何剛強：英語教師談翻譯教學.ppt

拓展 英語翻譯教學的 視野 Teaching Translation from a Wider Perspective 復旦大學外文學院 何剛強,傳統(tǒng)翻譯教學的特征: 圍繞課文轉 圍繞語言點轉 為掌握特定的表達或句型服務 ( 以文學作品賞析為主, 內(nèi)容較窄) 其理念: English Through Translation,典型例子: 1.中國工農(nóng)紅軍在長征途中經(jīng)歷了千辛萬苦.(suffer) 2.這些青年學生有希望成為頭等翻譯人材.（promise) 3.什么使他突然改變了主意？（cause) 4.你的話與事實不符（agree) 摘自第三冊,English Through Translation 作為一種教學手段或途徑,無可非議, 且仍有價值; 但也要看到它的局限性: 1. 呆板, 尋求語言的機械對應; 2. 缺乏語境與語言之外因素的考慮; 結果: 把復雜的翻譯活動簡單化,以至于學生并不能勝任實際的翻譯工作.,世界在你眼前, 我們在你身邊. The world is in front of you, and we are beside you. The world is before you, and we are accompanying you. At your service at Expo,狹義翻譯教學 V. 廣義翻譯教學 狹義翻譯教學: 純語言轉換操作 廣義翻譯教學: 跨語言(文化)交際的一種訓練, 它 1.不純粹是語言之間的轉換操作; 2. 注意語言背后的文化和民族思維特征; 3. 注意翻譯的目的與翻譯受用的對象; 4. 強調(diào)兩種語言的均衡提高,正確認識翻譯至為重要 在翻譯課堂上, 要結合具體的翻譯操作, 引導學生漸漸領悟翻譯的本質或真諦, 應是教師努力去做的一件事. 古今中外有許多翻譯家, 翻譯理論家, 學者在這方面都有不少觀點與見解, 可以有選擇地將它們?nèi)谌氲椒g課堂中來.,Translation is not a direct and uncritical transfer of words from one language to another. It is a craft, a trade, or an art that demands personal competence in professionals. It demands linguistic skills and language command. It requires the ability to make distinctions, not only in texts to be translated, but also of the contexts, including the situations in which the translation takes place. (Dollerup),翻譯并非是直接、不加鑒別地將詞語從一種語言向另一種語言進行轉換。翻譯是一種技藝、一種交換，或者說是一種藝術，要求譯者具備專業(yè)素質，具備語言的各種技能，能駕馭語言。翻譯有賴于這樣一種辨別能力：不僅能辨別各類要翻譯的文本，而且能辨別這些文本所處的語境，包括翻譯實際發(fā)生時的情勢。,One of the main outcomes of this is that it is rare that there is one and only one easy solution to a translation problem. Usually there is a multiplicity of acceptable renditions of a text. They depend on circumstances in space and time as well as the language pair involved in the actual translation process. They will differ from translator to translator and even with the same translator over the years.,這種情形導致一個重要的結局，即我們很少見到對翻譯中出現(xiàn)的問題只有一種解決方式。一個文本通常會有多種可接受的譯文。這些可接受的譯文不僅有賴于實際翻譯過程中所涉及的兩種語言，而且也有賴于時空的具體情勢。這些譯文會因譯者不同而異，甚至同一譯者因歲月跨越也會有不同的譯法。,it must be stressed that translation is not the replacement of one word for another but involves juggling the vocabularies, syntax, and concepts of two linguistic and cultural systems.,必須強調(diào)的是，翻譯不是對一個詞用另一個作替換，而是對涉及兩種語言與文化的詞匯，句法及觀念作巧妙的對應、巧妙的平衡。,I spent as much time in goading myself on to duties that I should have liked to shirk or in getting ready to work as I did in actual labor. If a man has a mind to be thought wiser and a woman handsomer, than they really are, their error is a comfortable one to themselves, and an innocent one with regard to other people, and I would rather make them my friends by indulging them in it, than my enemies by endeavoring (and that to no purpose) to undeceive them.,翻譯課要解決什么問題? 或者說, 翻譯課要達到什么目的? 一, 要讓學生明白一些最基本的翻譯道理; 二, 要給學生講一些最有普遍意義, 最管用的翻譯策略與技巧;,翻譯教師當自強! 1.要善于吸收翻譯理論的營養(yǎng), 應當粗知中外翻譯理論的發(fā)展或演變情況; 2.要有翻譯實踐的歷練, 教翻譯者自己一定要做翻譯,琢磨翻譯, 并在此基礎上能從理論或技術層面上開展翻譯研究, 著書撰文(包括編寫相關教材).; 3.要具備相當?shù)奈淖炙仞B(yǎng)與文字功夫 不做照本宣科的翻譯教師!,Essay on the Principles of Translation (論翻譯的原則) Alexander Fraser Tytler 外研社 2007 Western Translation Theory: from Herodotus to Nietzsche (西方翻譯理論: 從希羅多德到尼采) Douglas Robinson 外研社 2006 Translated! Papers on Literary a