当代国外翻译理论Word格式.docx
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目录
前言
第一章语言学派翻译理论
1.罗曼·
雅科布逊论翻译的语言学问题
2.彼得·
纽马克交际翻译与语义翻译（Ⅱ）
3.约翰·
卡特福德论翻译转换
4.尤金·
奈达论对等原则
5.巴兹尔·
哈蒂姆互文介入：
利用翻译中缺省语篇的理论体系
6.玛丽·
斯奈尔—霍恩比翻译：
一种跨文化活动
第二章阐释学派翻译理论
7.乔治·
斯坦纳阐释的步骤
8.安托瓦纳·
贝尔曼翻译及对异的考验
第三章功能学派翻译理论
9.凯瑟琳娜·
莱斯翻译的抉择：
类型、体裁及文本的个性
10.汉斯·
弗米尔翻译行为中的目的与委任
11.克里斯汀娜·
诺德目的、忠诚及翻译中的惯例
第四章文化学派翻译理论
12.詹姆斯·
霍尔姆斯翻译学的名与实
13.伊塔玛·
埃文—佐哈翻译文学在文学多元系统中的地位
14.吉迪恩·
图里描述性翻译研究的理论基础
15.安德烈·
勒菲弗尔大胆妈妈的黄瓜：
文学理论中的文本、系统和折射
16.苏珊·
巴斯奈特文化研究的翻译转向
17.西奥·
赫曼斯翻译研究及其新范式
第五章解构学派翻译理论
18.瓦尔特·
本雅明译者的任务
19.雅克·
德里达巴别塔之旅
20.保罗·
德曼评本雅明的《译者的任务》
21.劳伦斯·
韦努蒂文化身份的塑造
第六章女性主义翻译理论
22.雪莉·
西蒙翻译理论中的性别化立场
23.劳丽·
钱伯伦性别与翻译的隐喻
24.巴巴拉·
格达德女性主义话语／翻译的理论化
25.冯·
弗罗托女性主义翻译理论批评
第七章后殖民翻译理论
26.道格拉斯·
罗宾逊后殖民研究与翻译研究
27.特佳斯维妮·
尼南贾纳翻译的定位
28.盖亚特里·
斯皮瓦克翻译的政治
29.埃尔斯·
维埃拉解放卡利班们——论食人说与哈罗德·
德·
坎波斯的超越／越界性创造诗学
第八章苏东学派翻译理论
30.安德烈·
费奥多罗夫翻译理论的任务
31.吉维·
加切奇拉泽文学翻译中的创造性原则
32.吉里·
列维翻译是一个作选择的过程
33.安娜·
丽洛娃翻译研究的范畴
TranslationTheory
（2007-09-2914:
13:
41）
标签：
学习公社
translation
english
theory
TranslationTheory
ByJuanDanielPé
rezVallejo
Translationteacher,
UniversityofCd.DelCarmen,Campeche,Mexico
Thestudyofproperprincipleoftranslationistermedastranslationtheory.Thistheory,basedonasolidfoundationonunderstandingofhowlanguageswork,translationtheoryrecognizesthatdifferentlanguagesencodemeaningindifferingforms,yetguidestranslatorstofindappropriatewaysofpreservingmeaning,whileusingthemostappropriateformsofeachlanguage.Translationtheoryincludesprinciplesfortranslatingfigurativelanguage,dealingwithlexicalmismatches,rhetoricalquestions,inclusionofcohesionmarkers,andmanyothertopicscrucialtogoodtranslation.
Basicallytherearetwocompetingtheoriesoftranslation.Inone,thepredominantpurposeistoexpressasexactlyaspossiblethefullforceandmeaningofeverywordandturnofphraseintheoriginal,andintheotherthepredominantpurposeistoproducearesultthatdoesnotreadlikeatranslationatall,butrathermovesinitsnewdresswiththesameeaseasinitsnativerendering.Inthehandsofagoodtranslatorneitherofthesetwoapproachescaneverbeentirelyignored.
Conventionally,itissuggestedthatinordertoperformtheirjobsuccessfully,translatorsshouldmeetthreeimportantrequirements;
theyshouldbefamiliarwith:
thesourcelanguage
thetargetlanguage
thesubjectmatter
Basedonthispremise,thetranslatordiscoversthemeaningbehindtheformsinthesourcelanguageanddoeshisbesttoproducethesamemeaninginthetargetlanguage-usingtheformsandstructuresofthetargetlanguage.Consequently,whatissupposedtochangeistheformandthecodeandwhatshouldremainunchangedisthemeaningandthemessage.（Larson,1984）
OneoftheearliestattemptstoestablishasetofmajorrulesorprinciplestobereferredtoinliterarytranslationwasmadebyFrenchtranslatorandhumanistÉ
tienneDolet,whoin1540formulatedthefollowingfundamentalprinciplesoftranslation（"
LaManiè
redeBienTraduired’uneLangueenAultre"
）,usuallyregardedasprovidingrulesofthumbforthepracticingtranslator:
Thetranslatorshouldunderstandperfectlythecontentandintentionoftheauthorwhomheistranslating.Theprincipalwaytoreachitisreadingallthesentencesorthetextcompletelysothatyoucangivetheideathatyouwanttosayinthetargetlanguagebecausethemostimportantcharacteristicofthistechniqueistranslatingthemessageasclearlyandnaturalaspossible.IfthetranslationisfordifferentcountriesbesidesMexico,thetranslatorshouldusetheculturalwordsofthatcountry.Forexampleifhe/shehastotranslate”Sheisunloyalwithherhusband”inthiscountryitcanbetranslatedas“Ellaleponeloscuernos”butinPeruitcanbetranslatedas“Ellaleponeloscachos”.Inthiscaseitisreallyimportanttheculturalwordsbecauseifthetranslatordoesnotusethemcorrectlythetranslationwillbemisunderstood.
Thetranslatorshouldhaveaperfectknowledgeofthelanguagefromwhichheistranslatingandanequallyexcellentknowledgeofthelanguageintowhichheistranslating.Atthispointthetranslatormusthaveawideknowledgeinbothlanguagesforgettingtheequivalenceinthetargetlanguage,becausethedeficiencyoftheknowledgeofbothlanguageswillresultinatranslationwithoutlogicandsense.Forexampleifyoutranslatethefollowingsentence“Areyouinterestedinsports?
”as“¿
Está
sinteresadoendeportes?
”thetranslationiswrongsincetheideaofthisquestioninEnglishis“¿
Practicasalgú
ndeporte?
”
Thetranslatorshouldavoidthetendencytotranslatewordbyword,becausedoingsoistodestroythemeaningoftheoriginalandtoruinthebeautyoftheexpression_r.Thispointisveryimportantandoneofwhichifitistranslatedliterallyitcantransmitanothermeaningorunderstandinginthetranslation.
Forexampleinthesentence.-“Inthiswarwehavetodoordie”,ifwetranslateliterally“Enestaguerratenemosquehaceromorir”themessageisunclear.Theideais,（.）“Enestaguerratenemosquevenceromorir.”
Thetranslatorshouldemploytheformsofspeechincommonusage.Thetranslatorshouldbearinmindthepeopletowhomthetranslationwillbeaddressedandusewordsthatcanbeeasilyunderstood.Example.“Theyuseaslingtoliftthepipes”ifthetranslationistobereadbyspecialistswewouldtranslateit“Utilizanunaeslingaparalevantarlatuberí
a”.Ifthetextistobereadbypeoplewhoarenotspecialistswewouldrathertranslateit“Utilizanunacadenadesuspensionparalevantarlostubos”.
FliptoTextVersionLaTrobeUniversity
HarryAveling
AShortHistoryofWesternTranslationTheory
1.TraditionalTranslationTheories
ThereisacontinuityofintellectualexpressionfromAncientGreece,Rome,theMiddleAges,throughtotheRenaissance,theReformation,andtheriseoftheearlyEuropeannationstates.ThecentrallanguageofscholarsandotherreaderswasLatin,whilethecoreofthistraditionwasclassicalliteratureandJudeo-Christianity.TherewasaprofusionofeconomicandpoliticalcontactsthroughoutEuropeandtheMiddleEast,andthismusthaveinvolvedanabundanceoflinguistictransactions.Nevertheless,Lefevere"
swordsprovideanaccuratebackgroundtounderstandingthesocialpositionofthesubjectsoftraditionaltranslationtheory:
"
Insuchaculture,translationswerenotprimarilyreadforinformationorthemediationoftheforeigntext.Theywereproducedandreadasexercises,firstpedagogicalexercises,andlateron,asexercisesinculturalappropriation-intheconsciousandcontrolledusurpationofauthority."
（Lefevere1990:
16）.
2.GermanRomanticism
Atthebeginningofthenineteenthcentury,asecond,morephilosophicalandlessempirical,formationbegantoopenwithindiscoursesontranslationtheory（Munday2001:
27）.Thisformationwasconnected,inonedirection,withtheriseofphilologyasauniversitydiscipline,andinanotherwiththeliterarymovementofRomanticism.Philologyprovidedarangeofnewandexotictextsandallowedtheexpertstoproducetranslationsaimedprimarilyatotherexperts,notthegeneralcultureofwhichthesescholarswereapart（Lefevere1990:
22）.Romanticismexaltedthetranslator"
asacreativegeniusinhisownright,intouchwiththegeniusofhisoriginalandenrichingtheliteratureandlanguageintowhichheistranslating"
（Bassnett-McGuire1980:
65）.Thestressonboththeoriginalauthorandthetranslatorasbeingartistswasnotpartoftraditionaldiscourseformations.
3.TheEarlyandMiddleTwentiethCentury
DiscussioninEnglishoftranslationtheoryduringthefirsthalfofthetwentiethcenturycontinuedtobedominatedbythethemesofVictoriandiscourseontranslation,"
literalness,archaizing,pedantryandtheproductionofatextofsecond-rateliterarymeritforaneliteminority"
73）.Inhislistofmajorcontributorstotheareaoftranslationtheory,SteinerrecognisesonlythenamesofDryden,QuineandPoundamongEnglish-speakers.QuineandPoundbothbelongtothetwentiethcenturyandchallengedthedominantdiscourse.WillardV.Quine（b.1908）,amajorAmericanphilosopher,wroteon"
theindeterminacyoftranslation"
withinthefieldoflinguisticphilosophy（Quine1960）.EzraPound（1885-1972）wasapoetandcritic.RonnieApterhasarguedthatPoundmadethreemajorinnovationstothinkingabout"
thenatureandintentofliterarytranslation…hediscardedtheVictorianpseudo-archaictranslationdiction;
heregardedeachtranslationasanecessarilylimitedcriticismoftheoriginalpoem;
andheregardedgoodtranslationsasnewpoemsintheirownright"
（Apter1987:
3）.
Moreradical,andmoredecisive,developmentsintranslationtheorytookplaceinEurope.ThesebeginwiththeRussianFormalistmovement,whichfocusedonthe"
whatmakesliterarytextsdifferentfromothertexts,whatmakesthemnew,creative,innovative"
（Gentzler1993:
79）.Oneoftheiranswerswasthatliterarytextsrelyonaprocessof"
defamiliarisation"
usinglanguageinnewandstrikinglydifferentwaysfromordinaryspeech.ThisledtheFormalisttofocuson"
surfacestructuralfeatures"
and"
toanalysethemtolearnwhatdeterminesliterarystatus"
79）.Insodoing,theybeganthesearchfordescriptiverules,whichwouldhelpscholarsunderstandtheprocessoftranslation,andnotnormativerules,inordertostudyandassesstheworkofothertranslators（Bell1991:
12）.TheirworkwasextendedandrefinedbythePragueschooloflinguistics,foun
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