目的论视角下小说《我们会好的》（十三章到十四章）翻译实践报告

成都文理学院本科毕业论文AReportontheTranslationoftheFictionWeAreOkay(Chapters13-14)fromthePerspectiveofSkoposTheory目的论视角下小说《我们会好的》（十三章到十四章）翻译实践报告PartITaskDescription1.1IntroductionoftheSourceTextThesourcetextwasselectedfromAmericanyouthliteraturecalledWeAreOkayauthoredbyNinaLaCour.NinaLaCouristhebestsellingandMichaelL.PrintzAward-winningauthoroffourcriticallyacclaimedyoungadultnovelspublishedbyDuttonBooks:WeAreOkay,HoldStill,TheDisenchantments,andEverythingLeadstoYou.Sheisalsotheco-authorofYouKnowMeWell,anovelwrittenincollaborationwithDavidLevithanandpublishedbySt.Martin'sGriffin,andacontributortonumerousanthologies,includingSummerDaysandSummerNights,editedbyStephaniePerkins.NinaLaCourgrewupintheSanFranciscoBayArea.Shehastutoredandtaughtinvariousplaces,from

ajuvenilehalltoMillsCollege,whereshereceivedanMFAinCreativeWritingin2006.ShecurrentlyteachesEnglishatanindependenthighschoolandistheco-founderofWriteTeen,aseriesofYAwritingclasses.Herteachingexperienceshelpherhaveagoodinsightintotheinnerworldofyouths.WeAreOkay

isayouthfictionabouttwogirls,MabelandMarin.TheyusetheirfriendshipandbuddingromancetooffereachothersupportgoingthroughgriefandMarin’stroubledhistory.Thebooktakesplaceinthepresent,splittingtimebetweenwinterbreakduringMarin’sfreshmanyearofcollegeinNewYorkCityandmemoriesofMarinandMabel’slastyearofhighschooltogetherbackinCalifornia.Attheopeningofthisfiction,theauthordepictsascenethatMarinisaloneinhercollegedormitoryandsheiswaitingforherfriendMabeltoarrive.Itisatwinterbreakandtheyplantospendthreedaystogether.Duringthattime,MabelishopingshecangetMarintotalkabouttheeventsofthelastfewmonthswhenMarinhadessentiallydisappearedfromthelivesofeveryonesheknewbeforecollege.Inthefollowing,withtheprocessofthisstory,Maringraduallypoursoutherheartandhersometruefeelingsafterhergrandfather,herlastrelative,died.Duringthetimetheystaywitheachother,MablehasalwaysbeeninvitingMabelbacktoCaliforniatocelebrateChristmaswithherfamily,butMarindeclines.Feelingregret,Mabelreturnshome,alone.However,Mabelreturnswithherparentsthenextday,andtheentirefamilycelebratesChristmaswithMarininNewYorkCity.Mabel’smother,Ana,offerstobeamother-figuretoMarin,whofinallyfeelsasifshehasafamily.ThestoryendswithamemoryofMarin’sbirthmotheronthebeachbackinCalifornia,beforeherdeath.1.2TheStylisticFeaturesoftheSourceTextSincetheearlyestablishmentofAmericanyouthliteratureasanindependentliterarytypeintheUnitedStatesinthe1930s,Americanyouthliteraturehasgonethroughthedevelopmentfrombeginningtomaturity.AsthemostimportantliterarytypeofAmericanyouthliterature,AmericanyouthnovelsrepresentthedevelopmentdirectionandartisticachievementsofAmericanyouthliterature,andhaveaprofoundinfluenceonyouths.Aftermorethanhalfacentury’sdevelopment,Americanyouthnovelsasliteraryworksdedicatedtothoseagedfrom12to18hasbeenwidelyacceptedandrecognizedinthepublishingindustry,theacademiccommunityandtheconsumermarketandhasformeduniquetextcharacteristics:first,youthsplayaleadingroleinnovels,andtheprocessofstoriesisundertheperspectiveofyouths;second,thenarrativerhythmofnovelsisusuallyfast,andthetimespanofnovels’plotisshort,oftenaholiday,semesteroraspecificperiodoftime;third,thelengthofnovelsisoftenshorter,generallyinabout300pages;fourth,thelanguageofnovelsisclear,concise,frankandstraightforward,thespokenlanguageofteenagersindailylifebeingoftenused;fifthly,theendofnovelsoftenreflectsoptimisticspiritofcharactersandconvictionofhopesinlife;sixth,giventhesubjectandcontent,novelsmainlyprobeintothegrowthofyouthsinthespiritual,emotional,intellectualandotheraspectsorrevealtheproblemsofyouths.AcclaimedasNinaLaCour’sfinestbook,WeAreOkaygivereadersamovingportraitofagirlstrugglingtoreboundaftereverythingshe’sknownhasbeenthrownintodisarray.Inthisnovel,theplotfusesthepastandthepresent,namelythememoriesandthecurrentsituation.Meanwhile,thereisalargequantityofdescriptionsabouttheemotionalstateoftheprotagonist,whichareexpressedbytheauthorinsomeexquisitesentences.Inchapterthirteen,partoftheselectedtext,Marin,theprotagonist,spendsanightwithherfriend,Mabel,inTommy’shousebecauseoftheblackout.Inthischapter,Marinrecallsthememoryofherstayingwithherclassmatesonthebeachforacouplenightsaftergraduationandasubtlefeelingcreepsuponher.So,therearealargenumberofscenedescriptions,dialoguesandinteriormonologues.Inchapterfourteen,anotherpartoftheselectedtext,thepowerisbackandtheydecidetoreturntothedormitory.Inthischapter,MabeltellsMarinsurprisingnewsaboutherupcomingnephewornieceandMarinhasanemotionalshift.So,besidesquantitiesofdialoguesandscenedescriptions,Marin’semotionalshiftisemphaticallydepictedinthischapter.1.3TaskBackgroundFromthe1920stothe1950s,duetopoliticalfactors,thetranslationofRussian-Sovietyouth'sliteratureplayedadominantroleinChina.AccordingtotherecordoftheBeijingNationalLibraryandthestatisticsofforeignyouth’sliteraryworkspublishedafter1949,thestatusofthepublicationofAmericanyouthliteraryworkswasasfollows:twofairytales,threenovels,nopoetryandfivebooksintotal,whichshowedasharpcontrastwiththeprosperityofthetranslationoftheRussian-SovietyouthliteraryworksandtheEasternEuropeanliteraryworks.Influencedby“culturalrevolution"and"anti-revisionism",theintroductionofAmericanyouthliteratureinChinaalmostcametoastandstillinthe1960sand1970s.Itwasnotuntilthe1980sand1990sthatthetranslationofAmericanyouthliteraturebecamepopular.Duringthisperiod,withthedevelopmentofthereformandopening-up,culturalexchangebetweenChinaandWesterncountrieshasresumed.ThetranslationandtheintroductionofWesternyouthliteraturehasonceagainbeentherage,alongwiththeintroductionofAmericanyouthliteratureatthisstagereachingaclimax,whichshowedinthedramaticincreaseofitsnumber.Fromthe1980sand1990stothebeginningofthe21stcentury,thetranslationofAmericanyouthnovelshasbeenboomingandhasgreatlyimprovedinbothqualityandquantity.However,intheselectionofsubject,thetranslationofAmericanyouthnovelsisratherconservative,forexamplelackingsomenovelsinvolvingsocialpopularproblems.Inaddition,intermsoftimeliness,thetranslationofthelatestAmericanyouthnovelslagsbehindrelatively.1.4SignificanceoftheReportThesignificanceofthisreportismainlyasfollows:first,giventhelackofthetranslationandtheresearchofthelatestAmericanyouthnovels,thereportoffersanaccesstoreaderstohaveadeeperunderstandingofAmericanyouthnovels;second,thecombinationofthetranslationandSkoposTheoryintheprocessoftranslatingcanprovetheapplicabilityofSkoposTheoryontheAmericanyouthliteraturetranslation;third,afterstudyingEnglishfornearlyfouryearsincollege,thetranslatoraccumulatescertainofknowledgeaboutEnglishwhichhelpthetranslatortofinishthereport.So,finishingthisreportisalsoaprocessofapplyingwhatthetranslatorhaslearned;fourth,duringtheprocessoffinishingthereport,thetranslatorcanhaveafurtherunderstandingofSkoposTheory,Americanyouthliteratureandthesourcetext,whichwillenrichthetranslator’sknowledge;finally,thestrategiesandmethodsthetranslatorlearnedintheprocessoffinishingthereportwillhelpthetranslatortoaddressthesameproblemsmoreeffectivelyandquicklyinthefuture.PartIISkoposTheory2.1TheBackgroundofSkoposTheoryInthe1960sand1970s,FunctionalEquivalenceTheoryproposedbyEugeneNidaplayedadominantroleinthefieldoftranslationintheWest.FunctionalEquivalenceTheorylimitsthetranslationtothelinguisticlevelandmainlyfocusesonthesourcetext.Inthe1970s,translatorsbegantoturntotheperspectiveoftranslationwhichpaysmoreattentiontofunctional,socialandculturalfactors,andconsequentlyputforwardSkoposTheoryduetotheirdissatisfactionwiththefactthatFunctionalEquivalenceTheoryisdivorcedfromreality.SkoposTheoryholdsthattranslationisakindofpurposefulbehaviorandthereforetranslationshouldberestrictedbypurpose.Thequalityofthetranslationdependsonwhetheritcanachievetheintendedgoal.Accordingtothechronologicalorder,thedevelopmentofSkoposTheorycanberoughlydividedintothreestagesincluding"buddingperiod"(1971-1977),"developmentperiod"(1978-1987)and"maturityperiod"(1988-present).SkoposTheoryhighlightstheresearchofSkoposTheoryinlinguisticlevelduringitsbuddingperiod.Inthe1970s,CatherineRiceunveiledtheearlyresearchonSkoposTheory.Herbook,PossibilitiesandLimitationsinTranslationCriticismpublishedin1971,demonstratesherresearchachievements.Inthebook,RicereferstotheviewofKarlBühIeronthefunctionoflanguage,andfurtherputforwardthecorrespondingtranslationstrategy.Ricedividesthefunctionsofthesourcetextintofourtypes:informativetext,expressivetext,vocativetext.Informativetextisakindoftextwhichoffersinformation,knowledge,opinions,etc.toreaders,suchasreferencebooks(dictionaryoratlas,etc.).Intranslatingsuchtexts,Ricebelievesthatthetranslationshouldbebasedonthecontentofthesourcetext,andthelanguageofthetranslationshouldbeplain,conciseandlogicalasfaraspossible.Expressivetextisakindoftextdesignedtoexpresstheauthor'sfeelings,suchaspoem.Riceadvocatesthatsuchtranslationshouldbebasedonthedemonstrationoftheartformofthesourcetext,andthatitshouldbedoneinthesamewayasdidthesourcetextbecreated.Vocativetextisakindoftextintendedtocallonorpersuadereaders.Whentranslatingthistypeoftext,Ricethinksthatthetranslatorshouldusethecorrespondingtranslationmethodtoreproducetheappealeffectoftheoriginaltext.Rice'sperspectivesridthetranslationtheoryofthetraditionalstaticanalysismodeloflanguage,whichisagreatprogressinthehistoryoftranslation,andlaysthefoundationforthebirthofSkoposTheory.Bythelate1970s,SkoposTheoryhaddevelopedgreatly.In1978,Vermeerfirstproposedtheconceptof"SkoposTheory"inhisarticleAFrameworkforaGeneralTheory.In1984,inGeneralFoundationsofTranslationTheorywrittenbyCatherineRiceandhim,heelaboratedonthebasicprinciplesof"SkoposTheory".Vermeerbelievesthattranslationisakindofhumanbehavior,andallhumanbehaviorispurposeful,sothepracticeoftranslatingisalsotoachievesomepurposesorgoals.Becausecultureandlanguageboasttheindividualcharacteristics,textscreatedbytheindividualandcombiningcultureandlanguagealsohavetheindividualcharacteristicswhichmakethetransferoftextfunctionavailable.Andduetotheculturaldifferences,allfactorsofthesourcetextareimpossibletobetranslated,whichmakesthetransferoftextfunctionnecessary.Howtotransfertextfunctionsissubjecttotheintendedpurposeoftranslation,whichisalsotheprimaryprincipleof"SkoposTheory":translationisdeterminedbytheintendedpurposeofthetranslatedtext.Throughoutthetranslation,thefunctionofthetextandtherecipientofthetextshouldbegivenpriority,andthetranslatorshouldplayanimportantrole.Inadditiontothe"skoposrule",therearetwoimportantrules,"coherencerule"andthe"fidelityrule".Vermeer's"SkoposTheory"allowsatexttohavemultipleversionsoftranslationaccordingtodifferentpurposes,anddefinestranslationascross-culturalcommunicationinacertainculturalcontext,whichisafurtherstepfromRice'sviewsonSkoposTheory.Subsequently,JustaHolzManttariputforwardthe“TheoryofTranslationAction”afterreferringtosomeviewpointsofsocialscientistandbehaviorist.OnthebasisofVermeer's"SkoposTheory",Manttarihighlightstheinfluenceofsocialandculturalfactorssuchasclientsandclientsontheprocessoftranslating,emphasizesthechoiceofthetranslatorandthebackgroundofreaders,whichridsSkoposTheoryofthelimitationsofthesourcetextitself.InheritingRice's“TextAnalysisTheory”,Vermeer's"SkoposTheory"andManttari's“TheoryofTranslationAction”,ChristianeNordofferedamorespecificmodeloftextanalysisinTextAnalysisinTranslation(1988).InTranslatingasaPurposefulActivity:FunctionalistApproachesExplained(1997),NordcomprehensivelyandsystematicallysummarizedthevariousacademicideasofSkoposTheory,highlightingthreeaspectsoffunctionalistapproachesthatareparticularlyusefulintranslatortraining:theimportanceofthetranslationbriefintranslatortraining,theroleofsource-textanalysis,andafunctionalhierarchyoftranslationproblems.Inmanyways,thissynthesizedapproachbringstogetherstrengthsofvariousfunctionalandactiontheory.Comparedwithotherfunctionalists,NordpaysmoreattentiontotheST,andthisenablesindividual,andgroupsof,problematicfeaturestobeidentified.Inherbook,Nordalsopointsouttwointerdependentlimitationsoftheskoposmodel,andintroducestheloyaltyprincipleintothefunctionalmodel.Asshesays,thefunction-plus-loyaltymodelisalsoananswertothosecriticswhoarguethatthefunctionalapproachleavestranslatorsfreetodowhatevertheylikewithanysourcetext,orworse,whattheirclientslike.Theloyaltyprincipletakesaccountofthelegitimateinterestsofthethreepartiesinvolved:initiators,targetreceiversandoriginalauthorsandifthereisanyconflictbetweentheinterestsofthethreepartnersofthetranslator,itisthetranslatorwhohastomediateandseektheunderstandingofallsides.Sincethen,theresearchofSkoposTheoryhasbeengraduallymature.Withthedevelopmentofthestudyofthetranslation,thefieldofSkoposTheoryismoreextensive.SkoposTheoryridsitselfthelimitationsofTranslationEquivalenceandemphasizesthetranslator'ssubjectiveinitiative.HoweverSkoposTheorytooemphasizesthepurposeofthetranslationinthepracticeoftranslatingtoeasilyignorethespecificcontext.Thereforethecontentandformofthetranslationmaybefarfromthesourcetext,whichisn’tgoodforreaderstohaveagoodunderstandingoftheexoticculture.2.2TheMainRulesofSkoposTheory2.2.1SkoposThetop-rankingruleforSkoposTheoryistheskoposrulewhichsaysthatatranslationalactionisdeterminedbyitsSkopos;thatis,“theendjustifiesthemeans”(ReissandVermeer,1984:101).VermeerexplainstheSkoposruleinthefollowingway:eachtextisproducedforagivenpurposeandshouldservethispurpose.Theskoposrulethusreadsasfollows:translate/interpret/speak/writeinawaythatenablesyourtext/translationtofunctioninthesituationinwhichitisusedandwiththepeoplewhowanttouseitandpreciselyinthewaytheywantittofunction.However,translatingisnotforonlyonepurpose,whichmeansthatthepurposesoftranslatingcanbedividedintothreecategories:thetranslator’seconomicpurpose（e.g.fosteringafamily）,thepurposeofcommunication(e.g.enlighteningthereader),thepurposeachievedbyusingatranslationmethod(e.g.toprovethebrightspotofthesyntacticstructureinalanguage,andthereforethetranslatortakesaliteraltranslation).Often,thepurposeoftranslatingreferstothecommunicativepurposeoftranslating,thatis,accordingtowhatLawrenceVenutiproposes,whentranslating,thetranslatorshouldtakethesocialbackgroundofthetargetlanguageandthecontextintoaccounttoachievethecommunicativepurposeofreadersofthetargetlanguage.Asaresult,beforetranslating,thetranslatorshouldfirstlyhaveagoodunderstandingofthetranslationcontextofthetextanditspurposeandthenadoptthecorrespondingtranslationmethod.2.2.2CoherenceThecoherencerule,alsoknownastheconsistencyprinciple,whichholdsthatthetranslationmustrealizetheintra-languagecoherence,namelyastronglinkbetweenthesourcetextandthecultureofthetargetlanguage,andthatthetranslationmustbeacceptableandreadable.Besides,thetranslationmustbemadecleartothereadersofthetargetlanguageandmustmakesenseinspecificculturalandinterpersonalenvironmentsofthetargetlanguage.Itisalsoimportanttonotethattheconceptofintra-languagecoherencenolongerworksifthepurposerequirementsareinconsistentwithintra-languagecoherence.Inaword,coherencerulemeansthatthetranslationmustremainintraconsistencyandenablethereadersofthetargetlanguagetounderstandthetranslation.2.2.3FidelityFromtheperspectiveofVermeer,beforetranslating,itisnecessaryfortranslatortounderstandthecorrelationbetweenallinformation,whichisbeneficialtohighlightthepurposeoftranslating.Inaddition,intheprocessoftranslating,allworkshouldbebasedontheexpressionofthebasicmeaningoftheoriginaltextandtheinterpretationofinformation.Onthisbasis,ChristianeNordhascarriedoutamoredetailedanalysisofthetranslationwork,arguingthatallworkshouldadheretothe"loyaltyprinciple".The"loyaltyprinciple"meansthatafterhavingagoodunderstandingofwhatthewriterofthesourcetextwantstoexpresstoreaders,thetranslatorhastherighttoembellishandprocesstheoriginaltextbydifferenttranslationmethodsonthebasisofSkoposTheoryinordertomaketheinformationofthetranslationmorecompleteandavoidtheignoranceofthelinguisticvalueofthesourcetext.Toembodythe"loyaltyprinciple"intheprocessoftranslation,thetranslatorshouldeffectivelyorganizeinformationintheprocessofthinkingoverspecificwordsandensurethesmoothnessofthetext,beclearabouttheatmosphererenderedbythetext,highlightthecharacteristicsofthecontext.PartⅢCaseStudyfromthePerspectiveofSkoposTheory3.1CaseStudyunderthePrincipleofSkoposAshasbeenmentionedabove,itisemphasizedintheprincipleofSkoposTheorythatthetopprincipleofSkoposTheoryis“skoposrule”whichsuggeststhatthepurposeofthetranslationdetermineswhattranslationmethodswillbeselected.Thetranslationofanytexthasacertainpurpose,withouttheliterarytextsbeingexcepted.Thetextselectedforthisreportisyouthnovelwhichfeaturesalargenumberofcolloquialexpressionsanddialogues.Toaccuratelyconveythefeelingsoftheprotagonistofthesourcetexttothetargetreaders,appropriatetranslationmethodsincludingaddition,freetranslationandannotationareappliedundertheguidanceofskoposrulebythetranslatorsoastoachievethecommunicativepurposeofthesourcetext.Example1:Thesourcetext:“Ifoundamotel.” “Closeby?”“Sortof.Ithinkitwasliketwentyminutesaway.IgotonabusfromtheairportandIrodethelineuntilIsawaplaceoutthewindow.”“Whatwasitlike?”“Notnice.”“Whydidyoustay?”Thetranslation:“我找了一家汽车旅馆”“附近的？”“差不多吧。大概二十分钟的路程。我坐上了机场的大巴，直到看到窗外的一个地方，我才下车”“旅馆怎么样？”“不太好”“那你为什么留了下来？”InEnglishconversations,itiscommonthatthecontentmentionedintheprevioustextisoftenomittedtosomeextent.However,intheprocessoftranslation,theseomittedcomponentsareoftenaddedbacksothatthetargetlanguagereaderscanfullyunderstandthecontextofthesourcetextwithoutlossinclarity,andthemoodofspeakerinthecontext.Intheaboveexample,inthesentence”whatwasitlike”,“it”shouldbetranslatedintoaspecificthinginordertoavoidconfusingreaders.Accordingtothecontext,“it”referstothemotelhotelmentionedintheprevioustext.So,itismoreacceptabletothetargetreadersthatthissentenceistranslatedinto“旅馆怎么样？”ratherthan“它怎么样？”.Example2：Thesourcetext:“IguessitneveroccurredtomethatIcouldleave.”shesays.Thetranslation:“我想我没有其它地方可去了。”她说.Intheprocessoftranslating,ifthesyntacticstructureoftwolanguagesareconsistentwitheachother,literaltranslationmethodcanbeadoptedforafaithfultranslation.Onthecontrary,iftwolanguagesdiffergreatlyintheirwaysofthinkingandexpression,thetranslatorshouldbeflexibletoadoptfreetranslation.Inthisexample,ifthetranslatortranslatesthesentencebyliteraltranslationmethod,thetranslationofthissentencewouldbe“我想我从未想过我可以离开”,whichisinsipidandillogicalfromthewholepointoftheview.Besides,readerswouldbeconfusedaboutwhatthesentencereallywantstoconveyandhaveadeepthinkingoverwhythespeakercan’tleave.Basedonthecontext,wecanknowthatthespeaker,namelytheprotagonist,isnewtotheplaceshemovedtoanddoesn’thaveotherplacestolivebutthemotelhotel.So,thetranslatorshouldhaveagraspofthewholetextbeforetranslatingandthenadoptappropriatetranslationmethodtocorrectlyconveywhatthewriterreallywanttoconvey.Example3:Thesourcetext:Idiscoverawornovenmitt,coveredinillustratedgingerbreadmen¹.Thetranslation:我找到一双用旧了的烤箱防热手套，手套上画着姜饼人¹。注释：¹姜饼人（gingerbreadmen）:一种圣诞食品，形状似人的饼干。Intheaboveexample,theannotationtranslationmethodisadopted.TheannotationtranslationmethodisfrequentlyusedtosupplementculturalorbackgroundinformationfortargetreaderstomakesurethattheChinesereadershavethesamereadingexperienceasthereadersoforiginaltextshave.Inthiscontext,gingerbreadmen,apossiblystrangethingtoreaders,appearsinthetext.Toavoidconfusingtargetreaders,itisnecessaryforthetranslatortomakeanexplanation.Meanwhile,inthefollowingtext,afterMarinshowstheovenmitttoMabel,Mabelreplywithasentence“Howseasonallyappropriate”whichalsomakesitnecessarythatthetranslatorshouldexplaingingerbreadmenasakindoffoodespecialtoChristmas.3.1.1CaseStudyunderthePrincipleofCoherenceThecoherencerule,alsoknownasintra-textualcoherence,takesthetargetreceiver’ssituationintoconsideration,whichmeansthetargettextshouldbeacceptableandmeaningfulinasensethatitiscoherentintheChineselanguage.EnglishandChineselanguageshavetheirowncharacteristicsintermsofwording,syntacticstructureandexpressionshabits.Forinstance,inEnglish,nouns,andprepositionsareusedfrequently,whileverbsless.Onthecontrary,nounsandprepositionsarelessusedintheChineselanguage,butverbsareusedmore.Becauseofthedifferencesbetweenthetwolanguages,thetranslatorshouldselectappropriatemethodsinEnglish-Chinesetranslationtomakethetranslatedversioncoherentandreadable.Undertheguidanceofcoherencerule,sometranslationmethodssuchasembedding,recasting,conversionareadoptedtoimprovethereadabilityofthetargettext.Example4:Thesourcetext:Iguessitwastoosweetofastory.Allofthoseloveletterstosomeoneheneverevenmet.Thetranslation:我以为那是个非常浪漫的故事。那些情书都是写给他素未谋面的人的。EmbeddingiskindoftranslationmethodwhichismostlyusedinEnglish-Chinesetranslation.Theso-calledembeddingmeansplacingthemodifiers(includingphrasesandclauses)beforethewordbeingmodified.Thereforethemodifiersareembeddedbetweentheverbandtheobjecttobemodified.WhentranslatingtheEnglishcompoundsentences,thetranslatorshouldputthepostpositiveattributeelementsinfrontofthecentralwordinaccordancewiththeChineselanguagesequence.However,themodifiersshouldnotbetoolongforavoidinglogicconfusioninChineselanguage.Intheexampleabove,“heneverevenmet”isapostpositiveattributiveclausewithinfourwordstomodify“someone”.Ifthissentenceistranslatedinto“那些情书都是给某个人他从未见过”wordbyword,itwillcauseincoherenceofthecontext.So,tocaterforthetargetreadersandfollowtheprincipleofcoherence,thissentenceshouldbetranslatedinto“那些情书都是写给他素未谋面的人的”.Example5:Thesourcetext:Confusionflashesacrossherface.Thetranslation:她脸上闪过一丝疑惑Iftheexpressionpatternoftwolanguagesisdifferent,suchasEnglishandChinese,theapplicationofthetranslationmethodofsyntacticlinearityisfar-fetchedintheprocessoftranslating.Onthisoccasion,recasting,akindoftranslationmethod,isanappropriatewaytodealwiththedifferentexpressionpatternbetweenEnglishandChinese.Tobespecific,recastingmeansthatthetranslatorshouldhaveagoodunderstandingoftheinformationofthesourcetextandreorganizeandrecastthewordorderaccordingtothewayofthinkingandtheidiomaticexpressionofthetargetlanguagesothatthecontentandtheemotionofthesourcelanguageistranslatedcoherentandreadable.Example6:Thesourcetext:LastnightImadeouttheobjectsbutthecolorwasmissing.Thetranslation:昨晚，我能勉强看清楚物体的轮廓但看不清它们的颜色。Conversionmeansthetranslatorshouldchangethewordcategoryofthewordsofthesourcetextinordertomakethetranslationconformtotheexpressionpatternofthetargetlanguage.Specifically,atthelexiconlevel,nounsareconvertedintopronouns,adjectives,verbs,verbsintonouns,adjectives,adverbs,prepositions,andadjectivesintoadverbsandphrases.Intheexampleabove,“missing”isanadjective,whichmeanssomethingcannotbefoundorhasbeenremoved.However,ifthismeaningistranslatedintotheChinesedirectlyintermsofitsoriginalworldtypeandfunctionality,itwillimposeonthetargetlanguagereaderaweird,non-Chinesefeaturedreadingexperience.Butifthewordistranslatedintoaverbexpressionstructureas"看不清"inChinese,itwillbemorereadableandcoherent,whichwillgivereadersmorepleasantreadingexperience.3.1.2CaseStudyunderthePrincipleofFidelityEventhoughthedevelopmentofSkoposTheoryhasgreatlyliberatedthetranslator,thetranslationofsomespecifictypesofliterarytextsstillneedstofollowtheprincipleoffidelity,asinthetranslationoffiction