The notion of paratextuality put forward by French scholar Gérard Genette in 1990s first gained importance in the field of literature and has been one of the most prominent research areas in translation studies ever after because paratextual elements are seen as effective tools in directing presentation and reception not only of a text but also of a translated text. Paratexts are other elements such as titles, headings, epigraphs, prefaces, epilogues, reviews, acknowledgements, footnotes, illustrations, etc. coming with and outside the text in order to present the text and ensure or direct its reception. It is the threshold readers pass before the main body of the text. When the translator’s presence takes place in the elements surrounding the main body of the text, it is possible to name this presence as “paratextual presence” just as suggested by researcher Cees Koster. The researcher’s main aim in the present study is to focus on translator’s presence in the translated text with regard to paratextual elements, question the boundaries of the paratextual presence of the translator and explore how far the translators can go beyond this paratextual presence. Another objective is to search translators’ possible different roles in translation. In line with these purposes, a chosen source text and target text will be utilized for translation analysis. The source text called The Rise of the Ottoman Empire written by Paul Wittek in 1938 and the target text translated into Turkish by translator Fahriye Arık in 1947 will be examined comparatively in terms of paratextual elements. This study will try to tackle paratextuality and its significance in translation and also draw attention to translators’ different roles. In this respect, it is thought that this study will give a new impulse to the researches of translation studies on these topics.


Paratextuality, Paratextual Presence, Translators’ Roles, Translation Studies, Source Text, Target T

Author : Seda TAŞ
Number of pages: 148-160
DOI: http://dx.doi.org/10.18033/ijla.3862
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International Journal of Language Academy
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