Particularitatile de Traducere ale Constructiilor Infinitivale In Textele

PROIECT DE LICENȚĂ

Particularitățile de traducere ale constructiilor infinitivale in textele

specializate (studiul de caz)

CONTENTS

INTRODUCTION

CHAPTER I. DIFFERENT FORMS OF INFINITIVAL CONSTRUCTIONS OF SPECIALIZED TEXTS

I.1. The Infinitive With to/ Without to

I.2. English Perfect Infinitive

I.3. Different Functions of the English Infinitive

3. CHAPTER II. ANALYSIS OF THE TRANSLATION OF THE TEXTS IN THE FIELD OF EDUCATION

II.1. Translation of the English Infinitival Constructions

II.1.1. The English Accusative with the Infinitive Construction and its Translation into Romanian

II.1.2. The English Nominative with the Infinitive Construction and its Translation into Romanian

II.1.3. The For-To-Infinitive Construction and its Translation into Romania

4. CONCLUSION

5. BIBLIOGRAPHY

6. ANNEX

7. GLOSSARY

INTRODUCTION

The practice in translation has been performed from November 10, 2014 till December 13, 2014 at the “Way of Blessing”, Chișinău, commune Stăuceni, Grătiești 9 street, as a translator of the English, Russian and Korean Languages, at Mr. Han Ho Jin, founder of The Training Centre, from Stauceni. This Training Centre was founded in 2001 and it provides free courses of Bookkeeping, Informatics, English and the Korean language and Tailoring elements. It trains young people, in special those who are from vulnerable families. It aims to help people to hire all students who graduate our courses and want to get a job.

The goal of my practical training is to determine the peculiarities of translation of infinitival constructions based on educational texts. In order to achieve my aim I had to fulfil the following objectives:

The application of the theory studied at the university into practice.

Thanks to the preliminary competences acquired at ULIM, during such academic courses as Theory and practice of translation, Traductology, TAM, literary, consecutive translation I was able to perform qualified and eligible translation.

To learn ethical – professional rules.

During this practice I realized the importance not only of a rapid and qualified translation but also the significance of keeping ethical relationships with colleagues and employers.

To gain new experience and knowledge during this practice.

One of the things I achieved during my practice of translation is that to produce good translations it is not enough to have a superficial acquaintance of another language. One must have a thorough knowledge of both languages (the Source Language and the Target one) and the ability to deal with semantic differences.

To master skills in translation of different types of acts and documents.

Professional translation is essentially a serviced activity with a communicative function, performed in a professional setting that is why I had to be very attentive and accurate in maintaining a diplomatic way of communication and distinction of various types of documents.

The documents I was given for translation contained a lot of terms and professionalisms from the field of Education. It was not a big deal to translate them as I translated them by the help of such dictionaries like Oxford Dictionary of Education; Dictionar Englez – Roman, Roman – Englez; Dictionary of Abbreviations and Acronyms, and other sources. My glossary consists of the terms selected in the process of translation. They are written in alphabetical order so that they would be easier to use or find.

In my opinion the profession of translator/interpreter is one of the most important and indispensable in the present-day business world.

But an interpreter, of course, is not an independent conferee; he can’t express his own opinion and points of view. He plays a role of an instrument with whose help business negotiations take place in the most effective way. The best interpreter for me is the one who is imperceptible at the dialogue and at the same time provides this dialogue in such a manner that business partners start to think that they communicate with each other in the language spoken by both of them.

The project consists of introduction, two chapters, conclusion, bibliography and annexes.

All forms of Infinitives are discussed in Chapter I “Different forms of Infinitival Constructions”. Their use, content, in which they are used also. And the differences between these forms and so on.

Chapter II “Analysis of the Translation of the Texts in the Field of Education”, being a practical one, includes formal, etymological, semantic and structural analysis of education terms, as well presents the investigation of abbreviated forms of the terms. Special attention is given to the synonymic and antonymic concordance as well as metaphorical transference in the studied terminology.

Methods used in my translations. I used word-for-word translation, literal translation, semantic translation, free translation, and communicative translation.

In Conclusion we specify the results of our research stating the most important aspects of theoretical and practical order.

Bibliography includes the list of literature which served as a theoretical basis for our research, the number of sources used is 29 units, being from different languages as well as on-line resources.

Annexes present some new words which I met during the translating practice.

CHAPTER I. DIFFERENT FORMS OF INFINITIVAL

CONSTRUCTIONS OF SPECIALIZED TEXTS

Specialized texts deal with a terminologically defined specific subject (area, fact). In order for persons to understand such a text, they need to have some knowledge about the area. Otherwise the Translation of such a text is quite incomprehensible to a layman, since it is implicitly or explicitly linked to the knowledge of a profession and the vocabulary used in the same area of expertise [4, p. 253].

Specialized texts (as well as general ones) differ in function and content by exhibiting same or similar features within their text genre. Specialized texts are associated with a communicational situation in a particular profession. Content and structure of specialized texts and adequate usage of language resources in formulating and expressing content structure reflect the communicational function of such texts within the same profession [ibidem, p. 253].

In addition, specialized texts are also determined by the interlocutors’ position, directed towards his/her communicational and broader environment (including internal and external environment), his/her participation in specific communicational situations, as well as his/her communication strategy and intention.

Furthermore, a specialized text is determined by formal communication constrains (internal or external), the subject and content of communication (since one and the same content of communication can be interpreted in different ways according to the communication intention which can be informative, evaluative or directive) and availability and adequateness of lexical and grammatical means [ibidem, p. 253].

It is obvious that not all texts are of the same type. We may distinguish between political texts, legal texts and medical texts; fairy tales, novels and short stories which differ from newspaper reports, essays, and scientific papers; food recipes, instructions booklets and advertisements may show similarities but they are not the same, expository texts differ from argumentative texts, etc. All these types of text differ in ways that are somewhat obvious, intuitively, but which nevertheless invite detailed analysis.

Throughout my practice, I translated texts from various fields, because the theme of my project license is Peculiarities of Translation of Infinitival Constructions

in Specialized Text (Case Study). I translated texts from Law, Education and Socio- humanistic literature.

Infinitive reflects an action expressed by the verb that is the name of this action. There are two forms of the infinitive, one short (read, walk) and one long (to read, to walk) which sometimes may pass in the category of noun. Infinitive has two categories: the category of tense and the category of voice. They are given:

table 1. (Forms of the Infinitive)

I.1. The Infinitive With to/ without to

There can be the to-infinitive and the infinitive without the particle “to”. We can use the infinitives (to+ verb) after adjectives or nouns.

He wants me to go there tonight, but I don’t want to.

El vrea ca eu să merg acolo la noapte,dar eu nu vreau.

그는 나는 거기 가고 싶어하는데 나는 가고 싶지 않아요.

Also we can put them after the indefinite pronouns and wh-words. Not only this, we can use the infinitives in clauses with objects, prepositional phrases and adverbs. An infinitive “with to”, an infinitive “without to”, which are the corruption of the Old Saxon infinitive [16, online].

The infinitive in Modern English is generally preceded by the particle “to”. Originally “to” was a preposition, a sign of the dative case of the infinitive, a verbal noun in Old English, expressing direction and purpose. The old meaning is still retained in such example as: [1, p. 86].

We come here to learn. Noi venim aici să învățăm.

우리 여기 공부하러 와요.

In other cases the particle “to” is used by analogy:

I want to read. Eu vreau să citesc.

나는 읽고 싶어요.

Very frequently, however, the infinitive is used without to, that is, it keeps its original form of the accusative. This takes place: [1, p. 87].

After all auxiliaries, most modal verbs and such verbs as let, need, dare: [ibidem, p. 87].

Spring will come early this year.

May I ask you a question? Let me help you.

I dare say you are wrong.

After verbs of sense-perception and feeling: [21, online]

The horrified man heard the lion roar savagely and saw it yell at his comrades, seize them with its teeth and tear them with its claws.

Shut the window, I feel the cold wind blow on my back.

After the verb to make in the sense of to force:

My sister makes me read, speak and write English.

After had better, had rather, had sooner;

It is very late, you had better go home.

I had rather/sooner stay at home, I feel very tired.

After “than” and “but”, provided they are preceded by “do”: [ibidem, p. 87].

The storm was so fierce that the expedition did nothing but wait in the snow for a rescue party. The expedition did nothing else than wait.

The use or the absence of the particle will be considered in connection with each of the functions of the infinitive. If there are two or more infinitives in the same function following each other, the particle “to” is usually used before the first one and need not be repeated before the others [18, online].

Amy admired Liliana because she could do a lot of things she was said, for instance, to dance and skate very well.

Sometimes, the particle “to” is repeated for emphasis, to make the action of each infinitive more prominent [19, online].

The hero, when the heroine hurts his feelings, is said to feel for a moment a wild desire of the caveman, the longing to seize her, to drag her with him, to give her a good beating.

The infinitive may sometimes be repeated by the particle “to” alone. This happens when the infinitive is easily supplied by the previous context [13, online].

Joe said, “I don’t think we are going to catch any fish.” “I never expect to,” said Lizzy.

Another peculiarity of the infinitive is that it may be used as part of a phrase introduced by the conjunctive pronouns or adverbs what, who, whom, which, when, where, whether, how, and how long. As most of them begin with wh-, this kind of infinitive group may be called the wh-phrase [1hen the heroine hurts his feelings, is said to feel for a moment a wild desire of the caveman, the longing to seize her, to drag her with him, to give her a good beating.

The infinitive may sometimes be repeated by the particle “to” alone. This happens when the infinitive is easily supplied by the previous context [13, online].

Joe said, “I don’t think we are going to catch any fish.” “I never expect to,” said Lizzy.

I didn’t know what to say.

I couldn’t decide whether to speak or not.

I.2. English Perfect Infinitive

Tennyson’s famous lines seem to reflect the basic perfect meaning of the perfect infinitive particularly appropriately:

I hold it true, whate’er befall;

I feel it, when I sorrow most;

‘Tis better to have loved and lost

Than never to have loved at all.

Tennyson, In Memoriam, XXVII [12, online]

To reduce Tennyson’s last two lines to a prosaic paraphrase, it is better to possess experience of loving and losing, than not to possess it. Like the other non-infinite perfects, the perfect infinitive shows all three kinds of pragmatic perfect meanings.

Table 2. (Active/Passive)

A boy and a young man were reported to have been seen leaving a neighbouring station.

The perfect infinitive is used:

After the verbs seem and appear and also after such verbs as say, suppose,

know, believe and so on, in the passive voice, to show that the action expressed by the infinitive took place before that of the main verb; [1, p. 88].

Mathematics is said to have been once highly developed in ancient Egypt.

After verbs expressing obligation the perfect form of the infinitive is used to show that the obligation was not carried out; it is used after modal verbs:[ibidem, p. 88]

You ought to have been more diligent.

In case of an unfulfilled wish, hope, expectation, or intention the construction with the perfect infinitive seems to exist alongside of other ways of expression:

[ibidem, p. 88]

I wanted to have helped her; but I had no time.

I had hoped (intended, meant) to help her, but I had no time.

Tomorrow morning we were to have been in London, and in a few days we were to have gone to Scotland.

The perfect infinitive is also used in the following cases: [ibidem, p. 88]

You must have seen her.

You may have seen her.

I.3. Different Functions of the English Infinitive

The Infinitive may be used in all five functions:

The infinitive as subject

In this function the infinitive is always used with the particle to and usually expresses an action following the action denoted by the predicate verb [6, p. 184].

To visit him was all that I desired.

The infinitive often acquires the additional modal meaning of condition in this function. This meaning is generally supported by the use of the Conditional Mood in the sentence [ibidem, p. 184].

To visit him is always a pleasure.

The infinitive as object

The infinitive can have the function of a direct object and may be followed by another direct object expressed by a noun:

He plans to visit a museum.

It may be followed by a prepositional object:

He wants to know about it.

It can be modified by an adverb:

He tried to walk slowly.

The infinitive may also be used as an object of an adjective. It is lexically dependent in this case. It is used after various kinds of adjectives: adjectives proper, predicative adjectives and adjectivized participles: [6, p.191].

She’s still very anxious to see you.

I am curious to know the news.

The infinitive as predicative

The infinitive is generally preceded by the particle to in this function and in most cases expresses an action which follows that of the link-verb. The link-verb in sentences with the infinitive as predicative is always to be and to have, [6, p. 185].

The job of a reporter is to expose and record.

His greatest wish was to tell her everything.

He has to do it at once.

The infinitive as Attribute

The infinitive in the function of attribute immediately follows its head-noun and is used with the particle “to”: [6, p. 205].

There is only one way to do it.

He gave her permission to leave.

Although the infinitive mainly serves as an attribute of nouns proper, it is also freely used with certain noun equivalents. Thus, it is typical of the infinitive to modify the indefinite pronouns somebody, nobody, everybody, someone, no one, anyone, everyone, something, nothing, anything, everything as well as the interrogative pronouns what and who.

The sergeant said they had nothing to do there.

It’s been wonderful having someone to help. The infinitive is also freely combined with ordinal numerals and the substantivized adjective “the last” which always has the function of the predicative in the sentence [6, p. 206].

He was always the first to enter the dining-room and the last to leave.

The infinitive may also serve as an attribute of pronouns and pronominal expressions of quality such as: much, little, enough, no more, little more, a great deal, a lot, plenty, etc.

I’ve got a lot to be thankful for.

I’ve got so much to learn.

As the attributive infinitive with the contents, often with a modal colouring [1, p. 89]. That is the way to do it.

CHAPTER II. ANALYSIS OF THE TRANSLATION OF THE TEXTS IN THE FIELD OF EDUCATION

II.1. Translation of the English Infinitival Constructions

In many of the texts given for translation, I have met a lot of infinitival constructions. The occurrence of shifts or transformations in the process of translating the infinitive and infinitival constructions, as well as in any other translational activity, there is an unavoidable phenomenon. Furthermore, we stick to the opinion that translation is a highly complex phenomenon, which involves a large number of variables other than the linguistic ones. The infinitive constructions are some juxtapositions of parts of speech based on several specific grammatical norms comprising the infinitive. These constructions are complex, their synthetic structure can be developed in analytical forms – sentences (syntactic elements with predicate), e.g. [7, p. 160].

The constructions with the infinitive are represented by:

The Accusative with the Infinitive;

The Nominative with the Infinitive;

The For-To infinitive;

I saw him come. Am văzut că el vine.

나는 그가 가는 걸 보고 돼요.

He is reported to have been appointed manager.

S-a anunțat că (el) a fost numit director.

그는 매니저로 임명된 것으로 보고 돼요.

Here “him come” is “the Accusative with the Infinitive Construction” which have different ways of translation expressing the same meaning.

II.1.1. The English Accusative with the Infinitive Construction and its Translation into Romanian

The construction “The Accusative with the infinitive Construction” is used after some categories of transitive verbs:

a) The verbs which express the activities of feelings: to see, to hear, to watch, to observe, to notice. [ibidem, p.160]

Did you see them leave?

I-ai văzut plecând?

그 사람들이 가는 걸 봤어요?

I have never observed her do otherwise.

Nu am văzut-o niciodată procedând astfel.

나는 그녀를 이렇게 하는 걸 본 적이 없어요.

The object of the principal verb and the infinitive becomes closely connected together in idea as to form an indivisible unit, i.e. the construction generally known as “The Accusative with the Infinitive”, in which the object of the finite verb is at the same time the subject of the infinitive, the latter acquiring the force of a finite verb in the process of translation. As a convenient way of expressing the contents of subordinate clauses, the Accusative with the Infinitive construction is often used both in spoken and in literary English [1, p.90].

He watched her button one of her gloves. El a privit cum ea coase nasturele ei de la o mănușă.

그는 그녀의 장갑에 있는 단추를 봤어요.

Have you ever known me tell a lie?

M-ai observat pe mine sa spun vreo minciuna?

제가 것짓말을 한 걸 본 적이 있나요?

I should like to hear him repeat something now.

Mi-ar plăcea să-l ascult pe el repetînd ceva acum.

나는 그가 지금 무언가를 반복하는걸 듣가 좋아요.

In the following examples it is mentioned that the pronoun “him” and the subject “the

boy” are in the Accusative case and are followed by the verb “to come” in the infinitive.

I want him to come earlier. Vreau ca el să vină mai devreme.

나는 그는 일찍 오길 원해요.

I want the boy to come earlier. Vreau ca băiatul să vină mai devreme.

나는 남자가 일찍 오길 원해요.

The construction “The Accusative with the Infinitive” is used after some categories of transitive verbs:

The verbs which express the feelings: to see, to hear, to feel, to watch, to observe, to notice.

I saw you fall into the water.

Te-am văzut căzînd în apă.

저는 당신을 물에 덜어지는 걸 봤어요.

I’d like to hear her play on the piano. Aș vrea s-o aud cîntînd la pian.

나는 그녀가 피아노를치는게듣고싶어요.

In the above examples it is mentioned that the pronoun “you” and “her” are in the

Accusative and are followed by the verb without “to”.

b) Also when I was reading and studying other works, from other books, I met verbs which express mental activities: to consider, to think, to suppose, to imagine, to expect, to understand, to know, to admit etc. After these verbs the long infinitive is used.

We expected Ann to be invited to the conference.

Ne-am așteptat ca Ann să fie invitată la conferință.

우리는 안나가 회외에 초대되는 걸 기대했어요.

I noticed that „The Accusative with the Infinitive Construction” contains a long Infinitive which is translated with a copulative secondary sentence with the conjunction “că” into Romanian.

I knew him to be a good piano-player. Știam că este un bun pianist.

나는 그 사람이 좋은 피아니스트 인 지 알고 있었어요.

They proved Tom to be wrong. Ei au dovedit că Tom nu are dreptate. 그들은 팀이 잘 못 한 걸 입증해 줬어요.

We easily can notice that the accusative construction is used indirectly to report speech or thoughts. In my works I observed that an Accusative Infinitive Construction is formed by taking the indirect clause and putting the subject in the accusative and the verb in the infinitive.

c) Also we can notice the process of the translation of the verbs which express the desire, the intension, the dissatisfaction etc.: to like, to want, to desire, to wish, to hate, to intend. With the exception of the construction: I won’t have and the verb to leave, the infinitive is long [7, p. 161].

I’d like you to slow down before you reach the crossroads.

Aș dori să încetinești viteza înainte de a ajunge la intersecții.

나는 당신이 교차로에 도착하기 전에 속도를 줄였으면 좋겠어요.

Wishing him to finish the work in time I gave him a helping hand.

Dorind ca el să-și termine lucrarea la timp, i-am dat o mână de ajutor.

제 시간에 일을 끝내려고 나는 그 사람을 도와 줬어요.

I won’t have you do it again. Nu vreau să mai faci așa ceva.

당신은 다시 이렇게 하면 안 돼요.

d) After verbs which express the determination: to make, to cause, to induce, to get. The infinitive that follows after these verbs, except of the verb to make is long.

You make me laugh. Mă faci să râd.

정신 나갔군.

I made him understand his mistake. L-am făcut să-și înțeleagă greșeala.

그 사람을 실수를 알 게 해줬어요.

e) Also after verbs of declaration: to declare, to pronounce, to report etc. (all followed by long infinitives):

The doctor had pronounced him to be out of danger.

Doctorul stabilise că e în afară de

pericol.

의사는 위험을 무릅쓴다고 말했어요.

I found out that the Accusative with the Nominative Construction is a controversial

subject in the scientific literature, because the grammatical “practice” uses classifications from the most diverse, in this manual I noticed that not any “accusative” followed by an “infinitive” is a “specific” construction, but only accusatives which are semantic closely related with the infinitive represent transformations of some sentences in which the accusative serves as subject, and the infinitive as predicate; on the other hand, one of two Accusatives, when it is separated, it is changing the sense, so I felt confused [ibidem, p. 161]. For example:

I hate you to do it. Nu vreau (ca tu) să faci asta.

We compare with:

I hate you. Te urăsc.

I hate to do it. Nu vreau să fac asta.

It looks like that when we are talking about a sentence like this:

I asked him to come. L-am invitat să vină.

나는 그를 초대했어요.

In this sentence, “him” direct complement to “asked”, which answers to questions: “whom”?, doesn’t change the sense in combination with “to come”, and second direct

complement, answered to question “what did I ask?” [7, p. 162].

II.1.2. The English Nominative with the Infinitive Construction and its Translation into Romanian

The Nominative with the Infinitive (“complex subject” syntactically) is a combination of noun or pronoun in the nominative case and an infinitive (which are separated by a verb). Together with the predicate, the Nominative with the infinitive cut two sentences, a subjective and one predicative sentence, for

example:

It is known that he paints.

Se știe că pictează.

그 사람은 그림을 그린다고 합니다.

In which:

that he paints is subjective sentence and (it) is known is predicative sentence

[ibidem, p. 162]. It may be reduced to:

He is known to paint. (au aceeși traducere)

The second variant, that with the nominative and with the infinitive construction is more economic and is frequently used by the English people.

The Nominative with the Infinitive is used:

With the passive forms of a number of the verbs which may be possible also with the construction “the Accusative with the Infinitive”: to know, to consider, to think, to expect, to see, to hear etc., also with other verbs, as to say etc. [ibidem,p.162].

He had been seen to leave the office at three o’clock.

Fusese văzut plecând de la birou la ora trei.

그가 세 시에 교실에 가고 있었다고 해요.

You are expected to fill in the application form.

Trebuie să(,,se așteaptă de la dumneata să,,) completezi formularul de cerere.

지원서를 작성해야 합니다.

They were heard to rehearse several times.

Au fost auziți repetând (piesa, rândurile) de mai multe ori.

그들이 리허설하는 게 게속들었어요.

Jack is said to be a good driver. Se spune că Jack e un șofer bun.

제크는 종은 운전기사라고 합니다.

Also with verbs as to seem, to appear, to happen, to chance, to prove, to turn out, which are used in the active form: [ibidem, p. 162].

She appears to have graduated ten years ago.

Se pare că a absolvit acum zece ani.

십년 만에 졸업한 것 같아요.

With the copulative verb to be and one of adjectives sure, certain and unlikely: [7, p162]

He is sure to come off victorious. Este sigur că va ieși victorios.

그는 틀림 없이 이길 거예요.

They are unlikely to succeed. Este puțin probabil că vor reuși.

그들이 합격할 것 같지 않아요.

Comparing the Infinitive with the Accusative construction with the Infinitive with the Nominative construction we observed that the latter is used with the same verbs but in the passive voice. It was a problem for me when I was translating it into Romanian. Also there are many other examples of the Nominative with the Infinite construction which I have met in my translation work.

Girls are destined to work in the family home, whereas boys are entitled to receive an education.

Fetele sunt destinate să lucreze în familie, în timp ce baieții au dreptul de a primi o educație.

While girls are less likely to begin school, boys are more likely to repeat grades or drop out all together. Host a competitive book drive to benefit a shelter near you.

Pe când fetele puțin probabil încep școala, băieții mai probabil repetă anul sau abandonează toțuși. “Gazda” o carte competitivă te îndeamnă să beneficiezi de un adăpost lîngă tine.

According to UNESCO, 61 million primary school-age children were not enrolled in school in 2010. Of these children, 47% were never expected to enter school, 26% attended school but left, and the remaining 27% are expected to attend school in the future.

Conform UNESCO, 61 milioane copii de vârsta scolară nu au fost înscriși la școala in anul 2010. Nu s-a așteptat ca 47% din acești copii să meargă la școală, 26% au frecventat școala, dar au părăsit lecțiile, se așteaptă ca 27% din cei rămași să frecventeze școala in viitor.

Teachers can adjust to the different learning styles and in the classroom. They can also set their own pace of teaching. Individual teaching techniques can become more available, which has been proven to be a factor in student achievement.

Profesorii pot adapta diferitele stiluri de învățare și in sala de clasa. Ei pot seta, de asemenea, ritmul propriu de predare. Tehnicile individuale de predare pot deveni mai accesibile, sa dovedit, că ele sunt un factor important in rezultatele elevilor.

II.1.3. The For-To-Infinitive Construction and its Translation into Romanian

The For-to-Infinitive construction is a construction in which the Infinitive is in predicate relation to a noun in the common case or to a pronoun in the objective case preceded by the preposition “for” [14, online].

The Construction “for” + noun or pronoun + long infinitive represents a complex which fulfils different syntactic functions (complex subject, complex predicative name etc.), the relation between the subject or the pronoun and the infinitive being that of the secondary subject and the secondary predicate [7, p 163].

It is necessary for you to be more economical.

Este necesar să fii mai econom.

당신은 더 경제적이어야 돼요.

“For you to be more economical” is complex subject and may be detailed such that to become a subjective sentence when translating it into Romanian.

It is necessary that you should be more economical.

Este necesar ca tu să fii mai econom.

We can see that this construction can be used in all five functions in the sentence [14, online].

In the function of the Subject.

It is necessary for her to do it at once.

Este necesar pentru ea să facă asta odată.

그녀에게 한 번 해 봐야 돼요.

Here we see like the Infinitive in the function of the Subject the construction usually stands after the predicate and the sentence is introduced by the introductory subject it.

In the function of a Predicate.

The plan was for him to join us in Switzerland.

Planul lui a fost să meargă cu noi in Elveția.

그 사람의 계획은 우리와 수위스에 가는 것이었어요.

3. In the function of an Object after verbs and expressions which take an object with the preposition for – to wait, to ask, to be anxious, etc.

She is anxious for her son to marry this girl.

Ea este nerăbdătoare ca fiul ei să se căsătorească cu această fată.

그녀는 아들이 그 여자와 결혼하는걸 걱정해요.

In the function of an Attribute.

The plan for him to join us in Switzerland was reasonable.

Planul lui să meargă cu noi in Elveția a fost rezonabil.

우리와 스위스에 가려고 한그 사람의 계획은 합리적이었어요.

In the function of the Adverbial Modifier.

Of result after the adverbs: too, enough, sufficiently.

Molecules are too small for you to see them with a naked eye.

Moleculele sunt atât de mici că tu nu le poți vedea cu ochiul liber.

세포는 당신이 한 눈으로 볼수 없을 만큼 작아요.

Of purpose.

The territory of the castle was usually very spacious for the peasants to hide in case of an enemy's attack.

Teritoriul castelului era de obicei foarte spatios pentru țărani să se ascundă in caz de atacul dușmanului.

성 영역은 백성들이 적의 공격으로부터 피하기위해 매우 넓었어요.

In the function of part of Compound Verbal Predicate with the verb to be.

Whether we shall go to Turkey is for you to decide.
Dacă vom merge în Turcia, rămâne tu să decizi.

우리와 터키에 갈지는 당신이 정하세요.

In many of the materials which were given to me for translation I found other examples:

It is obligatory for all children to attend school for at least 9 years.

Este obligatoriu pentru toți copii ca sa frecventeze școala cel putin 9 ani.

With the copulative verb to be and one of adjectives sure, certain an ulikely:

He is sure to come off victorious. Este sigur că va ieși victorios.

They are unlikely to succeed. Este puțin probabil că vor reuși.

Comparing “The Accusative with the Infinitive Construction” with “The Nominative with the Infinitive Construction” we observed that in “The Nominative with the Infinitive Construction” the verbs used are usually in the passive voice.

CONCLUSION

To sum up the results of this practice I would say that “translation is not a simple art, it is a high art”. Indeed, for obtaining good results in this domain just theoretical studies are not enough at all, it is practice that is necessary. Only by practicing one can finally achieve the ability to make a really good translation and may become a specialist in domain “Translation is not a matter of words only: it is a matter of making intelligible a whole culture” (Anthony Burgess).

Now I am completely aware of the fact that a translator must not simply “work around” words he doesn’t know, but do careful research in reference literature and internet databases. This practice was a new opportunity to show, to develop and to evaluate my skills in this field. I learned to insist on the quality of translation but, nevertheless to make it quicker; to work with terms and dictionaries, trying to find the best translation for a word; “to feel” the text and its context. I also achieved a vast experience in the informational area. It also helped me to improve my translating abilities, typing, computer skills, work with the dictionary. Working at the Way of Blessing from Stăuceni, I took acquaintance with their method of working and became more responsible, sociable as well as I developed my communicative skills. Surely it was a new good opportunity to manifest myself in a professional way.

I want to say that such kind of translation should be during three years of University studies, not only during the last year.

Hours of searches, checks, matches that of the source language collocations resemble the final expressions. At first glance they look simple, but after that I read my translation again and again and I understood that something is wrong, and again started to look for another equivalent.

I think that at the University students should also study specialized translation, not only simply to translate specialized texts, but to analyze the main features, specific vocabulary. If we study all of that we could be better.

Translation and interpretation are two completely separate jobs. Translation involves the written word and strict attention must be paid to the final linguistic details. Interpretation deals with the spoken word and as such is a much more fluid and dynamic art. You don’t have time to reach for a dictionary when communication breaks down. There is no set route or requirements to get into either field. Solid language skills are a must. There is no real test for fluency, but a good indicator would be whether or not we can explain how to tie your shoes in a foreign language without using gestures. Also, language is a living thing. It constantly changes with the addition of new phrases and cultural references so we also need a good grasp of the culture of the languages we are dealing with and current events because these have a major impact on how we communicate.

I have always wanted to do something that was a little out of the ordinary. The best part of this job (especially interpreter) is that I get to meet interesting people and help them understand each other. I’m never quite sure what it is going to come across my desk next (if work), so there is always a sense of excitement.

Another opportunity is that you may work at home, at office or you may be a freelance, it depends on what you want: more free time or more money (esp. translator). There are also the worst parts of this job – tight deadline. The time-cost-quality triangle definitely holds true.

The most important thing is to be good at what you do and to enjoy doing it. It doesn’t matter what job you’ll choose, it depends on the fact if your soul be happy or not. We should choose a job that reflects our character, feelings, desires and goals, but nowadays most of us choose a job that is “more paid” and make what they must do, but not what they want. That’s why they become “slaves” of this life, of their job and of money. Today I am almost a translator, but I’ll work more to become a good translator and interpreter, maybe shall start my own business. “Never give up and never stop dreaming” this is my life quotes.

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http://library.psu.kz/fulltext/transactions/2217_mussabayeva_zh._akhmetbekova_a_the_peculiarity_of_the_use_of_the_infinitive_and_infinitive_constructions_in_magazine_and_newspaper_texts_zh._mussabayeva_a._akhmetbekova.rtf “ The peculiarity of the use of the infinitive” (visited 14.04.2015)

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