Please use this identifier to cite or link to this item: https://elibrary.tucl.edu.np/handle/123456789/7172
Title: Multiple Translation of 'Kartabya': A Study from Cultural Perspective
Authors: Acharya, Gopal
Keywords: English language;Pedagogical implications.
Issue Date: 2008
Publisher: Department of English Education
Institute Name: Central Department of Education
Level: Masters
Abstract: The thesis entitled Multiple Translation of 'Kartabya': A Study from Cultural Perspective is an attempt of the researcher to discover the effective techniques used in translating cultural terms. The study aims at evaluating the techniques along with their strengths and weaknesses so that it can help to consolidate all the concerned who are related to Nepali-English language-pair translation in one or another way. The six translated versions of the story 'Kartabya' are analyzed to findout the techniques used in translating cultural words along with their frequency of occurrence. It is found that fifteen different techniques have been used, however, there is no observable pattern in the use of techniques in multiple translation. The selection of technique is influenced by the cultural color of words and the position of the items in the texts. The techniques having the highest frequencies of occurrence are found generally, more effective in rendering the message of source text in the target language. But, this is not applicable in all the cases and contexts. The thesis is divided into four chapters: Introduction; Methodology; Analysis and Interpretation; and Finding and Recommendations. The first chapter contains general background, literature review, objectives and the significance of the study. The second chapter contains the methodology, in which the sources of data, sampling procedures, tools for data collection, process of data collection and the limitation of the study are discussed. In the same way, the third chapter includes analysis and interpretation of the data obtained. Finally, the fourth chapter contains the findings and recommendations of the study along with some pedagogical implications.
URI: https://elibrary.tucl.edu.np/handle/123456789/7172
Appears in Collections:English Language Education

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