第4讲语境与选词

广西师范学院《英汉互译（一）》课程教案编号:15-4开课单位：外语系授课教研室：翻译写作课程名称：《英汉互译（一）》授课教师：唐旭光教材：《新编英汉互译教程》，授课对象：06级英语专业2、3、5班授课时间：授课时数：2课时授课课题6.ContextandWordinginTranslation(1)7.ContextandWordinginTranslation(II)授课形式讲练课教学目的与要求Techniquesandskillsonhowtowordintranslation教学重点ContextandWordinginTranslation教学难点ContextandWordinginTranslation教学方法与手段理论讲解与翻译操练相结合教学内容及过程设计1．知识点介绍1.Towardscontext2.Thevariousdefinitionsofcontextbydifferentscholars3.Thefunctionsofcontext:RestrictiveandInterpretiveFunction1).RestrictiveFunction(1).First,let’sseehowextra-lingualcontextrestrictspeople’swayofusinglanguage.(2).Next,let’sseehowintra-lingualcontextrealizesitsrestrictivefunction.2).Interpretivefunction(1).First,wewillseehowintra-lingualcontextrealizestheinterpretivefunction.(2).Para-lingualcontextalsohelpstonarrowdownthemeaningofanutterance.4.Wordingintranslation5.Classificationofthewordmeaning6.Wordingacrosslanguages:Disparitiesbetweenlanguageselevenkindsofdisparitiesbetweenword-meaningsamonglanguages:7.ThreekindsofdiscrepanciesbetweeenEnglishandChinesewords1).Partialcorrespondence.2).NocorrespondingwordscanbefoundbetweenEnglishandChinese.3).PolysemouswordsinEnglish,eachsensematchingacorrespondingwordinChinese.8.Intra-lingualcontextandwording1).lexicalcontextandwording2).SententialContextandwording3).Discoursecontextandwording2.翻译操练与练习讲评作业ExercisesP150-151，专八翻译（活页）练习课后小结参考资料《英汉互译（一）》第四讲语境与选词(ContextandWordinginTranslation)1.TowardscontextTheconcept“context”,sinceitwasraisedbythePolishanthropologistB.Malinowskiin1923,hasdrawnwideattentioninmanyfieldssuchaspragmatics,semantics,logics,anthropologicallinguistics,socio-linguistics,psycholinguistics,appliedlinguistics,etc.Inthepasttwentyyears,contexthasbeenthefocusofattentioninlinguistics.Translation,eitherasanindependentscienceorabranchofcomparativelinguistics,shoulddrawonthewealthofcontexttheoriessothatitmaybefurtherenrichedanddeveloped.2.Thevariousdefinitionsofcontextbydifferentscholars1).HuZhuanglin(2001:405-406)introducesFirth’stheoryasfollows:(1)Theinternalrelationsofthetext(a)thesyntagmaticrelationsbetweentheelementsinthestructure;(b)theparadigmaticrelationsbetweenunitsinthesystem;(2)Theinternalrelationsofthecontextofsituation(a)therelationsbetweentextandnon-linguisticelement,andtheirgeneraleffects;(b)theanalyticalrelationsbetween“bits”and“pieces”ofthetext(words,partsofwords,phrases)andthespecialelementswithinthesituation(items,objects,persons,personalities,events).Firth’sstudentM.A.K.Hallidaymadestillfurthercontributiontothestudyofcontextandputforwardthenotion“register”in1964(WangDechun,1992:129),whichisarepresentationofthecontextofsituation.Featuresofthecontextofsituationinclude“thingslikewhatisgoingon,whoistakingpart,andwhatthespeechactaredesignedtoachieve”(Halliday,1985:365).ThethreescholarsformedthemainstreamofLondonschool,andtheirviewsoncontextaresaidtobestatic,fortheyfailedtoconsidercommunicationeventsintermsofthepsychologicalenvironmentofthespeakerandhearerandneglectedsuchpersonalfactorssuchasthecommunicators’experience,knowledgeetc.amoredynamicview2).Withthethrustofpragmatics,amoredynamicviewofcontextemerged.Mey,inhisPragmatics:AnIntroduction,definescontextas:“Contextisadynamic,notastaticconcept:itistobeunderstoodasthecontinuallychangingsurroundings,inthewidestsense,thatenabletheparticipantsinthecommunicationprocesstointeract,andinwhichthelinguisticexpressionsoftheirinteractionbecomeintelligible(1993,2001:39)”.D.Sperber‘sunderstandingAccordingtoD.Sperber(1986,2001:15),acontextisapsychologicalconstruct,asubsetofthehearer’sassumptionsabouttheworld.Itistheseassumptions,ofcourse,ratherthantheactualstateoftheworld,thataffecttheinterpretationofanutterance.Acontextinthissenseisnotlimitedtoinformationabouttheimmediatephysicalenvironmentortheimmediatelyprecedingutterances:expectationsaboutthefuture,scientifichypothesesorreligiousbeliefs,anecdotalmemories,generalculturalassumptions,beliefsaboutthementalstateofthespeaker,mayallplayaroleininterpretation.Thetwolinguistsbelievethatcontextisapsychologicalconstructthatexistsonlyinthehearer’smindandisconstantlychanging.Itisavariable.WangJianping’sdefinitionofcontext3).TheChinesescholarWangJianping(1989:24)givesaverygooddefinitionofcontext.Hepointsoutthatcontextcomprisesthosefactorsmanifestedaslinguisticformsbeforeorafteralinguisticexpressionandthosesubjectiveorobjectiveenvironmentalfactorsonbothofwhichagoodgraspofthedefinitemeaningofthelinguisticexpressiondependsduringtheprocessofcommunication.语境是人们在语言交际中理解和运用语言所依赖的各种表现为言辞的上下文或不表现为言辞的主观因素。3.Thefunctionsofcontext:RestrictiveandInterpretiveFunction1).RestrictiveFunction(1).First,let’sseehowextra-lingualcontextrestrictspeople’swayofusinglanguage.Thesameanimal“狗”inChineseand“dog”inEnglishhavedifferentassociativeandaffectivemeaningsindifferentcultures.InChinesewehave“狗腿子”,“狗头军师”,and“狗屁”.Whilewesternpeopleoftensay“loveme,lovemydog”,“aluckydog”,etc.RestrictiveFunction(2)(2).Next,let’sseehowintra-lingualcontextrealizesitsrestrictivefunction.Saeed(1997,2000:182-183)providesagoodcaseinpoint,wherethesametextwithdifferen