Krashen S Theory Of Language Acquisition Essay

Krashen S Theory Of Language Acquisition Essay Krashen S Theory Of Language Acquisition Essay Krashen’s Theory of Language Acquisition Professor Stephan D. Krashen is one of the most well-known experts of linguistics. His theory of second language acquisition, known as the Monitor Model, consists of five interconnected hypotheses: (1) the acquisition/learning hypothesis, (2) the natural order hypothesis, (3) the monitor hypothesis, (4) the input hypothesis, and (5) the affective filter hypothesis (Freeman & Freeman, 2011, p. 113). The acquisition/learning hypotheses refers to the idea that people are actually able to develop a second language through two methods: (1) by acquisition and (2) by learning. Acquisition is a subconscious process in which a learner is unaware of what they are gaining. It bases itself on how people communicate among each other through real and meaningful activities. Learning, on the other hand, is the product of formal instruction. It focuses on learning correct grammar and following the rules of target language. The natural order hypothesis focuses on the idea that whatever the language one is trying to learn, there is a particular order with which that language learning progresses. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence. According to Freeman & Freeman, â€Å"The natural order applies to language that is acquired, not language that is learned†(2011, p117). The monitor hypothesis bases itself on correcting the language of a language learner. It’s basically an editor that â€Å"provides us with rules we can use to monitor our output as we speak or write† (p 118). The monitor is a way of evaluating how well a student can communicate in the second language. The input hypothesis is based on comprehensible input, when the language acquisition students receive can actually be understood by them. When input is comprehensible, students are able to understand the essence of what is being said or presented to them. â€Å"To ensure that the input is comprehensible, teachers can use pictures, gestures, tone of voice, and hands-on activities† (Freeman & Freeman, 2004, p. 38). The affective filter hypothesis â€Å"explains the role of affective factors in the

Biography of Amedeo Modigliani, Modernist Artist

Biography of Amedeo Modigliani, Modernist Artist The Italian artist Amadeo Modigliani  (July 12, 1884–January 24, 1920) is best known for his portraits and nudes, which featured elongated faces, necks, and bodies. The distinctly modernist works were not celebrated during Modiglianis lifetime, but after his death, he achieved great acclaim. Today, Modigliani is considered a crucial figure in the development of modern painting and sculpture. Fast Facts: Amadeo Modigliani Occupation:  ArtistBorn:  July 12, 1884 in Livorno, ItalyDied:  Ã‚  January 24, 1920 in Paris, FranceEducation:  Accademia di Belle Arti, Florence, ItalySelected Works:  The Jewess  (1907),  Jacques and Berthe Lipchitz  (1916),  Ã‚  Portrait of Jeanne Hebuterne  (1918)Famous Quote:  When I know your soul, I will paint your eyes. Early Life and Training Born into a Sephardic Jewish family in Italy, Modigliani grew up in Livorno, a port city known as a safe haven for those fleeing religious persecution. His family suffered financial ruin at the time of his birth, but they eventually recovered. A sickly childhood prevented the young Modigliani from receiving a traditional formal education. He battled pleurisy and typhoid fever. However, he began drawing and painting at an early age, and his mother supported his interests. At age 14, Modigliani enrolled in formal training with local Livorno master Guglielmo Micheli. Modigliani often rejected the ideas of classical painting, but instead of disciplining his pupil, Micheli encouraged Amedeos experimentation with different styles. After two years of success as a student, Modigliani contracted tuberculosis, which disrupted his artistic education and perhaps his entire lifes trajectory: a mere 19 years later, the disease would claim his life. Parisian Artist In 1906, Modigliani moved to Paris, the center of artistic experimentation. He settled in an apartment in Le Bateau-Lavoir, a commune for poor, struggling artists. Modiglianis lifestyle was raucous and arguably self-destructive: he became addicted to drugs and alcohol and engaged in numerous affairs. Biographers have speculated that Modiglianis ongoing struggle with tuberculosis spurred his self-destructive lifestyle. In the early 1900s, tuberculosis was a leading cause of death, and the disease was contagious. Perhaps by burying his struggles under the influence of substances and hard-partying, Modigliani shielded himself from potential social rejection as well as the suffering caused by his illness. Painting Modigliani produced new work at a furious pace, creating as many as 100 drawings a day. Most of these drawings no longer exist, however, as Modigliani typically destroyed or discarded them during his frequent moves. In 1907, Modigliani met Paul Alexandre, a young physician and patron of the arts, who became one of his first steady customers.  The Jewess, painted in 1907, was the first Modigliani painting purchased by Alexandre, and is considered one of the prime examples of Modiglianis work during the period. A few years later, Modiglianis most productive period began. In 1917, with the patronage of Polish art dealer and friend Leopold Zborowski, Modigliani started work on a series of 30 nudes that became some of the most celebrated work of his career. The nudes were featured in Modiglianis first and only solo show, and it became a sensation. Police tried to close the exhibition down on the first day due to charges of public obscenity. With the removal of some of the nudes from a storefront window, the show continued a few  days later.   A photograph depicting Portrait of Jeanne Hebuteme on display in a gallery. Ben A. Pruchnie / Getty Images Modigliani created a series of portraits of fellow artists including  Pablo Picasso  while World War I raged in Europe. Among the most famous of these works is a portrait of the artist Jacques Lipchitz and his wife, Berthe. After beginning a relationship with Jeanne Hebuterne in the spring of 1917, Modigliani entered the final stage of his work. Hebuterne was a frequent subject for his portraits, and they are marked by the use of more subtle colors and elegant lines. Modiglianis portraits of Jeanne Hebuterne are considered some of his most relaxed, peaceful paintings.  Ã‚   Sculpture In 1909, Amedeo Modigliani met the Romanian sculptor Constantin Brancusi.  The meeting inspired Modigliani to pursue his lifelong interest in sculpture.  For the next five years, he focused on sculpting. A 1912 Paris exhibition at the Salon dAutomne featured eight stone heads by Modigliani. They demonstrate his ability to translate ideas from his paintings to a three-dimensional form. They also reveal strong influences from African sculpture.   Laura Lezza / Getty Images At some point in 1914, at least partially influenced by the rarity of sculpting materials with the outbreak of World War I, Modigliani abandoned sculpture for good. Later Life and Death Modigliani suffered from the progression of tuberculosis throughout most of his adult life. After a series of affairs and relationships, including one with Russian poet Anna Akhmatova in 1910, he appeared to live a life of relative contentment with 19-year-old Jeanne Hebuterne beginning in 1917. She gave birth to a daughter, Jeanne, in 1918. In 1920, a neighbor checked on the young couple after not hearing from them for several days. They found Modigliani in the final stages of tubercular meningitis. He succumbed to the disease in a local hospital on January 24, 1920. At the time of Modiglianis death, Hebuterne was eight months pregnant with the couples second child; she did by suicide the following day. Legacy and Influence During his lifetime, Modigliani was stubbornly idiosyncratic, refusing to associate himself with the art movements of his era, such as  Cubism,  Surrealism, and Futurism. Today, however, his work is considered pivotal to the development of modern art. Sources Meyers, Jeffrey. Modigliani: A Life. Houghton, Mifflin, Harcourt, 2014.Secrest, Meryle. Modigliani. Random House, 2011.

History Of Black Tea Essay Example | Topics and Well Written Essays - 500 words

History Of Black Tea - Essay Example As compared to the other oxidized teas, black tea is much stronger and contains more caffeine. There are two varieties of species, which are used in the black tea. One is the small-leaved Chinese variety plant, which is also used for the green and white plants. The other variety is the large-leaved Assamese plant. This type was only used traditionally for the Black Tea. Black tea is known as ‘Crimson Tea’, in Chinese and other languages influenced by Chinese. The name itself suggests a more accurate color of the liquid. In the ‘West’ when we talk about black tea, it mostly refers to tea without milk or cream, similar to the coffee that is served without milk. In ‘Chinese’, however black tea is regarded as Pu-erh, which is a common classification of post-fermented teas. Black tea retains its flavor for several years, unlike the green tea which loses it in a years’ time. Due to its retention of flavor, black tea has remained an article of trade. Moreover, black tea which is compressed into brick form is used as a form of de-facto currency in Mongolia, Tibet, and Siberia around the 19th century. Initially, when the tea was imported to Europe, it was either green or semi-oxidized. It was in the 19th century that black tea gained popularity, and people started preferring it over green tea. Despite the fact that green tea has its own health benefits, over 90 percent of the population in the west consume black tea (Tea Scapes n.p). Black tea is famously known as Red Tea in China.

Therese of Lisieux Essay Example | Topics and Well Written Essays - 500 words

Therese of Lisieux - Essay Example She almost shares this trait with another woman mystic, Saint Teresa of Avila (1515-1582). As Carol L. Flinters point out â€Å"Over and over in the lives of these women, perhaps most explicitly in Teresa and Therese, we come to see the incredible strength that comes of starting with â€Å"the little things† (Enduring Grace, Introduction, PP12). These saints gave away their lives for the sake of God and for others. Saint Therese was born in France in 1873 with a strange background of parenthood. Her father wanted to be a monk and her mother a saint. Thus after marriage they decided to go for celibacy. It was a priest who convinced them otherwise and they had nine children. Five children who survived were all girls. Therese lost her mother when she was just four. Her sixteen year old elder sister, Pauline was her second mother. But she lost this mother too as Pauline joined the Carmelite convent with in five years. Later after a few months when she fell ill and when every one thought that she was dying, she prayed at the statue of Mary in her room and found that Mary was smiling at her. She got cured. Carole L. Flinters points out that, such periods of illness and solitary sufferings are seen in the lives of most of these women mystics including Saint Teresa of Avila.

Psychoanalytical Approach to Family Counseling Essay Example for Free

Psychoanalytical Approach to Family Counseling Essay Whether one is conscious of it or not, we all have our respective worldviews. The way we view life in general and our approach to it is the worldview that control and guide us in every decision that we make – in the way we cope pressures, and even as we celebrate and enjoy good days. Since on a particular worldview a person stands or falls, it is very important to constantly check and evaluate one’s philosophy of life. If I will be asked the question: â€Å"Which philosophy is the best philosophy? † The best answer that I can come up with is, â€Å"Of course, the philosophy that encourages intellectual development. † Christianity is a religion that has been compared, every now and then, to many philosophical persuasions; and most of the time, it was either mixed with other worldviews which were totally strange to it, or the proponents of other strange worldviews have attempted to enjoin Christianity to their philosophy, which inevitably have resulted in confusion and clever duplicity in individuals who follow and experiment into this game (Cheung, 2007, p. 34). For generations, people in different civilizations have become witnesses of how their fellows advocated multiple philosophical disciplines. In fact, today, if one would just observe closely, many hold a compound of various beliefs that got rooted and accumulated for years in the family via environmental conditioning. The by-product of this kind of influence is an individual who cope through the varying situations and circumstances of life with the competence of a chameleon. This kind of approach will not properly help in the development and growth of a person as he or she wades his/her way through college. Contrary to the perception of many, the Biblical Worldview is the one philosophy that encourages the pursuit of true knowledge. It, in fact, commands the engagement of the intellect in the pursuit and exploration of true scientific studies. What precipitated the period of Enlightenment? Was it not when people were hungry for the Truth (Shelley, 1982, p. 55)? And these are periods in the history of humankind when the Biblical Worldview was being brought to the fore of society’s endeavors. If there are two philosophies that developed naturally from one to another, they are Judaism and Christianity. The flow of growth from beginning to consummation is recorded in the Old and the New Testament of the Bible (Escalona, 2008, p. 87). B. Literature review The Extent of Usefulness of the Theory A survey in literature reveals that there is little evidence so far in studies that deliberately seek to determine the efficacies of psychodynamic approach in comparison with any of the other approaches in the treatment of abnormal behavior. A few which came out, in particular one research looked into the applicability of treatment in anorexia and bulimia cases which utilized the psychodynamic model and other models such as cognitive orientation treatment. Results of the experiment by Bachar et al (1999, p. 67) showed positive outcomes where this particular approach was used. It must be remembered that mainstream psychology and psychiatry widely use the cognitive model in explaining and treating abnormal behavior. In the controlled, randomized study by Bachar and team members however, the research highlighted the efficacy of psychodynamic approach in the treatment of anorexia and bulimia disorders. Other studies however show that therapists usually employ a combination of cognitive and psychodynamic approaches or an integrative method in the psychological treatments and interventions (Kasl-Godley, 2000, p. 92). Many of the cases today then, support this view rather than a single method in an efficacious treatment of many of these mental and emotional diseases. The disadvantages of the psychodynamic approach in many of the studies done based on a using this as a single method is that of the apparent difficulty of precise measurements on the treatment procedure itself. The approach usually is limited by whether it can be exactly replicated. Specifically, one other limitation or disadvantage is that the cause of phenomena (i. e. , symptom substation) cannot be located. In addition, another setback is that not all individuals can be hypnotized when using hypnosis in the therapy especially (Kaplan, 1994, p. 431). Reference: Bachar, Eytan, Yael Latzer,Shulamit Kreitler, Elliot Berry 1999. Empirical comparison of two psychological therapies: Self Psychology and Cognitive Orientation in the treatment of Anorezia and Bulimia. Journal of Psychotherapy Practice and Research. American Psychiatric Association 8:115-128, Freud, Sigmund. [1901] 1990. The psychopathology of everyday life. New York. W. W. Norton and Company, Inc. Halonen, JS and JW Santrock, 1996. Psychology: Contexts of Behavior, Dubuque, IA: Brown and Benchmark, p. 810. Hilgard, ER, RR Atkinson, and RC Atkinson 1983. Introduction to Psychology. 7th ed. New York: Harcourt Brace Jovanich, Inc. Hurlok, E. B. 1964. Child Development. New York: Mcgraw-Hill Book Company, Inc. Kaplan, HI, BJ Saddock and JA Grebb. 1994. Kaplan and Saddock’s Synopsis of Psychiatry: Behaviroal Sciences clinical psychiatry. Baltimore: Williams and Wilkins. Kasl-Godley, Julia 2000. Psychosocial intervention for individuals with dementia: An integration of theory, therapy, and a clinical understanding of dementia. Clinical Psychological Review. Vol. 20(6). Leahey, B. B. 1995. Psychology: An Introduction. Iowa: WCB Brown and Benchmark. Rathus, S. A. 1990. Psychology 4th ed. Orlando Fl. : Holt, Rinehart and Winston, Inc. Sdorow, L. M. 1995. Psychology, 3rd ed. Dubuque, IA:WCB Brown and Benchmark Publishers Santrock, J. W. 2000. Psychology. New York: McGraw-Hill. ________ Models of abnormality http://intranet1. sutcol. ac. uk:888/NEC/MATERIAL/PDFS/PSYCHO/ASPSYCHO/23U2_T5. PDF Part II. Integration Section A. Introduction Nowhere is counseling more relevant than the conditions and dilemmas faced by man today. The Bible mentions about the the fears that assail humans then during the early days, and which will be experienced also as time draws to a close. Jeremiah 17:8 implies about the kind of fear which some if not many, will succumb â€Å"when heat comes† (RSV). This illustrates as well that the stressful days are but natural to one’s existence; an affliction to being born into a fallen world. Ephesians 2 is even more clear what befalls on a person who is â€Å"dead in trespasses and sins† (KJV); he is subject to the dictates of a world system (v. 2a, KJV), being in the clutches of the evil spirit (v. 2b, KJV), and awaits the anger that God has on them (v. 3, KJV). All these may position any individual to a life of anxiety, depression, wrongful habits ((v. 3, KJV), substance abuse and other addictions that definitely determine the deterioration of overall mental and physical health. The functioning therefore of any person may be compromised and taxed to the limits, producing individuals who are abusive and getting abused. When not operating in optimal condition, man is sure to experience what psychology tends to diagnose and label as malfunctioning and maladjusted; at worst, the evidence of mental institutions’ existence only shows how this truth has long been spoken about in the Bible. Hence, the Bible becoming more relevant, and a theologically and scientifically trained counselor is even more needed these days. In the field of counselling, the primary considerations that those in the field who are practicing directly or indirectly have something to do with the previously held belief system, or the worldview or philosophy behind the notion of human behaviour. This goes to say that one who ventures into the business of healing and curing emotions and psychological problems must get into a thorough understanding of his/her personal approach to the study of human behaviour. The counselor seeks to explain human nature, the issue of sin or prbably emphasizing or reducing the Scriptural mandate and God’s verdict (whichever side he/she is on), and which eventually dictates intervention strategies, if any. It is even bold as to say that counseling in whatever front is basically â€Å"religious† in nature because in the end, what is upheld or emphasized by the counselor expresses deep-rooted philosophy or religious beliefs. The paper thus seeks to present a personal understanding of how practice in counseling is believed to be done considering the personal qualities, depth and realizations of Biblical truths (this is pre-eminent), and many of the nitty-gritty concepts that comprise the practice of counseling in one’s context. Being in contemporary America, with the recent economic meltdown that leave many surprised and shocked of the reduction of most of their economic capabilities to barely the minimum, being relevant as a counselor is not only a necessity, but it is the very important ingredient to helping many survive with their mental faculties intact. Therefore, this paper makes bold assumptions about human nature in general, how this is addressed in various situations that the average man will be meeting, and how growth (which is interpreted as a positive direction the individual will take) in all areas of his existence may take place. B. Psychoanalytic therapy Leading figures Primary importance is given into the development of one of the most influential disciplines in the world today and that is psychology. This is due to the fact that psychology seemed almost foremost in virtually every kind of decision making process that man makes. Because of this serious biblical ministers and/or scholars or theologians have long studied these effects and have come up with their answers and with their verdict. A Brief History of Modern Psychology by Ludy T. Benjamin, Jr. (2006, p. 23) starts to trace the roots of psychology when Wundt, in 1879, initiated what is now recognized as the first psychology laboratory. The author Benjamin satisfies the reader on what made the psychology today a very much pursued subject of interest as well as a career. Tackling on the lives of the people foremost in this discipline, the book made an otherwise boring and usually uninteresting subject matter into an exciting topic any student will be able to handle. The author mentioned details of the pioneers’ lives and the social milieu that characterized their lives and culture during their day which in all realistic evaluation had made its contribution to what their theoretical perspectives had developed. Other important highlights include the development of psychological tests and assessment techniques that Stanford and Binet spearheaded among others. The following narrative on one of psychology’s key players and foremost in what is now known as the â€Å"first force† in the field gives the reader the importance of their contribution to cotemporary psychology (Benjamin, 2006, p. 76). -Freud, Sigmund Viennese neurologist, founder of psychoanalysis (1856-1939) took his medical degree at the University of Vienna in 1881 and planned a specialist’s career in neurology. Lack of means forced him to abandon his research interests for a clinical career. His interest in what was to become psychoanalysis developed during his collaboration with Josef Breuer in 1884, which resulted in Studies in Hysteria, The Interpretation of Dreams appeared in 1900, Three Contributions to the Theory of Sex in 1905, and the General Introduction to Psychoanalysis in 1916 – a book which contained the evolving theory of the libido and the unconsciousness, in subsequent years, Freud’s outlook became increasingly broad as revealed by the titles of his later works (Benjamin, 2006, p. 54). C. Psychoanalytic Theory The psychodynamic perspective is based on the work of Sigmund Freud. He created both a theory to explain personality and mental disorders, and the form of therapy known as psychoanalysis. The psychodynamic approach assumes that all behavior and mental processes reflect constant and unconscious struggles within person. These usually involve conflicts between our need to satisfy basic biological instincts, for example, for food, sex or aggression, and the restrictions imposed by society. Not all those who take a Psychodynamic approach accept all of Freud’s original ideas, but most would view normal or problematic behavior as the result of a failure to resolve conflicts adequately. This paper attempts to distinguish itself in trying to not only understand the theory that Freud pioneered and polished by some of his faithful followers but especially determine the extent of its usefulness in explaining and treating abnormal behavior.. It is the aim of the author to present in precis a description and explanation of the psychodynamic approach and its usefulness in the context of abnormal behavior (Kaplan, 1994, p. 657). To interpret the theoretical framework of Freud in the context of the Christian religion or Biblical Christianity is essential in order to discover whether their fundamental teachings can mix well in mainstream Christianity. Freud taught about the personality constructs of id, ego and superego; about free association, instincts (life and death); his very controversial psychosexual stages of oral, anal, phallic, latency and genital; the fixation and cathexis concepts. In general this is a theory of personality dynamics which is aimed at the motivational and emotional components of personality. It sounds good that according to Freud, man inherits the life and death instincts (libido and mortido). In the Biblical perspective, however, all these concepts are traceable to the sinful nature which all human species have inherited from the first couple Adam and Eve. In some portions of the Biblical record (Roman 5:12), Adam is said to be the federal head and from him has proceeded both sinful nature, which is inherent in all men, and death – which is the Fall’s eventual outcome. The Bible highlights sin as the main problem of all of the manifestations of abnormality as reflected or manifested in the psyche or human behavior (Bobgan, 1987, p. 543). This theory discounts religion’s God’s pre-eminence, sovereignty and will, and active role in a person’s life. It also discounts man’s ultimate accountability before an almighty God. Moreover, it discounts many of the fundamentals that the Bible teaches, like sin and repentance, just Freud’s other followers propounded (Bobgan, 1987, p. 544). Fundamentally, environment is not to be blamed. Nothing could be more accurate than stating it in exactly the same manner that the Apostle has echoed the true state of affairs. It is somehow true to say, â€Å"It’s all up in the mind. † People violate neighbors because first they have violated the laws of God. And so, â€Å"In the futility of their mind, having their understanding darkened, being alienated from the life of God, because of the ignorance that is in them, because of the blindness of their heart; who, being past feeling, have given themselves over to lewdness, to work all uncleanness with greediness† (Eph. 4:17-19). As daily news in the headlines air everyday, and practically speaking, people have made it their daily business to work driven by greed, never minding what they leave behind in their wake. Because the fight has long been lost – which is in the level of consciousness – everyone now is at the mercy of chance, relationally, in this world. And it goes both ways. Many of the disorders or mental illnesses recognized today without a doubt have their psychodynamic explanation aside from other viewpoints like that of the behaviourist, or the cognitivists. From simple childhood developmental diseases to Schizophrenia, there is a rationale that from Freud’s camp is able to explain (Kaplan et al, 1994, p. 76, 98, 456). I. The Psychodynamic concepts A. Theory of Instincts Libido, Narcissism, Instincts and Pleasure Reality Principles. Freud employed â€Å"libido† to denote to that â€Å"force by which the sexual instinct is represented in the mind. † This concept is quite â€Å"crude† or raw in its form hence this refers far more than coitus. Narcissism was developed by Freud as his explanation of people who happened to have lost libido and found that in the pre-occupation of the self or the ego, like in the cases of dementia praecox or schizophrenia. Persons afflicted with this mental illness appeared to have been reserved or withdrawing from other people or objects. This led Freud to conclude that a loss of contact with reality is usually common among such patients. The libido that he conceptualized as innate in every person is herein explained as invested somewhere else and that is precisely the role of self-love or narcissism in the life of one afflicted. The occurrence of narcissism is not only among people with psychoses but also with what he calls neurotic persons or in normal people especially when undergoing conditions such as a physical disease or sleep. Freud explains further that narcissism exists already at birth hence, one can expect realistically that newborn babies are wholly narcissistic (Sdorow, 1995, p. 67). Freud classified instincts into different distinguishing dimensions namely: ego instincts, aggression, and life and death instincts. Ego instincts are the self-preservative aspects within the person, while aggression is a separate construct or structure of the mind which is not a part of the self-preservative nature of the human mind. Its source is found in the muscles while its objective is destruction. Life and death instincts called Eros and Thanatos are forces within the person that pulls in opposite directions. Death instinct is a more powerful force than life instinct (Rathus, 1988, p. 55). The pleasure and reality principles are distinct ideas that help understand the other aspects of Freud’s theory. The latter is largely a learned function and important in postponing the need to satisfy the self (Sdorow, 1995, p. 98). B. Topographical theory of the mind Much like real physical mapping or description of a land area, the topographical theory appeared as attempt to designate areas of the mind into regions; the unconscious, the preconscious, and the conscious. The Unconscious mind is shrouded in mystery (Kaplan, 1994). It is the repository of repressed ideas, experiences and/or affects that are primary considerations when the person is in therapy or treatment. It contains biological instincts such as sex and aggression. Some unconscious urges cannot be experienced consciously because mental images and words could not portray them all in their color and fury. Other unconscious urges may be kept below the surface by repression. It is recognized as inaccessible to consciousness but can become conscious by means of the preconscious. Its content is confined to wishes seeking fulfilment and may provide the motive force for the formation of dream and neurotic symptoms. In other words, unconscious forces represent wishes, desires or thoughts, that, because of their disturbing or threatening content, we automatically repress and cannot voluntarily access (Santrock, 2000, p. 43). The Preconscious is a region of the mind which is not inborn but developed only when childhood stage is beginning to emerge. The preconscious mind contains elements of experience that presently out of awareness but are made conscious simply by focusing on them. Freud labelled the region that poked through into the light of awareness as the Conscious part of the mind. Conscious thoughts are wishes, desires, or thoughts that we are aware of, or can recall, at any given moment. It is closely related in understanding as that of the organ of attention operating with the preconscious. With attention the individual is able to perceive external stimuli. However, Freud theorized that our conscious thoughts are only a small part of our total mental activity, much of which involves unconscious thoughts or forces (Leahey, 1995, p. 433). C. Structural Theory of the Mind Freud conceptualized the mind into what is called as three provinces equivalent to its functions: the id, ego and superego. The id is that aspect which only looks forward to gratifying any of its desires and without any delay. The ego is the structure of the mind which begins to develop during the first year of life, largely because a child’s demands for gratification cannot all be met immediately. The ego â€Å"stands for reason and good sense† (Freud, 1901, p. 22), for rational ways of coping with frustrations. It curbs the appetites of the id and makes plans that are compatible with social convention so that a person can find gratification yet avert the censure of others. In contrast to the id’s pleasure, the ego follows the reality principle. The reality principle has a policy of satisfying a wish or desire only if there is a socially acceptable outlet available (Halonen et al, 1996, p. 43). The superego develops throughout early childhood, usually incorporating the moral standards and value of parents and important members of the community through identification. The superego holds forth shining examples of an ideal self and also acts like the conscience, an internal moral guardian. Throughout life, the superego monitors the intentions of the ego and hands out judgment of right and wrong. It floods the ego with feelings of guilt and shame when the verdict is negative (Halonen et al, 1996, p. 43). As children learn that they must follow rules and regulations in satisfying their wishes, they develop a superego. The superego, which is Freud’s third division of the mind, develops from the ego during early childhood (Hurlock, 196, p. 66). Through interactions with the parents or caregivers, a child develops a superego by taking on or incorporating the parents’ or caregivers’ standards, values, and rules. The superego’s power is in making the person feel guilty if the rules are discovered; the pleasure-seeking, id wants to avoid feeling guilty. It is motivated to listen to the superego as a moral guardian or conscience that is trying to control the id’s wishes and impulses (Hilgard, et al, 1979). From the Freudian perspective, a healthy personality has found ways to gratify most of the id’s demands without seriously offending the superego. Most of the id’s remaining demands are contained or repressed. If the ego is not a good problem solver or if the superego is too stern, the ego will have a hard time of it (Halonen et al, 1996, p. 43). D. Therapeutic goals Sigmund Freud offered a psychoanalytic viewpoint on the diagnosis and understanding of a person’s mental health. Other perspectives, the behavioristic paradigm offers to see this in a different light. The psychoanalytic perspective emphasizes childhood experiences and the role of the unconscious mind in determining future behavior and in explaining and understanding current based on past behavior. Basing on his personality constructs of the Id, Ego and the Superego, Freud sees a mentally healthy person as possessing what he calls Ego strength. On the other hand, the behavior therapist sees a person as a â€Å"learner† in his environment, with the brain as his primary organ of survival and vehicle for acquiring his social functioning. With this paradigm, mental health is a result of the environment’s impact on the person; he learns to fear or to be happy and therein lies the important key in understanding a person’s mental state. Considering that the achievement and maintenance of mental health is one of the pursuits of psychology, the following is a brief outline of what psychologists would endorse a healthy lifestyle. The individual must consider each of the following and incorporate these in his/her day to day affairs: 1. The Medical doctor’s viewpoint – well-being emphasis than the illness model 2. The Spiritual viewpoint- a vital spiritual growth must be on check. 3. The Psychologist’s viewpoint- emotional and relationship factors in balance. 4. The Nutritionist’s viewpoint – putting nutrition and health as top priority. 5. The Fitness Expert’s viewpoint- Exercise as part of a daily regimen. The theory I have in mind then is an amalgamation of several approaches, primarily the integration of the Christian worldview and the theories set forth by Cognitive-behaviorists and psychoanalytic models, and biological/physical continuum. There are other good models but a lot of reasons exist why they cannot be â€Å"good enough;† a lot depends on my own personality. Being authentic to who you are, your passion, is effectively communicated across an audience whether it is a negative or positive one. The basic way of doing the â€Å"amalgamation† or integration is that the Christian worldview takes precedence over the rest of the approaches. Although many of the concepts and premises of each theory mentioned are sound and at times efficacious, when it clashes with the faith-based theory, the former must give way to the latter. It is understood then, that I thoroughly examined each of the theory and set them against the backdrop of spirituality. Interpreting a problem that a client suffers for instance, entails that the theoretical viewpoint that I am convinced with, has better chances of properly understanding the maladjustments that the client had been suffering. To come up with the balanced worldview (an integration in other words), the balance between the realms mentioned, including the true frame of human individuals and the true nature of God (or theology) are properly considered. Thoroughly accepting the fact that there is no contest between the natural and the spiritual; only that troubles arise when one realm is overemphasized at the expense of another. This thin line or slight tension between the two levels is best expressed in the personhood of Jesus Christ, who was a perfect man as well as God. If we start to equate ourselves with that notion (which is usually happening) and we start to think that we are balanced, then we surely lack understanding or real self-awareness of the fact that we are deeply and seriously out of balance and this is one reason why we need help. ~ What are your general goals in therapy? Christian counseling admittedly embraces in reality, a basic integration of the biblical precepts on the view of man and psychology’s scientific breakthroughs in addressing the dilemmas that beset human individuals. Depending on the persuasion of the practitioner, especially whether he or she comes from either the purely theological or â€Å"secular† preparation, Christian counseling can either lean to certain degrees of theology or psychology. According to Larry Crabb, â€Å"If psychology offers insights which will sharpen our counseling skills and increase our effectiveness, we want to know them. If all problems are at core spiritual matters we don’t want to neglect the critically necessary resources available through the Lord by a wrong emphasis on psychological theory† (Crabb in Anderson et al, 2000). Dr. Crabb’s position certainly ensures that science in particular, has its place in counseling in as much as theology does. He made sure that all means are addressed as the counselor approaches his profession, especially in the actual conduction of both the diagnostic and therapeutic or intervention phases (Crabb in Anderson et al. , 2000). Trauma inducing and crisis triggering situations have spiraled its occurrence and in its primacy in the US and in many other countries in recent years. Its broad spectrum ranges from the national disaster category such as that of Hurricane Katrina or the 911 terrorist strikes in New York, Spain and England, to private instances such as a loved one’s attempt at suicide, the murder of a spouse or child, the beginning of mental illness, and the worsening situation of domestic violence (Teller et al, 2006). The acute crisis episode is a consequence of people who experience life-threatening events and feel overwhelmed with difficulty resolving the inner conflicts or anxiety that threaten their lives. They seek the help of counselors, paramedics and other health workers in crisis intervention centers to tide them over the acute episodes they are encountering. These are defining moments for people and must be adequately addressed else they lead lives with dysfunctional conduct patterns or disorders (Roberts et al, 2006). In the integrated or eclectic approach the goal of the therapy is not just relief to the patient or client. Although an immediate relief is very helpful, this may not always be the case in most illnesses. The goal as mentioned in the preceding pages is to provide long-term reduction of the symptoms and the occurrence of the disease altogether if possible. The management then is not impossible but neither is this easy. Specifically, the counselee or patient must want to heal or believe that there is going to be curative effects in the process. It presupposes that he/she must learn to trust the therapist in his/her capabilities as well in leading or facilitating the changes or modifications. It is very much essential that (in the perspective of a cognitive-behaviorist) that the client understands ownership to the deeds and choices in thought patterns he/she made are crucial to the recurring or occurring condition that s/he experiences (Rubinstein et al. , 2007; Corey, 2004). Moreover, the identification of specific treatments or interventions according to the diagnosed issue will be accommodated and implemented based on the chosen treatment modalities fit with the therapeutic approach utilized. It may be a single modality based on a single approach (e. g. , learning principles and desensitization for a patient with specific phobias) or it maybe a combination of many modalities (CBT, Rogerian, Phenomenological, or Family systems) (Rubinstein et al. , 2007; Corey, 2004). E. Summary Every theoretical approach has its own assumptions. In the psychodynamic theory, the following three assumptions help guide a student of human behavior or an expert in this field determine the underlying factors that explain the overt manifestations of specific behaviors. These assumptions therefore, help guide the diagnosis of the presence or absence of mental illness. They are the same assumptions that guide the therapist in choosing what treatment that will better help heal, cure or alleviate the symptoms. These assumptions are: â€Å"There are instinctive urges that drive personality formation. † â€Å"Personality growth is driven by conflict and resolving anxieties. † â€Å"Unresolved anxieties produce neurotic symptoms† (Source: â€Å"Models of abnormality†, National Extension College Trust, Ltd). The goals of treatment here include to alleviate patient of the symptoms is to uncover and work through unconscious conflict. The task of psychoanalytic therapy is â€Å"to make the unconscious conscious to the patient† (â€Å"Models of abnormality†, National Extension College Trust, Ltd). Employing the psychodynamic viewpoint, the therapist or social scientist believes that emotional conflicts, or neurosis, and/or disturbances in the mind are caused by unresolved conflicts which originated during childhood years. Reference: Corey, Gerald, 2004. Theory and practice of counseling and psychotherapy. Thomson Learning, USA. Corey, Gerald. 2001. The Art of Integrative Counseling. Article 29: â€Å"Designing an Integrative Approach to Counseling Practice† Retrieved May 9, 2009 in http://counselingoutfitters. com/vistas/vistas04/29. pdf Crabb, Larry, 2000. Found in Anderson et al resource. Christ-centered therapy. http://books. google. com/books? id=Rn-f2zL01ZwCpg=PA11lpg=PA11dq=effective+biblical+counseling+by+larry+crabb+critiquesource=webots=WFVYLIqP1nsig=MqIhqE_XfGzIQODAKV5iMPjqz14#PPA19,M1 Davison, Gerald C. and John M. Neale. 2001. Abnormal Psychology. Eighth ed. John Wiley Sons, Inc. Ellis, Albert 2001. Overcoming Destructive Beliefs, Feelings, and Behaviors: New Directions for Rational Emotive Behavior Therapy. Prometheus Books Kaplan, HI, BJ Saddock and JA Grebb. 1994. Kaplan and Saddock’s Synopsis of Psychiatry: Behavioral Sciences clinical psychiatry. Baltimore: Williams and Wilkins. Benjamin, Ludy T. Jr. 2006. A brief history of Psychology. Wiley-Blackwell; 1 edition. Bobgan, Martin Deidre. 1987. Psychology: Science or Religion? From Psychoheresy: The psychological seduction of Christianity. Eastgate Publishers. Retrieved May 6, 2009. http://www. rapidnet. com/~jbeard/bdm/Psychology/psych. htm Boring, Edwin G. et. al. 1948. Foundat

Bembos Discourse on Love :: Italian Renaissance History Europe Essays

Bembo's Discourse on Love The idea of the Renaissance Gentleman. Just as it is false to see the Renaissance as a simple and sharp contrast with the Middle Ages, as did Michelet and Burckhardt, neither should it be seen as all of one piece. After the age of civic humanism came the dominance of the Medici in Florence, and in those contacts made with eastern scholars when the Council of Florence was attempting the reconciliation of the Eastern and Western Churches (a last effort to stave off the menace of the Turk) Cosimo de'Medici had been attracted to the figure of Plato. So there came his patronage of Marsilio Ficino and the birth of the Platonic Academy. Ficino became the disciple of Plato, and an advocate of neo-Platonism. Perhaps coincidentally, but as befits a court, the contemplative ideal began once more to gain over the active one. It was transmitted potently to Europe by a book that mirrored one of the noblest of Italian courts, that of Urbino. This was Baldassar Castiglione's Il cortegiano/The Book o f the Courtier). Published in 1528 (that is, after the Sack of Rome, 1527) it has a nostalgic vision of the civilisation nurtured in Urbino from the time of Federigo da Montefeltro, in one of the most beautiful of princely palaces. Apart from offering in its close the neoplatonic idea to Europe, it recommended not so much the status of the courtier, as the ideal of the gentleman. There is no other comparable book that encapsulated the ideals of the Italian Renaissance, and its European success ensured the diffusion of the message. (Penguin Hutchinson Reference Library Copyright (c) 1996 Helicon Publishing and Penguin Books Ltd) Renaissance Humanism became increasingly concerned with the self and the fashioning of the self. In Il Cortegiano (The Courtier), published in 1528, Conte Baldassare Castiglione's ideal courtier is an exponent of the latter. The education or the self-fashioning of the courtier involves almost everything under the sun. Therefore, as the courtier must learn the proper skills of war, he must also learn how to love. Love, the deportment of the courtier towards court-ladies, keeps recurring in the conversation in the court at Urbino during the discourses of all four nights and the many controversies generated by Gaspar Pallavicino, Lord Julian, and Bernard Bibiena all involve love and culminate ultimately in Pietro Bembo's inspired Platonic exposition. Here, however, are a few problems.

Translating Metaphores in the Catcher in the Rye

TRANSLATING COLLOQUIAL IDIOMS/METAPHORS IN THE CATCHER IN THE RYE: A COMPARISON OF METAPHORICAL MEANING RETENTION IN THE SPANISH AND CATALAN TEXTS MICHAEL O’MARA Catholic University of Valencia San Vicente Martir Michael. [email  protected] es 57 In spite of the novel's position among the American Library Association's list of the one hundred most frequently censored books, The Catcher in the Rye (1951), by J. D. Salinger, is widely considered to be one of the most significant literary works of the twentieth century, frequently found in high school literary curricula throughout Europe and North America.The controversy concerns its alleged profanity, vulgar language and treatment of sexual themes, elements that typify Holden's use of the English language, or his idiolect. Idiolect refers to individual speech. It is based on grammar, word selection, phrases, idioms, and includes pronunciation. Of particular note is the author’s use of italics to denote emphasis, or wher e accents fall when considering rhythm in, and among, certain words. It is possible that this practice was brought almost to perfection in The Catcher in the Rye, in replicating speech patterns in written language.Quite possibly, it has not been matched since. The author’s ability to capture rhythm and colloquial speech is, indeed, quite remarkable. This is especially obvious for readers who are fluent in, or are native speakers of American English. Consider how the author stresses groups of words: â€Å"Wuddaya mean so what? † (p. 41) â€Å"You don't do one damn thing the way you're supposed to† (p. 41) â€Å"She was blocking up the whole goddam traffic in the aisle† (p. 87) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’MaraOther times, certain words are stressed: â€Å"What the hellja do that for? † (p. 41) â€Å"Well, don't get sore about it†¦ † (p. 82) â€Å"Which is som ething that gives me a royal pain in the ass. I mean if somebody yawns right while they’re asking you to do them a goddam favor† (p. 28) Finally, and perhaps most characteristic, the author stresses parts of words: â€Å"I mean I’m not going to be a goddam surgeon or a violinist or anything anyway† (p. 39) â€Å"It's not paradise or anything†¦ † (p. 55) â€Å"For Chrissake, Holden. This is about a goddam baseball glove† (p. 1) 58 Preserving the uniqueness of Holden Caulfield's idiolect has been a challenge for translators seeking to preserve the effect and the flavor of the discourse using the techniques that Salinger originally used, namely, stream of consciousness and dramatic monologue in which, directly and intimately, Holden tells his story in retrospect to the readers. This technique has the effect of reproducing the inner workings and thought processes of Holden —disjointed and random— and also provides dialogs that are remarkably fluid and natural.To represent Holden and his frustrations using the same register in another language is a daunting chore, indeed, especially since Holden attaches his own meanings to the language that he uses. Costello1 reminds us that Holden appropriates common expressions from his period and makes them his own. For example, his free and loose use of â€Å"and all† to end thoughts along with the affirmative â€Å"I really did† or â€Å"It really was† are repeated throughout the novel, helping to forge Holden's own distinct personality.Other authors have commented upon the importance of Holden’s speech in defining his character in relation to the readers: â€Å"†¦ his language, his own idiolect, full of idioms and colloquialisms, is the main feature that will contribute to Holden’s development as a character in his transition from adolescence to adulthood and his relationship with the reader†2. Although translating Hold en's idioms may present challenges, it may be one of the most important aspects of preserving the flavor of his idiolect and effect it has on readers.Holden Caulfield's idioms Like other languages, English is full of idioms such as â€Å"to break a leg† and â€Å"to pull someone's leg†. An idiom is a form of expression, grammatical construction, phrase, etc. , peculiar to a language; a peculiarity of phraseology approved by the usage of a language, and often having a signification other than its grammatical or logical one. 3 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Idioms generally have three characteristics: 1.Their meaning cannot be deduced from their components or any arrangement thereof, and must be learned as a whole. If one were to interpret ‘to break a leg’ solely on the basis of its components it might be very difficult to realize tha t the actual meaning is positive, meaning to have a good time, not incur injury, especially when used in the imperative. Likewise, nowhere in the expression ‘to pull someone’s leg’ there appears any element that would suggest joking, or specifically, having someone believe things that are not true. 2. None of their constituents may be substituted with words of similar meaning.For example, if one were to substitute the word ‘fracture’ for ‘break’ in to ‘break a leg’, the meaning would be lost. Likewise, upon being the object of joking one could not say that he or she had had his or her leg ‘stretched’. 3. Finally, idioms cannot be syntactically modified. One would probably not be understood if one were to say ‘I had my leg broken’ meaning ‘I had a good time’; it would be similarly confusing to say ‘I had my leg pulled yesterday’ if one were to communicate that they were joke d with yesterday. Without any contextual information a learner of English might have little idea what these expressions mean.Clearly, the meaning in these phrases is figurative, or â€Å"expressing one thing in terms normally denoting another†4 and metaphorical where â€Å"a figure of speech in which a word or phrase denoting one kind of object or idea is used in place of another to suggest a similarity between them (as in the ship plows to sea)†. 5 For this reason, the idioms in question found in the book could be referred to as colloquial metaphors6 as some authors prefer: metaphors for the aforementioned semantic arguments and colloquial because they are metaphors which exist in the more informal registers, in this case, slang.But the term ‘colloquial idiom’ seems to be preferable in most research contexts7. For this reason I will refer to them as colloquial idioms/metaphors. This study focuses primarily on the pragmatic purpose of these metaphors since it is the idiolect of Holden Caulfield that is to be examined in its aesthetic effect and ‘flavor’. Therefore, not all metaphors found in Holden's idiolect were chosen. In fact, some metaphors are so common that it has been forgotten that they are metaphors, having been accepted into standard use.Such is the case with the great majority of phrasal verbs in English: ‘get up’, ‘get over’, etc. Also, there are many examples of colloquial word combinations repeated with some frequency in the novel, but they have not been included in the study as their metaphorical qualities are more abstract8 and might rather, and more appropriately, be studied as collocations, or words that are found to occur together, to examine their restrictions of usage in relation to other components (prepositions, verbs, etc. . Here are some examples that use the word ‘hell’: miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137- 6368 59 Michael O’Mara hell of it as hell The hell out to bang hell (as a noun) The hell with it in hell 29, 61, 73,210 34,35, 37, 38, 94, 113 52, 179 53, 115, 69 146 TABLE 1: Common word combinations not included in the study and their page numbers Theoretical framework We are in agreement with Lorenzo, M. et al. in that the first step a translator must take is to clearly define his objective before producing a translation which is as true as possible to the original text. One of the aspects of Hans Vermeer’s concept of skopos (1989:227) is the establishment of a clearly defined objective or purpose for translation: Any form of translational action, including therefore translation itself, may be conceived as an action, as the name implies. Any action has an aim, a purpose. The word skopos, then, is a technical term for the aim or purpose of translation. 0 This said, we are in agreement with Lorenzo et. al (1999: 324) in the transators’ role to â€Å"preserve t he purpose of the ST (source text) without any gratuitous alteration. The main objective of any translation should be that of faithfulness to the original text with close attention to coherence. With this objective in mind, any translation of The Catcher in the Rye must consider the possible purposes the author had in using colloquial idioms/metaphors in the first place.Paul Newmark proposes that there are two purposes that metaphors serve: a referential purpose, which describes â€Å"a mental process or state, a concept, a person, an object, a quality or an action more comprehensively and concisely than is possible in literal or physical language†9 and a pragmatic purpose â€Å"which is simultaneous, is to appeal to the senses, to interest, to clarify â€Å"graphically†, to please, to delight, to surprise. The first purpose is cognitive, the second aesthetic. 10 Although Holden's colloquial metaphors/idioms do have referential significance, it is arguable that much o f their significance in forming an integral part of his idiolect derives from their pragmatic or aesthetic purpose, their contribution to the flavor of Holden's discourse. Any translation of The Catcher in the Rye would have to be sensitive to the effect that they produce on readers, and try to produce the same effect in the miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye translation (Nida's Equivalent Effect). This would entail, whenever possible, locating in the target language a metaphor used in informal registers whose semantic content overlaps as closely as possible the meanings of the original metaphor. This would require a parallelism between form and meaning or a principle of identity as Lorenzo et al. (1999) describe where: †¦ ny element in the ST [source text] should be translated and translatable into the TT [target text] by paying close attention not only to t he content but also to the form. Accordingly, there should be a close structural and meaningful parallelism (=identity) between the source and the target language. The translator, then, should stick to the ST itself as the only base for the process of translation. The TT, therefore, will be the result of a close analysis of the ST by following the identity principle and an attempt at further interpretation or deviation should be discarded. 1 For the sake of simplicity in this research, I will be using Lopez’s (1997) definition12 of lexicalized structures with a slight modification: her definition encompasses idioms and cliches which can be understood in a broader sense as ‘word combinations’, ‘fixed expressions’ and ‘phrasal lexemes’. Although they are distinctive elements in the idiolect of Holden as well, I propose to exclude routine formulae (you could tell, if you know what I mean) and non-canonical expressions, understood by Lyons ( 1968: 178) in Lopez as ‘schemata’ (How about†¦? , to focus the research specifically on Holden's colloquial idioms/metaphors and the methods that were used in their translation. These will be described according to Lopez’s model13, which was derived in part from Baker (1992), who describes four principal methods: literal translation, translation by equivalence, translation by modification and translation by omission. Literal translation involves the use of a lexical structure in the target language that is similar in form and meaning. These correspondences are rarer, but they do occur. For example when Holden says â€Å"I damn near dropped dead† (p. 1) the colloquial idiom/metaphor â€Å"to drop dead† is translated using the literal translation method as there exists a correspondence in form and meaning in both Spanish â€Å"Casi me caigo muerto† (p. 46), and Catalan â€Å"Va anar de poc que no caigues a terra mort† (p. 51). Trans lation by equivalence is a method that is often employed when there is no complete correspondence between structure and form between the source and target language. It involves the use of another lexical structure in the target language that is similar in meaning but different in form. â€Å"I wouldn’t have the guts to do it† (p. 9) is translated into Spanish as â€Å"no habria tenido agallas para hacerlo† (p. 116) and into Catalan as â€Å"no tindria pebrots de fer-ho† (144). The structures themselves are practically identical; the difference resides in the fact that while the noun ‘guts’ can express courage idiomatically in English, the same is not true in miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 61 Michael O’Mara 62 Spanish or in Catalan and is realized by different nouns, namely, ‘agallas’, literally ‘gills’ or ‘tonsils’ in Spanish and ‘p ebrots’, or literally, ‘peppers’ in Catalan.Translation by modification involves paraphrasing or explaining the metaphorical meaning of a lexicalized structure. The result is the loss of figurative meaning; the idea is no longer expressed in metaphorical terms. This method is usually employed when no equivalent or near equivalent structure can be found in the target language. Baker argues that this technique is also used when â€Å"it seems inappropriate to use idiomatic language in the target text because of differences in stylistic preferences of the source and target languages†. 14 For example, â€Å"Old Stradlater was one of his pets†¦ (p. 43) is translated in Spanish as â€Å"Stradlater era uno de sus favoritos†¦ † (p. 60) and Catalan as â€Å"L'Stradlater era un dels seus preferits†¦ † (p. 71). In English ‘pet’ has the following meanings: â€Å"1: a domesticated animal kept for pleasure rather than utility; 2a: a pampered and usually spoiled child; b: a person who is treated with unusual kindness or consideration: darling†. 15 The meanings of this word in Spanish (animal domestico† or â€Å"mascota†) and in Catalan (â€Å"animal domestic†) are not usually extended to describe people who are treated with â€Å"kindness and consideration†.Here, a similar metaphor in meaning but not in form could be used, or, as is the case in this example, the metaphor might be paraphrased or explained. The last method, omission, is used when a metaphor in the source language is not translated since an equivalent cannot be found, or because it is not easy to explain, or for stylistic reasons is not deemed appropriate for inclusion. This last method introduces some interesting concerns: it is quite possible that there is no similar structure in the target language to explain the paraphrasing of a metaphor, but if such similar or equivalentt structures were to exist, there ight be other elements within the greater cultural context of the target language (elements absent in the greater cultural context of the source language) that could impact the appropriateness of their use. Perhaps, what should be considered is whether the possible connotations that the metaphor could have or produce outside its culture of origin might distract the reader from the original field of reference of the metaphor, or introduce secondary meanings that are not necessarily present in the circumstances of the original metaphor. miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye Source text colloquial metaphors and their target text representations: Description METAPHOR ST (P. ) 1 †¦ I got pretty run-down†¦ (1) SPANISH TT (P. ) †¦ me quedara bastante hecho polvo†¦ (9) Equivalence 2 It killed me. (2) Me dejo sin habla. (10) Equivalence 3 Strictly for the birds. (2) Bobadas. (10) Modification 4 So I got the ax. They give guys the ax quite frequently at Pencey. (4) Asi que me expulsaron. En Pencey expulsan a los chicos con mucha frecuencia. (12) Modification 5 I have no wind,†¦ (5) No tengo nada de fuelle†¦ 13) Equivalence 6 They got a bang out of things,†¦ (6) Pero se lo pasaban bomba con sus cosas,†¦ (16) Equivalence 7 †¦ though – in a half-assed way, of course. (6) †¦ un poco a lo tonto, claro. (16) Equivalence 8 It gets on your nerves sometimes (7) A veces te ponia nervioso. (17) Modification16 9 That knocked him out. (8) Se hizo una gracia tremenda. (17) Equivalence 10 I mean he didn't hit the ceiling or anything. (8) Vamos, que no se puso como una fiera ni nada. (18) Equivalence CATALAN TT (P. ) †¦ d'acabar ben desinflat†¦ (7) Equivalence En va deixar de pedra. (8) Equivalence Sense comentaris. 8) Modification O sigui que em van fotre al carrer. Foten la gent al carrer ben sovint, a Pencey. (11) Equivalence 63 No aguanto gens†¦ (13) Modification S'ho passaven be,†¦ (15) Modification †¦ pero a mig gas, es clar. (15) Equivalence A vegades et posava nervios. (16) Modification Aixo el va fer petar de riure. (17) Equivalence Vull dir que no va pujar per les parets ni res d'aixo. (18) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) 11 So I shot the bull for a while (12) SPANISH TT (P. ) †¦ asi que me enrolle un buen rato. 23) Modification CATALAN TT (P. ) Aixi que vaig xerrar una estona. (24) Modification Es ficaven pel coi de finestra i tot. (24) Literal Aquesta historia em va deixar ben de pedra. (32) Equivalence †¦ i llegeixo molts llibres de guerra i de misteri i etcetera, pero no m'entusiasmen gaire. (33) Modification â€Å"Suare sang†¦ † (47) Equivalence †¦ m'ho passo de por imitant-les. (49) Equivalence No aguanto res de res. ( 49) Modification 12 They were coming in the goddam window. (13) Los habia a patadas. (24) Equivalence 13 That story just about killed me. (18) Esa historia por poco me deja sin habla. (31) Equivalence 4 †¦ and I read a lot of war books and mysteries and all, but they don't knock me out too much. (18) †¦ y leo un monton de libros de guerra y de misterio y todo eso, pero no me vuelven loco. (31) Equivalence 15 64 â€Å"†¦ I'll be up the creek†¦ † (28) â€Å"†¦ me la cargo†¦ † (43) Equivalence 16 I get a bang imitating them. (29) †¦ lo paso bomba imitando a†¦ (44) Equivalence 17 I have hardly any wind at all (29) Tengo muy poco fuelle. (44) Equivalence 18 I damn near dropped dead. (31) Casi me caigo muerto. (46) Va anar de poc que no caigues a terra mort. (51) Literal Literal I no ho deien nomes per dir. 63) Modification El feia tornar boig†¦ (69) Equivalence L'Stradlater era un dels seus preferits†¦ (71) Modification 19 A nd they weren't just shooting the crap. (38) Y no lo decian por decir. (54) Modification 20 It drove him crazy†¦ (41) Le sacaba de quicio†¦ (59) Equivalence 21 Old Stradlater was one of his pets†¦ (43) Stradlater era uno de sus favoritos†¦ (60) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 22 I'd been given the ax†¦ (51) SPANISH TT (P. ) †¦ e habian expulsado†¦ (71) Modification CATALAN TT (P. ) †¦ m'havien fotut fora†¦ (85) Equivalence †¦ i jo estava aqui, expulsat una altra vegada. (85) Modification No hi toca gaire†¦ (86) Equivalence Aixo em va deixar clavat. (91) Equivalence Aixo em va matar. (91) Literal Despres vaig comencar a deixar anar la llengua de debo. (92) Equivalence †¦ i vaig poder descansar la llengua. De totes , maneres no em sap greu haver-la fet anar una estona. (93 ) Equivalence †¦ despres del que li vaig deixar anar†¦ (94) Equivalence Que n'era una de ben grossa†¦ (95) Equivalence Tenia ganes de trucar algu. 97) Modification Despres vaig pensar de trucar a la mare de Jane Gallagher†¦ (97) 65 23 -and here I was getting the ax again. (52) †¦ mientras me estaban expulsando otra vez. (71) Modification 24 She doesn't have all her marbles any more†¦ (52) Esta un poco ida†¦ (72) Equivalence 25 That killed me. (55) Me dejo sin habla. (76) Equivalence 26 That killed me. (55) Me dejo sin habla. (76) Equivalence 27 Then I really started chucking the old crap around (56) Entonces fue cuando de verdad empece a meter bolas. (77) Equivalence 28 †¦ and it gave me a chance to quit shooting it. I'm glad I shot it for a while, though. (57) .. me dio la oportunidad de dejar de largar. Pero me alegre de haber largado un rato. (78) Equivalence 29 †¦ after all the crap I shot, (57) †¦ despues de todo el rollo que le largue†¦ (78) Equivalence 30 Which was really a hot one†¦ (58) Esa si que era buena†¦ (80) Modification 31 I felt like giving somebody a buzz. (59) Tenia ganas de llamar a alguien. (81) Modification 32 Then I thought of giving Jane Gallagher's mother a buzz,†¦ (59) Luego pense en llamar a la madre de Jane Gallagher†¦ (81) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. SPANISH TT (P. ) Modification CATALAN TT (P. ) Modification †¦ no hi hauries de fer el ximple†¦ (102) Equivalence Vaig passar-me tota la nit festejant amb una hipocrita terrible†¦ (103) Equivalence †¦ vaig comencar a jugar amb la idea de trucar a la Jane,†¦ (103) Modification 33 †¦ you shouldn't horse around with her at all,†¦ (62) †¦ no deberias hacer el indio con ella†¦ (85) Equivalence 34 I spent the whole night necking with a terrible phony†¦ (63) Me pase toda la noche besandome y todo eso con una chica falsisima†¦ (85) Modification 35 I started toying with the idea,†¦ , of giving old Jane a buzz†¦ 63) †¦ empece a jugar con la idea de llamar a Jane,†¦ (86) Modification 36 Anyway, I went over to the phone and gave her a buzz. (63) Bueno, pues fui al telefono Es igual, vaig agafar el y la llame. (86) telefon i li vaig trucar. (104) Modification Modification †¦ , va anar de ben poc que no truco a la Phoebe,†¦ (110) Modification Pero no podia arriscar-me a fer-li una trucada,†¦ (110) Equivalence †¦ no m'hauria fet res xerrar una estona amb la Phoebe. (110) Modification †¦ L'Allie tenia en barco de vela i li agradava jugar-hi†¦ (112) Modification Sabia que no el deixaria anar gaire lluny amb ella†¦ 130) Modification 66 37 †¦ I damn near gave my kid sister Phoebe a buzz,†¦ (66) †¦ estuve casi a punto de llamar a mi hermana Phoebe. (90) Modification 38 But I couldn't tak e a chance on giving her a buzz,†¦ (66) Pero no podia arriesgarme a llamarla†¦ (90) Modification 39 †¦ I certainly wouldn't have minded shooting the crap†¦ (67) Pero no me habria importado pegar la hebra†¦ (90) Equivalence 40 Allie had this sailboat he used to like to fool around with†¦ (68) Allie tenia un barquito de vela con el que le gustaba jugar†¦ (92) Modification 41 I knew she wouldn't let him get to first base with her,†¦ 80) Sabia que no le habria dejado llegar hasta el final con ella†¦ (105)17 Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 42 †¦ and a lot of other very tricky stuff that gives me a pain in the ass. (84) SPANISH TT (P. ) †¦ y un monton de florituras de esas que me dan cien patadas. (110) Equivalence CATALAN TT (P. ) †¦ i tota una altra pila de filigranes que em fan venir mal d'estomac. (137) Equivalence Soc un d'aquells tios forca gallines. (143) Equivalence †¦ no tindria pebrots de fer-ho. 144) Equivalence No es pas gens divertit ser gallina. Potser no soc gallina del tot. No ho se. Em sembla que potser soc nomes una mica gallina†¦ soc una mica gallina†¦ El que no s'hauria de ser es gallina. (145) Equivalence Es ser gallina d'una manera molt curiosa†¦ pero es ser gallina, i tant. (146) Equivalence Ell va quedar ben torrat†¦ (146) Equivalence Tens ganes de sucar aquesta nit? (147) Equivalence †¦ no m'havia de mudar ni res per una prostituta†¦ (149) Equivalence Quan fa una estona que les petoneges,†¦ (150) Modification 43 I'm one of these very yellow guys (88) Soy un tio de lo mas cobarde. 115) Modification 44 I wouldn't have the guts to do it. (89) †¦ no habria tenido agallas para hacerlo. (116) Equivalence 45 It's no fun to be yellow. Maybe I'm not all yellow. I don't know. I think maybe I'm j ust partly yellow†¦ I'm partly yellow†¦ what you should be is not yellow at all. (89) No tiene gracia ser cobarde. Aunque quiza no sea cobarde del todo. No se. Creo que en parte soy cobarde†¦ en parte cobarde†¦ No se debe ser cobarde en absoluto; (117) Modification 67 46 It's a funny kind of yellowness†¦ but it's yellowness, all right (90) †¦ es un tipo de cobardia bastante raro, pero aun asi es cobardia. 117) Modification 47 He got stinking,†¦ (90) El acabo curda perdido†¦ (118) Equivalence 48 Innarested in a little tail t'night? (91) ?Te interesa echar un polvo esta noche? (118) Equivalence 49 I know I didn't have to get all dolled up for a prostitute or anything†¦ (91) †¦ no tenia que ponerme de punto en blanco ni nada de eso para una prostituta†¦ (119) Equivalence 50 After you neck them for a while,†¦ (92) Despues de que te has besado y achuchado y todo eso con ellas,†¦ (120) Modification miscelanea: a journal of e nglish and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. 51 When I'm horsing around with a girl†¦ (93) SPANISH TT (P. ) †¦ cuando estoy enrollandome con una chica†¦ (121) Equivalence CATALAN TT (P. ) †¦ quan estic amb una tia†¦ (151) Equivalence Vaig pensar de trucar a la Jane,†¦ (169) Modification †¦ si no ens haguessim petonejat tant i tant. (170) Modification †¦ la persona que estic petonejant†¦ (170) Modification Em tocava molt l'oremus†¦ (171) Equivalence †¦ m'havien tornat a fotre fora. (173) Equivalence †¦ faria una trucada a la Jane†¦ (186) Equivalence Podia agafar alguna cosa ben jazzy†¦ i xiular-ho tan facil i be†¦ que et podia deixar de pedra. 198) Equivalence Vam fer una mica de comedia al taxi. (200) Equivalence Ets pitjor que un gra al cul†¦ (212) Literal 52 I thought of giving old Jabe a buzz,†¦ (105) Pense en llamar a Jane†¦ (136) Mo dification 53 †¦ if we hadn't necked so damn much. (105) †¦ si no nos hubieramos besado y achuchado tanto. (137) Modification 54 †¦ whoever I'm necking†¦ (105) †¦ la persona con la que me estoy besando y todo eso†¦ (137) Modification 68 55 She gave me a pain in the ass†¦ (106) Me caia como una patada en el culo†¦ (138) Literal 56 I got the ax again (107) †¦ me habian expulsado otra vez. (139) Modification 7 †¦ I'd give old Jane a buzz†¦ (116) †¦ podia llamar a Jane†¦ (149) Modification 58 He could take something very jazzy†¦ and whistle it so nice†¦ it could kill you. (124) Podia coger una cancion muy de jazz†¦ y la silbaba tan bien y tan suavecito†¦ que te podias morir. (158) Literal 59 We horsed around a little bit in the cab†¦ (125) En el taxi†¦ nos besamos y nos achuchamos un poco. (159) Modification 60 You give me a royal pain in the ass†¦ (133) †¦ me caes peor que una patad a en el culo. (169) Literal miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) 61 Boy, did she hit the ceiling when I said that. (133) SPANISH TT (P. ) Jo, como se puso cuando le dije aquello. (169) Equivalence CATALAN TT (P. ) Hosti, si va tocar el sostre quan vaig dir aixo. (212) Literal Ho vaig anar tallant gradualment. (225). Equivalence †¦ els hipocrites hi entren per les finestres. (225) Literal Nomes feia comedia, jo. (229) Equivalence Me n'he d'anar†¦ (235) Modification Era estrictament pitjor que un gra al cul†¦ (236) Literal †¦ va fotre el camp de la sala†¦ (237) Equivalence Nomes feia comedia, es clar. 243) Equivalence †¦ i xerraria una estona amb ella. (248) Modification †¦ la Phoebe sempre porta algun vestit que et deixa de pedra. (253) Equivalence Els quaderns dels nanos fan pixar de riure. (255) Equivalence Anava torrat†¦ (259) 69 62 I gradually cut it out. (141) Deje de ir poco a poco. (179) Modification 63 †¦ the phonies are coming in the window. (141) †¦ hay tios falsos a patadas. (179) Equivalence 64 I was only horsing around. (144) Solo estaba haciendo el indio. (182) Equivalence 65 I have to tear†¦ (148) Tengo que largarme†¦ (187) Modification 66 He was strictly a pain in the ass†¦ (149)Era igualito que una patada en el culo†¦ (187) Literal 67 †¦ she beat it out of the room†¦ (149) †¦ se largo†¦ (188) Modification 68 I was only horsing around†¦ (153) †¦ solo estaba haciendo el indio†¦ (192) Equivalence 69 †¦ just sort of chew the fat with her for a while. (156) †¦ pegar la hebra un rato con ella. (196) Equivalence 70 Phoebe always has some dress on that can kill you. (160) Phoebe lleva siempre unos vestidos que te dejan sin habla. (200) Equivalence 71 Kids’ notebooks kill me. (161) Los cuadernos de los crios me dejan sin habla. (202) Equivalence 72 I was plastered (163) Estaba curda (204) iscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara METAPHOR ST (P. ) SPANISH TT (P. ) Equivalence CATALAN TT (P. ) Equivalence Em va deixar de pedra. (259) Equivalence Volia dir per que m'havien fotut al carrer un altre cop. (264) Equivalence Em feia pixar de riure. (276) Equivalence Nomes fem una mica de comedia a dins de casa. (277) Equivalence Aixo em fa molta gracia. (277) Equivalence †¦ li trucaria,†¦ (283) Modification †¦ anava una mica alegre. (287) Equivalence †¦ et posa nervios†¦ (287) Modification †¦ anava forca alegre. (296) Equivalence Segurament li trucare†¦ 300) Modification †¦ pero la Phoebe es moria de riure. (310) 73 She kills me. (164) Me deja sin habla. (204) Equivalence 74 She meant why did I get the ax again. (167) Se referia a que hubieran vuelto a expulsarme. (209) Modif ication 75 She kills me. (175) Me deja sin habla. (219) Equivalence 76 We just horse around†¦ (175) Solo hacemos el indio†¦ (219) Equivalence 70 77 That kills me. (175) Me deja sin habla. (220) Equivalence 78 †¦ I'd give her a buzz†¦ (180) †¦ la llamaria†¦ (225) Modification 79 †¦ he was a little oiled up. (182) †¦ estaba un poco bebido†¦ (227) Modification 80 †¦ it gets on your nerves†¦ 182) †¦ le pone a uno nervioso†¦ (228) Modification 81 He was pretty oiled up,†¦ (188) †¦ estaba bastante curda. (234) Equivalence 82 I'm probably gonna give her a buzz†¦ (191) Probablemente la llamare†¦ (237) Modification 83 †¦ but it killed old Phoebe. (197) †¦ pero a Phoebe le hizo muchisima gracia. (245) miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye METAPHOR ST (P. ) SPANISH TT (P. ) Modificat ion CATALAN TT (P. ) Equivalence †¦ aniria fins al tunel Holland i faria dit, fins que em carreguessin†¦ 311) Equivalence Com si algu hi acabes de fer un riu. (314) Equivalence †¦ algun desgraciat pervertit que es devia haver ficat a l'escola de nits per pixar o alguna cosa aixi†¦ (315) Modification †¦ la vam fer petar una estona. (316) Equivalence Es va girar i va fotre el camp. (319) Equivalence Es mes gallina que un plat de caldo†¦ (319) Equivalence †¦ un d'aquells tunels que sempre fan pudor de pixats. (328) Modification 71 84 I'd go down to the Holland Tunnel and bum a ride†¦ (198) †¦ iria al Tunel Holland, subiria a un coche†¦ (246) Modification 85 Like somebody'd just taken a leak on them. (200) †¦ omo si alguien acabara de mear ahi. (248) Modification 86 †¦ some perverty bum that'd sneaked in the school late at night to take a leak or something†¦ (201) †¦ un pervertido que habia entrado por la noche en el colegio a mear o algo asi†¦ (249)18 Modification 87 †¦ I shot the breeze for a while. (201) †¦ estuvimos de charla un rato. (249) Modification 88 He turned around and beat it. (204) Se volvio y salio corriendo. (252) Modification 89 He's got a yella streak a mile wide (204) Es de un cobarde que no vea†¦ (252) Modification 90 †¦ those little tunnels that always smell from somebody's taking a leak. (210) †¦ sos tuneles que siempre huelen como si alguien hubiera estado alli meando. (258) Modification miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara Discussion of results The purpose of this investigation was to determine which of the two translations, Spanish or Catalan, retains the greater degree of figurative/metaphorical meaning in their representations of the colloquial idioms/metaphors that Holden Caulfield uses, having said that the use of colloquial metaphors is one of the most unique an d defining aspects of the idiolect of Holden Caulfield in The Catcher in the Rye.This is not an assessment of how diligently the translators strove or how successful they were in finding equivalents in the target languages and in no way implies a value judgement as to which translation is more ‘accurate’. It is clear that translators work only with the tools that are available in their target languages and cultural contexts. Nevertheless, what this study attempts to provide is data that can help to clarify to what degree the metaphorical nature of ideas expressed using colloquial metaphors in the source text were preserved as such in the Spanish and Catalan translations.Our results seem to suggest that the colloquial metaphors represented in the Catalan translation retain more of the original figurative meaning present in the source text. This translation employs on significantly more occasions the equivalence method of metaphor translation, used on 53 occasions in the Catalan translation and on 41 occasions in the Spanish version. These data are significant because when this method is used to translate an idea expressed as a metaphor in the source text, the idea retains its status as a metaphor in the target text, the only difference being in its form, or appearance.Since no two languages are alike, target languages cannot always provide correspondences in both form/structure and meaning. Our conclusion is also supported by the fact that the modification method of translation was used on significantly more occasions in the Spanish translation than in the Catalan version: it was used 44 times to produce the Spanish translation and 29 times in the production of the Catalan translation.In other words, the colloquial metaphors that Holden uses in the book are found to be explained or paraphrased significantly more in the Spanish translation than in the Catalan version, which represented these metaphors through either equivalence or the literal method . This last method, although to a lesser degree, supports our conclusion as well: it was found that the Catalan translation used a lexicalized structure similar in form and meaning on 8 occasions while it was found on 5 in the Spanish version.Put differently, although the difference is small (5-8), the Catalan translation uses the same or nearly the same metaphor on more occasions than the Spanish translation. Considered numerically, in the Spanish translation the most frequent method used was that of modification (44), followed by equivalence (41), literal translation (5) and finally omission (0); and in the Catalan translation the most frequent method used was equivalence (53), followed by modification (29), literal (8) and finally omission (0) as may be seen in Table 3: miscelanea: a journal of english and american studies 35 (2007): pp. 7-75 ISSN: 1137-6368 72 Translating colloquial idioms/metaphors in The Catcher in the Rye 60 50 40 30 20 10 0 Spanish Catalan Equivalence 41 53 Modification 44 29 Literal 5 8 Omission 0 0 TABLE 2: Translation techniques: frequency 73 Our results can be compared to similar studies such as Lopez Rua (1997) in â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures† and Lorenzo, M. et al. , (1999): â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†.Although the focus of neither study is the translation of colloquial idioms/metaphors, both studies discuss loss of meaning upon translation from English to Spanish and from English to Galician, and coincide in the need to maintain form and meaning between source text and target text. Specifically, Lopez Rua found that the most marked similarity in both translations is the misuse and misapplication of the technique of modification or paraphrasing: Most of the inadequacies detected in the Spanish and Galician versions are related to the translations by paraphrase and by omission.In my view, they are due to the fact that the translators have failed to recognize the defining features of the characters’ idiolect (for example, the systematic use of some lexicalized structures). Apparently, they are not aware of the fact that the writer is deliberately resorting to trite and monotonous vocabulary in order to define the characters and their speech habits. Both translations (but particularly the Spanish one) seem utterly unable to render the characters’ idiolects accurately.Instead of trying to convey those idiolects whenever possible (of course, adapting them to the peculiarities of the TL), in most cases the translators resort to the systematic omission of recurrent structures, and some other times they translate those recurrent structures in many different ways miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Michael O’Mara without taking into account the context, the styl e, and the character who uses them. As a result, the translation becomes expressionless. 19 The results of Lorenzo et. al. 1999), can be applied as well to our study, especially in terms of the importance of a strict adherence to the identity principle20, from which the Spanish and Gallician versions could have benefited: the majority of the possible errors just studied could have been avoided if the translators had taken into consideration the identity principle†¦ In fact, the identity principle, since it is based on the parallelism between form and meaning in the ST and the TT, would have proved a more accurate mechanism when dealing with the process of translation from a given L1 to L2 and L3. 21 Notes 1 See Costello (1959:173). 74 2 . See Lorenzo, M. , et al. (1999: 324). 8 . Some of these word combinations have been the object of other studies. For example, see Lopez Rua (1997). 9 . See the Oxford English Dictionary’s entry for ‘idiom’: http://dictionar y. oed. com/cgi/entry/50111256? single=1&query_ type=word&queryword=idiom&first=1&max_ to_show=10. 4 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 374). 5 Definition provided by Webster's New Encyclopedic Dictionary (1994: 630). 3 . See Newmark (1988: 104). . Ibid. (1988:104). . See Lorenzo, M. , et. al. (1999: .See Lopez Rua (1997: 147). . Ibid. (1997: 148). . Baker, M. (1992:74) in Lopez Rua 10 11 324). 12 13 14 The term ‘colloquial metaphor’ has been used before, especially in online sources: Answers. com, etc. It was found to be used in some non-linguistic academic contexts (legal) such as â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†, Duke Journal of Constitutional Law and Public Policy, Online Edition, 2007. Duke J. Con. Law & Pub. Pol'y 230, page 238. 7 . In books that have been published on the subject the term ‘Colloquial idioms’ seems preferable: Ball, W.J. 1972. A Practical Guide to Colloquial Idiom, Wood, F. T. 1976. English Colloquial Idioms, etc. 6 (1997: 148). 15 . Definition provided by Webster's New Encyclopedic Dictionary (1994: 752). 16 . While it is true that both translations of â€Å"It gets on your nerves sometimes† retain figurative/metaphorical meaning, they can be better understood as collocations —†ponerse† (Spanish) and â€Å"posarse† (Catalan) collocate with â€Å"nervioso† (Spanish) and â€Å"nervios† (Catalan)— and their accepted use in both standard Spanish and Catalan is fairly widespread.Here they serve to clarify the original metaphor which in English is generally considered more informal. miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368 Translating colloquial idioms/metaphors in The Catcher in the Rye 17 . The translation of the colloquial metaphor â€Å"to get to first base† with someone here is somewhat in accurate. The Catalan translation is closer in meaning to the ST, where the metaphor is used in relation to romantic intimacy: first base refers to initial contacts such as kissing; a â€Å"homerun† generally refers to sexual intercourse. 8 . The absence of a translation for the word â€Å"bum† in the Spanish translation may be considered somewhat inaccurate: although the word â€Å"bum† does not form a part of the metaphor itself, it does contribute to the atmosphere in which the metaphor is presented. In this case, the â€Å"perverty bum† was left just as â€Å"un pervertido† in the Spanish translation, omitting the vital bit of information that the person is a â€Å"bum† i. e. a homeless and/or poor person. The Catalan version translates it as a â€Å"desgraciat† or unfortunate, unlucky, or even wretched person.One might suggest that a â€Å"perverty bum† is more in keeping with the idiolect of Holden than just a â€Å"perv ert†. 19 . See Lopez Rua (1997: 149). . See Lorenzo, M. et al. (1999: 5). . Ibid. (1999:329). 20 21 Works cited American Library Association. http://www. ala. org/ala/oif/bannedbooksweek/bbwlinks/100 mostfrequently. htm BAKER, M. 1992. In Other Words: A Coursebook on Translation. London: Routledge. BALL, W. J. 1972. Practical guide to colloquial idiom. London: Longman. COSTELLO, D. P. 1959. â€Å"The language of The Catcher in the Rye,† AmericanSpeech, Vol. 34, no. 3, October:172-81. LOPEZ RUA, P. 1997. â€Å"The translation of the idiolects in The Catcher in the Rye: An approach through lexicalized structures†. Miscelanea: A Journal of English and American Studies, 18: 139-158. LORENZO, M. , et. al. 1999. â€Å"Lack of meaning interaction between English, Galician and Spanish in Salinger’s The Catcher in the Rye†. Estudios de linguistica contrastiva. Universidade de Santiago de Compostela: 323-330. MERRIAM-WEBSTER Inc. 1994. Webster's New Encyclope dic Dictionary.New York: Black Dog & Leventhal. Received: 11 June 2007 Revised version: 17 January 2008 NEWMARK, P. 1988. A textbook of translation. London: Prentice Hall International. OXFORD ENGLISH DICTIONARY: http://dictionary. oed. com/cgi/entry/50034626? single=1&query_ type=word&queryword=catharsis&first=1&max _to_show=10 SALINGER, J. D. 1951. The Catcher in the Rye. Boston, MA: Little, Brown and Company. —. 1990. El vigilant en el camp de segol. Trans. E. Riera & J. Fonalleras. Barcelona: Editorial Empuries. —. 2006. El guardian entre el centeno.Trans. C. Criado. Madrid: Alianza Editorial. SMITH, T. 2007. â€Å"Why originalism won't die – Common mistakes in competing theories of judicial interpretation†. Duke Journal of Constitutional Law and Public Policy. Online edition, 159: 230-238. VERMEER, H. 2004. â€Å"Skopos and comission in translational action†. In Venuti, L. (ed. ) The translation studies reader. London: Routledge. WOOD, F. T. 1 976. English colloquial idioms. London: Macmillan. 75 miscelanea: a journal of english and american studies 35 (2007): pp. 57-75 ISSN: 1137-6368

Pearl Harbor

When it comes down to major events in our countries history such as the attack Pearl Harbor, the acting cast should have put more heart into their characters to put the movie over the top. Throughout the movie, Pearl Harbor, the whole story revolves around the main characters of Rafe McCawley (Ben Affleck), Daniel â€Å"Danny† Walker (Josh Hartnett) and Nurse Evelyn Johnson (Kate Beckinsale). When it came down to those three characters in the movie, Pearl Harbor, the character development could have been portrayed very differently considering what this event did to the country.All of the acting in this moving seemed as if it was half-hearted and could have been done a lot better. The movie Pearl Harbor is directed by Michael Bay, also with the help of Jerry Bruckheimer and Randall Wallace. The main cast now a days is a very popular group of people. The names of Ben Affleck, Josh Hartnett, Kate Beckinsale, Alex Baldwin (Major Jimmy Doolittle) and Cuba Gooding Jr. (Petty Officer 2nd Class, Dorie Miller) are the main actors/actress in this movie. The purpose of this movie was to show the story of what happened on December 7, 1941 on the islands of Hawaii. Mostly throughout the movie it was based on the love triangle that occluded between Affleck, Hartnett and Beckinsale. It is kind of a drag to a movie that is supposed to be about the bravery and courage that USA managed to still have after one of the most tragic events ever took place against them. From a character stand point, it could have been acted differently to make up for the fact the movie wasn’t about the details of the war as much as you would expect it to be. Rafe McCawley (Affleck) was always there to protect Danny from all the trouble that he encounters throughout his life. It all started at the beginning of the movie when Danny’s Father hits Danny, Rafe hits his Danny’s Father over the back, which shows right away that he is there to protect him. This is a characteristic that was learned right away about Rafe and how he is when it comes to his best friend. Rafe is a cocky fighter pilot that is in the Army at the time, with his best friend, Danny. Everything about Rafe is either him being cocky when it comes to his flying skills or else being over protective of Danny. When it came to his character it should have een better played out where it was harder to find out what the character is all about, but in this case he was easy to figure out which made the character kind of plain and dull. When it came to emotional scenes, Rafe would not look as emotional as he should when he gets the news he does, the only time he really showed true emotion is when he couldn’t protect Danny, but even then he over acted it. Personally there could have been a few ways Rafe could have showed his emotions differently. For example when he returned from his duties over in Europe, Danny had taken the place of him in Evelyn’s heart. When he returned he found out about this and the way he took it was not the way you would expect it to be handled when a person is in a crisis like this. He kind of just shrugs it off and kind movies on as if it doesn’t affect him. A person now a day would act completely different. They would be very mad at his friend and would have completely disowned his friend and the girl. Not only would that happen the person that would be in Rafe’s shoes would also be most likely be emotionally scared and hurt, not just be able to forget about it and move on with them in his life still. When it came down to Rafe in the movie Pearl Harbor he could have showed more heart and emotion when it came to his character in this movie. Daniel â€Å"Danny† Walker is also an amazing fighter pilot who was Rafe’s wingman. He was always looked at by Rafe as his younger brother and was always being protected from him. He would always want to be there to help out and look out for Rafe as well. When Rafe was over in Europe Danny began to fall for Evelyn, who was at the time Rafe’s girlfriend. He was the caring, sweet character between the two pilots. Just like Rafe, Danny was also a character who was not well developed because he was also very easy to read what kind of person he was. Danny was too sensitive for what his character actually does in this movie. The way he is portrayed in this movie, he would do anything to keep peace and happiness with close people in his life. But the twist was he went for his best friend’s girlfriend and fell in love with her. If he really was as sensitive as he showed while acting, a person like that would truly not do that to their friend. The acting was basically all Hollywood to try to add some extra effects to the movie when what actually happened didn’t fit the way the character acted all movie long. You cannot blame the reason for this on Josh Hartnett, it has to do with the directing and them telling Hartnett how he should perform during these situations. Evelyn Johnson (Kate Beckinsale) was a nurse that fell madly in love over the charm Rafe had at the medical examinations. Evelyn and Rafe were both stationed in the same location until she was stationed in Pearl Harbor in Hawaii and Rafe was going over to Europe. She showed her emotions and love for Rafe through notes they would write back and forth. Evelyn, while she was separated from Rafe, in Hawaii got some unwanted news from Danny. After that the two of them started to have a romance between them. When Rafe came back from Europe he was stationed in Hawaii to reunite with his girlfriend and best friend. But that’s when everyone finds out what kind of person Evelyn was. Towards the beginning of the movie she is â€Å"madly in love† with Rafe and all of a sudden after she gets some news, her heart has a change of ways and is going for Rafe’s best friend, Danny. You can understand people have a change of heart and cannot wait around forever, but for a person to stop loving someone and go for their best friend is just something that doesn’t happen too often, especially after the way she shows her affection towards the two men. Once again it was a Hollywood set up to make the movie have more drama to it. They basically added her emotions and this part of the story to the movie to add more length and storyline to it. If these scenes were taken out of the movie, the plot would be a little different but would still have the same concept, also would be a better historical movie rather than a drama movie. When it came to a movie such as Pearl Harbor where this event scared the humanity of America, the movie should have been more focused on the issue it is title after, rather than the love romance that happened between the characters. This movie is a great movie, but if it were to take out the sappy romance or at least have the actors and actress put a little more effort and more timely emotions into the picture it would have made this movie even better. When it comes down to the character development, it made this movie only a good movie compared to the potential to be an excellent movie.