Interpreting Idioms Across Cultures: Translators' Challenges and Intercultural Perspectives

83 Secțiunea II/ Sektion II/ Session II Lingvistica și didactica limbii engleze/ Sprachwissenschaft und Didaktik der englischen Sprache/ Linguistics and English language teaching CZU 811.111`373.72 INTERPRETING IDIOMS ACROSS CULTURES: TRANSLATORS’ CHALLENGES AND INTERCULTURAL PERSPECTIVES Micaela ȚAULEAN, PhD, Associate Professor, Alecu Russo Balti State University micael[email protected]d https://orcid.org/0000-0003-0622-3654 Abstract: This article delves into the challenges and subtleties of translating idioms within various cultural contexts, highlighting the essential role of translators in bridging linguistic and cultural divides. Idiomatic expressions, which are deeply embedded in the cultural aspects of languages, present significant hurdles for translators who must skillfully navigate the complex relationships between language, meaning, and cultural references. It also stresses the need for innovative strategies to tackle the inherent challenges of idiomatic translation. Overall, this research enhances our appreciation of the vital function translators serve in promoting intercultural communication and fostering global connections. Keywords: cultural competence, idiomatic expressions, teaching English as a foreign language, intercultural communication, strategies and methodologies, translation process. INTRODUCTION The English language is regarded as an essential component of education. Despite the comprehensiveness of English language instruction, it is important to remember that teaching English encompasses more than just language acquisition; it also involves understanding expressions. This includes learning how people use figurative language to convey specific meanings in conversation. Such figurative language is often found in idioms. Idioms are often said to reflect the culture of a language. Like many culturally-specific language elements, idioms present significant challenges for learners (Prodromou, Tran, Vasiljevic), to the extent that some teachers choose to avoid them in the classroom altogether. Prodromou (2003) describes an "idiomatic paradox", where native speakers frequently use idioms in spoken language, yet even advanced learners find them difficult and elusive. Nonetheless, numerous scholars advocate for teaching idioms in EFL classrooms. Celce-Murcia (2008) suggests a communicative competence model, where one aspect (figurative competence) involves the ability to use idioms. Additionally, the CEFR (Council of Europe 2012) includes idiomatic expressions in its proficiency level descriptions. This underscores the importance of incurporating idioms into academic syllabi. THEORETICAL BACKGROUND Culture and idioms An idiom is a phrase that cannot be interpreted literally. Even if a person understands the meaning of each individual word and comprehends the grammar, the overall meaning of the idiom may remain unclear. Mastery of English idioms not only involves understanding their meanings but also being able to use them appropriately, thereby integrating into the English speech community. This is a compelling reason why many students are keen on learning idioms. Some idioms are so commonly used that they become clichés—overused expressions in spoken language that are often avoided in writing to prevent appearing unoriginal. Clichés and proverbs, another type of idiomatic usage, maintain a fixed form, such as "Curiosity killed 84 the cat" (not "the dog") and "Too many cooks spoil the broth" (not "the meal"). However, other idioms allow for variations, like "to look (or feel) like death warmed over," or can accommodate modifiers, as in "It was (beautiful) music to my ears. Research on English idioms began in 1925 with the publication of "Words and Idioms" by L.P. Smith. Traditionally, idioms can be translated in various ways, with each idiom having a specific method of translation. However, it is often unclear which idioms should be translated using which method. Upon reviewing essays on idiom translation, we found that these essays typically follow a similar structure: they first discuss different cultural influences on idiom translation and then propose various translation methods. The main translation methods include literal translation and free translation, but they do not specify which method should be used in which context. This lack of clarity is a common issue in idiom translation research both domestically and internationally. The value of culture represents the significant and positive importance that something holds in the spiritual life of a specific individual, social group, or society. This importance is manifested through various carriers and expressed through symbols and systems of signs within that culture. Culture and idioms are intricately connected. Culture serves as the foundation for idioms, while idioms effectively reflect a nation’s culture. This interdependence highlights the significant role culture plays in the creation and understanding of idioms. For example, the idiom "Pandora's box" (Cutia Pandorei/ Ящик Пандоры) originates from Greek mythology. Understanding such idioms requires knowledge of the cultural stories and myths they are based on. When one learns the myth behind "Pandora's box," it not only clarifies the idiom's meaning but also provides deeper insight into Greek culture. Thus, idioms are a powerful means of expressing and understanding cultural heritage. "Cultural default" refers to background knowledge or prior understanding that authors assume their readers possess. This phenomenon is particularly common with idioms, making them challenging for readers unfamiliar with the target language. Idioms are concise expressions that carry deep cultural meanings not explicitly explained to readers. For instance, the idiom "meet one’s Waterloo" 38 (a fi învins, a fi eșuat/быть разгромленным, потерпеть поражение) can be perplexing for readers encountering it for the first time, as it originated from a specific historical even 39 t. Understanding such idioms requires knowledge of the story or context they reference. Without this background, many readers may find idioms confusing and struggle to grasp their intended meaning. Moreover, cultural differences between nations lead to variations in cultural details, highlighting concepts that exist in one culture but not necessarily in another. This diversity underscores the complexities of idiomatic expressions across different cultural contexts. Definitions There is no scholarly consensus on the definition of idioms. In contemporary research, the term "idioms" (or "phraseological units") appears to cover a broad spectrum of multi-word units, ranging from lexical collocations like prepositional verbs (e.g., "to look at something") to examples of metaphorical language (e.g., "apple of my eye" – Lumina ochilor mei; Зеница ока/ Яблоко от яблони). Due to the complexity of idioms, numerous definitions exist regarding what qualifies as an idiom. Some definitions focus on the form, while others emphasize the meaning. Scholarly definitions of idioms that focus on meaning describe them as multi-word expressions that are "not the sum of their parts" (Moon, 1998), or as "a group of words that 38 https://www.dictionary.com/browse/meet-ones-waterloo 39 Suffer a major defeat, as in Our team's done well this season but is about to meet its Waterloo. This term alludes to Napoleon's defeat at Waterloo, Belgium, in 1815, marking the end of his military domination of Europe. It was being transferred to other kinds of defeat by the mid-1800s. 85 occur in a more or less fixed phrase whose overall meaning cannot be predicted by analyzing the meaning of its constituent parts" (Simpson, Mendis, 2003). Prodromou (2005) suggests a classification of idioms that considers both their form and meaning, identifying four distinct types: a) Formulae: This category includes prepositional phrases (e.g., "at home") and transparent bi-/trinomials (e.g., "bed and breakfast"), whose meanings can be deduced by combining the meanings of their individual parts. This approach differs significantly from those that consider idioms as indivisible wholes. b) Collocations: These can be either open (e.g., "sunrise") or restricted (e.g., "spur someone's memory"). c) Phrasal Verbs: These are combinations like "to turn around" meaning "to radically change one’s mind." d) Cultural Idioms: This subtype encompasses a variety of phraseological expressions, including “colorful binomials” (e.g., "chalk and cheese") or “trinomials” (e.g., "lock, stock, and barrel"), metaphors and figurative expressions (e.g., "to fight fire with fire"), similes (e.g., "[to get on] like a house on fire"), proverbs and sayings (e.g., "an apple a day keeps the doctor away"), literary allusions (e.g., quotes from Shakespeare), and other similar multi-word units like nursery rhymes or pop-song lyrics. While all four types exhibit what Prodromou terms as 'idiomaticity', they vary significantly in terms of “syntactic flexibility, collocational fixedness, and semantic opacity”. Types A-C are classified as formulaic, characterized by frequent usage, relatively transparent meanings, and fixed forms. In contrast, Type D consists of idiomatic phraseological expressions, which are less commonly used, often opaque in meaning, and can display creative variations in form. Idiomatic expressions are pervasive in English. Crystal (1995) argues that idioms appear across various genres and registers, including media such as journalism and advertising, political discourse, spoken language, and everyday conversations. Even academic writing incorporates idioms. However, Bieber et al. (1999), drawing on corpus data, surprisingly find that informal idioms are more frequently employed in fiction, particularly by authors who emulate oral communication, rather than in authentic spoken discourse. The stylistic impact of idioms introduces a level of informality to the text, adding a "vivid color to an otherwise serious discussion" (Bieber et al.,1999). TRANSLATING IDIOMATIC EXPRESSIONS • Semantic translation, also known as literal or word-for-word translation, aims to convey the meaning of the source language exactly, adhering closely to the structures and semantics of the source language. It emphasizes preserving both the form and meaning of the original text. This method is particularly useful for translating combination idioms, where the meaning can be understood by analyzing the literal meanings of the individual words. Despite significant cultural differences between English and Romanian/ Russian, there are shared recognitions and emotions that can facilitate mutual understanding of certain concepts. Therefore, semantic translation is often suitable for translating combination idioms, as it can effecttively convey the intended meaning across languages while maintaining fidelity to the original expression: fit like a glove – a se potrivi la fix, a-i veni mănușa, se potrivesc ca o mănușă, se potrivește ca o mănușă/ подходит как перчатка, сидит как перчатка, прекрасно подходить (об одежде); put your thinking cap on – a-și pune mintea la contribuție, pune-ți șapca (cușma) de gândire pe cap/ наденьте шапочку для размышлений, шевелить мозгами. 1. Equivalent Translation refers to a translation approach where the translator strives to convey the meaning and intent of the source text accurately while adapting it appropriately to fit the linguistic, cultural, and contextual norms of the target language. According to Saussure, language is arbitrary, meaning that there is no inherent connection between the 86 sounds or symbols used in language and the meanings they represent. As a result, different languages often have different expressions for the same thing or concept. Despite these variations in expression, these diverse linguistic forms ultimately signify similar ideas or concepts. Idiomatic expression Meaning Romanian translation Russian translation Example(s) wear the pants be the dominant partner in a relationship A fi șef/ boss Быть начальником/хозяином You must forever remind her that you wear the pants in the family. Trebuie întotdeauna sa îi amintești ca tu ești șeful în casă. Ты должен вечно напоминать ей, что в семье ты хозяин. 3. Communicative translation, also known as free translation, is an approach to translation that prioritizes effective communication and reader understanding over strict adherence to the form or structure of the source text. It aims to produce a translation that not only conveys the meaning and content of the original text but also ensures that it is natural, fluent, and culturally appropriate in the target language context. For idioms, which often lack direct equivalents in the target culture, communicative translation proves to be a beneficial strategy. It allows translators to convey the connotations and meanings of foreign idioms in a way that resonates with the cultural understanding of the target language readers. By adapting idioms to fit the cultural context of the target language, communicative translation enables readers to comprehend the intended cultural nuances without confusion or misinterpretation. This approach effectively manages cultural differences and ensures smooth communication across languages. Idiomatic expression Meaning Romanian translation Russian translation Example(s) put a sock in it stop talking, a rude (impolite) way of telling someone to stop talking or be quiet (stop making a lot of noise). a tăcea Прекратить разговаривать The teacher asked the students politely to be quiet several times and when they didn't, she finally yelled, "put a sock in it" and they shut up. Profesorul le-a cerut elevilor politicos să tacă de mai multe ori și când nu au făcut-o, în cele din urmă a strigat, "taceți din gură" și au tăcut. Учительница несколько раз вежливо попросила учеников замолчать, а когда они не замолчали, крикнула: "Закройте рты", и они замолчали. hat trick the scoring of three goals in one game (as of hockey or soccer) by a single player; a series of three victories, successes, or related accomplishments triplu трижды Goal! Fowler makes it a hat trick! Gol! Fowler reușește o triplă! Гоол! Фолер забил три раза! The translation process hinges on understanding the source culture embedded within source idioms, which may include historical events, geographical settings, religions, tradi- 87 tions, and more. With this understanding, the target reader and target culture must be carefully considered. By doing so, cultural default is effectively eliminated for target readers, making it much easier for them to grasp such idioms. TEACHING IDIOMS IN THE EFL CLASSROOM • To effectively teach English idioms, a solid understanding of idioms and appropriate teaching methodologies is crucial. We suggest the following exercises that can help improve students' knowledge in this area: • Matching Exercises: Provide lists of idioms and their meanings in English, and have students match each idiom with its correct definition or explanation. • Contextual Exercises: Present idioms in sentences or short passages, and ask students to infer the meaning based on context. Discuss the figurative meaning of the idioms afterward. • Role-playing and Scenarios: Create role-playing activities where students use idioms in specific situations. This helps them understand the appropriate context for each idiom. • Creative Writing: Assign tasks where students incorporate idioms into their writing. Encourage them to create stories, dialogues, or essays that effectively use idiomatic expressions. • Discussion and Reflection: Engage students in discussions about the cultural origins and implications of idioms. Encourage them to reflect on how idiomatic expressions reflect cultural values and beliefs. • Idiom Games: Introduce games like charades or Pictionary where students act out or draw idiomatic expressions, prompting others to guess the idiom being depicted. • Cross-cultural Comparisons: Compare English idioms with equivalents or similar expressions in Romanian or Russian, or other languages spoken by the students. Discuss similarities and differences in their usage and cultural context. TYPES OF TASKS: 1. Translate idiomatic expressions and phraseological units from English into Romanian/ Russian, incorporating cultural-specific elements such as geographical names, historical and cultural terms, colors, animal names, plant names, and traditional clothing. Clothing Idioms: ants in your pants, at the drop of a hat, buckle down, burn a hole in my pocket, get the boot, have a card up your sleeve, off the cuff, put yourself in my shoes, ride my coattails, wear your heart on your sleeve. 2. Read a story of an unfortunate wedding event. What do you think Garry said at the end? How do think the story finished? Think of another end of the story 40 . When Garry was asked to deliver a best man speech at John and Lucy’s wedding, he was terrified. It happened right after Mr. Smith’s toast, and at that moment, Garry realized he had completely forgotten about this small task that a best man is supposed to fulfill – and to make matters worse, he was completely inept at public speaking. Obviously, he had no other choice but to 1) speak off the cuff. He stood up and started his speech 2) at the drop of a hat. His thoughts went running riot, but a voice in his head kept on saying “Man, 3) keep your shirt on!”… 3. Work with a partner or in a small group. Do the following activities. 1. The idioms in this unit all use clothes. Do you know any other English idioms that use clothes? 2. Are there clothes idioms in your native language? Are any idioms like the ones in English? 3. Would you like to be in the shoes of a stuffed shirt who was tied to his or her mother's apron strings? Say why not. 4. Describe a situation where you wouldn't like to be in someone else's shoes. 40 https://www.katarzynasochacka.pl/ 88 TYPICAL MISTAKES IN CULTURAL TRANSLATION IN IDIOM TRANSLATION In the process of cultural translation, errors often occur, preventing native speakers of the language from adequately perceiving a work of fiction. As it has already been mentioned, translation can be regarded as a process that has two hypostases: 1) reproduction (with a functionally differentiated degree of necessary completeness) of the content of IT; 2) (functionnally conditioned) adaptation of this content and forms of its expression to new linguo-ethnic conditions of perception. This interpretation of translation makes it possible to explain all errors in translations by two main reasons: defects in the translation of the original content and defects in the adaptation of the content and form of the LL text to the communicative competence of the translation addressees. If we define a translation error as a failure to adhere to the implied instructions of the translation brief and as an inadequate solution to a translation challenge, then translation errors can be categorized into four main types: a. Pragmatic translation errors arise from inadequate solutions to pragmatic translation problems, such as a lack of consideration for the intended recipients' perspectives. b. Cultural translation errors occur due to inadequate decisions regarding the reproduction or adaptation of culture-specific conventions. c. Linguistic translation errors stem from inadequate translations focusing on language structures. d. Text-specific translation errors are related to specific translation issues within a text and can typically be evaluated from a functional or pragmatic standpoint. CONCLUSIONS As widely recognized, people from different cultures often share understanding of certain concepts worldwide. This mutual recognition is also evident in the interpretation of idioms, particularly with combination idioms. Combination idioms are those where each word retains its individual meaning, allowing them to be comprehended literally. Therefore, semantic translation proves to be a highly effective strategy for translating such idioms. When translating phraseological and fusion idioms, different approaches must be selected based on their characteristics. Equivalent translation is appropriate for idioms that have direct counterparts in the target culture. However, for idioms that carry rich cultural contexts, such as stories and historical events that may not be familiar to readers, as well as other idioms, communicative translation is typically employed to ensure clarity and cultural relevance. References: 1. Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman. 2. Celce-Murcia, M. (2008). 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TESOL Quarterly, 37(3), 419–441. https://deepblue.lib.umich.edu/bitstream/handle/2027. 42/90255/3588398.pdf?sequence=1 89 8. Smith, L. (1991). Words and idioms: Studies in the English language. Ann Arbor, MI: Gryphon Books. https://archive.org/details/wordsidiomsstudi0000smit 9. Tran, H. Q. (2012). An explorative study of idiom teaching for pre-service teachers of English. English Language Teaching, 5(12), 76–86. https://doi.org/10.5539/elt.v5n12p76 10. Vasiljevic, Z. (2011). Using conceptual metaphors and L1 definitions in teaching idioms to non-native speakers. The Journal of Asia TEFL, 8(3), 135–160.