西方译论笔记.docx

西方译论笔记.docx

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西方译论笔记

IntroducingTranslationStudies:

Theoriesandapplications

Chapter1Mainissuesoftranslationstudies

1.1Theconcept

1）Translationcanrefertothegeneralsubject,theproductortheactoftranslating.Itinvolveschanginganoriginalwrittentextinoriginallanguageintoawrittentextintargetlanguage.

2）CzechstructuralistRomanJakobson’scategories:

A.intra-lingualtranslation,orrewording:

aninterpretationofverbalsignsbymeansofothersignsofthesamelanguage;

B.inter-lingualtranslation,translationproper:

aninterpretationofsignsbymeansofsomeotherlanguage";

C.Inter-semiotictranslation,transmutation:

bymeansofsignsofnon-verbalsignsystems.

3）Intralinguatranslationoccurswhenrephrase,explainorclarify.Intersemiotictranslationoccursifatextweretranslatedintomusic,filmorpainting.

1.2Translationstudies?

Throughouthistory,translationshaveplayedacrucialroleininter-humancommunication,providingaccesstoimportanttextsofacademicandreligiousvalue.

Yettranslationasanacademicsubjectbegunonlyfiftyyearsago,theDutch-basedUSscholarJamesS.Holmesin1972describesthethennascentdisciplineasbeingconcernedwiththeproblemsclusteredroundthetranslatingandtranslations.

1988,MarxSnell-Hornbswrotethatthebreathtakingdevelopmentandprolificinternationaldiscussionscallfortranslationstudiesasanindependentdiscipline.

MonaBakersaystheexcitingnewdisciplinebringingtogetherscholarsfromawidevarietyoftraditionaldisciplines.Now,thedisciplinecontinuestodevelopfromstrengthtostrength.

Therearetwoveryvisiblewaysinwhichtranslationhasbecomemoreprominent.

1）Theproliferationoftranslatingandinterpretingcourses.In1999/2000,therewereatleast20postgraduatetranslationcoursesintheUKandseveralCentersofTranslation,atleast250universitiesinover60countriesofferingcommercialtranslationcourses,andstillothercourses,insmallernumbers,focusonliterarytranslation.

2）The1990salsosawnumerousconferences,booksandjournalsontranslationinmanylanguages.Long-standinginternationaljournalssuchasBabel,Metahavebeenjoinedby,LiteratureinTranslation,TheTranslator,Perspectives（France）,aswellasawholehostofcomparativeliterature.JohnBenjamins,RoutledgeandStJeromepublishedanumberofbooks.Inaddition,thereareprofessionalpublicationsincludeInterpretingandInOtherWords.Othersmallerperiodicalsgivedetailsofforthcomingevents,Internationaltranslationconferenceswereheldinmanycountries.

Translationandtrainingtranslators（Bratislava,Slovakia）;

Literarytranslation（Mons,Belgium）;

Legaltranslation（Geneva,Switzerland）;

Genderandtranslation（Norwich,UK）;

Translationandmeaning（Maastricht,theNetherlands）;

Researchmodelsintranslationstudies（UMIST,Manchester,UK）;

Translationas/atthecrossroadsofculture（Lisbon,Portugal）;

Translationandglobalization（Tangiers,Morocco）;

Thehistoryoftranslation（Leon,Spain）;

Trans-adaptationandpedagogicalchallenges（Turku,Finland）:

Translation-focusedcomparativeliterature（Pretoria,SouthAfricaandSalvador,Brazil）.

Theabundanceoftranslationactivitiesindicatesthatithasnowbecomeoneofthemostactiveanddynamicnewareasofresearch.

1.3Abriefhistory

1）Writingsontranslatinggofarbackinhistory,forexample,Cicero,Horacehaveexertedimportantinfluences.StJerome’sapproachwouldaffectlaterScripturestranslations,whichwasthebattle-groundofconflictingideologiesforover1000years.

2）Althoughtranslatingpracticeislongestablished,thestudywasnotanacademicdisciplineuntilthe2ndhalfof20thcentury.Beforethat,grammar-translationmethodhaddominatedsecondaryschoolswhichcenteredontheroteofgrammaticalrulesoftheforeignlanguage.Thegearingoftranslationtolanguageteachingpartlyexplainwhyacademiaconsideredittobeofsecondarystatus.Studyoftranslatedworkswasgenerallyfrownedupononceastudentmasteredskillstoreadtheoriginal.

3）USApromotedtranslationin1960s.BasedonI.A.Richardssreadingandcreativewritingworkshops,translationworkshopswereestablishedinIowaandPrinceton,intendedasaplatformforintroductionanddiscussionoffinertranslationprinciples.Paralleltothisapproachwascomparativeliterature,necessitatingtranslation.

4）Contrastiveanalysisattemptstoidentifydifferencesbetweenlanguages,althoughuseful,seldomincorporatesocioculturalandpragmaticfactors.

5）In1950sand1960s.Anumberoflinguisticstudiesoftranslationnotonlydemonstratedtheirgutlinkwithtranslation,butalsobegantomarkouttheterritoryoftranslation.Nidausedthewordscience.

1.4TheHolmes/Tourymap

1）Holmes’spaperthenameandnatureoftranslationstudiesisthefoundingstatement.Henoticedthattranslationresearchwasdispersed.Hestressestheneedtoforgechannels,cuttingacrossdisciplinarygapstoreachallscholarsworkinginthefield.Heputsforwardanoverallframework,andhassubsequentlybeenpresentedbyIsraeliGideonToury.

2）Generaltheoriesshouldseektodescribeoraccountforeverytypeoftranslationandtomakegeneralizationsforall.

3）Descriptivetranslationstudies:

examinationof（l）theproduct,

（2）functionand（3）theprocess:

A.Product-orientedDTSexaminesexistingtranslations.E.g.ananalysisofasingleST-TTpairoracomparativeanalysisofseveralTTsofthesameST.smaller-scalestudieslookataspecificperiod,languageortexttype.Larger-scalecanbeeitherdiachronicorsynchronic.

B.Function-orientedDTS,culturalorientedtranslationstudies,astudyofcontextsratherthantexts.E.g.whichbooksweretranslatedwhenandwhere,andwhatinfluences.

C.Process-orientedDTS:

thepsychologyoftranslation,i.e.itisconcernedwithwhathappensinthemindofatranslator.Somelaterresearchesworkonthink-aloudprotocol.

4）Partialtheories:

restrictedaccordingtotheparametersdiscussedbelow.

A.Medium-restrictedtheories:

machinetranslationandhumantranslation,whetherthemachine/computerisworkingaloneorasanaidtohumantranslators,writtenorspoken,whetherspokentranslation（interpreting）isconsecutiveorsimultaneous.

B.Area-restrictedtheoriesarerestrictedtospecificlanguagesorgroupsoflanguagesand/orcultures.

C.Rank-restrictedtheoriesarerestrictedtoaspecificlevelof（normally）thewordorsentence,ortext.

D.Text-typerestrictedtheorieslookatdiscoursetypesorgenres;e.g.literary,businessandtechnicaltranslation.

E.Time-restrictedtheories.

F.Problem-restrictedtheories,specificproblemssuchasequivalence,universalsoftranslatedlanguage.

5）TheappliedbranchofHolmessframeworkconcerns:

A.Translatortraining:

teachingmethods,testingtechniques,curriculumdesign;

B.Translationaids:

dictionaries,grammarsandinformationtechnology;

C.Translationcriticism:

evaluation,themarkingofstudenttranslationsandthereviewsofpublishedtranslations.

D.Translationpolicy:

theplaceoftranslationinsociety,iinthelanguageteachingandlearningcurriculum.

6）Theoretical,descriptiveandappliedareasdoinfluenceoneanother.

7）Themainmerit:

allowaclarificationandadivisionoflaborbetweenvariousareas,yetflexibleenoughtoincorporaterecentadvances.

8）Translationpolicywouldnowadaysfarmorelikelyberelatedtotheideology.Thedifferentrestrictions,mightwellincludeadiscoursetype.Additionally,Holmes’smapomitsanymentionofindividualstyle,decision-makingprocesses.

1.5Developmentssince1970s

Contrastiveanalysisfellbythewayside,theconceptofequivalencealsodeclined.Thelinguistic-orientedscienceoftranslationcontinuedstronglyinGermany,thentexttypesandtextpurposeflourished,afterwhichtheHallidayaninfluencehasbeenprominent;Thencomesthedescriptiveapproach.Even-ZoharandGideonTourypursuedtheideaoftheliterarypolysystem;HermansfoundedtheManipulationSchool;Thedynamic,culturallyorientedapproachheldswayformuchofthefollowingdecade;Then1990ssawnCanadian-basedgendertranslationbySherrySimon,theBraziliancannibalistschoolbyElseVieira,postcolonialtranslationtheorybyBengalischolarsTejaswiniNiranjanaandSpivakand,thecultural-orientedanalysisofLawrenceVenuti.

Foryears,translationwasconsideredtobederivative.Nowitismakingswiftadvancesworldwide,thoughstilldeniedparitywithotherresearches.

Chapter2Translationtheorybeforethe20thcentury

1．Word-for-wordorsense-for-sense?

1）Thecentralrecurringthemeofword-for-wordandsense-for-sensetranslationisadominatingdebate.Translationtheoryislockedinasteriledebateoverliteral,freeandfaithfultranslation（GeorgeSteiner）.SuchdebategoesbacktoCicero（1stcenturyBC）andStJerome（late4thcenturyCE）.

2）CicerooutlinedhisapproachtotranslationofthespeechesoftheAtticorators

Ididnottranslateasaninterpreterbutasanorator,keepingthesameideasandforms,inlanguagewhichconformstoourusage.Andinsodoing,Ididnotholditnecessarytorenderwordforword,butIpreservedthegeneralstyleandforceofthelanguage.anoratortriedtomovethelisteners.

3）HoraceunderlinesthegoalofproducinganaestheticallypleasingandcreativetextintheTL.

4）StJerome,themostfamousofall,inaletteraddressedtoasenator,defendinghimself:

IntranslatingfromtheGreek-Irendernotword-for-word,butsense-for-sense,exceptinthecaseoftheHolyScripture,whereeventhesyntaxcontainsamystery

ToillustratetheTLtakingoverthesenseoftheST,heusesamilitar