Azərbaycan Respublikası “ÇAĞ” Öyrətim İşlətmələri

TERMINOLOGY 
Nigar GOZELOVA 
Translation 3
rd
 course, Qafqaz University 
Academic advisor: f.e.n Ətrabə Gül 
 
It is far easier to learn and remember specialized terminology, one of the profes-
sional translator’s main concerns if one thinks of it as simply the way working people 
talk and write, rather than trying to memorize long lists of words taken out of context. 
One of the most important aspects of the translator’s job is the management of 
terminology : being exposed to it, evaluating its correctness or appropriateness in 
specific contexts, storing and retrieving it. The focal nature of terminology for trans-
lation has made terminology studies one of the key subdisciplines within broader field 
of translation studies; learning specialized terminology is one of the main emphases 
in any course on legal, medical, commercial, or other technical translation. 
But terminology studies as they are traditionally conceived are typically grounded 
methodologically in the neglect of one essential point: that terminology is most easily 
learned in context – in actual use situations, in which the people who use such terms 
in their daily lives are talking or writing to each other. Not that terminologists ignore 
or discount this fact: its importance is, on the contrary, widely recognized in termi-
nology studies. But the subdiscipline’s very focus on terms as opposed to, say, people, 
or highly contextualized conversations, or workplaces, reflects its fundamental as-
sumption that terminology is a stable objective reality that exists in some systematic 
way in language and is only secondarily used by people – often used in confusing 

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and contradictory ways, in fact , which is what makes the imagination of a pure or 
stable “primary” state so attractive. 
If experience is the best teacher, does that mean deductive resources like classes 
in specialized terminology, dictionaries and other reference materials, and theoretical 
work on terminology management are useless? Not at all. 
The important points to remember are: everything is experience and some ex-
periences are richer and more memorable than others. Working in a specialized field 
is an experience, so is reading highly abstract theoretical study of the terminology 
used in that field. The former is more likely to be memorable than the latter, because 
interacting with people in actual use-situations and seeing the practical applicability 
of the terminology to real objects and people and contexts provides more channels 
or modes or handles for the brain to process the information through; in neurologycal 
terms, abstract theorizing is relatively stimulus-poor. 
But it does not mean again, that the more abstract channels for presenting in-
formation are worthless; only that we must all work harder, teachers and students, 
writers and readers, to infuse abstract discourse with the rich experiential complexity 
of human life. This may mean teachers offering students, or writers offering readers, 
hands-on exercises that facilitate the learner’s exploration of an abstract model through 
several experiential channels- visual, tactile, kinesthetic, auditory. This is sometimes 
thought of as “pandering” to the worst element” mainly because abstract thought is 
considered higher than holistic experience; in fact it is simply pandering to the way 
the brain actually learns best. 
Or it may mean students and readers employing their own holistic techniques to 
work out in their own practical hands-on experience how the abstract model works. 
This is how the “best” students have always processed abstract thought: unconsciously 
they flesh it out with sights and sounds and other visceral experiences from their own 
lives. This is in fact the only way that anyone can make sense of an abstract model 
or system: all deduction must make a detour through induction; all theory must have 
some mode of access to practice; all abstraction must drive from, and be referable 
back to, the concrete. Abstract theoretical thought, deduction as the highest from 
logical reasoning, provides an economy of expressions that the rich repetitions and 
circumlocutions of experiential and practice-oriented induction can never match. 
But for that very reason this sort of thought is difficult to apprehend without practical 
applications. Abstraction is a shorthand that saves enormous amount of time – but 
only when one knows the language that it shortens and can refer each squiggle back 
to a natural word or phrase that has meaning in real-life situation. 
SOME SUGGESTIONS: 
Take classes in engineering, biology and chemistry, law, medicine, etc- and pay 
attention to the professor how s/he acts , how s/he speaks of the field. 
Pay attention to the best students in class, especially the ones who seem more 
professionally interested in the subject. What habitus are they struggling to emulate 

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and internalize? Who or what are they trying become? Ask questions that get the 
professor and various students to comment in greater details on the real-world horizons 
of the field. Draw connections with your own experience. If the professor or one or 
more students grow impatient with questions like this, study their response: why are 
they irritated? Speculate about the habitus of a specialist in the field that makes your 
questions seem irrelevant or impatient. 
When a teacher offers you an abstract model in class explore it in other media; 
paint it; sketch it; draw a flowchart for it showing how one might move through it, 
or a “web” or ‘mind-map” showing what connects with what . 
OTHER SUGGESTIONS: 
Invent a kinesthetic image for the model: is it an elevator? A forklift? A weaving 
loom, with shuttle? A tiger slinking through the jungle? Abstract models are usually 
constructed to be static, which will make it very difficult in most cases to think of a 
kinesthetic image; but that very difficulty, the challenge of putting a static image into 
motion is precisely what makes this exercise so fruitful? 
The other problem with going to a translator discussion group with a terminology 
question is that getting an answer may take anywhere from several hours to several 
days. At the end of the process you will know more than you ever wanted to know the 
problematic terms- but process may take longer than you can afford to delay. 
 
 
 
CONSECUTIVE INTERPRETING: - NOTE - TAKING               
AND ANALYSIS 
 
Qumru ƏLİYEVA 
Kurs II Qrup 319T1 Qərb dilləri fakultəsi 
Elmi rəhbər: Məmmədova Təranə 
 
In Consecutive Interpreting, you must constantly analyze during the note-taking 
process the incoming message and note the most salient points to help improve your 
memory processes during interpretation. 
During consecutive interpreting the interpreter has the opportunity to make notes 
and may refer to those notes while rendering the interpretation. 
Both consecutive and simultaneous interpreting require that you understand the 
message, analyze it, transfer it into the target language mentally, and, finally, refor-
mulate the message in the target language. 
When you take notes during consecutive interpreting you can take notes in the 
target language or in the source language or in some combination of both. 

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However, If the target language is a signed language, it is not possible to take 
notes in the target language and sign language interpreters tend to make notes in the 
source (spoken) language. 
In simultaneous interpreting note-taking is not possible because the source mes-
sage is ongoing. 
Some interpreters find consecutive interpreting more difficult because of the 
amount of time that passes between hearing the source message and rendering the 
interpretation. 
Although consecutive is more time consuming than simultaneous interpretation, 
consecutive interpretation allows for more precision and is therefore often the preferred 
method in highly sensitive meetings where a slip of the tongue could lead to disaster.? 
(Mikkelson, 1983, p. 5) 
Taking notes can relieve the burden of memory, but you must know how to take 
notes effectively during the interpreting process. 
Analysis allows you to understand the meaning of the source message as best 
you can with your current resources and skill level. 
You must understand the source message before you can interpret. 
The most basic level of analysis occurs when you consider the source language 
text to get the gist or overall meaning. The text can be viewed as a whole, a grouping 
of ideas or sentences, and grouping of words. 
The source text has a communicative function and all the words and phrases that 
make up the text must be considered within the cultural framework and function of 
the text. The point of analysis at this level is to trace the? web of relationships? We 
must also be aware that some expressions that have functions only in the source 
language and will have no communicative purpose in the target language. 
2.4. NOTE-TAKING IN CONSECUTIVE INTERPRETING 
During the interpretation process, both memory and notes should be cultivated. 
While memory is of crucial to interpreters, notes can be of certain support. 
The importance of note-taking in consecutive interpreting had not been well 
recognized until Rozan laid down fundamental principles of note-taking in 1956 and 
Seleskovitch solidified the benefits of the skill in 1975. Experience has shown that the 
consecutive interpretation of speeches that are longer than two or three minutes re-
quires at least some form of note-taking, of course, this also depends on the inter-
preter’s personal need, expertise and familarity with the subject. 
Note taking has been proved to be very useful for the interpreter working con-
secutively. Firstly, notes improve concentration; prevent distraction, thus facilitating 
the reception and analysis of the speech. Secondly, notes help the interpreter relieve 
the memory. 

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU»   IV Respublika tələbə elmi-praktik konfransı 
 
 
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Although the interpreter may have understood the ideas of a speech, he or she 
cannot remember every point in the speech because one characteristic of short-term 
memory is that it only keeps information for a limited amount of time, cognitive 
scientists also show that for nearly all speakers of all languages, list retention peaks 
at around seven items, plus or minus two. By recording the specific details and data 
such as proper names, numbers, figures, lists of things, or specialized terms, technical 
expressions, etc, notes release the interpreter from bearing the whole thing in mind. 
Thirdly, as mnemonic, notes activate the memory of the interpreter with cues or 
signals that call up the information in the speech. With notes, the main ideas, the 
secondary elements and the links among them become clear and easier for the inter-
preter to visualize. Finally, notes can also be used to highlight missing details, in-
consistencies within the speech and anything implausible that needs attention latter. 
Conspicuously, the skill of note-taking is very helpful to interpreters, the content 
and structure of a speech are reflected in notes, and the notes in turn are used as a path 
to verbalize the speech. 
Thus notes play an important part in consecutive interpreting. However, taking 
proper notes needs a lot of practice, and the gap between the “theory of note-taking” 
and “actual notes” can be very large. In order to bridge the gap, first, an understanding 
of note-taking process is required. 
SYMBOLS 
Although the abbreviation is commonly used in notes, its most prominent 
drawback is that it tends to entice the interpreter to stick to the word level instead 
of meaning level. In other words, it easily leads the interpreter to think in terms of 
words rather than ideas, which could harm the interpretation. Therefore symbols 
are more preferable for their capacity of representing ideas and eliminating source 
language interference. 
A "symbol" is anything, a mark, sign or letter used to represent a thing or a 
concept. Symbols are quicker and easier to write than words. Similar to 
abbreviations, firstly symbols need to be prepared in advance. Any symbol 
improvised in the middle of interpretation could drive the interpreter into a difficult 
and intense situation. One basic rule for the interpreter: only use the symbols which 
are already stuck in the mind. 
Secondly, symbols must be consistent. That means symbols are instantly 
associated for the interpreter himself with the meaning he gives them. Attending to 
this point, the interpreter can avoid mistakenly “deciphering” the meaning of the 
symbols he or she uses. 
Followings are some symbol examples retrieved from electronic source at 
Interpreter Training Resource. 
Consequences
     
          
success
     
              
Relations
     
 

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Development
      
      
Industry
    
        
Agriculture
   
different/ not
 
equal
 
Environment
       
        
Energy
    
             
Problem
     
       
Repression       
       Impact   
               Meeting       
              
decide
                  
            
Propose
    
               
Deficit
        
 
Trade          
                  Politics     
            Democracy   
               
Work          
                  Money        
                Continue       
 
Surplus
      
         
look forward to
 
   
want to
          
 
know
         
        
...on the other hand
 
          
lead to, cause
   
         
on behalf of
  
                    
promise
      
              
as opposed to
   
 
change   
      
                     
recently
    
              
join
                 
            
until
          
             
listen/hear
      
         
from that time on
     
 
say
             
                     
see note        *
                 
 attack 
                 
            
thanks         
             
on the one hand
   
 
CONCLUSION 
The thesis is an attempt to puzzle out the concept of note-taking in consecutive 
interpreting and to present the process of taking notes in a structured and digestible 
way. 
It is intended for students of interpreting who may have interest in understand-
ding more about note-taking as a vital skill for consecutive interpreters. 

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The review of literature presented in chapter 2 is a coherent combination of 
summary and synthesis of published works which are related to the topic of note-
taking, have been written from the viewpoints of both interpreting practitioners and 
linguistic theorists. In chapter 2, basic requirements of note-taking are classified into 
following categories: what to note, how to note, when to note and which language 
used in notes. The main purpose of the literature review is no more than to provide 
detailed illustrations of note-taking and to show practical approaches to acquiring 
the skill. 
In chapter 3 and 4, the thesis reports on an empirical study which is developed 
from the results of a quantitative survey. The survey is aimed at exploring student 
interpreters’ awareness of note-taking as well as their personal points of view on 
specific aspects of the skill. Its findings can be very helpful in conducting a quailtative 
survey for further study. 
In conclusion, taking notes in consecutive interpreting involves various techni-
ques that are quite easily grasped if well learnt and regularly practiced. However it 
is important to 55 notice that although note-taking is one of the most required skills 
of consecutive interpreters, as Jones (2002, p.39) states, “the essential part of a con-
secutive interpreter’s work is done in the activities  of understanding, analysis, 
re-expression. If these are not done correctly, the best notes in the world will not 
make you a good interpreter” 
 
 
SOME CHALLENGES IN THE TRANSLATION                    
OF FILM SCRIPT 
Refi GURBANOV 
Qafqaz University 
Department: Translation and İnterpretation IV course 
Academic advisor: Natiq Adilov 
 
Film script translation for the purpose of dubbing is one of the most peculiar 
disciplines within the field of translation. The translation of the script is not the final 
phase of the overall project. The process may be more or less respectful of the original 
transcript . The audiovisual dubbing process consists of several linked phases accor-
ding to the production line. If one of these phases is delayed or runs into problems the 
entire line may be affected. Although the main steps of the dubbing process are 
basically the same everywhere, it may change depending on the country, even depen-
ding on the studio. 
The dubbing preproduction process starts when the client sends a copy of the 
film or programme to the dubbing studio. Normally, this copy known as the master, 
and sent with the original script to facilitate translation, and by a set of instructions 

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on such issues as, for example, whether songs are to be dubbed, whether screen inserts 
are to be subtitled, and whether certain dubbing actors should take certain roles and 
the like. 
The work process of translator: 
Usually, the translator works with two original forms: the film itself and the 
transcript of a film. In addition to this, the translator may receive incomplete script that 
less respectful to the film or interpreter is able to translate without script. While 
dubbing film, what kinds of problems can a translator face? For the purpose of fin-
ding an answer to this question, I have analyzed one film. I found a lot of things. At 
the beginning, I analysed the name of film; the interpreter preferred to keep the name 
as the same. Why he/she acted so is interesting. The name called “RED” stands for 
“Retired Extremely Dangerous”, has been translated like -Radikal Ekstrimal Dəlisov. 
The question arouse if it is impossible to change the name? İt is possible according 
to the film`s context. If the context doesn’t hint any other equivalence of the target 
language, it is preferred to keep it. But there are films translated their name as the 
same such as “Tears of sun-Günəşin göz yaşları”, “Night and Day-Gecə və gündüz” 
and so on. 
On the other hand, we can take also swear words. In our country these words 
are generally omitted or not translated. For example: son of bitch- is translated in 
Azerbaijani language as “it oğlu it” ,the interpreter avoids literally translation. Is it 
because lack of equivalency or importance of values? Or they are equivalents of TL. 
The main idea is here of course, to exclude culture and highlight messages (Newmark). 
There are some swear words in the film that have strictly been avoided. Because, 
values of countries don’t accept them. In addition, replaced existed swear word in 
TL. Moreover, most of them translated respectly from original into target language. 
Another disadvantages of translator is mistranslation of address forms, case of 
being fully equivalency. For example: mister-cənab, mem is referred to the women 
while addressing to the women, madam-xanım and so on. Sometimes, the translators 
confused the audience by non-translation of some cities or towns. For instance, China 
town (it is accepted in Azerbaijan like “Çin Məhəlləsi”) or Kanzas city (Kanzas Şə-
həri) and New York city (New York şəhəri) instead of giving translation but translation 
of these words don’t intercept the meaning of context. 
In any case, translator`s backgrounds are important. Meaning and language dif-
ferences make the translator more creative such as changing sentence, giving negative 
sentence as positive and giving right structure. Right shoot-sərrast atış, beyond my 
reach-əlim girməz və ya mənim səlahiyyətim buna çatmır, I am not guy-mən oğlanları 
sevirəm. If the translator doesn`t choose more alternative variants while interpreting 
the sentence. For instance, you can’t touch me, be sure we can-“siz mənə toxuna 
bilməzsiniz, əmin ol ki, edərik” but right decision is – siz mənə toxuna bilməzsiniz, 
lap o yanada keçərik. While translating a script of film, visual scene is important 
because without it the translator can`t choose the alternatives. 

«TƏRCÜMƏŞÜNASLIQ VƏ ONUN MÜASİR DÖVRDƏ ROLU»   IV Respublika tələbə elmi-praktik konfransı 
 
 
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In addition to this, there are many written files, city names and writings on the 
walls in the film that isn`t voiced but the translator interpret them. The reason is to 
overcome ineffectiveness and make more understandable. And other important thing 
is vocing of actors in the process of dubbing. It is not acceptable actors` voices sounded 
by one person or 45 year old person by 18 year old or vice versa. 
In conclusion, the purpose of this article is to illustrate existing challenges that 
most translators face. Actually, a translator is responsible for all the translated works 
and every translator has their own insights and background about translation.