《当代翻译理论》PPT课件.ppt

ChapterIII WesternTranslationStudiesinModernTimes 1 Introduction2 TheClassicalRevivalofthe19thCentury2 1WaterBenjamin 1892 1940 2 2WillardVanOrmanQuine 1908 2000 2 3RomanJakobson 1896 1982 2 3 1Jakobson3DescriptionsofTranslation 2 4Jean PaulVinay 1910 1999 andJeanDarbelnet 1904 1990 3 TheHeroicAge 1950s 70s 3 1EugeneNida 1914 3 1 1EugeneNida sThree stageSystemofTranslation3 2JamesHolmes 1924 1986 andHis Map ofTranslationStudies 4 DescriptiveTranslationStudies4 1Holmes4 1 1ThegeneralbranchofHolmes sframework4 1 2TheappliedbranchofHolmes sframework4 1 3Holmes sTranslationPolicy4 2JeremyMunday5Developmentsince1970s 1 Introduction Astranslationhistorianclaim theclassicalrevivalofthe19thcenturyandtheemphasisontechnicalaccuracy combinedwithaspiritofexclusivismamongtheintelligentsia conspiredtomakethe19thcenturypedanticinitsattitudetowardstranslation The20thcenturywitnessedaradicalchangeinWesterntranslationstudies Infact 5developmentshavehadasignificanteffectonthetheoryandpracticeoftranslationduringthe20thcentury 1 Rapiddevelopmentofstructurallinguistics 2 Applicationofmethodsinstructurallinguisticstodealwithspecialproblemsoftranslation 3 TheUnitedBiblesocieties whichconductedinternationalconferenceoftranslationandbeganpublishingaquarterlyjournal BibleTranslation forwhichtheywereinclosecontactwithlinguistics 4 Publicationof Babel whichhelpstranslatorsgettoknowaboutnewtoolsandaidsandbecomeawareofthechangingconditions 5 Thedevelopmentofvariousprojectsonmachinetranslationwhichhasprogressedthroughdifferentphasesandprovideduswithimportantinsightsintosemantictheoryandofstructuraldesign 2 TheRepresentativesintheClassicalRevivalofthe19thCentury 2 1WaterBenjamin 1892 1940 Heisnowgenerallyrecognizedasoneofthemostoriginalandinfluentialthinkersofthe20thcentury Inhisessay Thetaskofthetranslator 1923 hesaid atranslationparticipatesinthe afterlife oftheST enactinganinterpretationthatisinformedbyahistoryofreception Thisinterpretationdoesmorethantransmitmessages itrecreatesthevaluesthatproducedtheSTovertime AndinsofarasthelinguisticdifferencesofthistextaresignaledintheTL theyultimatelyconveyaphilosophicalconcept purelanguage asenseofhowthe mutuallyexclusive differencesamonglanguagescoexistwith complementary intentionstocommunicateandtorefer intentionsthatarederailedbythedifferences ForBenjamin translationdiffersaUtopianvisionoflinguistic harmony 2 2WillardVanOrmanQuine 1908 2000 BorninAkron Ohio hebeganhisphilosophicalstudiesatOberlinCollegeinhisnativestate LaterhestudiedthefoundationsofmathematicallogicwithAlfredWhiteheadatHarfordUniversity whereQuinehimselfbecameprofessorofphilosophyin1936 During1940s 50s disciplinarytrendsoftranslationstudiesvarywidely rangingbetweentheextremesofphilosophicalskepticismandpracticaloptimism TheskepticalextremeinAnglo AmericananalyticalphilosophyisoccupiedbyQuine sconceptof radicaltranslation theoptimisticextremeintranslationstudiesisoccupiedbylinguisticanalysis Thedominantissueistranslatabilitybyanalyzingspecifictranslationproblemsanddescribingthemethodsthattranslatorshavedevelopedtosolvethem 2 3RomanJakobson 1896 1982 ARussian Americanlinguist aleadingauthorityonSlaviclanguages heistheprincipalfounderofPragueschoolofstructurallinguisticsandofphonology HismajorpublicationsincludePreliminariestoSpeechAnalysis withG FantandM Halle 1952 andFundamentalsofLanguage 1956 2 3 1Jakobson s3DescriptionsofTranslation 1 Intralingualtranslation rewording2 Interlingualtranslation translationproper3 Intersemiotictranslation transmutationJakobsonfollowstherelationsetoutbySaussurebetweenthesignifierandthesignified Fromalinguisticandsemioticangle heapproachestheproblemofequivalencewiththefollowing nowfamous definition equivalenceindifferenceisthecardinalproblemoflanguageandthecriticalconcernoflinguistics Forhim theproblemofmeaningandequivalencefocusesondifferencesinthestructureandterminologyoflanguagesratherthanonanyinabilityofonelanguagetorenderamessagethathasbeenwritteninanotherverballanguage 2 4Jean PaulVinay 1910 1999 andJeanDarbelnet 1904 1990 Jean PaulVinaywasborninParisandstudiedEnglishattheSorbonnebeforeobtaininganMAinPhoneticsandPhilologyfromtheUniversityofLondonI1937 thenhemovedtoCanadain1946asaprofessorandheadofthedep oftheLinguisticsandTranslation andin1967hemovedtotheUniversityofVictoriainBritishColumbia AndJeanDarbelnetwasborninParis hetaughtFrenchatHarfordbeforemovingtoCanadain1940 wherehetaughtatMcGillUniversityuntil1946 settingupathree yearprogramoftranslation TheirbookStylistiquecompareedufrancaisetdel anglais 1958 isalandmarkworknotparticularlybecauseofitscontributiontocomparativelinguisticsbutbecauseofwhatitexpressedinthesubtitle methodedetrduction claimingthatalinguisticcomparisonoflanguagescouldinitselffoundatranslationmethod Theworkthusgaverisetoataxonomicmodeoftranslationtheoryostensiblyaimedathelpingtranslatorstotranslate ByapproachingFrench Englishtranslationfromthefieldofcomparativestylistics theyprovideatheoreticalbasisforavarietyoftranslationmethodscurrentlyinuse Theirdescriptionsoftranslationmethodsinvolvesomereductionoflinguisticandculturaldifferencestoempiricistsemantics Equivalenceofmessagesultimatelyreliesuponanidentityofsituations where situations indicatesanundefined reality Buttheyalsoencouragethetranslatortothinkofmeaningasaculturalconstructionandtoseeacloseconnectionbetween linguisticproceduresand metalinguisticinformation namely thecurrentstateofliterature science politicsetc ofbothlanguagecommunities TheenormouspracticalandpedagogicalvalueofVinayandDarbelnet sworkovercomesanyphilosophicalqualmsabouttranslatabilityanddistractsattentionawayfromtheirconservativeprescriptionsaboutlanguageuseintranslation 3 TheHeroicAge 1950s 70s The3decadesof1950s 70switnessedthelinguisticturnintranslationstudies Fawcettcallsthislinguisticorientationoftranslationstudiesas theheroicage AftertheSecondWorldWar translationtheorywasprofoundlyinfluencedbyNoamChomsky sconceptsofdeepstructureandsurfacestructure andthefirststepsinmachinetranslation AsMarySnell Hornby 1988 41 succinctlyexplains translationisa recording orchangeofsurfacestructureinrepresentationofthedeepstructureunderlyingit Chomsky stheoriesstronglyinfluenced thescienceoftranslating asunderstoodduringthe1960s 3 1EugeneNida 1914 NidareceivedhisBAin1936fromtheUniversityofCaliforniaatLosAngeles HavingearnedhisdegreeinGreek heenrolleditheSummerInstituteofLinguistics SIL ThenhepursuedaMAinGreekNewTestamentattheUniversityofSouthernCalifornia In1941 hebeganaPhDinLinguisticsattheUniversityofMichiganandcompleteditin2years In1943 hewasordainedintheNorthernBaptistConvertion andjoinedthestaffoftheAmericanBibleSociety ABS asalinguist Nida stheoryoftranslationdevelopedfromhisownpracticalworkinthe1940sonwardswhenhewadtranslatingand organizingthetranslationoftheBible Histheorytakesconcreteformintwomajorworksinthe1960s TowardaScienceofTranslating 1964 andTheTheoryandPracticeofTranslation co authoredwithTabre 1969 Nidaattemptstomovetranslationintoamorescientificerabyincorporatingrecentworkinlinguistics andhismoresystematicapproachborrowstheoreticalconceptsandterminologybothfromsemanticsandpragmaticsandfromNoamChomsky stheoryofTG transformation generative grammar Nidadescribesvarious scientificapproachestomeaning relatedtoworkthathavebeencarriedoutbytheoristsin semanticsandpragmatics Aseriesoftechniques adaptedfromworkinlinguistics arepresentedasanaidforthetranslatorindeterminingthemeaningofdifferentlinguisticitems Techniquestodeterminereferentialandemotivemeaningfocusonanalyzingthestructureofwordsanddifferentiatingsimilarwordsinrelatedlexicalfields Theseincludehierarchicalstructuringandcomponentialanalysis Anothertechniqueissemanticstructureanalysis thecentralideaofwhichistoencouragethetraineetranslatortorealizethatthesenseofacomplexsemantictermvariesandmostparticularlyisconditionedbyitscontext ForNida themodelofdeepstructureandsurfacestructureprovidesthetranslatorwithatechniquefordecodingtheSTandaprocedureforencodingtheTT Nida 1964 60 althoughhereversesChomsky smodelwhenanalyzingtheSt tobespecific thesurfacestructureoftheSTisanalyzedintothebasicelementsofthedeepstructure whicharetransferredinthetranslationprocessandthenrestructuredsemanticallyandstylisticallyintothesurfacestructureoftheTT seefigure1 Figure1 EugeneNida sThree stageSystemofTranslation 3 1 1EugeneNida sThree stageSystemofTranslation NidaandTaber sowndescriptionoftheprocessemphasizesthescientificandpracticaladvantagesofthismethodcomparedtoanyattempttodrawupafullycomprehensivelistofequivalencesbetweenspecificpairsofSLandTLsystems Justaskernelsentencesarethemostbasicstructuresoutofwhichlanguagebuildsitselaboratesurfacestructures Kernelsarethelevelatwhichthemessageistransferredintothereceptorlanguagebeforebeingtransformedintothesurfacestructureinthreestages 1 literaltransfer2 minimaltransfer3 literarytransfer Nida smovetowardascienceoftranslationhasprovedtobeespeciallyinfluentialinGermany wherethecommontermfortranslationstudiesinUbersetzungssenschaft Translatology AmongthemostprominentGermanscholarsinthetranslationsciencefieldduringthe1970sand1980sareWolframWilss andthosefromthethenGermanDemocraticRepublic theLeipzigSchool includingOttoKadeandAlbertNewbert 3 2JamesHolmes 1924 1986 andHis Map ofTranslationStudies JamesHolmes Americanscholar poet translatorandoneofthefoundingfathersofTranslationStudiesasanacademicdiscipline wasbornandraisedonafarmincentralIowa USA whowaseducatedatWilliamPennCollege Haveford andBrownUniversity In1949 hewenttoHollandasaFulbrightexchangeteachertoteachEnglishatanInternationalQuakerCollege Thelastthreedecadesofthe20thcenturywitnessedagreatchangeintranslationstudies AndthefieldofTranslationStudieswasdecisivelydefinedbyJamesHolmes inhisseminalpaper entitled TheNameandNatureofTranslationStudies whichwasoriginally presentedtotheThirdInternationalCongressofAppliedLinguisticsheldinCopenhagenin1972 Sincethen researchhasbeenconductedwithmulti disciplinaryapproachesinamoresystematicalfashiontowardtheformationofcontemporarytranslationtheoryinitsownright Inhispaper Holmesputsforwardanoverallframework describingwhattranslationstudiescovers ThisframeworkhassubsequentlybeenpresentedbyGideonTouryasinfigure2 Figure2 JamesHolmes Map ofTranslationStudies 4 DescriptiveTranslationStudies DescriptiveTranslationStudies DTS ismainlyconcernedwiththreeaspects 1 Product orientedDTS whichexaminesexistingtranslations involvingthedescriptionoranalysisofasingleST TTpairoracomparativeanalysisofseveralTTsofthesameST intooneormoreTLs 2 Function orientedDTS whichdescribesthe function oftranslation intherecipientsocioculturalsituation 3 Process orientedDTS whichisconcernedwiththepsychologyoftranslation i e Withtryingtofindoutwhathappensinthemindofatranslator 4 1Holmes 4 1 1TheGeneralBranchofHolmes sFramework1 Medium restrictedtheories whicharesubdivisionsaccordingtotranslationbymachineandhumans withfurthersubdivisionsaccordingtowhetherthemachine computerisworkingaloneorasanaidtothehumantranslator towhetherthehumantranslationiswrittenorspokenandtowhetherspokentranslation interpreting isconsecutiveorsimultaneous 2 Area restrictedtheories whicharerestrictedtospecificlanguagesorgroupsoflanguagesand orcultures 3 Rank restrictedtheories whicharelinguistictheoriesthathavebeenrestrictedtoaspecificlevelofthewordorsentence 4 Text typerestrictedtheories whichfocusonspecificdiscoursetypesorgenres e g literary businessandtechnicaltranslation 5 Time restrictedtheories whichrefertotheoriesandtranslationsrestrictedaccordingtospecificperiods 6 Problem restrictedtheories whichrefertospecificproblemssuchasequivalenceortoawiderquestionofwhetheruniversalsoftranslatedlabguageexist 4 1 2TheAppliedBranchofHolmes sFramework TheappliedbranchofHolmes sframeworkconcerns 1 Translator straining teachingmethods testingtechniques curriculumdesign 2 Translationaids dictionaries grammars informationtechnology 3 Translationcriticism theevaluationoftranslations includingthemarkingofstudenttranslationsandthereviewsofpublishedtranslations 4 1 3Holmes sTranslationPolicy Holmesalsofocusedontheareaoftranslationpolicy whereheseesthetranslationscholaradvisingotheplaceoftranslationinsociety includingwhatplace itshouldoccupyinthelanguageteachingandlearningcurriculum 4 2JeremyMunday JeremyMunday aseniorlecturerinSpanishinDepartmentofLinguistic CulturalandTranslationStudiesanddeputydirectorofCenterforTranslationStudies CTS UniversityofSurrey UK gothisPhDattheUniversityofBradford whichhehadbeenteachingthereuntilhecametoSurreyin2000 HisresearchinterestsareinDTS styleandideologyintranslation corpus basedtranslationstudieshistoryofliterarytranslatorsinthe20thcenturyandinteractionbetweenthevisualandwrittenwordsintranslation HismajorpublicationsincludeIntroducingTranslationStudies theoriesandapplication 2001 andTranslation anadvancedresourcebook withBasilHatim 2004 MundaypointsoutthatHolmes divisionis flexibleenoughtoincorporatethesetechnologicaldevelopments andexpandstheappliedbranchinHolmes mapintoFigure3 Figure3 Munday sexpandappliedbranchoftranslationstudies AccordingtoMunday 2001 13 4 thecrucialroleplayedbyHolmes paperisthemappingofthepotentialoftranslationstudies Themapisstilloftenconsideredasapointofdeparturesince1972 evenifsubsequenttheoristssuchasSnell Hornby 1991 andPym 1998 haveattemptedtorewritepartsofit ThefactthatHolmesdevotestwo thirdsofhisattentiontothepureaspectsoftheoryanddescriptionsurelyindicateshisresearchinterestsratherthanalackofpossibilitiesfortheappliedside Translationpolicywouldnowadaysmorelikelybe relatedtotheideologythatdeterminestranslationthanwasthecaseinHolmes description Thedifferentrestrictions whichTouryidentifiesasrelatingtothedescriptiveaswellasthepurelytheoreticalbranch mightwellincludeadiscourse typeaswellasatext typerestriction Inclusionofinterpretingasasub categoryofhumantranslationwouldalsobedisputedbysomescholars Inviewoftheverydifferentrequirementsandactivitiesassociatedwithinterpreting itwouldprobablybebesttoconsiderinterpretingasaparallelfield maybeunderthetitleofinterpretingstudies Inaddition asPympointsoutHolmes mapomitsanymentionoftheindividualityofthestyle decision makingprocessesandworkingpracticesofhumantranslatorsinvolvedinthetranslationprocess 5 Developmentsince1970s AccordingtoBassnett 1998 108 11 onesimplewayofunderstandingthechangesanddevelopmentsintranslationstudiesduringthelastthreedecadesofthe20thcenturyisthroughtheapplicationofkeywordstospecificperiods Thekeywordofthe1970sishistory in1980scultureandin1990svisibility Infact thesurgeintranslationstudiessincethe1970shaswitnesseddifferentareasofHolmes mapcometothefore Munday 2001 14 Thelinguistic oriented science oftranslationhascontinuedstronglyinGermany butequivalence basedtheoriesgraduallyhavecomeunderattackandbeguntogivewaytofunction orientedtranslationresearchwhichnowadaystakesintoaccountthewidercontextwithinwhichtranslationtakesplaceinthereceivingculture TheHallidayaninfluenceofdiscourseanalysisandsystemicfunctionalgrammarhasbeenprominentinthecircleoftranslationstudiesespeciallyinGermany Thelate1970sandthe1980salsosawtheriseofadescriptiveapproachthathaditsoriginsincomparativeliteratureandRussianFormalism Thegrowthoftranslationstudiesasaseparatedisciplineisasuccessstoryofthe1980s Thesubjecthasdevelopedinmanypartsoftheworldandbringstogetherworkinawidevarietyoffields includinglinguistics literarystudy history anthropology psychology andeconomics Bassnett 1993 i ii Atthesametime translationstudieshaveachievedinstitutionalauthority manifestedbyanunprecedentedproliferationofacademictrainingprograms professionalassociations publications andconferences Thegreatestachievementgainedinthe1980sistheculturalturn whichlooksattranslationfro