Arabic Localisation: key case studies for Translation Studies Nada Al -Mazrooa A thesis submitted at the Cardiff School of Modern Languages in candidature for the degree of Doctor of Philosophy in Translation Studies on June 2018 Abstract This thesis investigates the practices of Arabic localisation as it presents a neglected area of localisation research, localising to a developing market. The thesis aims to establish a connection between localisation and Translation Studies, by exploring the ways in which this area can be theorised starting from the approaches developed by Lawrence Venuti (in particular the notions of foreignisation and domestication), and Christiane Nord (translation as interpersonal activity). Creating a theor etical framework which marries the cultural turn and functionalist approaches helps address the dynamics of Arabic localisation on both micro and macro levels. The thesis also aims to provide a holistic view of Arabic localisation, by considering translati on processes and outcomes, and by attempting to understand how Arabic localisation is perceived by its target audience. In order to achieve these goals, the thesis presents three case studies devoted, respectively, to the FIFA 15 video game, the Knorr website and the educational platform Blackboard Learn. It follows a mixed method approach to answer about the unique nature of each case study. This includes text analysis which covers each medium’s localisation literature, the Arabi c translated content of the selected products and related business articles. In addition, relevant online materials, such as gaming fora and Youtube gaming channels, are analysed to assess the response of the FIFA and Knorr target audience to the translati on they receive. Due to the privacy of Blackboard Learn ’s content and users, access to a student’s and an instructor’s accounts were sought from an Arabic university, and a questionnaire was developed to assess quantitatively and qualitatively the Arabic u sers’ response to the platform’s Arabic localisation. The significance of this thesis lies in its methodology and findings. E mploying strategi es from a range of backgrounds, academic , professional and social, produces a novel methodology for translation r esearch and for addressing the complexity of the discipline of localisation, as well as understanding the effect of its technical and commercial aspects on translation practices and outcomes. By approaching localisation from a Translation Studies perspecti ve, the thesis contributes to both disciplines. The thesis highlights the ways in which localising to a developing market is different from many of the practices discussed in the localisation i literature. In addition, the context of Arabic localisation prov es to be a fertile ground where Venuti’s theory of foreignisation and domestication can be relocated , and the debate about it acquires new nuances . ii Acknowledgement The completion of this thesis is owed to many individuals in my academic and personal life, to whom I express my gratitude. I would like to thank my family, especially aunt Wafa and uncle Adnan, for teaching me the value of education and making me look forward to this stage in my life, and my brother Abdullah for his continuous support. My husband, Khaled Sayes, who believed i n me and supported me at every step of the way. My children, Basmah, Ahmad and Farah, for their lovely and enjoyable company and the emotional support they provided throughout my PhD journey. Special thanks to my son Ahmad and his friend Omair, without th e consultation and efforts of whom the FIFA chapter would not have come to an existence. Each member of my supervisory team, which took different shapes throughout the years including my substitute supervisor Dr. Cristina Marinetti and my reviewer Dr. Liz Wren -Owen, for their input and advice. Special thanks to Dr. Kate Griffiths and Prof. Loredana Polezzi, my permanent supervisors, for their intellectual support and sincere engagement in my research. The staff members of the school of Modern Languages an d Cardiff University, especially Luisa Tramontini, Iris Winney, Mark Cooper and Nick Russel, for their technical support which I needed badly. My friends at the PGR office and Cardiff University who managed to take the pressure off the PhD journey, Merona , Esther, Dia, Simon, Estella, Kristine, Amal, Afnan, Shahd and Lindsay. Finally, my greatest gratitude is to Allah who made this opportunity possible and blessed me with these wonderful people, in addition to many others, so I can complete this piece of research. iii List of Figures: Figure 1 Arabic text inverted and in print ................................ ................................ ..................... 30 Figure 2 Punctuations on the opposite side ................................ ................................ ................. 31 Figure 3 The front cover of the Arabic localised FIFA 15 packaging ................................ ............. 43 Figure 4 The back cover of the Arabic localised FIFA 15 packaging ................................ ............. 51 Figure 5 Home label ................................ ................................ ................................ ...................... 63 Figure 6 Instrumental translation ................................ ................................ ................................ 64 Figure 7 Example (1) for the ‘Historical Kit’ Arabic translation ................................ .................... 66 Figure 8 Example (2) for ‘Historical Kit’ Arabic translation ................................ ........................... 67 Figure 9 Documentary translation: game message ................................ ................................ ...... 68 Figure 10 Misuse of documentary translation ................................ ................................ .............. 69 Figure 11 Arabic translation of the plural form of ‘Server’ ................................ .......................... 70 Figure 12 Arabic translation of the singular form of ‘Server’ ................................ ....................... 70 Figu re 13 Inconsistent instrumental translation ................................ ................................ .......... 72 Figure 14 Partial translation: bilingual message ................................ ................................ ........... 74 Figure 15 Untranslated text ................................ ................................ ................................ .......... 76 Figure 16 Natural Layout proper RTL display ................................ ................................ ................ 78 Figure 17 Bilingual text lacking inversion and mirroring ................................ .............................. 79 Figure 18 The Knorr Arabic Logo ................................ ................................ ................................ 108 iv Figure 19 Knorr 's Question Answered in Images ................................ ................................ ........ 112 Figure 20 Descriptive Passages on Egyptian Website ................................ ................................ 113 Figure 21 Descriptive Passages on Saudi Website ................................ ................................ ...... 114 Figure 22 Descriptive Passages on Gulf Website ................................ ................................ ........ 114 Figure 23 Usage of Measurement Units on Knorr Arabic Localised Websites ........................... 116 Figure 24 Recipes' Voice and Verb Forms on Knorr’s Arabic Localised Websites ...................... 117 Figure 25 Percentages of traditional recipes on Knorr ’s Arabic localised websites ................... 121 Figure 26 Blackboard Website ................................ ................................ ................................ .... 136 Figure 27 Board Middle East Website ................................ ................................ ........................ 138 Figure 28 Blackboard Help Website ................................ ................................ ............................ 140 Figure 29 Arabic Localisation of Blackboard Help Website ................................ ........................ 140 Figure 30 Lecturer's Course Page ................................ ................................ ................................ 141 Figure 31 Arabic Localisation of Lecturer's Course Page ................................ ............................ 142 Figure 32 Student's Course Page ................................ ................................ ................................ 143 Figure 33 Arabic Localisation of Student's Course Page ................................ ............................. 143 Figure 34 Partial Translation: Trade Marks ................................ ................................ ................. 153 Figure 35 English Version of Figure 34 ................................ ................................ ........................ 153 Figure 36 Different Translation in Title and Descriptive Passage ................................ ............... 156 Figure 37 English Version of Figure 36 ................................ ................................ ........................ 156 v Figure 38 Different translation in title and descriptive passage (2) ................................ ........... 156 Figure 39 English version of Figure 38 ................................ ................................ ........................ 157 Figure 40 Needs Grading: first Arabic