Chapter2,翻译的过程,2014

ChapterTwoProcessofTranslation(2)lexical,phraseological,syntactic,andpragmatictransferoftheSTintotheTTenvironment,withthetranslatorhavinginmindtheneedtoachievefunctionalequivalence;andWilssdeclaresinhisbook”KnowledgeandSkillsinTranslatorBehavior”:“Translatorperformancecanbeseenasthemanifestationofaninformation-performancedeviceconsistingof(1)lexical,phraseological,syntactic,andpragmaticprocessingofthetextualinput;”(1)Comprehensionofsourcetext:(a)parsing(理解，解析)oftext(grammarandlexis)(b)accesstospecialisedknowledge(c)accesstointendedmeaning(2)Transferofmeaning(a)relayinglexicalmeaning(b)relayinggrammaticalmeaning(c)relayingrhetoricalmeaning,includingimpliedorinferrablemeaning,forpotentialreaders.(3)Assessmentoftargettext:(a)readability(b)conformingtogenericanddiscoursalconventions(c)judgingadequacyoftranslationforspecifiedpurpose.”(2001:21)Nida’sLinguisticViewTheprocessoftranslationisaverycomplexone.Nidathinksthat“Theprocessoftranslatingisalwaysamatterofchoosingthebestorthebetterrenderingfromvariousalternatives”(翻译过程是不断从各种不同译文中选择最佳或较佳译文的过程。)Nida’sModelreflectsthetranslationtheorieswithscientificapproach.Themodelisbasedonthehypothesisthat:…acarefulanalysisofwhatgoesonintheprocessoftranslating…hasshownthat,insteadofgoingdirectlyfromonesetofsurfacestructuretoanother,thecompetenttranslatoractuallygoesthroughaseeminglyroundaboutprocessofanalysis,transfer,andrestructuring.(Nida,1969:484)TheFour-phaseProcessinTranslatingThefourbasicprocessesintranslatingconsistof(1)analysisofthesourcetext,(2)transferfromsourcetotargetlanguage,(3)restructuringinthetargetlanguage,and(4)testingofthetranslatedtextwithpersonswhorepresenttheintededaudience.(Nida1999:146).Intheaboveprocesses,thetranslatorshouldtakeintoconsiderationanumbersofissues,suchas:(1)Thespecificrequirementsoftheclientortheuser;(2)Thepurposeandtheuseofthetranslation;(3)Thefunctionofthetext;(4)Theintendedreaders.ProcessesofTranslation美国著名翻译理论研究专家尤金•奈达(EugeneNida)的观点是翻译的本质是两种语言之间的信息转换，这种转换既是文化交流的过程，又是语言再创造的过程，这一过程犹如一环扣一环的思维过程，他在TheTheoryandPracticeofTranslation中把这个过程划分成分析、转换、重建三个阶段：A(Source)B(Receptor)(Restructuring)(Analysis)(Transfer)XY（言）甲（原语）乙（译语）（言）（象）（分析）（意）X（传译）Y（意）（重构）（象）理解阶段表达阶段图1：奈达的翻译过程模式翻译中的形象思维过程模式（言）甲（原语）乙（译语）（言）（象）（分析）（意）X（传译）Y（意）（重构）（象）理解阶段表达阶段图1：奈达的翻译过程模式翻译中的形象思维过程模式图1：奈达的翻译过程模式翻译中的形象思维过程模式EugeneA.Nida的翻译过程例1：Somehadbeautifuleyes,othersabeautifulnose,othersabeautifulmouthandfigure:few,ifany,hadall.(ThomasHardy:Tessofthed’Urbervilles)【译文】她们有的长着漂亮的眼睛，有的生着俏丽的鼻子，有的有着妩媚的嘴巴、婀娜的身段；但是，这样样都美的，虽然不能说是人间少有，却也是画里难寻。【解析】原文中省略的东西较多，“others”后的两个动词“had”省了，“ifany”少了谓语“therewere”和“eyes,nose,mouthandfigure”，汉译时不但补译出所省略的词，而且对第二个句子进行调整增译，译文完成了分析、转换、重组过程，再现原文风貌。PeterNewmark:(ATextbookofTranslation,p19)Mydescriptionoftranslatingprocedureisoperational.Itbeginswithchoosingamethodofapproach.Secondly,whenwearetranslating,wetranslatewithfourlevelsmoreorlessconsciouslyinmind:1.PeterNewmark：thereferentiallevelthecohesivelevelthelevelofnaturalnesstheprocesstheSLtextlevel(1)theSLtextlevel,theleveloflanguage,wherewebeginandwhichwecontinually(butnotcontinuously)gobackto;文本层次：指文本的字面意义，译者对原文负责，就是对原文的字面意义负责。1）Youflatterme.正译：你过奖了。2）Heislyingonhisback.正译：他仰卧着。e.g.3）A:Youalonehere?B:Iamsavingmyselfforyou.改译：A:你一个人？B:我在等你呀。4)Theyaretalkingturkeys.误译：他们在谈论火鸡。正译：他们在坦率地交谈。5）［唐长安城］划分为一百零八坊和东市、西市两个商业区。改译：ItwasdividedintoonehundredandeightsquaresandtwocommercialcentrescalledtheEastMarketandtheWestMarket.6)好几个人摸摸头，摸摸脖子，说下得好没意思，不知谁是赢家，就有几个人离开走出去，把油灯带得一明一暗。(《棋王》)原译：Quiteafewofthespectatorsstartedscratchingtheirheadsandtheirnecksandsayingthatthiswasaboringwayofplayingasyoucouldn’ttellwhowaswinning.Someofthemleft,takingsomeoftheoillampswiththemandleavingtheroomhalfindarkness.分析：这里“带”不是“携带”的意思，油灯并没有拿走，“一明一暗”说的是灯光闪烁不定。(另外，这里“离开”指离开棋局，译文中没有译出这一层意思)。试改译为：Someofthemwithdrewandlefttheroom,leavingtheoillampflickeringthere.e.g.HowtoGrowOld(BetrundRussell)怎样变老；怎样才能活得老Itcanbeworse.可能会更糟；还过得去Youarelateforthelasttime.最后一次迟到；被解雇1.书是人类进步阶梯。2.行动是通往知识的唯一通道。3.知识是我们借以飞向天堂的羽翼。4.这条裙子是漂亮。5.他是书就读。6.是可忍，孰不可忍？7.知之为知之，不知为不知，是知也。8.是古非今。1.Booksarethesteppingstonestohumanprogress.（MaximGorky）2.Activityistheonlyroadtoknowledge.(GeorgeBernardShaw)3.Knowledgeisthewingswithwhichweflytotheheavens.(WilliamShakespeare)4.Thisskirtisreallybeautiful.5.Hereadseverybookhecanreach.6.Ifthiscanbetolerated,whatcannot?7.Whenyouknowathing,toholdthatyouknowit,andwhenyoudonotknowathing,toallowthatyoudonotknowit---thisisknowledge.(transbyJamesLegge)8.Praisethepasttocondemnthepresent.“是”在上面的例句中的指称意义各不相同。第一、二、三句中，“是”表示判断；第四句中“是”的含义是“的确、实在”，要重读；第五句中“是”表示“凡是”；第六、七句中“是”表示“这”，仅用于书面语中；第八句中“是”的意思是“认为正确”，作动词，也是书面语。(3)thecohesivelevel,whichismoregeneral,andgrammatical,whichtracesthetrainofthought,thefeelingtone(positiveornegative)andthevariouspresuppositionsofSLtext.Thislevelencompassesbothcomprehensionandreproduction:itpresentsanoverallpicture,towhichwemayhavetoadjustthelanguagelevel;粘着层次：指语篇中句子的衔接。语言的衔接方式反映了本族语说话者的独特的思维方式。Cohesionreferstorelationsofmeaningthatexistwithinthetext,thatdefineitasatext;Cohesionoccurswhereth