翻译理论与实践

TRANSLATIONWORKBOOKPAGE1OF261TRANSLATIONTHEORYANDPRACTICE翻译中的内容与载体的关系翻译中的内容及其载体的选择，上海科技翻译2002，3。1翻译中形式和意义的关系原文和译文之间的联系是意义上的联系，发生变化的仅仅是形式。内容和载体的问题跟词汇意义、语法意义和语用意义有关。在整体交际过程中它们之间的特点如下1词汇意义载蓄于以词为单位的符号形式中。2词与语法之间存在着密不可分的关系。索绪尔2001112113认为词的价值即体现在它所代表的概念上，又体现在它与其他词的关系上。3词与语境有密切的关系，是语篇的有机组成部分。LEECH1987就语境和语义学的关系指出假若从思想、概念或者内在的思想来讨论意义，那么意义便被置于科学观察的范围之外；因此，人们应该根据情景、用法和语法来研究意义，也就是根据语言行为表面的和可以观察到的相互关联的事物来研究意义。语境不仅为语言活动提供一定的背景，而且决定语言活动的性质。语境特征一方面与语义有对应关系，另一方面又体现一定的社会文化系统。转引自俞如诊，金顺德，1994这段话说明词义涉及到语法、语篇和语用几个层面，一个词在这几个层面上与其他词发生联系，才能体现出其整体交际价值。2句法和词汇意义的关系1HEFLEWTOTHESOUTHHEMOVEDTHROUGHTHEAIRTOTHESOUTHBYPLANE2THEBIRDFLEWTOTHESOUTHTHEBIRDMOVEDWITHITSWINGSTHROUGHTHEAIRTOTHESOUTH3HERHAIRWASFLYINGABOUTHERHAIRWASMOVEDABOUTBYTHEWIND3语境与话语意义的关系5MYFATHERWASANICEMANIMISSHIMALOT6IDONTLIKEMYFATHER,BUTHEWASANICEMAN7ISTHISPLACETAKEN8ISTHEREANYONESITTINGHERE9MAYISITHERELARSON,199794翻译中的形式和意义10HEHASBEENPURSUED,DAYBYDAY,ANDYEARBYYEAR,BYAMOSTPHENOMENTALASTONISHINGLUCKINESS11IMARVELEDATTHERELENTLESSDETERMINATIONOFTHERAIN12HEDISCUSSEDGREATNESSANDEXCELLENCE13IAPPROACHEDHERVERYHESITANTLY“WANTTOCOMEANDPLAY”PIQUETTELOOKEDATMEWITHASUDDENFLASHOFSCORN“IAINTAKID,”SHESAIDWOUNDED,ISTAMPEDANGRILYAWAYTHELOONS14WOULDYOULIKEALIFTINTOTOWNYES,PLEASE5等值和激活框架框架模式15IONCEHEARDSOMEONESHOUT,“LOOKOUT”IPUTMYHEARDOUTOFAWINDOWANDTRANSLATIONWORKBOOKPAGE2OF262ABUCKETOFWATERFELLONMEITSEEMSTHAT“LOOKOUT”MAYMEAN“DONTLOOKOUT”16THEFAIRBREEZEBLEW,THEWHITEFOAMFLEW,THEFURROWFOLLOWEDFREE17INHOLLYWOODAMARRIAGEISSUCCESSIFITOUTLASTSMILK18AHAPPYFAMILYISBUTANEARLIERHEAVEN19QWHATISTHETHINNESTBOOKINTHEWORLDAWHATMENKNOWABOUTWOMENQWHATISTHETHICKESTBOOKINTHEWORLDAWHATMENTHINKTHEYKNOWABOUTWOMEN20QWHYWONTSHARKSATTACKLAWYERSAPROFESSIONALCOURTESYCATFORDLINGUISTICTRANSLATIONANDTRANSLATIONSHIFTSCATFORDSAPPROACHTOTRANSLATIONEQUIVALENCECLEARLYDIFFERSFROMTHATADOPTEDBYNIDASINCECATFORDHADAPREFERENCEFORAMORELINGUISTICBASEDAPPROACHTOTRANSLATIONANDTHISAPPROACHISBASEDONTHELINGUISTICWORKOFFIRTHANDHALLIDAYHISMAINCONTRIBUTIONINTHEFIELDOFTRANSLATIONTHEORYISTHEINTRODUCTIONOFTHECONCEPTSOFTYPESANDSHIFTSOFTRANSLATIONCATFORDPROPOSEDVERYBROADTYPESOFTRANSLATIONINTERMSOFTHREECRITERIATHEEXTENTOFTRANSLATIONFULLTRANSLATIONVSPARTIALTRANSLATIONTHEGRAMMATICALRANKATWHICHTHETRANSLATIONEQUIVALENCEISESTABLISHEDRANKBOUNDTRANSLATIONVSUNBOUNDEDTRANSLATIONTHELEVELSOFLANGUAGEINVOLVEDINTRANSLATIONTOTALTRANSLATIONVSRESTRICTEDTRANSLATIONTRANSLATIONSHIFTSDEFINEDASDEPARTURESFROMFORMALCORRESPONDENCEINTHEPROCESSOFGOINGFROMTHESLTOTHETLIBID73CATFORDARGUESTHATTHEREARETWOMAINTYPESOFTRANSLATIONSHIFTS,NAMELYLEVELSHIFTS,WHERETHESLITEMATONELINGUISTICLEVELEGGRAMMARHASATLEQUIVALENTATADIFFERENTLEVELEGLEXIS,ANDCATEGORYSHIFTSWHICHAREDIVIDEDINTOFOURTYPESSTRUCTURESHIFTS,WHICHINVOLVEAGRAMMATICALCHANGEBETWEENTHESTRUCTUREOFTHESTANDTHATOFTHETTCLASSSHIFTS,WHENASLITEMISTRANSLATEDWITHATLITEMWHICHBELONGSTOADIFFERENTGRAMMATICALCLASS,IEAVERBMAYBETRANSLATEDWITHANOUNUNITSHIFTS,WHICHINVOLVECHANGESINRANKINTRASYSTEMSHIFTS,WHICHOCCURWHENSLANDTLPOSSESSSYSTEMSWHICHAPPROXIMATELYCORRESPONDFORMALLYASTOTHEIRCONSTITUTION,BUTWHENTRANSLATIONINVOLVESSELECTIONOFANONCORRESPONDINGTERMINTHETLSYSTEMFORINSTANCE,WHENTHESLSINGULARBECOMESATLPLURALTRANSLATABILITYTHEREAREESSENTIALLYTWOPOINTSOFVIEWFROMWHICHTRANSLATABILITYHASBEENTRADITIONALLYAPPROACHEDTHEUNIVERSALISTONEANDTHEMONADISTONESUPPORTERSOFTHEFORMERAPPROACHCLAIMTHATTHEEXISTENCEOFLINGUISTICUNIVERSALSENSURETRANSLATABILITYTRANSLATIONWORKBOOKPAGE3OF263THOSEWHOENDORSETHELATTERAPPROACHMAINTAINTHATEACHLINGUISTICCOMMUNITYINTERPRETSREALITYINITSOWNPARTICULARWAYANDTHISJEOPARDISESTRANSLATABILITYSOMETHEORISTSHAVEOSCILLATEDBETWEENTHEEXTREMESREPRESENTEDBYUNIVERSALISMANDMONADISMANDSOMEHAVEATTEMPTEDTOCOMBINEASPECTSOFBOTHPERSPECTIVESTHEREISATHIRD,MORERECENTAPPROACHTOTRANSLATABILITYTHATOFTHEDECONSTRUCTIONISTS,WHOQUESTIONTHENOTIONOFTRANSLATIONASTRANSFEROFMEANINGVONHUMBOLDTALLTRANSLATIONSEEMSTOMESIMPLYANATTEMPTTOSOLVEANIMPOSSIBLETASKEVERYTRANSLATORISDOOMEDTOBEDONEINBYONEOFTWOSTUMBLINGBLOCKSHEWILLEITHERSTAYTOOCLOSETOTHEORIGINAL,ATTHECOSTOFTASTEANDTHELANGUAGEOFHISNATION,ORHEWILLADHERETOOCLOSELYTOTHECHARACTERISTICSPECULIARTOHISNATION,ATTHECOSTOFTHEORIGINALTHEMEDIUMBETWEENTHETWOISNOTONLYDIFFICULT,BUTDOWNRIGHTIMPOSSIBLEWILSS,198235HEPROPOSESTOEXPLAINTHEPOSSIBLITYOFCOMUNICATIONACROSSCULTURESTOAPPARENTUNTRANSLATABILITY,WHICHRESULTSFROMSTRUCTURALINCOMPATIBILITIESBETWEENLANGUAGES,ONECANRESPONDWITHPOTENTIALTRANSLATABILITY,WITHTHEPOSSIBILITYOFEXPRESSINGTHECONCEPTSOFHUMANEXPERIENCEINANYHUMANLANGUAGESEEWILSS,198235FFNIDAANDCHARLESRTABERPRONOUNCE“ANYTHINGTHATCANBESAIDINONELANGUAGECANBESAIDINANOTHER,UNLESSTHEFORMISANESSENTIALELEMENTOFTHEMESSAGE“GEORGESTEINERSTATES“NOTEVERYTHINGCANBETRANSLATED“ACCORDINGTOCATFORD,INORDERFORTEXTUALEQUIVALENCETOEXIST,SOURCELANGUAGEANDTARGETLANGUAGEELEMENTSMUSTHAVESOMEESSENTIALFEATURESINCOMMONATEXTISMOREORLESSTRANSLATABLEHEPROPOSESTHEFOLLOWINGDEFINITIONOFTRANSLATABILITYLINGUISTICUNTRANSLATABILITYTRANSLATIONFAILSORUNTRANSLATABILITYOCCURSWHENITISIMPOSSIBLETOBUILDFUNCTIONALLYRELEVANTFEATURESOFTHESITUATIONINTOTHECONTEXTUALMEANINGOFTHETLTEXTBRO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