003), Harry Potter and the Half-Blood
compensation (Newmark, 1988). Prince (2005), and Harry Potter and the
Errors Deathly Hallow (2007). Moreover, the
According to Newmark (1988), any Persian translations were those that
kinds of slip that exist in the ST, should be translated by Eslamieh (2000, 2003, 2005,
correct by the translator and without need to & 2007), and Eshragh (2003, 2005, &
any note in the TT. Moreover, the translator 2007). In addition, since Eslamieh did not
should correct the mistakes that occur translate the first book of Harry Potter
obviously in the ST by the author, except if series, only six books of this series were
the mistake is very clear and consider as a used in the present study.
slip, the translator should maintain an 3.2. Procedure of the Study
annotation in the TT to clarify the errors and In order to achieve the research
the intention of modifications. Newmark objectives, several steps were taken; first, to
(2001) also believed that errors should be extract figures of speech and their Persian
justified. The translator should improve and corresponding, read the selected parts of
rearrange them in the TT, if the ST is related Harry Potter Series and their Persian
to the actualities or it is faulty. translations were selected. After collecting
3. Methodology figures of speech, they were compared with
A correlational, descriptive, non- their Persian equivalents to find out the
experimental quantitative design was used translators problems in translating figures
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of speech into Persian. Next, to analyze the respectively. On the other hand, the most
collected data, the theories of Newmark, frequently applied strategies by the
Larson, and Nolan were applied. They translator of TT2 (Eshragh) were wrong
believed that the translator could not use equivalents and literal translation with the
literal translation for translating figures of frequency of 89 (32.7%) and 68 (25%)
speech, so they proposed different respectively.
strategies to translate figures of speech into Table 2: Frequency of applied strategies for
TL. Therefore, these theories were used in translating figures of speech
order to find which strategies had been
applied by Persian translators to translate
figures of speech from English into Persian.
The proposed strategies are shown in Table
1:
Table 1: Translation strategies for translating
figures of speech
To compute the frequency of

After comparing and analyzing the problems in translation of figures of speech
figures of speech and their Persian from English into Persian, the chi-square
corresponding and identifying the applied test was applied. Based on Table 3, the
strategies for translating figures of speech expected frequency in TT1 (those texts that
by two Persian translators, the frequency of translated by Eslamieh) was 27.2%.
Table 3: Chi-square test in TT1
used strategies was counted. Finally,
descriptive and inferential analyzes were
applied to answer the research question and
test its related hypothesis.
4. Results and Discussion
Figures of speech and their Persian To compute the frequency of
corresponding were analyzed based on the problems in translation of figures of speech
theories of Newmark (1988 & 2001), from English into Persian, the chi-square
Larson (1998), and Nolan (2005). The test was applied. Based on Table 4, the
results are shown in the following tables. expected frequency in TT2 (those texts that
Based on Table 2, it could be translated by Eshragh) was 20.9%.
concluded that in both translations, the Table 4: Chi-square test in TT2
literal and wrong equivalents were the most
frequently used strategies for rendering the
figures of speech into the TL. In sum, the
most frequently applied strategies by the
translator of TT1 (Eslamieh) were literal
translation and wrong equivalents with the The results confirm that the most
frequency of 60 (22.1%) and 59 (21.7%) common pitfalls in translating figures of
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speech from English into Persian based on not acquainted with the simile, figurative
Nolan (2005) are, not identifying of figures image, and comparison of the SL.
of speech, their related meanings and Moreover, the results indicate that
translating them literally. Therefore, as the based on Larson (1998), the most common
results indicate, the null hypothesis was problem in translating metaphor in Harry
rejected. Potter Series that the two translators were
As mentioned above, due to the faced with, comprehended of metaphors.
important role of figures of speech in Based on Larson, the two Persian
literature, and based on Nolan (2005), the translators were not familiar with the used
important duty of the translator is image, topic, and point of similarity in the
recognizing figures of speech in the ST, and metaphorical concept. In fact, this problem
then rendering and retaining the figurative is due to comprehending of point of
sense of figures of speech in the TT. He similarity differ among different cultures.
believed that the most common problem Based on Larson, the literal translation
that the translators are faced with is, not cannot convey the appropriate meaning into
identifying the SL figures of speech and the TL. As results show, the translators had
using the literal translation in the TL. difficulty in identifying and comprehending
Meanwhile, based on Larson (1998), using of metaphor in the Harry Potter Series.
literal translation for rendering the figures In addition, in translation of
of speech into the TL lead to uncertain and personification, the most frequently applied
meaningless corresponding. Therefore, strategies by Eslamieh was retaining,
translation of figures of speech has an however the frequency of literal translation
important role in understanding the original and wrong equivalents are significant. On
text. Thus, based on these theories and the the other hand, the most common applied
research findings, as the most frequently strategies by Eshragh were wrong
applied strategies by the two Persian equivalents. Based on Larson (1998), the
translators were the literal translation and translator for translating personification
using wrong and irrelevant equivalents, the should use retaining and non-figurative
most common problems that the two meaning in the TL. Based on this theory,
Persian translators were faced with are, not Eslamieh was approximately successful in
recognizing the figures of speech and their retaining the figurative sense of
related meanings. Therefore, it is in line personification in the TL. However, the
with the Nolans theory, that the important applied strategies by Eshragh in translating
problem in translating figures of speech is, personification from English into Persian
not identifying them in the ST. clash with Larsons theory.
As indicated in the results, the most Based on the results, in translation
frequently applied strategies by translators of metonymy, Eslamieh applied non-
for translating simile in Harry Potter Series figurative and retaining strategies. On the
was literal translation and wrong other hand, Eshragh used literal translation
equivalents. Based on Newmark (2001), the for half of them. However, based on Larson
most important problem in translating (1998), figurative meaning, and associative
simile from English into Persian that the relations would be eliminated by using
two Persian translators were faced with is literal translation. Therefore, translating
related to culture. Based on Newmark, it figurative senses literally are probably
seems that the two Persian translators were inappropriate.
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As the results show, Eslamieh used lexical unit in the TT for translating
non-figurative equivalents for rendering the alliteration. On the other hand, Eshragh
SL synecdoche into TL. However, Eshragh used wrong and irrelevant equivalents for
was not successful in rendering the rendering the sounds effects of alliteration
figurative sense of synecdoche into the TL. into Persian. Therefore, the aesthetic sense
Based on Larson (1998), if the synecdoche of alliteration has been lost in TT.
translates literally, figurative sense and Due to the results, the most
associative relation will be lost. frequently applied strategy by Eshragh for
As showed in the results, the two translating repetition is omission, but
translators used literal translation and Eslamieh used substitution for translating
wrong equivalents for rendering the most of the repetition. Based on Newmark
hyperbole into the TL. As Larson (1998) (2001), the repeated word should be
mentioned, the intentional exaggeration in frequently used in the TT, and sometimes it
the SL may be falsified by using literal can be substituted. However, Eslamieh as
translation. Based on the results, the well as Eshragh was not successful in
translators were not successful in conveying translating repetition, because she
the intentional effects into the TL. frequently used substitution, and it clashes
Besides, in translation of rhetorical with Newmarks theory that the translator
questions, the most frequently applied should frequently use the repeated words in
strategy used by Eslamieh was replacement. the TL.
Based on Larson (1998), it seems that she Moreover, the most frequently
approximately has recognized the meaning applied strategy for translating
and the purpose of the author and then onomatopoeia, based on the results was
produced an appropriate corresponding to replacement. Moreover, the other was
convey the similar purpose in the receptor translated by wrong or non-figurative
language. However, Eshragh used literal equivalents. As Newmark (1988) stated,
translation for translating rhetorical translating verbs of movement and actions
questions. Therefore, based on Larson, are not difficult, unless the TL lacks those
Eshragh did not recognize the functions of words. Based on this theory, although the
rhetorical questions, and could not produce Persian language is rich in sounds effects,
an appropriate corresponding to convey the but the SL onomatopoeic words were not
similar purpose in the TL. translated by proper equivalents in the TL.
The results show that, in translation Eshragh used omission, wrong equivalents,
of oxymoron, Eslamieh used literal and non-figurative equivalents for most of
translation and wrong equivalents for some the onomatopoeic words. Therefore, the
cases. Moreover, Eshragh used retaining figurative sense of onomatopoeic words has
and non-figurative equivalents for most of been lost in the TT.
the oxymoron, but few cases were As indicated in the results, Eslamieh
translated by literal translation. used literal translation and wrong
Further, as results show, non- equivalents for all of errors. Although,
figurative equivalents were used by based on Newmark (1988), any kinds of slip
Eslamieh as a most frequently applied that exist in the ST, should be modified or
strategies for translating alliteration. It is in justified. On the other hand, Eshragh used
line with the theory of Newmark (1988) that justification and modification only for half
believed the translator has to use the related of errors, and the other was translated
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wrongly. Therefore, based on the results, strategy applied by the translators in

the two translators were not successful in translating simile from English into Arabic.
rendering the errors into the TL. The findings of the present research
Furthermore, it is worth mentioning can be useful for teachers, translators,
that, the findings indicate that the two students, especially those engaged in
translators used wrong and irrelevant translation of figures of speech. Teachers
equivalents in some cases that did not can use the appropriate strategies in their
proposed by Newmark (1988 & 2001), translation classes, in order to enhance their
Larson (1998), and Nolan (2005). These students comprehension of figures of
were considered as other and were the speech. The students should be taught to use
most frequently used ones in translating appropriate translation strategies through
figures of speech by Eshragh, and were the their translations from English into Persian.
most frequently used ones in translating The present research can be useful
figures of speech by Eslamieh after literal for translators, especially beginners. They
translation. It indicates that the two can be aware of the existing problems in
translators were not successful in using translating figures of speech, so they can
appropriate translation strategies for avoid committing the same mistakes in their
translating figures of speech from English works. The findings of the present study can
into Persian. also be useful for syllabus designers. They
5. Conclusion can design syllabuses, in which students
The present research investigated find the opportunity to practice dealing with
the translation of figures of speech in the translation problems in translating figures
novel Harry Potter Series with their Persian of speech.
corresponding to find out which strategies
were used by the translators and to show Appendix: Data
In order to highlight the figures of speech
which problems, the translators were faced. in Harry Potter Series and their related Persian
The results indicated that the translations, some examples are presented.
translators applied literal and wrong or Name of Book Abbreviation
irrelevant equivalents for translating figures Harry Potter and the Chamber of Secrets
of speech much more than the other HP2
Harry Potter and the Prisoner of Azkaban
strategies proposed by Newmark (1988 & HP3
2001), Larson (1998), and Nolan (2005). It Harry Potter and the Goblet of Fire
could be concluded that the translators have HP4
not recognized the figures of speech and Harry Potter and the Order of Phoenix
their related meanings. HP5
Harry Potter and the Half-Blood Prince
The findings of this study support HP6
those results that obtained by Rastad (2010) Harry Potter and the Deathly Hallow
and Alshammari (2016). Rastad (2010) HP7
concluded that the literal translation Simile
(reproducing the image in the TL) was the 1. Uncle Vernon sat back down, breathing like a
winded rhinoceros (HP2, p. 3)
most frequently used strategy in translating (
metaphor from Persian into English. )7
Moreover, based on Alshammari (2016), (
the literal translation was the prominent )7

Page | 139
Here, the simile consists of topic Uncle Vernon, 7. Lines of lampposts, mailboxes, and trash
image a winded rhinoceros, and point of similarity cans jumped out of its way as it approached and back
being angry. The translators have ignored the into position once it had passed (HP3, p. 36)
cultural point, so the two TTs clash with the Persian
language.
2. In a voice as oily as his hair (HP2, p. 51) retaining )49 (
)61 (
(
)60 retaining )44 (
Here, the simile includes topic voice of 8. Buildings and benches squeezing themselves out
person, image oily hair, and point of similarity of the Knight Buss way (HP3, p. 41)
being greasy. In TT2, the translator has replaced
the SL metaphorical concept by a literal equivalent. )56 (
However, the translator of TT1 has used the
acceptable image, which does not clash with the )49 (
Persian language. Based on MacMillan (2010), squeeze
3. Uncle Vernon was deflating like an old tire (HP5, means, to move through an area or object.
p. 41) Therefore, TT1 has rendered the correct meaning,
but TT2 has wrongly translated.
)60 ( Metonymy
( 9. To bring the kettle back to the boil (HP4, p. 89)
)60 )106 (
Here, the simile includes the topic Uncle )119 (
Vernon, the image an old tire, and the point of The word kettle was substituted for
similarity to make someone or something consider water. Therefore, the translator has used the original
less important. The translators have ignored the word with the additional sense for rendering the SL
figurative sense meant by the SL author. meaning in TT1. The metaphorical concept has been
Metaphor literally translated in TT2.
4. A large beefy man (HP3, p. 16) 10. Harry asked the room at large, (HP6, p. 100)
)25 (
(20 ( )135 (
It is a clich metaphor. It describes someone :
who looks strong, heavy, and powerful )113 (
(Cambridge, 2008). Therefore, TT1 has replaced the Here, the word room was used in a
same image in the TL, but TT2 has translated figurative way to represent the people who are in the
literally. kitchen. The Persian translators have used the non-
5. Your sister was a bad egg (HP3, p. 28) figurative expression.
)38 ( Synecdoche
)34 ( 11. under this roof (HP2, p. 2)
It is a clich metaphor. Based on Haim )7 (
(2006), it should be translated in Persian as " )7 (
" . In TT1, the SL metaphorical concept has not The word roof was used in a figurative
been replaced by an appropriate equivalent. The SL way to refer to the house, which is a part of it. The
metaphorical concept has been translated literally in translator has used a non-figurative expression to
TT2. render the SL meaning in TT1; however, a literal
6. You look dead on your feet (HP3, p. 44) translation was used in TT2.
)58 ( 12. It all comes down to blood, (HP3, p. 28)
)52 ( )38 (
It is a dead metaphor. It means extremely )34 (
tired (Hornby, 2004, p. 320). Therefore, the The word blood is substituted for
translators have transferred the wrong meaning in somebodys family origins. The translator of TT1
TL. has used a nonfigurative word for rendering the
Personification meaning in the TL, but TT2 has translated literally.
Hyperbole
Page | 140
13. Dudley gasped and fell off his chair with a crash
that shook the whole kitchen (HP2, p. 2)
)8 (
)6 ( Here, the letters /h/, /w/, and /f/ repeated in
the SL. In the two TTs, the translators have used the
)6 ( same alliterated sound // for /h/. They also have
The two translators have replaced the same used correspondingly alliterated sound " "for /w/.
SL metaphorical image in the TL. Therefore, the translators have applied
14. Barely ten inches high, (HP4, p. 60) compensation strategy.
)71 ( 20. He raised his hand automatically and tried to
)83 ( make his hair lie flat (HP3, p. 54).
In TT1, the translator has replaced the SL
metaphorical image by the same metaphorical )71 (
concept in the TL. On the contrary, the translator of
TT2 has used a literal translation and ignored the SL )64 (
figurative image. The sounds effects have been lost in TT1.
Rhetorical Question On the other hand, neither the sounds effects nor the
15. Are you planning to eat or sleep at all this year? exact meaning has been preserved in the TT2.
(HP3, p. 57) Repetition
( 21. Speak not the name, sir! Speak not the name!
)75 (HP2, p. 15)
)21 ! ! (
)67 ( ! (
The interrogative form was used as a way )21
of expressing concern about the free time. The As mentioned in chapter two, Newmark
meaning is I am concerned about how you will have (2001) believed that the repeated words in the SL
free time to rest. should be repeated in the TL by using the same
16. Where are your manners? (Hp4, p. 13) equivalent. Therefore, the translators have used the
)24 ) (21 ( figure of repetition in the TL.
This kind of rhetorical question is used to 22. This was years and years ago (HP4, p. 84)
admonish someone. Based on Larson (1998), if the )101 (
rhetorical question used in the TL and render the )114 (
correct meaning, the translator can use it. Therefore, In TT1, the repeated word has been
the two translators have considered it as a question considered as a redundant and substituted by the
because the correct meaning is conveyed. proper meaning. The translator of TT2 has omitted
Oxymoron the repeated word.
17. A painful smile (HP3, p. 24) Onomatopoeia
retaining )34 ( 23. There was a loud clunk, a splutter, (HP2, p. 73)
literal )29 (
18. Its certainly an open secret that Potter )85 (
has had a most troubled adolescence (HP7, p. 27) )84 (
Based on, Haim (2006), the word clunk
non-figurative )40 ( and splutter should be translated in Persian as
" " and "" respectively.
non-figurative )36 ( Therefore, the SL onomatopoeic words have not
Alliteration been replaced by the same equivalents in the TL.
19. Harry potter was a wizard- a wizard fresh from 24. as with a deafening grinding and tinkling, (HP6,
his first year at Hogwarts School of witchcraft and p. 65)
wizardry (HP2, p. 3).
)89 (
( )75 (
)7 Based on Longman (2003), a grinding noise
is the continuous annoying noise of machinery parts
rubbing together (p. 637). Moreover, based on
Page | 141
Haim (2006), the proper equivalent for tinkling is http://dx.doi.org/10.17507/tpls.0603.0

" ". Therefore, the two translators have not 5
used culturally acceptable equivalents in Persian. Arp, T. R., & Johnson, G. (2012). AP edition of
Errors Perrines sound and sense: An
25. But I is not sure you did dobby a favor, sir, when
introduction to poetry (13th ed.).
you is sitting him free (HP4, p. 98).
United States of America: Wadsworth,
)116 ( Cengage Learning.
... Cambridge advanced learner's dictionary (3rd
)129 (... ed.). (2008). New York: Cambridge
Based on Newmark (1988), the translator University Press.
should modify the mistakes that occur obviously in Elder, J. (2004). Exercise your college reading
the ST by the author. The translator has modified the skills: Developing more powerful
mistake in TT2. comprehension. New York: McGraw-
26. Harry was filled alternately with restless energy Hill.
that made him unable to settle to anything, during
Encyclopedia of Britannica ultimate reference
which he paced his bedroom again, furious at the
whole lot of them for leaving him to stew in this suite. (2013). Chicago: Encyclopedia of
mess, and with a lethargy so complete that he could Britannica.
lie on his bed for an hour at a time, staring dazedly Eslamieh, V. (2000). Harry Potter and the
into space, aching with dread at the thought of the chamber of secrets (trans.). Tehran:
ministry hearing (HP5, p. 44) Ketabsaraye Tandis.
Eslamieh, V. (2000). Harry Potter and the
prisoner of Azkaban (trans.). Tehran:
Ketabsaraye Tandis.
Eslamieh, V. (2000). Harry Potter and the

goblet of fire (trans.). Tehran:

( Ketabsaraye Tandis.
)65 Eslamieh, V. (2003). Harry Potter and the
order of phoenix (trans.). Tehran:
. Ketabsaraye Tandis.
. Eslamieh, V. (2005). Harry Potter and the half-
blood prince (trans.). Tehran:
Ketabsaraye Tandis.
)63 ( Eslamieh, V. (2007). Harry Potter and the
The SL style has been retained in the TT1; deathly hallows (trans.). Tehran:
however, based on Newmark (2001), the translator
Ketabsaraye Tandis
of TT2 has used justification to improve the long
sentence, and rendered the meaning into the TL. Eshragh, P. (2007). Harry Potter and the
chamber of secrets (trans.). Tehran:
Nahid Publications.
References Eshragh, P. (2007). Harry Potter and the
Abrams, M. H., & Harpham, G. G. (2009). A
prisoner of Azkaban (trans.). Tehran:
glossary of literary terms (9th ed.).
Nahid Publications.
United State: Michael Rosenberg.
Eshragh, P. (2007). Harry Potter and the goblet
Alshammari, J. N. M. (2016). Analyzing Arabic
of fire (trans.). Tehran: Nahid
translation methods of English similes:
Publications.
A case study of the old man and the sea
Eshragh, P. (2003). Harry Potter and the order
by Ernest Hemingway. Theory and
of phoenix (trans.). Tehran: Nahid
Practice in Language Studies, 6(3),
Publications.
485-494.
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Eshragh, P. (2005). Harry Potter and the half- Rastad, A. (2010). A study of English
blood prince (trans.). Tehran: Nahid translations of metaphors in Sa'di's
Publications. Bustan. University of Allameh
Eshragh, P. (2007). Harry Potter and the Tabataba'i, Tehran: Unpublished MA
deathly hallows (trans.). Tehran: Nahid Thesis.
Publications. Rowling, J. K. (1998). Harry Potter and the
Haim, S. (2006). Farhang Moaser the larger sorcerer's stone. U.S.A.: Scholastic
English-Persian dictionary. Tehran: Press.
Farhang Moaser Publishers. Rowling, J. K. (1999). Harry Potter and the
Hornby, A. S. (2004). Oxford advanced chamber of secrets. U.S.A.: Scholastic
learner's dictionary of current English Press.
(6th ed.). New York: Oxford University Rowling, J. K. (1999). Harry Potter and the
Press. prisoner of Azkaban. U.S.A.:
Larson, M. L. (1998). Meaning-based Scholastic Press.
translation (2nd ed.). Lanham, Rowling, J. K. (2000). Harry Potter and the
Maryland: University Press of goblet of fire. U.S.A.: Scholastic Press.
America, Inc. Rowling, J. K. (2003). Harry Potter and the
Longman advanced American dictionary. order of phoenix (2nd ed.). U.S.A.:
(2003). England: Pearson Education Scholastic Press.
Limited. Rowling, J. K. (2005). Harry Potter and the
Macmillan English dictionary for advanced half- blood prince. U.S.A.: Arthur A.
learners (2nd ed.). (2010). United Levine Books.
States: Macmillan Publishers Ltd. Rowling, J. K. (2007). Harry Potter and the
Newmark, P. (1988). A textbook of translation. deathly hallows. U.S.A.: Arthur A.
Great Britain: Prentice Hall. Levine Books.
Newmark, P. (2001). Approaches to Tajalli, G. (2007). Idioms and metaphorical
translation. Shanghai: Shanghai expressions. Tehran: The Organization
Foreign Language Education Press. for Researching and Composing
Nolan, J. (2005). Interpretation: Techniques University Textbooks in the
and exercises. Great Britain: Cromwell Humanities (SAMT).
Press Ltd. Yule, G. (2006). The study of language (3rd
ed.). New York: Cambridge University
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Problems in Translating Figures of Speech: A Review of Persian Translations of Harry

1. Introduction something other than the ordinary way (p.

To compute the frequency of

wrongly. Therefore, based on the results, strategy applied by the translators in

International Journal of English Language & Translation Studies ISSN:2308-5460

Haim (2006), the proper equivalent for tinkling is http://dx.doi.org/10.17507/tpls.0603.0

International Journal of English Language & Translation Studies ISSN:2308-5460

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