Translation of the text Principled Communication from English to

Centre for English Language Studies
Postgraduate programmes, Open Distance Learning
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Student ID number
822875
Module Number (1-6) 6
Title of Degree Programme:
Title of Module:
MA ODL in Translation Studies
Translation Project
Assessment Task No.
Submission First Submission
Date Submitted
Name of tutor
Word Count
November 29, 2008
Laksmi Holland
4500
Table of Content
1.
Introduction................................................................................................................. 2
2.
Translator's Agenda .................................................................................................... 2
2.1.
Rationale of Text Selection................................................................................. 3
2.2.
Objectives to Be Achieved by This Translation ................................................. 4
3.
Translation Process and Strategy................................................................................ 4
4.
Translation Problems in the ST .................................................................................. 6
4.1.
Translation Problems and Ethnolinguistic Theory ............................................. 6
4.1.1. At Message Content Formative Element ........................................................ 7
4.1.2. At Message Form Constituents..................................................................... 10
4.2.
Translation Problems and Textuality Standards ............................................... 14
4.2.1. Coherence Standard ...................................................................................... 14
4.2.2. Acceptability Standard.................................................................................. 15
5.
Conclusion and Recommendation ............................................................................ 16
Bibliography ..................................................................................................................... 18
Appendices........................................................................................................................ 19
List of Tables
Table 1: The Colloquial and Figurative Expressions in S (10-12) ..................................... 9
Table 2: The Idiom in S (21) .............................................................................................. 9
Table 3: The Personal References in S (17) ..................................................................... 11
Table 4: The Demonstrative References in S (40-42) ...................................................... 11
Table 5: The Demonstrative, Personal References and Themes in S (30-32) .................. 12
Table 6: the Arabic Conjunctive ‘wa’ in S (5-10) ............................................................ 13
1. Introduction
This paper is a commentary on my translation, the target text (TT), of an article titled,
“Principled Communication,” from English, the source language (SL), into Arabic, the
target language (TL). The source text (ST) is written by Steven Covey in 1992 and cited
on the website of Franklin Covey, a global professional-services firm and specialtyretailer selling both training and productivity-tools to individuals and to organizations.
Steven Covey is the author of several best-selling books including “The Seven Habits of
Highly Effective People” and his books have been translated into many languages
including Arabic.
Along with mono-lingual and bilingual dictionaries, idiom, collocation and electronic
dictionaries were used while translating. In addition, several translated books from the
same genre as well as an Arabic translation of Covey's book “The Seven Habits of Highly
Effective People” were referred to. Also the sentences in ST, TT, and the back translation
(BT) are numbered for easy reference.
The translator’s agenda is introduced to cover the rationale of the text selection and the
objectives to be achieved by the translation. To discuss the translation process, the
ethnolinguistic theory and textuality standards are adopted to cover the linguistic and
metalinguistic features of the texts and to support the domesticating translation of the
text. Meanwhile main translation problems are discussed in relation to these theories.
2. Translator's Agenda
Mohammed Abu-Risha (2008) considers that,
The translator is an ethnographer because he or she deals with the experience of the source
language and that of the target language. The translator according to this view is a comparative
agent who tries to match the experience of the ST to that of the TT.
Based on this understanding, the translator is the mediator between two cultures and two
experiences whose knowledge, vision, ideology and most importantly targets are
reflected in his/her production. As a translator, my agenda for translating this particular
article is prominently demonstrated in two main points: the rationale of the text selection
and the objectives to be achieved by the translation.
2.1. Rationale of Text Selection
Two reasons were behind selecting this article for translation. First, the article's genre,
professional and personal development, is part of the interests of the target audience,
which includes local, non-specialized readers in Saudi Arabia. Saudi Arabia, as one of the
biggest oil producing countries and for being located in the heart of the Middle East zone,
is living economic, social and informational growth. This growth has motivated the trend
of seeking development, which includes the interest in attending seminars and workshops
and reading books on professional and personal development. In addition, there is a
tendency towards reading the translated Western versions of these books rather than
reading the books of the same genre written in Arabic (the TL). This is because the target
audience tends to believe that what is written originally in the target language within this
genre is built on Western literature and knowledge.
Second, the preference for translated books has allowed the translation industry to
flourish, which has resulted in the domination of commercial translation by the private
sector. Al-Khatib (2007:108 in Harbi 2007) notes that, “the high costs of printing and
publishing in Saudi Arabia compared to the competitive costs in the other Arab countries
accentuates also the inflow of the imported Arabic translated books”, which leads the
private sector in Saudi market to do the translation in Arab countries like Egypt and
Syria. Furthermore, the Arabic translation introduced into the local market has increased
between 1994 and 2004 when the social sciences and humanities had the lion share of the
translation focus to feed the demand of the market (ibid). Private publishers like Jarir and
Obaikan are on the top private translation centers in Saudi Arabia in terms of cultural,
political and literature translation that target wide non-specialized readers. All the above
factors along with the translation industry’s negligible contribution to the Saudi economy
somehow result in modest national interests to regulate translations for their quality
(ibid).
The popularity of professional development literature and the current status of the
translation industry in Saudi Arabia encouraged me to select this article for the purposes
of this paper.
2.2. Objectives to Be Achieved by This Translation
As mentioned previously, most of the translated material, within the genre of the ST that
is available in the local market can be evaluated as incompatible for two reasons: the
outsourcing of translation to cut costs and the relative lack of national regulation of
translation. Therefore, my first objective behind this translation is to introduce a different
translation which is adapted to the target culture in terms of content and style; I also
wanted to demonstrate that this particular genre needs to be domesticated into the target
culture.
To domesticate the text, I worked within the frame of the ethnolinguistic theory proposed
by Mohammed Sa’Adeddin (1990) and the seven standards of textuality proposed by
Beaugrande (1980 in Bell 1991). So my second objective is to explore how dealing with
the text as an ethnographer can be successful in domesticating the text.
As an
ethnographer-translator who is aware of how this particular genre should be presented, I
sough to produce a text that answers the target audience’s expectations and interests,
using an easy and popular language namely the journalistic discourse.
Therefore, my agenda plays critical role in determining my translation approach which is
discussed in the following sections.
3. Translation Process and Strategy
The translation approach that I adopt in this translation is domestication to “allow the
translation to work as a literary text in its own right, excreting its force within native
traditions” (Venuti 2000:16). From an ethnographic standpoint, domestication is essential
in this particular genre, because the target audience who seeks useful information about
effective communication, need to read comfortably in a language that does not violate
their linguistic or cultural norms. So the TT is domesticated to be adapted into the TL
linguistically and functionally. To match the TL’s linguistic and functional features, the
TT went through two stages of reconstruction based on a deep and careful reading of the
ST (Bell 1991:161).
The two main stages of the translation process are: 1) expression for expression (literal
translation), and 2) text for text (dynamic translation). These two stages represent Hatim
and Mason’s (1990) model of discourse-based approach of translation, where the first
stage stands for the lexico-grammatical comprehension of the ST and the second stands
for the utilizing of the textual and structural dimensions of the TT realized in its cohesion,
coherence and thematic structure (Jaber 2001:308). In the first stage, sentences are
complete yet may contain unacceptable expressions, weak sentence structure, or lacks of
cohesive and coherent links with other sentences. The focus at this stage is on finding
equivalents at semantic and syntactic levels, endeavoring to fully comprehend the ST
with little regard as yet to the pragmatic or cultural TL norms. At this stage there was an
overlap between the phases of translation process, i.e. ST comprehension and TT
processing.
In the second stage, I looked to “explore the ways in which forms of language, from
individual words to complete structures, encode something of the beliefs and values held
by the language user” (McCarthy & Carter 1994:150 in Abu-Risha 2008). The purpose of
this stage was to synthesize the outcome of the first stage and produce a TT that holds the
basic standards of TL textuality and pragmatics. Also, to produce a text-for-text
equivalent, the tenor and the mode of the TT were modified. The tenor of the TT shares
with the ST the same level of politeness and accessibility but has a higher level of
formality and impersonality; the mode of the TT shares the same level of channel
limitation, participation, and privateness as the ST, but a lower level of spontaneity.
These differences in tenor and mode created some translation problems which will be
further discussed.
For a comprehensive discussion of the translation process, a combination of the
ethnolinguistic theory and the seven standards of textuality is adopted in the discussion.
First, the ethnolinguistic theory aims to “reach a viable theory that can account for the
various cultural barriers of translation across language communities” (Abu-Risha
2008:55). It shifts the focus from the text to the translator as an ethnographer in handling
translation problems, especially those that relate to cultural aspects of languages and
communities (ibid). The theory categorizes the source text features into two main
elements: the message content, i.e. formative elements, and the message form
constituents. The former includes the metalinguistic features of the text - experiential,
interpersonal and textual - and the context description while the latter highlights the
linguistic features of the text and the micro and macro grammatical dependencies.
Second, the seven standards of textuality as identified by Beaugrande are 1) cohesion, 2)
coherence, 3) intentionality, 4) acceptability, 5) informativity, 6) relevance, and 7)
intertextuality (Beaugrande 1980 in Bell 1991:164). Most of these standards are included
in the ethnolinguistic theory and will be referred to in the discussion of translation
problems.
4. Translation Problems in the ST
The main translation problems are discussed based on the ethnolinguistic theory to
highlight the main differences between the ST and TT since “problems related to the
reading phase in translating process can be ascribed to failure on the part of the translator
or the trainee to account for such areas as addresser-addressee, norm of interpretation,
intertextuality and text acts” (Abu-Risha 2008:55). This theory covers five of the
textuality standards: cohesion, intentionality, informativity, relevance and intertextuality.
4.1. Translation Problems and Ethnolinguistic Theory
Appendix 4 provides a detailed description of the ethnolinguistic elements of the ST
regarding which the translation problems will be discussed. However, the two following
subsections will focus, rather, on the elements that were different in the TT and which
created translation problems.
4.1.1. At Message Content Formative Element
Norm of Interaction
The norm of interaction stands for the informativity standard of textuality because it is
composed of the probable or predictable information provided in the text (Bell
1991:167). The norm of interaction in Arabic is quite different for the higher level of
formality. To elaborate, being a diglossic language, the everyday spoken language of the
target culture differs drastically from the version used in writing. In TL writing, standard
Arabic, which is more formal in nature, is used. Therefore, translation into standard
Arabic imposes a distance between the writer and the reader and accordingly affects the
interpersonal metafunction of the TT. On another level, the spontaneity of the TT is
affected as many culture-bound and colloquial expressions disappear. For example, the
culture-bound expression of ‘motherhood and apple pie’ in S (30) was replaced with an
idiomatic verse from the Qur’an implying a message of uselessness1. The TT equivalent
more or less provides the same connotation as the ST cultural expression but at a higher
level of formality and lower level of spontaneity. Likewise the colloquial expression ‘get
out there and milk like crazy’ in S (46) statement was replaced by a TL expression that
conveys the same meaning avoiding using ‘crazy’ to harmonize with the formality and
‘there’ to match the high impersonality of the TT’s tenor (refer to Appendix 3).
Variety of Expression
Because the Standard Arabic is free of colloquial expression, the variety of expression of
the TT does not match that of the ST. Most of the ST’s colloquial expressions were either
deleted or modified. To illustrate, S (13) was rewritten differently for the colloquial word
use of ‘fool’ and ‘make the team’. The TT’s tenor and mode pertain rewriting at the
syntactic and semantic level. Syntactically the sentence was translated as a clause
subordinating the previous sentence referring generally to the players, the subject of the
previous sentence. Semantically, S (13) was generalized to exclude any reference to the
speaker in order not to violate the impersonality level of the TT and to keep the distance
between the producer and the reader quite large (refer to Appendix 3). Another example
The idiomatic verse is “which will neither nourish nor avail against hunger” (Al-Hilali and Khan 1993).
1
is the collocation of ‘social norms reinforce’ in S (17) which was rhetorically rewritten
using a phrase quoted from one of the Prophet Mohammed’s (PBUH) well-known
sayings2. This type of quoting is very common and rhetorically valuable in the
journalistic discourse of the TL.
Text Act
Standards of intentionality and relevance can be derived from the text act. A text act is
the illocutionary force of the text that varies from culture to another (Hatim and Mason
1990:76) and in which the author’s intentions for the text play a critical role in
determining this force. Intentionality may not be achieved unless it has communicative
links to a situation or social context (Bell 1991:170). The text structure of the ST is
argumentative where the thesis is not forcefully stated at the beginning but supported
with examples - “substantiation” (Hatim and Mason 1990) - throughout the text to
gradually arrive at the conclusion. The text act of the ST is to indirectly criticize some
social practices in order to emphasize the rationale that these practices are built on false
principles. The ST text act was maintained in the TT mainly because “Arabic and English
may display differences in their paragraphing conventions, yet it is not unusual that the
same compositional plan can be found in the two languages in certain texts” (Jaber
2001:318).
However, minor illocutionary effects of some paragraphs were lost for the use of
colloquial or figurative expressions. For one thing, the illocutionary effect of S (11 and
12) (Table 1) was problematic for the use of the cultural metaphorical expression ‘pay the
price’ accompanied with the compound noun ‘off-season’ and the colloquial ‘out of
2
Ϫ
Α
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Ο
Ύ
Ϥ
ϟ
Ύ
ό
Β
Η
ϩ
΍
Ϯ
ϫ
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Ϝ
ϳ
ϰΘ
Σ
Ϣ
ϛ
Ϊ
Σ΃
Ϧϣ
Ά
ϳ
˵
ϻ
Ϣ
Ϡ
γϭ
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On the authority of Abu Muhammad Abdullah bin Amr bin Al-Aas, who said : The messenger of Allah,
said: "None of you [truely] believes until his inclination is accordance with what I have brought."
(http://www.islamicafrica.com/Quran_And_Hadith/Selected_Hadith/Forty_Hadith_Nabawiyyah_An_Na
wawi.htm Sep 5th, 2008)
shape.’ The proposition refers to the fact that when players do not exercise outside of the
regular sport season and then join the team physically unfit, they pay the physical price of
pain and sore muscles. This extra information has to be added to the TT in order to
produce a clause understandable for the TT readers. Therefore the clause’s illocutionary
effect, created by the use of coaching words which painted a vivid picture of the actual
scene, was lost.
ST
TT
BT
The head coach of a professional
football team once told me that
some players don’t pay the price
in the off-season. 12-“They come
to camp out of shape,” he said.
ϲϓ
Ϧϴ
Α
έ
Ϊ
Ϥ
ϟ
΍
βϴ
΋
έ
ϲϟ
ϝΎ
ϗ
Γ
ή
ϣ
11-Once a chief-couch in a
ξό
Α
ϥ΄
Α
ϑή
Θ
Τϣ
ϡ
Ϊ
ϗ
Γ
ή
ϛ
ϖϳ
ή
ϓ professional football team told
Νέ
Ύ
Χ
ϲϓ
ΐϳ
έ
Ϊ
Θ
ϟ
΍
ϥϮ
Ϡ
Ϥ
Ϭ
ϳ
Ϧϴ
Β
ϋϼϟ
΍ me that some players neglect
ή
Ϝ
δό
Ϥ
ϟ
Ύ
Α
ϥϮ
Ϙ
ΤΘ
Ϡ
ϳ
Ϣ
Λ
Ϣ
γϮ
Ϥ
ϟ
΍ training off season 12-then
Δ
ϳ
έ
ΰ
ϣ
ϝΎ
Σ
ϲϓ
ϲΒ
ϳ
έ
Ϊ
Θ
ϟ
΍ they join the training camp in
a shameful condition
Table 1: The Colloquial and Figurative Expressions in S (10-12)
Another example, when the idiom ‘we will whip the baby out’ in S (21) (Table 2) was
completely omitted and replaced by its referential meaning, the illocutionary effect of the
idiom was lost. The idiom was deleted because it does not imply the same cultural impact
within the target audience. But referring to the task of writing the vision statement as
whipping a baby out reflects how executives do not appreciate the seriousness of the task.
Therefore, when the idiom was deleted, the illocutionary force of the entire paragraph
was negatively affected.
ST
TT
BT
20-When I invited one executive to
Ϊ
Σ΃
Ϧϣ
ΖΒ
Ϡ
σ
Ύ
ϣ
Ϊ
Ϩ
ϋ
20 20-When I ask a manager to
involve all his people and take six
ϖϳ
ή
ϓ
ϊ
ϣ
ΐΘ
Ϝ
ϳ
ϥ΃
Ϧϳ
ή
ϳ
Ϊ
Ϥ
ϟ
΍ write with his work team the
months to write a corporate
Ϛϟ
Ϋ
ϭ
Ϫ
Θ
δγΆ
ϣ
Δ
ϟ
Ύ
γέ
Ϫ
Ϡ
Ϥ
ϋ mission of his organization in six
mission statement, he said, “You Ύ
Ϥ
˱
Ϝ
Ϭ
Θ
ϣ
ΏΎ
Ο΃
ή
Ϭ
η΃
Δ
Θ
γ
ϝϼΧ months, he sarcastically replied:
don’t understand, Stephen. 21-We
ϩ
ά
ϫ
ˮ
Ϧϔ
ϴ
Θ
γΎ
ϳ
Ϛϟ
Ύ
Α
Ύ
ϣ
“what is wrong with Stevenson?,
will whip this baby out this Δ
Ϡ
τϋ
Ϧϣ
ή
Μ
ϛ
΃
ά
Χ΄
Η
ϻ
Δ
Ϥ
Ϭ
Ϥ
ϟ
΍ 21-this task does not take more
weekend.” 22-I see people trying αΎ
Ϩ
ϟ
΍
ϥ·
ωϮ
Β
γϷ΍
Δ
ϳ
Ύ
Ϭ
ϧ than a weekend.” 22-People try
to do it all over a weekend – trying ϲϓ
˯
Ύ
ϴ
ηϷ΍
ϊ
ϴ
Ϥ
Ο
Ϟό
ϓ
ϥϮ
ϟ
ϭ
Ύ
Τϳ to do all things during the
to rebuild their marriage on a
Ϣ
Ϭ
ϓ
ωϮ
Β
γϷ΍
Δ
ϳ
Ύ
Ϭ
ϧ
Δ
Ϡ
τϋ weekend. They rebuild their
weekend, trying to change a
Ϣ
Ϭ
Ο΍
ϭ
ί
˯
Ύ
Ϩ
Α
ϥϭ
Ϊ
ϴ
ό
ϳ marriages, change the nature of
company culture on a weekend,
ϖϴ
Β
τΗ
ϭ
Ϣ
Ϭ
Ϡ
Ϥ
ϋ
Δ
ό
ϴ
Β
σή
ϴ
ϴ
ϐ
Η
ϭ their work, and apply new
trying to pump out a major new
Ϣ
Ϭ
Η
Ύ
ϛ
ή
η
ϲϓ
Γ
Ϊ
ϳ
Ϊ
Ο
Ε΍
έ
Ω
Ύ
Β
ϣ initiatives in their companies, all
business proposal.
ωϮ
Β
γϷ΍
Δ
ϳ
Ύ
Ϭ
ϧ
Δ
Ϡ
τϋ
ϲϓ
Ϫ
Ϡ
ϛ in the weekend.
Table 2: The Idiom in S (21)
To sum up, at the level of message content formative elements, most of translation
problems were created out of the difference between the ST and TT in formality and
impersonality. Consequently deletion or semantic and syntactic paraphrasing of some
colloquial and figurative expression of the ST slightly affected the illocutionary force at
paragraph level, but the main text act of the whole text was maintained. In addition,
informativity, textuality, intertexuality and intentionality standards are almost similar in
both texts because conveying the intended message of the ST was my focus as an
ethnographer.
4.1.2. At Message Form Constituents
Paragraphing and Punctuation
The paragraphing system of texts translated into Arabic is quite similar to the English,
especially within the journalistic discourse. The TT paragraphs are organized in a way
that is very similar to the ST except that some of the TT paragraphs may be written as
only one or two sentences because “it is not unusual for Arabic paragraphs to consist of
one sentence” (Baker 1992:193).
For punctuation, in Arabic, “unfortunately, but not surprisingly, punctuation marks
almost without exception are ignored, random or misused in all types of texts and
contexts, especially in classical books — let alone translated works into Arabic — for no
good reasons” (Ghazala 2004). Out of this ignorance, the TT is very much similar to the
ST except in few places. For example, the Arabic markers ‘wa’ and ‘fa’ are used to
punctuate sentences - in S (2) for example ‘wa’ was repeated six times either as a
punctuation marker or conjunction - because they are used extensively to “mark the
boundaries of anticipatory constituents” (Sa’Adeddin 1990: 29).
Macro-Grammatical Dependencies
There is a noticeable difference in the cohesive patterns between the ST and TT. First, as
a language that differentiates gender and number, Arabic favors personal pronouns as
cohesive devices as it reduces the chance of ambiguity (Baker 1992:182). In S (17)
(Table 3) below, the number of personal references in the TT is higher than the ST’s
because Arabic nouns, verbs, adverbs and adjectives are inflected for case, gender and
number. In addition, these personal references are repeated throughout the TT since
“Arabic cohesion is described as context-based, generalized, repetition-oriented, and
additive” (Mohammed and Omer 2000:53).
ST
17-And when some hero – an
actor, entertainer, athlete, or other
professional – suggests that we can
get what we want by practicing
hardball negotiation, closing winlose deals, and playing by our own
rules, we believe them, especially
if social norms reinforce what they
say.
TT
BT
ϭ
΃
ϞΜ
Ϥ
ϣ
ϱ΃
ϕΪ
μϧ
ϭ
17-and we believe any actor,
ϱ΃
ϭ
΃
ϲοΎ
ϳ
έ
ϭ
΃
ϊ
ϳ
ά
ϣ presenter, athlete or any other
Ύ
Ϩ
ϧ
΄
Α
Ϊ
ϛ
΃
΍
Ϋ
·
ή
Χ΁
έ
Ϯ
Ϭ
θϣ celebrity if he assures to us that we
Ύ
Ϥ
ϟ
Ύ
σ
Ϊ
ϳ
ή
ϧ
Ύ
ϣ
ϖϴ
Ϙ
ΤΗ
ϊ
ϴ
τΘ
δϧ can achieve what we want as long
ϭ
Γ
Ω
Ύ
Τϟ
΍
ΕΎ
ηΎ
Ϙ
Ϩ
ϟ
΍
Ύ
Ϩ
γέ
Ύ
ϣ as we practice sharp discussion, cut
ϭ
Γ
ή
γΎ
Ψϟ
΍
ΕΎ
ϴ
ϗ
Ύ
ϔ
Η
Ϲ΍
Ύ
ϧ
ή
Θ
Α off losing agreements, play the
Ύ
Ϩ
οή
ϓ
ϭ
Ύ
Ϩ
ϴ
ϧ
΍
Ϯ
Ϙ
Α
Δ
Β
ό
Ϡ
ϟ
΍
Ύ
Ϩ
Β
ό
ϟ game with our rules, and impose
Ύ
ϣ
˯
Ύ
Ο΍
Ϋ
·
Δ
λΎ
ΧΎ
Ϩ
Α
Ϯ
Ϡ
γ΃ our approach, especially if what
ϯϮ
Ϭ
ϟ
Ύ
Ϙ
˱
ϓ
΍
Ϯ
ϣ
Ϫ
ϧ
Ϯ
ϟ
Ϯ
Ϙ
ϳ they are saying come in
Δ
ϴ
ϋΎ
Ϥ
Θ
ΟϹ΍
Ε΍
Ϊ
Ϙ
Θ
ό
Ϥ
ϟ
΍ accordance with the common
Γ
Ϊ
΋
Ύ
δϟ
΍
spread social believes.
Table 3: The Personal References in S (17)
In terms of demonstrative references, the TT is denser than the ST. These references are
used extensively as retrospective labels to anaphorically “encapsulate or package a
stretch of discourse” (Francis in Coulthard 1994:85). But in S (41) (Table 4), for instance,
the ST’s non-retrospective demonstrative ‘there’ was not translated. This is due to the
impersonality of the TT which prefers generalization and not direct reference to the
external world by using a demonstrative reference. In contrast, in S (40-42), the Arabic
‘this’ was repeated twice as retrospective label.
ST
40-These are problems that
common approaches can’t solve.
41-Quick, easy, free, and fun
approaches won’t work on the
“farms” of our lives because there
we’re subject to natural laws and
governing principles. 42-Natural
laws, based upon principles,
operate
regardless
of
our
awareness of them or our
obedience to them.
TT
BT
ϕή
τϟ
Ύ
Α
ϞΤΗ
ϻϞϛ
Ύ
θϣ
ϩ
ά
ϫ
40 40-These are problems that
Δ
ό
ϳ
ή
δϟ
΍
ϭ
Δ
Ϡ
Ϭ
δϟ
΍
ϭ
Δ
ό
΋
Ύ
θϟ
΍ are not solved with the
ϱΪ
ΠΗ
ϻϕή
τϟ
΍
ϩ
ά
ϫ
ˬ
Δ
ό
Θ
Ϥ
Ϥ
ϟ
΍
ϭ common,
easy,
quick
ή
Λ
΄
Θ
Η
ϲΘ
ϟ
΍
Ύ
Ϩ
Η
Ύ
ϴ
ΣΔ
ϋέ
ΰ
ϣ
ϊ
ϣ
Ύ
ό
˱
ϔ
ϧ enjoyable ways. 41-These
ϩ
ά
ϫ
ˬ
Δ
Ϥ
ϛ
Ύ
Τϟ
΍
Δ
ό
ϴ
Β
τϟ
΍
Ϧϴ
ϧ
΍
Ϯ
Ϙ
Α ways do not work with our
ϞϤ
ό
Η
ϭ
ΉΩ
Ύ
Β
Ϥ
ϟ
΍
ϰϠ
ϋ
Ϊ
Ϥ
Θ
ό
Η
Ϧϴ
ϧ
΍
Ϯ
Ϙ
ϟ
΍ life farm which is affected
Ϣ
Ϡ
ό
ϧ
Ϣ
ϟ
ϡ
΃
Ύ
ϫ
Ω
Ϯ
ΟϮ
Α
Ύ
Ϩ
Ϥ
Ϡ
ϋ˯
΍
Ϯ
γ by the controlling laws of
Ϧϳ
ή
Α
Ϊ
ϣ
Ύ
Ϩ
ϴ
ϟ
ϭ
ϡ
΃
Ύ
ϫ
Ύ
Ϩ
ό
σ΃
˯
΍
Ϯ
γϭ nature.
42-These
laws
Ύ
Ϭ
Ϩ
ϋ depend on principles and
work either we know of their
existence or and either we
obey them or give them our
backs.
Table 4: The Demonstrative References in S (40-42)
Furthermore, in S (31) (Table 5), the TT begins with the retrospective ‘those people’ to
avoid the ambiguity that might be created out of using ‘they.’ To illustrate, if ‘they’ were
used in the TT, the reference can refer to both ‘people’ and ‘motivational speakers’ in S
(30), so the reference was replaced instead with the demonstrative added to the noun. On
the other hand, there is no ambiguity in the thematic structure of the ST (themes are
underlined in the table below) in the paragraph in which ‘they,’ referring to ‘people,’ is
the theme for all five sentences (30-32). In the TT, however, the five sentences are
translated into three sentences whose themes are: ‘back off,’ ‘because’ and ‘they,’
respectively. In addition, the second and third ‘they’ in S (31, 32) are redundant in the TT
because both sentences were translated into one sentence that is highly inflected.
ST
30-Most people are turned off by
“motivational” speakers who have
nothing more to share than
entertaining stories mingled with
“motherhood and apple pie”
platitudes. 31-They want
substance; they want process; they
want more than aspirin and bandaids for acute pain. 32-They want
to solve their chronic problems and
achieve long-term results.
TT
BT
Ƣ
Ƿ
ƾ
Ǽ
ǟ
ǅƢ
Ǽ
ǳ
ơ
Ǻ
Ƿ
Ś
ư
ǯ
Ǟ
Ƴơ
ǂ
Ƭ
ȇ
30 30-Many people back off when
ȏ
śǈǸ
ƸƬ
Ƿ
śƯ
ƾ
ƸƬ
Ƿ
ńƛ
ǹ
Ȃ
Ǡ
Ǹ
Ƭ
ǈȇ they listen to enthusiastic
speakers talking about nothing
Ƣ
ȇ
Ƣ
ǰ
Ʒ
ȁ
ǎǐǫ
Ǻ
ǟ
ȏ
ƛ
ǹ
Ȃ
Ǹ
Ǵ
ǰ
Ƭ
ȇ except about stories and tales
ǹ
ȋ

ǝȂ
Ƴ
Ǻ
Ƿ
řǤ
ƫ
ȏ
ȁ
Ǻ
Ǹ
ǈƫ
ȏ that do not fatten and substitute
ȁ
ȐƷ
Ɔ
ȁ
ȃȂ
Ć
Ƭ
Ű
ǹ
ȁ
ƾ
ȇ
ǂ
ȇ
ǅƢ
Ǽ
ǳ
ơ
Ɣ
ȏ
ƚ
ǿ hunger 31-because those
people want content and

ƾ
ȇ
ƾ
ǋ
Ń
ȋ
Ƨ
ƽ
Ƣ
Ǹ
Ǔ
ȁ
Ǻ
ǰ
ǈǷ
ǆȈ
ǳ solution but not painkiller and
ǲ
ǯ
Ƣ
ǌŭ
Ƣ
Ǡ
Ć
ƳƢ
ǻ
ȐƷ
Ɔ
ǹ
ȁ
ƾ
ȇ
ǂ
ȇ
Ƕ
ǿ
band-aid for a severe pain. 32ȃƾ
ŭ
ơ
Ƨ
ƾ
Ȉ
Ǡ
ƥ
ƲƟ
Ƣ
Ƭ
Ǽ
ǳ
Ƣ
Ǭ
Ɔ
Ȉ
Ǭ
Ţ
ȁ
ƨ
Ǭ
Ȉ
Ǹ
ǟ They want a solution for deep
problems and achievement of
long-term results.
Table 5: The Demonstrative, Personal References and Themes in S (30-32)
In terms of junctives or conjunctives, according to Al-Kufaishi (2008: 365), coordination,
as a cohesive link, can stand for intentionality and acceptability. The TT is denser in
terms of cohesive devices because “Arabic uses more explicit markers of cohesion than
English. These cohesive markers render the underlying semantic relationships explicit,
contribute to information dynamics and preserve thematic unity” (ibid). Throughout the
TT the Arabic conjunctive ‘wa’ has the highest occurrence due to its versatility as a
conjunctive that can be used at the phrase, clause, sentence and discourse level (Al-Batal
(1994) in Al-Kufaishi 2008). In Table (6) below for example, ‘wa’ is cohesive at the
phrasal level in S (7), at the clause level in S (5), at the sentence level in S (8) and at the
discourse level in S (10).
ST
TT
BT
5-Let me share with you some
ξό
Α
Ϣ
Ϝ
ϟ
Ω
ή
γ΃
ϲϧ
Ϯ
ϋΩ
5 5- Let me narrate to you some
examples of the problem. 6-Then Ϣ
Λ
Ϧϣ
ϭ
Δ
Ϡ
Ϝ
θϤ
ϟ
΍
ϰϠ
ϋ
Δ
Ϡ
Μ
ϣ
Ϸ΍ examples of the problem 6-and
I will suggest the principle
ΉΩ
Ύ
Β
Ϥ
ϟ
΍
ϭ
Ϋ
ϞΤϟ
΍
Ρή
Θ
ϗ
΄
γ then I will suggest the solution
centered
solution.
7-Some
ϥϭ
έ
ή
Β
ϳ
ϥϭ
ή
ϳ
Ϊ
Ϥ
ϟ
΍
ξό
Α principles. 7-Some managers
executives justify heavy-handed
Δ
ψϴ
Ϡ
ϐ
ϟ
΍
ϭ
Δ
ψϔ
ϟ
΍
ϕή
τϟ
΍ justify the rude and boorish ways
means in the name of virtuous
Δ
ϳ
Ύ
ϐ
ϟ
΍
ϥϷ
Δ
Ϡ
ϴ
πϔ
ϟ
΍
ΕΎ
ϳ
Ύ
Ϭ
Ϩ
ϟ
Ύ
Α with virtuous ends because the
ends. 8-They say that “business ϭ
Δ
Ϡ
ϴ
γϮ
ϟ
΍
έ
ή
Β
Η
Ϣ
ϫ
ή
ψϧ
ϲϓ aim, in their perspective, justifies
is business” and that “ethics” and ϭ
ϞϤ
ό
ϟ
΍
Ϯ
ϫ
ϞϤ
ό
ϟ
΍
ϥ΄
Α
ϥϮ
ϟ
Ϯ
Ϙ
ϳ the means 8-and the say that
“principles” sometimes have to
ά
Χ΄
Η
ϥ΃
ΐΠϳ
ΕΎ
ϴ
ϗ
ϼΧϷ΍
ϥ΃ business is business and morals
take a backseat to profits. 9
ΏΎ
δΣ
ϲϓ
ϲϔ
Ϡ
Ψϟ
΍
Ϊ
ό
Ϙ
Ϥ
ϟ
΍ should take the back seat in profit
Many see no correlation between
Ϫ
ϧ
΄
Α
ϥϭ
ή
ϳ
Ϣ
ϫ
ΡΎ
Α
έ
Ϸ΍ calculation. 9-They see that there is
the quality of their personal lives Ϣ
Ϭ
Η
Ύ
ϴ
Σ
Γ
Ω
Ϯ
Ο
Ϧϴ
Α
Δ
ϗ
ϼϋ
Ϊ
ΟϮ
Η
ϻ no relation between the quality of
at home and the quality of their ϲϓ
Ϣ
Ϭ
Ϡ
λ΍
Ϯ
Η
Γ
Ω
Ϯ
Ο
ϭ
Δ
ϴ
μΨθϟ
΍ their personal lives and the quality
communications at work. 10
ΥΎ
Ϩ
Ϥ
Ϡ
ϟ
Δ
Πϴ
Θ
ϧ
ϭ
ˬ
ϞϤ
ό
ϟ
΍ of their communication at work.
Because of the social and
ϞΧ΍
Ω
ϲγΎ
ϴ
δϟ
΍
ϭ
ϲϋΎ
Ϥ
Θ
ΟϹ΍ 10-And as a result of the social and
political environment inside their
ϚϜ
ϔ
Ϥ
ϟ
΍
ϕϮ
δϟ
΍
ϭ
Ϣ
Ϭ
Η
Ύ
Ϥ
ψϨ
ϣ political climate inside their
organizations and the fragmented
Ϣ
Ϭ
ϧ
Ύ
Ϝ
ϣ
Έ
Α
ϥ΃
΍
Ϯ
Ϩ
χ
Ύ
Ϭ
Οέ
Ύ
Χ organizations and the fragmented
markets outside, they think they ϙΎ
Ϩ
ϫ
Ζϣ
΍
Ω
Ύ
ϣ
ΕΎ
ϗ
ϼό
Ϡ
ϟ
Γ
˯
Ύ
γϹ΍ market outside them
can abuse relationships at will
Ύ
Ϭ
Ϙ
ϴ
Ϙ
ΤΗ
ϦϜ
Ϥ
ϳ
Ξ΋
Ύ
Θ
ϧ (organization), they thought that
and still get results.
they can wrong to relationships as
long as there are achievable results.
.
Table 6: the Arabic Conjunctive ‘wa’ in S (5-10)
Micro-Grammatical Dependencies
For phrases, apart from most of the Arabic phrases are nominal and free of modals,
translating some of the adjective phrases was difficult particularly the compound ones.
The compound adjectives ‘principle-centered’ in S (6) and S (65), and ‘heavy-handed’ in
S (7) were problematic as most of English compound adjectives. On one hand, ‘principlecentered’ and ‘principled’ share the same contextual meaning so they translated using one
TL equivalent which is ‘has principles.’ On the other hand, ‘Heavy-handed’ was
translated using two synonyms, ‘rude’ and ‘boorish,’ which collocate together in the TL
(refer to Appendix 3). The use of two TT adjectives reflects the tendency of repetition of
the TL (Mohammed and Omer 2000:53) and at the same time transfers the sense of the
ST expression.
To synthesize the above discussion, although there are some differences in the macrogrammatical dependencies, cohesion of the TT was maintained using the TL cohesive
ties. At textual level, the change of cohesion patterns in the TT resulted in a higher
frequency of some cohesive devices like the personal references that are inflected through
out the text and a change of thematic structure like in S (30-32). On the contrary, the high
versatility of coordination device ‘wa’ caused relative redundancy of other references and
sentences that two or more ST sentences were translated into one sentence. Repetition
and generalization tendencies of the TL served the TT in terms of finding equivalents at
phrasal and syntactic level and meeting interpersonal metafunction namely formality and
impersonality.
In general, handling the translation problems from the ethnolinguistic angle shows that
although the ethnolinguistic theory emerges “as a suggestion by Sa’Adeddin to deal with
the translating problem by placing more emphasis on the role of the translator as an
ethnographer” (Abu Risha 2008:73), it presents a comprehensive basis for translation,
particularly for genres that need to be domesticated. Intentionality and intertextuality
standards were not discussed above because on one hand, intentionality stands for the
goal and the sub-goal of the text within the ethnolinguistic theory. The goals and
subgoals of both texts are almost identical for the domestication approach adopted. On
the other hand, the intertextuality standard refers to “the relationship between a particular
text and other texts which share characteristics with it” (Bell 1991:171), which can
generally be understood as genre. The ST genre was translated into the same genre within
the TL. However, the ethnolinguistic theory does not extensively tackle coherence and
acceptability as much as the other standards of textuality. Therefore, translation problems
related to coherence and acceptability standards are discussed separately below.
4.2. Translation Problems and Textuality Standards
4.2.1. Coherence Standard
Most of the coherence of the ST was maintained in the TT, sometimes by using different
pronominal means. Also, once the text act is maintained in the TT the coherence will be
maintained too (Hatim and Mason 1990:77). To elaborate, as mentioned before under
macro-grammatical dependencies, there are some gains and losses for the change of the
grammatical systems through which coherence is achieved (Hatim and Mason 1990:196).
For example, in S (39) ‘center on principle’ was translated using ‘concentration.’ Due to
the high impersonality of the TT, most of the text address is indirect. Therefore, the
subtitles of the articles were generalized using a nominal sentence (sentence starts with
noun) rather than a verbal one (sentence starts with verb). Yet as ‘concentration’ and
‘center’ share the same tri-literal root (r. k. z), both words share a partial meaning,
thereby the coherence was relatively maintained.
‘True north’3 in S (65) was problematic for its metaphorical meaning, which had been
previously introduced by the author in other publications and which has since become a
well-known concept within the field of training and personal development. The ‘true
north’ Principles metaphor gets its name from the true north of the compass that always
points in the correct direction, regardless of the environment. It holds symbolic meaning
for personal development: “because the compass represents the eternal verities of life, we
must develop our value system with deep respect for “true north” principles” (Covey
1989). The expression was translated literally and a footnote was added to explain the
metaphorical use of the expression in order not to lose the coherent effect of the
expression.
Similarly in S (61), ‘personality’ and ‘character’ have one TL equivalent, which literally
means ‘personality.’ Both terms were translated differently in the Arabic version of
“Seven Habits of Highly Effective People” in which ‘personality’ was translated as the
personal ethical traits and ‘character’ as the ideal ethical traits. Although this translation
is quite complicated, it still does not reveal the difference between both terms. Thus, to
maintain the coherence link of the whole paragraph in the TT, ‘personality’ was
translated using the TL equivalent but ‘character’ was translated as ‘being’ to evoke the
deeper meaning of ‘character’ and to validate the difference between the two terms.
4.2.2. Acceptability Standard
The textuality standards may relate to producer, text or text users. Intentionality, for
example, is a producer-related standard, cohesion is a text-related and acceptability is a
text-user-related. Therefore, there are some parts of the ST were problematic when
translated into Arabic for being unacceptable. For example, from the very beginning of
the text, the title of the article was problematic for the use of ‘principled’ as an adjective.
Literally means “the direction from any point along a meridian towards the North Pole” (Collins English
Dictionary 2006)
3
‘mabda?ii’, the Arabic adjective equivalent of ‘principled’, does not carry the same
meaning of the original, but it literally means ‘primarily’. The best translation of the
word is ‘duu mabaadi?’ (d is pronounced like the first sound of ‘the’) literally means ‘has
principles.’ This translation was not used because of the stylish solidity of the sound of
the first word ‘duu’. Therefore, the title was translated as ‘Communication and
Principles’ that emphasizes the relation between communication and principles, the field
of the article, with describing neither of both words using ‘wa’, the multi-functional
cohesive device.
Likewise the noun phrase of ‘motivational speakers’ in S (30) was modified for the use of
the adjective. The TL equivalent for ‘motivational’ is not as widely used as the equivalent
of ‘enthusiastic’. Another reason for using ‘enthusiastic’ rather than ‘motivational’ is the
collocation of ‘enthusiastic’ and ‘speakers’ which is more natural and common in the TL.
Another example is the use of ‘tawaasul’ rather than ‘ittisal’ as an equivalent for
‘communication.’ ‘tawaasul’ has the sense of mutual understanding and refers to the
purpose of any type of communication. In addition, ‘ittisaal’ gives the sense of physical
communication. In TL every ‘tawasul’ includes ‘ittisaal’ but not visa versa and using
‘tawasul’ rather than ‘ittisaal’ serves the domestication approach because the former is
highly used as an equivalent for ‘communication’ within the target culture.
5. Conclusion and Recommendation
The choice of the approach to be used in translation, whether domestication or
foreignization, is likely dependent on the type of genre. Culture-bound and
communicative genres, like the human and professional development genre, need to be
domesticated to meet their intentionality within the target culture. In other words,
maintaining the text act and message content formative constituents of the ethnolinguistic
theory helped in producing a communicative TT because Hatim and Mason consider that
“at discourse level, communicative failure (relatively speaking) of a translation may be
attributed to failure to represent speech acts adequately” (1990:76).
When the translator deals with the text as an ethnographer by handling the textual
features as well as utilizing the sociolinguistic aspects of the context, the success of the
TT primarily depends on a deep comprehension of the ST at the lexico-grammatical and
discourse level. Through an integrated understanding of the ST, the construction of a
domesticated TT is a matter of rephrasing the message applying the TL’s linguistic and
metalinguistic norms. However, coherence and acceptability standards are the only
textual standards that can be vulnerable when act as an ethnographer-translator. Thus an
ample combination of ethnolinguistic theory and texuality standards can be effective in
producing domesticated texts within socio-cultural genres, one of which is the genre of
this paper.
In addition, translator’s knowledge within the same genre helps to interpret some cultural
and metaphorical expressions. There were some expressions in the ST that would be
difficult to be domesticated unless there is a deep understanding of the social and
intertextual context.
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ϛ
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ϊ
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Appendices
Appendix 1
The Source Text ST
Principled Communication
Stephen R. Covey
July 1992
1-If our motive is to manipulate, our communication and our leadership, in
general, will prove to be ineffective over time.
2-In recent years, since the publication of my book, The Seven Habits of Highly
Effective People, I have worked with many wonderful individuals who are seeking
to improve the quality of their communications, relationships, products, services,
organizations, and lives.
3-But sadly, I see many people using a variety of ill-advised approaches. In
effect, they try to apply short-cut, manipulative practices learned in academic and
social systems to natural systems, the “farms” of their lives.
4-The Problem: Alternate Centers
5-Let me share with you some examples of the problem. 6-Then I will suggest
the principle-centered solution. 7-Some executives justify heavy-handed means
in the name of virtuous ends. 8-They say that “business is business” and that
“ethics” and “principles” sometimes have to take a backseat to profits. 9-Many
see no correlation between the quality of their personal lives at home and the
quality of their communications at work. 10-Because of the social and political
environment inside their organizations and the fragmented markets outside, they
think they can abuse relationships at will and still get results.
11-The head coach of a professional football team once told me that some
players don’t pay the price in the off-season. 12-“They come to camp out of
shape,” he said. 13-“Somehow they think they can fool me, make the team, and
play great in the games.”
14-When I ask in my seminars, “How many of you would agree that the vast
majority of the workforce possess far more capability, creativity, talent, initiative,
and resourcefulness than their present jobs allow or require them to use?” the
affirmative response is about 99 percent. 15-We all admit that our greatest
resources are being wasted.
16-Our heroes are often people who make a lot of money. 17-And when some
hero – an actor, entertainer, athlete, or other professional – suggests that we can
get what we want by practicing hardball negotiation, closing win-lose deals, and
playing by our own rules, we believe them, especially if social norms reinforce
what they say.
18-Some parents don’t pay the price with their kids, thinking they can fake it for
the public image and then shout and slam the door. 19-They are then shocked to
see that their teenage kids experiment with drugs, alcohol, and sex to fill the void
in their lives.
20-When I invited one executive to involve all his people and take six months to
write a corporate mission statement, he said, “You don’t understand, Stephen.
21-We will whip this baby out this weekend.” 22-I see people trying to do it all
over a weekend – trying to rebuild their marriage on a weekend, trying to change
a company culture on a weekend, trying to pump out a major new business
proposal. 23-Some things just can’t be done over a weekend.
24-Many executives take criticism personally because they are emotionally
dependent on their employees’ acceptance of them. 25-A state of collusion is
established where executives and employees need each other’s weaknesses to
validate their perceptions of each other and to justify their own lack of production.
26-In management, everything goes to measurement. 27-July belongs to the
operators, but December belongs to the controllers. 28-And the figures are
manipulated at the end of the year to make them look good. 29-The numbers are
supposed to be precise and objective, but everyone knows they are based on
subjective assumptions.
30-Most people are turned off by “motivational” speakers who have nothing more
to share than entertaining stories mingled with “motherhood and apple pie”
platitudes. 31-They want substance; they want process; they want more than
aspirin and band-aids for acute pain. 32-They want to solve their chronic
problems and achieve long-term results.
33-I once spoke to a group of executives at a training conference and discovered
that they were bitter because the CEO had “forced” them to “come and sit for four
days to listen to a bunch of abstract thoughts.” 34-They were part of a
paternalistic culture that saw training as an expense, not an investment. 35-Their
organization managed people as things.
36-In school, we ask students to tell us what we told them; we test them on our
lectures. 37-They figure out the system, and then they party, procrastinate, and
cram to get the grades. 38-They think all of life operates on the same short-cut
system.
39-The Solution: Center on Principles
40-These are problems that common approaches can’t solve. 41-Quick, easy,
free, and fun approaches won’t work on the “farms” of our lives because there
we’re subject to natural laws and governing principles. 42-Natural laws, based
upon principles, operate regardless of our awareness of them or our obedience
to them.
43-Often habits of ineffectiveness are rooted in our social conditioning toward
quick-fix, short-term thinking. 44-In school, many of us procrastinate and then
successfully cram for tests. 45-But does cramming work on a farm? 46-Can you
go two weeks without milking the cow, and then get out there and milk like crazy?
47-Can you “forget” to plant in the spring, goof off all summer, and then hit the
ground real hard in the fall to bring in the harvest?48- We might laugh at such
ludicrous approaches in agriculture, but then in academic environments, we
might cram to get grades and degrees.
49-The only thing that endures over time is the law of the farm: I must prepare
the ground, put in the seed, cultivate, weed, water, and nurture growth. 50-So
also in a business or a marriage there is no quick fix where you can just move in
and magically make everything right with a positive mental attitude and a
package of success formulas.
51-Correct principles are like compasses: they are always pointing the way. 52And if we know how to read them, we won’t get lost, confused, or fooled by
conflicting voices and values. 53-Principles such as fairness, equity, justice,
integrity, honesty, and trust are not invented by us: they are the laws of the
universe that pertain to human relationships and organizations. 54-They are part
of the human condition, consciousness, and conscience.
55-People instinctively trust those whose personalities are founded upon correct
principles. 56-We have evidence of this in our long-term relationships. 57-We
learn that technique is relatively unimportant compared to trust, which is the
result of our trustworthiness over time. 58-When trust is high, we communicate
easily, effortlessly, instantaneously. 59-We can make mistakes, and others will
still capture our meaning. 60-But when trust is low, communication is exhausting,
time-consuming, ineffective, and inordinately difficult.
61-Most people would rather work on their personality than on their character.
62-The former may involve learning a new skill, style, or image, but the latter
involves changing habits, developing virtues, disciplining appetites and passions,
keeping promises, and being considerate of the feelings and convictions of
others. 63-Character development is the best manifestation of our maturity. 64To value oneself and, at the same time, subordinate oneself to higher purposes
and principles is the paradoxical essence of highest humanity and the foundation
of effective leadership.
65-Principle-centered leaders are men and women of character who work with
competence “on farms” with “seed and soil” and who work in harmony with
natural, “true north” principles and with the law of the harvest. 66-They build
those principles into the center of their lives, into the center of their relationships,
into the center of their communications and contracts, into their management
processes, and into their mission statements.
Appendix 2
The Target Text
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Appendix 3
The Back Translation
Communication and Principles
1-If our motive is to maneuver and to manipulate, our communication and leadership
approach will fail with passing of time.
2-During the few last years and after issuing my book “The Seven Habits of Highly
Effective People”, I worked with wonderful people who are trying to improve the quality
of their communication, their relationships, their production, their services, their
organizations and above all their lives.
3-But unfortunately I see other people using means built on bad directions and they are in
fact trying to apply short-cut practices and maneuvers that they learnt from different
educational and social systems and they try to apply them on other natural systems in life
farm.
4-The problem is in switching centers
5- Let me narrate to you some examples of the problem 6-and then I will suggest the
principled solution. 7-Some managers justify the rude and boorish ways with virtuous
ends because the aim, in their perspective, justifies the means 8-and they say that
business is business and morals should take the back seat in profit calculation. 9-They see
that there is no relation between the quality of their personal lives and the quality of their
communication at work. 10-And as a result of the social and political climate inside their
organizations and the fragmented market outside them (organization), they thought that
they can wrong to relationships as long as there are achievable results.
11-Once a chief-couch in a professional football team told me that some players neglect
training off season 12-then they join the training camp in a shameful condition 13thinking that they can avert the issue and play wonderfully in matches.
14-When I ask in my seminars: “who (of you) does agree that the working calibers
possess more of ability, creativity, gift, initiative, and energy than what their jobs allow
4
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them or require from them?” 99% of answers state agreement. 15-We all think that our
potential is wasted or unused.
16-Everyone collects wealth is a hero in our eyes and 17-we believe any actor, presenter,
athlete or any other celebrity if he assures to us that we can achieve what we want as long
as we practice sharp discussion, cut off losing agreements, play the game with our rules,
and impose our approach, especially if what they are saying come in accordance with the
common spread social believes.
18-Some parents do not pay the price because they always beatify the external image
while slamming the house door on screaming and quarrels 19-and at the end they are
surprised of their teenaged children’s experience with drugs, alcohol and sex to fill in
their empty lives.
20-When I ask a manager to write with his work team the mission of his organization in
six months, he sarcastically replied: “what is wrong with you Stevenson?, 21-this task
does not take more than a weekend.” 22-People try to do all things during the weekend.
They rebuild their marriages, change the nature of their work, and apply new initiatives in
their companies, all in the weekend. 23-But the weekend is not enough to finish all
matters.
24-Most of managers take criticism personally because they emotionally depend on their
employees’ acceptance. 25-A condition of balance is created when the manager and his
employees need each other’s weaknesses to completer everyone’s perspective about the
other and eventually to justify his weak production.
26-In management, everything enters within the calculation, 27-so July is for employees
and December is for managers. 28-And numbers can be manipulated at the end of the
year to beautify them. 29-But numbers can not be precise and accurate as long as they are
built on personal and subjective assumptions.
30-Many people back off when they listen to enthusiastic speakers talking about nothing
except about stories and tales that do not fatten and substitute hunger 31-because those
people want content and solution but not painkiller and band-aid for a severe pain. 32They want a solution for deep problems and achievement of long-term results.
33-Once I spoke in a training conference to a group of managers and I discovered that
they are displeased because the CEO forced them to attend and sit for four progression
days listening to punch of theoretical thoughts. 34-They are part of the authoritative
culture that see training as not more than extra cost not an investment, 35-because they
believe that their companies deal with them as they are one of their (companies)
properties.
36-and in school we ask students to repeat what we say and we test them in what we
provide them with. 37-But very quickly they understand the system and they celebrate
and procrastinate and at the end they cram themselves to get the marks. 38-At that point
they think that everything in life works in this short way.
39-The Solution is concentrating on Principles
40-These are problems that are not solved with the common, easy, and quick enjoyable
ways. 41-because these are ways that do not work with our life farm which is affected by
the controlling laws of nature. 42-These laws depend on principles which continue to
work either we know of their existence or and either we obey them or give them our
backs.
43-Mostly the habits of ineffectiveness root in our social position which tends to think of
quick and short-term solutions. 44-In schools we often procrastinate and put off and then
we cram ourselves to succeed in exams. 45-But does cramming ourselves succeed in life
farm? 46-Can you not milking the caw for two weeks and then milk it all at once? 47-Is it
possible to forget to plant in spring, slacken from farming in summer and strongly strike
the land in fall to gain crops? 48-We may mock the example of farming but not mock the
example of academic life where there is no object to procrastinate and putt off, and then
cram of ourselves for short time to obtain the highest degrees and hold the highest
certificates.
49-The only thing that last through time is the farm law because we have to cultivate the
land, till it, put seeds, water it, and nurture it to grow. 50-Similarly with work and
marriage, there is no quick way to understand the problem and reach an effective magical
solution that makes everything fine and creates a world fraughted with positive behaviors
and effective approaches.
51-Correct principles are like compass: always points to the right direction, 52-but what
is important is to read it in a right way so we do not stray or get lost or get distracted by
opposite voices and values. 53-Firmness, equality, justice, straightness, honesty and trust
are not our hand made but they are universal laws that relate to relationships between
people and organizations 54-and interfere in determining their position, consciousness
and conscience.
55-People by instinct trust whose personalities built on correct principles 56-and longterm relations are best example of that 57-because they reveal that the approach is not
important to a certain extent but what matters is the trust that is built with passing time.
58-When the trust is high, we communicate easily, spontaneously, and effortlessly 59where mistakes are accepted as long as the other understands what we mean. 60-But
when the trust is low, the communication becomes exhausting, time consuming,
ineffective and difficult in a big way.
61-Most people are willing to work on their personalities but not their beings 62-where
the former includes learning new skills, ways and images and the latter includes change
of habits, development of virtues, reining of emotions and desire, commitment of
promise, respect for feeling, and firmness in accepting others’ perspective about us63-
and being development is a manifestation of maturity. 64-And self evaluation and at the
same time self pushing to work with elite principles are one of the paradoxes of high
humanity and thick base for effective leadership.
65-Principled leaders are men and women with high beings and effective ability; they are
tilling the farm with seed and soil and working in harmony with laws of nature, principles
of absolute north5 and harvest law. 66-They plant their principles in the center of their
lives, the center of their relationships, the center of their communications, the center of
their contracts, and the center of their management operations and the mission of their
organizations.
Appendix 4
The Ethnolinguistic Analysis of the ST
Ethnolinguistic Theory
Message Content Formative Element
1. Norm
of The writer uses examples from the real life to lead
Interpretation
audience understand the base on which communications
should built.
2. Norm of Interaction Expert writer to non-expert readers who seeks
improvement of their communications. However, the
distance is close and the language is intimate. American
style of writing.
3. Text End
3.1. Main Goal
Raise the awareness of principled communication and
prove with examples that principles are the base of
effective communications.
3.2. Sub-Goal
People should build their principles in the center of all
aspects of communications
4. Genre
Personal and professional development published on the
internet to be read and it is part of series articles and
books.
5. Key
Serious. Soft and full of advices and colloquial
expressions.
6. Topic
Principled communication
7. Text Situation
7.1. Setting
An article published on Franklin Covey website.
7.2. Scene
Modern article using modern and colloquial incidents
8. Participants
8.1. Sender
Franklin Covey website- The sender by definition is the
Referring to the principles of the absolute north as named by Stephen Covey which are the principles
that always point to the right direction regardless of the circulated circumstances. He built this name after
the absolute north that is pointed to by the needle of the compass.
5
8.2. Addresser
8.3. Receiver/Audience
8.4. Addressee
9. Channel
10. Variety
Expression
Text Act Structure
transmitter, “who codes the signal that is sent through the
communication channel to the receiver” (Renkema 1993:
33 in Sa’Adeddin).
the writer.
The receiver’s role is not to passively receive the text but
to decode. The receivers of this given text are the same as
the addressees.
- Immediate Audience: All internet readers of the website
along with any internet users.
- Intended audience: people seeking personal and
professional development especially within the field of
communication
Written to be read.
of American English- direct and simple full of colloquial
expression
indirectly criticize some social practices to emphasize the
rationale that these practices are built on false principles.
Ethnolinguistic Theory
Message Form Constituents
1. Print Substance
1.1. System of orthography:
English
1.2. Paragraphing
The text divided into paragraphs where every paragraph
revolves around one theme or one example.
1.3. Punctuation
Standard English punctuation
2. Text grammatical dependencies
2.1 (Macro)
grammatical dependencies – Cohesion
2.1.1 References
First and second references are common for the spoken
language and the tenor of the text. Giving realistic
examples increases the use of personal references
especially first and second.
2.1.2. Junctives
Less use of conjunctions for the colloquial language use
and when conjunctions are used, direct and simple ones
are used. Spoken conjunctives are used in direct
quotations
2.1.3.
Ellipsis
and Many example of ellipsis for the colloquial style.
Substitutions
2.2. (Micro) grammatical dependencies
2.2.1. Sentences
Short and simple sentences. Less compound sentences
but sometimes long as spoken ones.
2.2.2. Clauses
2.2.3. Phrases
NP (D+ADJ+N) (D+N+N)
VP (PFRASAL) (passive) (modals)
AP (COMPUND)

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