EC Translation of Childrens Literature under the Perspective of Reception Aesthetic Theory.docx
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ECTranslationofChildrensLiteratureunderthePerspectiveofReceptionAestheticTheory
Contents
1.Introduction2
1.1Thebackgroundofresearch2
1.2AimoftheResearch2
2.Children’sLiterature3
2.1Children’sLiteratureanditsTranslation4
2.2ThedefinitionofChildren’sLiterature4
2.3TheCharacteristicsofChildren’sLiterature5
2.3.1Thelinguisticcharacteristics5
2.3.2Theaestheticcharacteristics5
2.4Thefunctionsofchildren’sliterature5
2.5People’sAttitudestowardChildren’sLietratuer6
3.TheReceptionAestheticfortheTranslationofChildren’sLiterature7
3.1Aestheticreceptiontheory7
3.2MainideasofReceptionAesthetic7
3.2.1.Resders’statusandroleintranslation8
3.2.2Horizonofexpectations8
3.2.3Indeterminacyoftextandvacancyofmeaning8
3.3FocusingonChildren’sReception8
3.31TheGuidanceofReceptionAestheticsontheTranslationofChildren’sLiterature9
3.15AnAnalysisoftheReceptionAestheticandAlice’sAdventuresinWonderland9
4.Conclusion10
Acknowledgement11
E-CTranslationofChildren’sLiteratureunderthePerspectiveofReceptionAestheticTheory
1.Introduction
1.1Thebackgroundofresearch
Children’sliteraturehasanimportanteffectonthegrowthofchildrensinceitpresentsafantasticworldwherechildrencangetpleasure.However,ithadnotbeenmuchemphasizedbyscholarsforalongtimeinhistory.Untilthe18thcentury,thechildren’sliteraturebegantobeadistinctandindependentliterarybranchinthewestfortheflourishofhumanism.Therefore,alargenumberoffamouschildren’sbooksappeared,.Comparedwiththewesterncountries,Chinesebegantorealizechildren’sissuefromtheMay4thMovementin1919.Atthattime,alargenumberofforeignchildren’sliteraturewasbroughtintoChina,andalotoffamoustranslatorsstartedtotranslateforeignchildren’sliteratureintoChinese.Fromthenon,children’sliteraturecameintobeinginChina.Thusitisclearthatthetranslationofchildren’sliteratureholdsagreatsignificancetoChinesechildren’sliterature.
The20thcenturysawaremarkablelinguisticturnintheWesternPhilosophy,whichbroughtaboutagreatinfluenceonthetheoreticalresearchofliterature.Afterthesocial-historicalcriticismprevailinginthe19thcentury,Westernliterarycriticismtheoryexperiencedthreesignificantchangesinsuccessionduringthistime:
“author-centeredtheory”whichholdswritingisthebasicfoundationforunderstandingthetext;“text-centeredtheory”whichemphasizesthelinguisticstructureofthetext;“reader-centeredtheory”whichputsreader’screativeunderstandingandresponsetothetextatfirst.ReceptionTheory,whichisappliedinthisthesisasthetheoreticalfoundation,isjusttherighttheorytakingtheviewof“reader-centered”.(ChuRuiling,2011:
2)
ReceptionTheoryisanaestheticthoughtinthefieldofartisticliteratureandalsoanewmethodologyinliterarystudy,whichroseinthelate1960s.AgreatcontributionofReceptiontheoryisthatithasrealizedthebreakthroughofWesternliterarytheoryfrom“text-centered”to“reader-centered”,whichhasfinallyestablishedthecenteredstatusofreaders.Andthereader-centeredopinionisrightinaccordancewiththechild-orientedprincipleproposedbyscholarsinthefieldofchildren’sliteraturetranslation.
1.2AimoftheResearch
Children’sliteraturePlaysacrucialroleinthegrowthofchildrenbyprovidingthemaspiritualworldwheretheycannotonlyenjoythemselvesbutalsoleansomeknowledge.Children’sliteraturetranslationbroadensthisspiritualworldandrealizeschildren’sdreams.Sharingchildren’sliteratureofdifferentcountriessuppliesimportantmaterialsforchildren.
Becauseofanimpetusfromthemoreandmorefrequentinternationalcommunication,translationhasplayedanimportantroleintheprocessofpeople’slifewhentheywanttoknowothercountriesorculture.ManykindsoftextsandpapersaretranslatedintoChinesetobroadenChinesereaders’horizonsandknowledge,suchasnews,TVprograms,movies,travelingmaterialsandliteraryworkslikenovels,poemsandsoon.Andstudiesofthetranslationofvarioustext-typesarebooming.However,translationofchildren’sliteraturethatiscreatedforalargereadershiphasnotreceivedenoughattention.
Children’sliteratureisabranchofliteratureforthefirstperiodofone’slife,whichisveryimportantforthegrowthofchildren.Manyexcellentforeignchildren’sliteraryworkshavebeenimportedintoChinasincetheChineseMay4thMovementin1919.Nowadaystherearestillmanyforeignchildren’sliteraryworksbeingimportedortranslated,someofthemaresowelltranslatedthattheyarekeptathandbyChinesechildrenreaders.However,thisdoesnotmeanthatthestudyofchildren’sliteraturetranslationinChinaisequallysatisfying.Thestudyofchildren’sliteraturetranslationinChinahasnotgonebeyondthelimitsofthatofadultliteraturetranslation.Itgivespeoplesuchafalseimpressionthatthetheoreticalguidanceofchildren’sliteraturetranslationisalmostthesameasthatofadultliteraturetranslationandnomoredeeperexplorationisnecessary.Asaresult,children’sliteraturetranslationinChinaisingreatneedoftheguidanceofasystematicchildren’sliteraturetranslationtheory.
2.Children’sLiterature
Mostwesternpsychologiststendtoseekinone’schildhoodfortherootofbothgoodwillandevilconsciousness.Childhood,hereespeciallyreferstotheperiodbeforeteenagebegins,isoneofthemostinitialstageswherelanguagecompetence,logicalthinkingabilityandego-awarenesstakesshape.Whatwechoosetoreadtochildrenwillmatterforalifetime.Theimpactofbeautifulfairytalesandchildren’sfantasiescomesprofoundlymorepowerfulthanonecouldevertrytomeasure.Fairytales,orwhatwecallchildren’sliterature,allowmorescopeforcreativitythananyothertext-types.Theyaresomuchmorethanjuststories:
theyareteachingsthathavebeenhandeddownfromgenerationtogeneration,fromwhichchildrenlearntotellbetweenrightandwrong,toresisttemptations,tobuildastrongwillandasteadymind.Whatcamealongthatpowerofvirtuesarepowersofimagination,andoflanguage.FormostChinesechildrenovermorethanonecentury,translatedfairytalesandchildren’sliteraturewereandstillremainasthemainsourceoftheirreadings.GenerationsofChinesechildrenhavewitnessedtheevolutionoftranslatedchildren’sliteraturewhichfosteraninternationaloutlookandanunderstandingofboththeuniversalityandtheuniquenessofhumanexperiences.(PeiFei,2009:
1)
Itisgenerallyacceptedthat“literatureforchildren”issimple,andthestudyofwhichshouldbeawayoutofboundinthefieldofseriousliteraturereview.However,mostofthosewhoindulgethemselvestotastethesweetnessofinterpretingthesimplicityofchildren’sliterature,willoftenfindthemselvesinamostawkwardposition,forthatthereconstructionofsuchasimplepieceofliteraturecouldturnouttobeasdemandingandtrickyastranslatingaseriousmasterpieceofworkofShakespeare.Tothosetranslatorstherestillexistmanyproblemsandargumentswhentheyareobservingthepre-translationandtranslationprocess.
2.1Children’sLiteratureanditsTranslation
Children’sliteratureplaysanimportantroleinthegrowthofchildrensinceitpresentsafantasticworldwheretheycangetpleasure.Inthebigfamilyofchildren’sliterature,thetranslatedversionisalsoanimportantmember.Inthispart,thefocusistodiscussthedefinitionandcharacteristicsofchildren’sliterature,andtoprovethatthetranslationofChildren’sliteratureisanactivityofaestheticrepresentation.“Translationconsistsinreproducinginthereportorlanguagetheclosetnaturalequventofthesourcelanguagemessage,firstintermsofmeaning,andsecondlyintermsofstyle.”(GengHongming,2005:
1)
2.2ThedefinitionofChildren’sLiterature
Infact,thereisn'taprecisedefinitionofchildren’sliterature,anddifferentpeopledefineitfromdifferentviewofpoint.
GoteKlingberg,theSwedishpedagogueandspecialistinchildren’sliterature,defineschildren’sliteratureas“literatureproducedspecificallyforchildren.”Butheexcludesallotherwritingsandpicturesthatchildrenmayread(hanLuying,2011:
10).
LennartHellsing,theSwedishchildren’sauthor,givesthedefinitionofchildren’sliteraturefromasociologicalorpsychologicalperspective:
Children’sliteratureisanythingthatchildreadsorhears(HanLuying,2011:
10).
ThusRiittaOittinencomestotheconclusion:
Seenfromaverywideperspective,children’sliteraturecouldbeanythingthatachildfindsinteresting(HanLuying,2011:
10).
Hereisadescriptionofchildren’sliterature,givenbyLinWenbao,aprofessoroftheGraduateInstituteofChildren’sLiteratureofTaitungUniversity,“Aboutthedefinitionofchildren’sliterature,Iproposeanattitudeofexistentialism.Weshouldfocusonthefactratherthantheessence,becausetheessencecanchange.Andwhatisimportantforchildren’sliteratureisthatitcanbeacceptedbychildren,ratherthanthe
pursuitofessence.Definitely,thereissomethingfundamentalaboutchildren’sliterature-children’sliteratureneedstoeducatechildrenanditexistsforchildren”(Hanluying,2011:
11).
Fromtheabovereview,itcanbefoundthatthereisnotanexplicitdefinitionofchildren’sliterature.Butthroughthesedefinitionsdefinedbydifferentscholars,somesimilaritiescanbeconcluded:
1)children’sliteratureisamemberofliteratureinthatitbearsthegeneralliterarycharacteristics.2)itisaspecialliteratureforitschil