專業(yè)英語試卷

IntroductiontoTranslationCourse

I.DifferencesbetweenTranslationExerciseandTranslationCourse

TranslationExerciseTranslationCourse

a.anabilityoflanguage,oraAnindependentcoursetostudy

teachingdevice(listening,translationcloselyrelatedto

Conceptspeaking,reading,writingandlinguistics,semantics,stylistics,

translating)contrastivelinguistics,etc.

b.ameanstolearnaFL

AnoldmethodoriginatingfromAnewcourseappearingwiththe

OrigintheGrammarTranslationMethoddevelopmentofFLteachingand

(Aristotle'sviewoflanguage:theresearch,culturalstudies,

clothingofthought)comparativeliterature

Tohelpstudentstoacquire/enricha.tointroducesomebasictheories

theknowledgeofgrammar,andconcepts,methods;

Aimvocabulary,patternsandb.toexploresomeinternalrules

expressionsoftheTLthroughpractice;

c.tohelpstudentstolearnhowdo

translationwork

(seeZhangPeiji《英漢翻譯教程》：326;Molei《中國翻譯教學研究》:113-4;《中國翻譯詞典》:

178;ZhangMeifang《中國英漢翻譯教材研究(1949—1998)》)

II.CourseDescription

Thistwo-termcourseprovidesanintroductiontothebasictheories,skillsoftranslation.Major

problemsinorrelatedtotranslationpracticeareidentifiedanddiscussedwithreferenceto

differentconceptualframeworkswhichhavebeenproposedin(inter)nationalcircleoftranslation

studies.Youattendlectures,readreferencebooksandworkingroupstoexplore/discussvarious

methodsandskillsoftranslation.Youareencouragedtodevelopanawarenessofdifferent

perspectivesoftranslationinyourownpractice.Aspartofthecompulsorycoursework,youare

askedtoappreciatesometextsandtheirtranslationsandtotranslatetensofpassagesofdifferent

varietiesofwritingbetweenEnglishandChineseaswellastakingthefinalexaminations.

III.TopicsforDiscussion

1.ABriefHistoryofTranslation

2.TheNatureofTranslating

3.Equivalenceatwordlevel

4.Equivalenceabovewordlevel

5.Grammaticalequivalence

6.Textualequivalence:thematicandinformationstructure

7.Textualequivalence:cohesion

8.Pragmaticequivalence

1.ABriefHistoryofTranslation

By“history"oftranslation,wemeantheoriginoftranslation,itsdevelopmentaswellasthe

presentsituation.Doyouknowanythingaboutthehistoryoftranslation,e.g.,translators,

principles,successfultranslations,methods?

Doyouwanttoknowmoreaboutthehistoryoftranslation?Adetailedstudyofitwould

probablybringaboutyourobjectionsandrefusalssuchas"Oh!MyGod!Itisnottheunpractical

sermonIhavebeendreaming!**

Hush!Bequiet.ItisaregretthatFrancisBaconhasn'tproducedanessayentitled"OfHistory”.

Anyway,lefsstaywithGodforamoment.Hereyouareonlyaskedtoreadashortstoryfromthe

genesisoftheHolyBibleaboutthestartoftranslation,sincemostundergraduatessimplyequate

translationwithtranslatingpractice.

1.1Theoriginoftranslation(Whydoweneedtranslation?)

1.1.1Inthewest

1.L1.1TheTowerofBabel

AstoryfromOldTestamentabouthowtheLord/God/Jehovah“confusedthelanguageofallthe

earth.^^Thestorygoeslikethefollowing:

a.GenesisbeginswithsixdaysofcreationandtheSabbathinwhichthefollowingwerecreated:

Light(dayandmight);Firmament/sky(domefullofair);

Seasandearth;Luminaries(sunandmoon);

Birdsandfishes;Animalsandman

b.AdamandEve(Firstsinanditspunishment)

Oneday,theLordformedaman,Adam,fromthedustoftheground,andputhiminthegarden

ofEdentotillitandkeepit.HealsotookoneofAdam'sribs,inhisdeepsleepandmadeitintoa

woman,Eve.AdamandEveweretemptedbytheserpenttoeatthefruitofthetreeofthe

knowledgeofgoodandevil.Knowingthis,theLorddrovethemoutofthegardentotillthe

ground.

c.Secondsinanditspunishment

Later,EvegavebirthtoCain,atilleroftheground,andAbel,akeeperofsheep.TheLordhad

regardfor(prefer)Abelandhisoffering.CainwassoangrythathekilledAbel.TheLordpunished

himandhebecameafugitiveandawandererontheearth.

d.Adam'sdescendantstoNoah

Withmoreandmorepeoplecameintotheworld,thewickednessofhumankindwasgreatinthe

earthaswell.SotheLordsaid,“IwillblotoutfromtheearththehumanbeingsIhavecreated-

peopletogetherwithanimalsandcreepingthingsandbirdsoftheair,forIamsorrythatIhave

madethem."ButNoahfoundfavorinthesightoftheLord.

e.ThegreatfloodandNoah'sArk

JehovahcametoNoahandtoldhimtobuildaship.Thevesselwastobefourhundredandfifty

feetwideanditwastohaveadepthofforty-threefeet.

ThenNoahandhishousehold,histhreesonsandtheirwives,madereadyforthevoyage.They

wentintothefieldsandintothemountainsandgatheredalltheanimalstheycouldfindthatthey

mighthavebeastsforfoodandforsacrificeswhentheyshouldreturntodryland.Ontheevening

oftheseventhday,Noahandhisfamilywentonboard.Latethatnigh,itbegantorain.Itrained

for40nightsand40days.However,Jehovahhadmercy,andthesunappearedagain.Afterabout

200days,theArklandedontopofMountAraratinthecountry,whichisnowcalledArmenia.

f.TheTowerofBabel

Noah'sdescendantsformedmanynations.Andfromthese,thenationsspreadabroadonthe

earthaftertheflood.

Nowthewholeearthhadonelanguageandthesamewords.Andastheymigratedfromtheeast,

theycameuponaplaininthelandofShinarandsettledthere.Andtheysaidtooneanother,

“Come,letusmakebricks,andburnthemthoroughly.^^Andtheyhadbrickforstone,andbitumen

formortar.Thentheysaid,“Come,letusbuildourselvesacity,andatowerwithitstopinthe

heaven,andletusmakeanameforourselves;otherwiseweshallbescatteredabroaduponthe

faceofthewholeearth."TheLordcamedowntoseethecityandthetower,whichmortalshad

built.AndtheLordsaid,“Look,theyareonepeople,andtheyhaveallonelanguage;andthisis

onlythebeginningofwhattheywilldo;nothingthattheyproposetodowillnowbeimpossible

forthem.Come,letgodoww,cmdconfuseiheirIcmguagethere,sothattheynotunderstand

oneanother'speech."SotheLordscalieredthemabroadfromthere。&尸thefaceofalltheearih,

andtheyleft(用buildi/igthecity.Thereforeit卬〃scalledBabel、becausetheretheLordconfused

thelanguageofalltheearth：andfromtheretheLordscatteredthemabroadoverthefaceofa/l

theearth.

Nowtheword"Babe。'isusuallyusedasanequivalentoftranslation.Forinstance:

(1)TheJournalofFIT:Babel

(2)GeorgeSteiner:AfterBabel:AspectsofLanguageandTranslation

(3)馬祖毅：“洪荒造塔語言殊，從此人間耍象胥?！?/p>

(4)呂?。骸犊缭轿幕系K：巴比塔的重建》；湖北教育出版社：巴別塔文叢(12volumes)

Readthefollowingbriefintroductiontothehistoryoftranslationandpickupyourfavorite

points.

Theoldesttranslationfounded:TheGreektranslationoftheOldTestamentmadeby

72JewishscholarsfromAlexandria(TanZaixi,2000:16)TheSeptuagint《七十人譯舊約》

(285—249BC)

1.1.2InChina

《冊府元龜?外臣部?朝貢》：夏后即位，于夷來賓。少康即位三年，方夷來賓。

Theoldestrecordoftheinterpretationof《越人歌》：

“……山有木兮，木有枝。心悅君兮，君不知

1.2Ashorthistoryoftranslationinthewest:5upsurges

1.2.14BC:AncientGreekliteraryworks,especiallyHomer'sepics,dramasbythethree

famousdramatistsoftragedy(Aischules,Sophocles,Euripides),wereintroducedinto

Rome.

1.2.24-6:BibletranslationinmanyEuropeancountries.

1.2.311-13:TranslationcenterofToledoinSpain;Greekclassicsbecamescholars,focusagain.

1.2.414-16:TranslationcenterofToledoinSpain;Greekclassicsbecamescholars'focus

again.

1.2.5AfterWorldWarII:BecauseoftheestablishmentofEEC(EuropeanEconomic

Community),translationhasbeengreatlyneededanddeveloped.

1.3ABriefHistoryofTranslationinChina:5periods

1.3.1ThetranslationoftheSanskritBuddhistscriptures:4stages

Beginning:fromtheEasternHanDynastytotheWesternJinDynasty

a.Buddhism'sinfluence

ThroughtheEasternHanDynastyandtheThreeKingdoms,theworkingpeople,whosuffered

fromwarsandthetyrannyoftherulingclass,werecheatedtopintheirhopesonreligion.

Accordingtothedoctrinetheycouldgototheheavenwiththeirtoleranceoftroublesand

sufferingsinthisearthlylife

b.Translators

三支：支婁迦讖、支亮、支謙(“天下博知,不出三支”)

c.Viewsontranslation:支謙《法句經(jīng)序》and文、質之爭

Itistheoriginofthedisputeoverthemethodofliteraltranslationandthatoffreetranslation.

ZhiQian(文派)appreciatedfreetranslation,knowingthat”名物不同，傳實不易?！癇uthis

criticismof竺將炎that“其辭不雅"wasdisagreedbythosewhoadvocatedliteraltranslation

（灰旎quoting“美言不信，信言不美；書不盡言，言不盡意；佛言，依其義不用飾，取其義

不以嚴（妝飾）。其傳經(jīng)者，當令易曉，勿失厥義，是則為善。Hethenhadtochangehisview

to"因循本旨，不加文蝕”.

Inthisdispute,thelatterwonintermsoftheory,yettheformerwonintheactualpractice

Development:fromtheEasternJintotheSuiDynasty

a.Whydeveloped?

Therulingclassadvocatedthetranslation.

Thepeasantswerenotpowerfulenoughtooverthrowtherulingandexploitingclasses,and

hadtocontroltheirfury,desperationandpinnedtheirhopeonsomealmightyBuddha.

BuddhismwasmuchmorewidelyspreadbythreegreatBuddhistmonks佛圖橙，釋道安and

鳩摩羅什（KumaraJiva）.

b.Translators:道安；鳩摩羅什；慧遠；彥琮

c.Viewsontranslation

Dao9an:五失本、三不易

Dao'an,atranslationtheoristinsistedonthepreferenceofliteraltranslationtofreetranslation.

HewasthenappointeddirectorofthebureauofTranslationandauthorizedtodecideonwhich

styleoftranslationtobeadopted.UnderhisleadershiptheSanskritwritingsweretranslated

verbatimandmechanically.Theoriginalremainedliterallyunchangedinitsversionwithmerely

anoccasionalalterationofwordorder.

Kumarajiva

HestoutlymaintainedthatSanskritwritingsshouldbetranslatedincompliancewithChinese

usage,andtheredundantpartsthereinexpurgated.ItwasnottilltheemergenceofXuanzang's

“Newdevicesfortranslation^^thattheabove-saiddisputecametoanend.

Style:KumarajivaattachedgreatimportanceintothecreationoftheSLstyle,becausehebelieved

that“但改梵為秦，失其藻蔚，雖得大意，殊隔文體，有似嚼飯與人，非徒失味，乃令嘔穢

也”.

慧遠：文不害義，務存其本。以文應質，則疑者眾，以質應文，則悅者寡。

彥琮：《辯證論》onqualificationsfortranslators

Prosperity/climax:TheTangDynasty

a.Whyprosperous?

Therulingclassdrewthetranslatorsovertotheirsideandsupportedthem.

Thetranslators:DifferentschoolsofBuddhismstudiesfawnedon/flattedtherulingclasssothat

theirdoctrinescouldbespread.

b.Translators:Xuzang's"Newdevicesfortranslation”

（FourgreattranslatorsoftheSanskritBuddhistscriptures：羅什、真諦、玄奘、不空）

c.Viewsontranslation

Xuzangdidnotmakeanyassertionwhetherhewasfbroragainstliteralorfreetranslation.Yet

peoplelabeledhistranslationasdevicesfortranslationwhichwasesseniiallyaflexible

卬〃vofmakinggooduseofbothliieredIranslationandfreeiranslalion.Besides,Xuanzangtooka

veryseriousandresponsibleattitudetowardshistranslation.Heworkedhardallthetime,settinga

brilliantexampleforhiscontemporariesandcominggenerations.

TheexperienceofXuanzangintranslationoftheBuddhistscripturesisworthsummingup.For

example,Xuanzangadvocatedtransliterationforpolysemouswordsas薄伽，theoriginalof

whichhassixdifferentsenses（§4,,熾盛，端嚴，名稱，吉祥，尊重）,forthingswhichdidnot

existinChina,e.g.閻浮樹andforothertermswhichcouldnotberenderedexactly.

五不翻：秘密故，含多義故，無此故，順古故，生善故

Moreover,heemployedthefollowingmethodswhiletranslatingthescripturesaccordingtothe

sum-upmadebyP.Pradhan（柏樂天），anIndianscholar,andZhangJianmu,aChinesescholar:1.

Addition,2.Omission,3.Transposition,4.Divisionorcombination,5.Substitution,6.Restoration

ofnounsforpronouns.Someofthesixmethodsarerelatedtoaccidenceandsometosyntax.

Daoxuan,oneofhiscontemporarytheorists,spokehighlyofhistranslation,saying:

“AllthepresenttranslationsofSanskritscripturesaredonebyXuanzang.Itishealonethat

determinesthemeaningoftheoriginal.Andthewordsflowoutofhismouthjustastheycome

fromunderthepenofamaste匚Histranslationisaccomplishedthemomenttheclerksfinish

recordinghiswords.”

AspointedoutbyLuoXinzhang,XuanzangunderstoodtheBuddhistdoctrineandhadagood

commandofbothSanskritandChinese.Heoftenusedthemethodofliteraltranslation,buthedid

notgiveupatallthatoffreetranslationwhenandwherehethoughtitnecessary.AndLuoquoted

fromLiangQichao:"Xuanzangmadeaperfectcombinationofliteraltranslationandfree

translation.Noneeverdidbetterthanheinsuchwork.”

譯場11道工序：譯主、證義、證文、度語、筆受、綴文、參譯、刊定、潤文、梵唄、

監(jiān)護大使

Declineandwhy

a.Somereligioussectdidnotsticktoreligiousdisciplines.

b.FewpeoplecouldgotoIndiaformorescripturesbecauseoffrequentwars.

c.Interestschangedfromtranslatingscripturestostudyingthem.

b.Therulingclassdidnotsupportthemasbefore,（about15translators,butnotimportant）

InfluenceofthetranslationofBuddhistscriptures（seeExercise:4.1）

1.3.2Scienceandtechnologytranslation:TheendoftheMingDynastytothe

beginningoftheQingDynasty

Background

a.Withthecolonialists,invasionsofthecoastalareasofChinasuchasthosefromPortugal,Spain,

Netherlands,England,themissionariesoftheSocietyofJesus/theChristianmissionarieswent

toChinatoconvertpeopletoChristianity.

b.TheSocietywassoconservativeastocompeteagainsttheNewProtestantsformore

fol1owers/discipiesaftertheReligiousReformbyMartinLuther.Itchangedstrategies,after

beingdefeated,toexpanditselfintheeast.

c.ThefirstchurchwasbuiltinZhaoqinginCanton.

d.TheydidtheirmissionaryworkinthenameofintroducingsciencesintoChina,whichwas

acceptedbysomeChinesescientists.

Translators

a.Foreign:MatteoRiccisNicolausLongobardiJeanTerrenz

D.dePantojaBerdinardVerbiestAdanSchallvonBell

b.Chinese:徐光啟、李之藻、王徵

Contributions

(skopos,aim,purpose,intention,functionandtranslationbrief:翻譯會通超月牛)

a.Inastronomyandmathematics

b.Inphysicsandmechanicalengineering

c.Inminingandmetallurgy

d.Inmilitarytechnology

e.Inphysiologyandmedicine

f.InBiology

g.InGeography

h.Inlinguisticsandliterature

i.Inscholasticismandtheologyandreligiousliterature:AboutAristotle,Bible,etc.

1.3.3Westernlearningtranslation:TheOpiumWartotheMayFourthMovementof1919

Whylearningfromthewest

Currentsituation:Chinesesocietyremainedfeudalfor3,000years.AftertheOpiumWarof

1840,chinagraduallychangedintoasemi-colonialandsemi-feudalsociety.Fromthenontothe

MayFourthMovementof1919,Chinesestruggledtoseektruthsfromtheexperiencesofthewest

countries.TheywagedtheMovementofTaipingHeavenlyKingdom,theSino-FrenchWar,the

Sino-JapaneseWar,theReformMovementof1898,theRevolutionof1911,theMay4th

Movement,theNorthernExpedition,theWaroftheAgrarianRevolutionandtheWarof

ResistanceAgainstJapan.

BeforetheMay4thMovement,thestruggleonChina'sculturalfrontwasonebetweenthenew

cultureofthebourgeoisieandtheoldcultureofthefeudalclass.Thestrugglesbetweenthe

modemschoolsystemandtheimperialexaminationsystem,betweenthenewlearningandtheold

learning,andbetweenWesternlearningandChineselearning,wereailofthisnature.The

so-calledmodernschoolsornewlearningorWesternlearningofthattimeconcentratedmainly

(wesaymainly,becauseinpartperniciousvestigesofChinesefeudalismstillremained)onthe

naturalsciencesandbourgeoissocialandpoliticaltheories,whichwereneededbythe

representativesofthebourgeoisie.Atthetime,theideologyofthenewlearningplayeda

revolutionaryroleinfightingtheChinesefeudalideology,anditservedthebourgeois-democratic

revolutionoftheoldperiod.(MaoZedong,OnNewDemocracy,1965:371)

Translatorsandtranslationassociations

a.林則徐

b.BeforetheSino-JapaneseWarof1894—1895:WesternizationMovement

Guideline:BorrowwesternlearningtoserveChinesetraditionallearning

同文館和江南制造總局翻譯館

李善蘭：《幾何原本》后九卷，《代數(shù)學》，《重學》

傅蘭雅：Advocatedscienceandtechnologytranslation

梁啟超；辜鴻銘

c.AftertheSino-JapaneseWar:TheReformMovement

Advocatewesternlearning

馬建忠：《擬設翻譯書院議》，善譯

嚴復：Xin,Da,Ya

HiscontributiontoChinesetranslationcausebothintheoryandinpracticeismemorableand

imperishable.YanFutriedtoseektruthfromtheOccidentsothatchinamightbesavedthrough

socialreform.Buthetriedinvain.TherulingclassoftheQingdynastydidnotplacehimina

weightyoffice.Hewasdeprivedofthechancetodisplayhistalentinthepoliticalsphere.Anyhow,

heleftbehindaseriesofversionsoffamousworks.Withreferencetothetheoryortranslation,the

threecriteriaoftranslationpropoundedbyYanFuareworthournoticing.Heassertedinthe

prefacetohisversionofEvolutionandOtherEssays".'Thereexistthreephasesofdifficulties

confrontingthetranslationtask:faithfulness,expressivenessandelegance.^^

林紓：Freetranslation

LinQinnanwasnescientofforeignlanguageand“translated"morethan180piecesofliterary

worksthroughrecordingandrewordingtheoralrenditionbyhiscooperators.Hewasastaunch

advocateoffreetranslation.Therecanbefoundmanadditionsandomissionsinhisversions,

which,however,curiouslyacquaintedChinesepeoplewiththewayoflife,socialmannersand

culturaltraditionsinEuropeancountries.ButironicallyhisfaithfulrenderingofJoanHastewas

muchcriticized.

Moretranslatorsofliterature:

周桂笙；蘇曼殊；徐念慈；曾樸；陳獨秀；伍光建；王國維；馬君武

1.3.4ChinesetranslationofMarxistworksandEnglishtranslationofSelectedWorksof

MaoZedong(1949—1966);literarytranslation(1919—1966)

[A]Translatorsofliterarytranslation(1919-1949)

魯迅：Rathertobefaithful(inthough)thansmooth(inlanguage)

[B]TranslationofMarxistandMoZedong'sworks

TranslationofManifestooftheCommunist(陳望道)

TranslationofMoZedong'sworks(中國翻譯詞典：474-6)

[C|Translatorsofliterarytranslation(1949—1966)

卞之琳；曹未風；王佐良；袁可嘉；董秋斯；張友松；周煦良；查良錚；蕭乾；

屠岸；萬紫；雨寧；曹庸；李良民；楊必；傅東華；張谷若；黃雨石；施閑榮

1.3.5TranslationofWesternacademicworksandliterature

Background:Reformandopeningpolicy

Translators

Contributions

Conclusion:Thisismerelyabird's-eyeviewofthehistoryofthetranslation.Ahistoricalsurvey

willbeconductivetothegripandunderstandingofthefunctions,theprinciplesandpracticeof

translation.

Nowpleasewritedownthepointsworthyofyourattentionandfurtherstudy:

2.TheNatureofTranslating

“Whatistruth;saidjestingPilate;andwouldnotstayforananswer.Certainlytherebe,that

delightingiddinese;andcountitabondage,toabelief;affectingfree-willinthinking,aswellas

inacting.Andthoughthesectsofphilosophersofthatkindbegone,yetthereremaincertain

discoursingwits,whichareofthesameveins,thoughtherebenotsomuchbloodinthem,aswas

inthoseoftheancients.Butitisnotonlythedifficulty,andlabor,whichmentakeinfindingout

oftruth;noragain,thatwhenitisfound,itimposesuponmen'sthoughts;anddothbringliesin

favor:butanatural,thoughcorruptlive,ofthelieitself,.(Bacon:OfTruth)

Haveyouheardany"lies”abouttranslation?Wouldyoulistsomeofthem?Whyhavepeople

producedsome"lies”?What'stherelationshipbetweentheHISTORYoftranslatingandits

NATURE?

Doyouexpecttoseekany“truth”abouttranslation?Ifso,let'sstartfromrenderingthe

following:

Pandora'sbox;Hippie;privacy;SARS;blackguard;

Madam,I'mAdam;Heisslavetomusic;Hefoolfordanger

人才；緣分；快樂；看電視；照相；跑官要官；眾人；一路辛苦了

Areyousatisfiedwithallyourtranslations?Arethereany"lies"inyours?Istranslation

possible?

2.1Translatability

[11Possibilityoftranslating

[2]Inwhatwayistranslatingpossibleorimpossible?

[3]Nowpresentyourtentativeunderstandingofthenature(i.e.definition)oftranslationonthe

basisofyourtranslating

NowcompareyourswithNida's.

2.2Nature

Translatingconsistsinreproducinginthereceptorlanguagetheclosestnaturalequivalent

ofthesourcelanguagemessagefirstintermsofmeaningandsecondlyintermsofstyle.

(Nida)

NowlefshaveadetaileddiscussionofNida'sdefinition.

2.2.1Reproducingthemessage

Translatingmustaimprimarilyat"reproducingthemessage."Todoanythingelseisessentially

falsetoone'staskasatranslator.Buttoreproducethemessageonemustmakeagoodmany

grammaticalandlexicaladjustments.

Translatethefollowingandthinkabouthowtoreproducetheoriginalmessages:

Wedarenotforgettodaythatwearetheheirsofthatfirstrevolution.Letthewordgoforthfrom

thistimeandplace,tofriendandfoealike,thatthetorchhasbeenpassedtoanewgenerationof

Americans,borninthiscentury,temperedbywar,disciplinedbyahardandbitterpeace,proudof

ourancientheritage,andunwillingtowitnessorpermittheslowundoingofthesehumanrightsto

whichthisnationhasalwaysbeencommitted,andtowhichwearecommittedtodayathomeand

aroundtheworld.

安徽師范大學是一座綜合性的重點師范學校，誕生于1928年。隨著共和國的成長，她

也歷經(jīng)磨礪，走過了七十多年的風風雨雨。七十多年來，一批批德才兼?zhèn)涞慕虒W、科研和管

理人員匯集在這里，懷著振興安徽，振興教育的希冀，在這塊土地上默默地耕耘。春華秋實，

碩果累累，兩萬多名教育教學人才走出學校大門，足跡遍及全國，桃李滿天下。他們獻身教

育，彈思竭慮，撐起教育的脊梁，托起明天的太陽。

Howtoadjusttheoriginaltomakesureofthereproductionofthemessages?

Translatingisthereproductionofthemeaning.Makesurethatyourtranslationshouldn'tbea

“slavetranslation”,or"thedancewearingfetters”.

2.2.2Equivalenceratherthanidentity

Thetranslatormuststriveferequivalencecatherthanidentity.Inasensethisisjustanotherway

ofemphasizingthereproductionofthemessageratherthantheconservationoftheformofthe

utterance,butitreinforcestheneedforradicalalteration.Considerthefollowing.

a.Wordorder

EnglishisquitedifferentfromChineseintermsofwordorder,whichisclearlyshowninthe

followingexamples.

水火，貧富；新舊；長短；細長；河流湖泊；中小型；遲早；水土流失

comparethemwiththeirEnglishequivalents:

fireandwater;richandpoor;oldandnew;shortandlong;lakesandrivers;

smallandmedium;soonerorlater;soilerosionandwaterloss

HereisastudyofEnglisharticles(a,an,the)andtheirChinesecounterparts,whichisagood

reflectionoftheimportanceofadjustingwordorderintranslating.

Iatetheapple.Iateanapple.

Themaniscoming.Amaniscoining.

Wemayconsideranotherexample,whichisinterestinglyindicativeofhowthenegligenceof

thisuniversalfeatureofdefinite/indefinitereferenceanditsspecificwayofrepresentationmaybe

thecauseoftroubleintranslation.Inthisspecificcase,thisnegligencehasforagesinadvertently

affectedtheChinesetranslationofthefirstlineofHamlet'sfamoussoliloquy:

Tobe,ornottobe,thatisthequestion:

(Whether4tisnoblerinthemindtosuffer

Theslingsandarrowsofoutrageousfortune,

Ortotakearmsagainstaseaoftroubles,

Andbyopposingendthem?)

死后還是存在，還是不存在——這是問題；（梁實秋）

生存還是不生存：就是這個問題：（曹禺）

生存還是毀滅，這是一個值得考慮的問題：（朱生豪）

活下去還是不活：這是問題“（卞之林）

是存在還是消亡，問題的所在；（孫大雨）

干，還是不干，這就是問題。（陳嘉）

存在，還是毀滅，就這問題了。（林同濟）

是生，還是死，問題就在這里：

(哪一種做法精神上更可貴，

是忍受狂暴命運射來的矢石，

還是拿起刀槍與苦海拼搏，

以抗爭將之了結？)

Nowit'syourturntocomparethiswithanotherversionbyZhuShenghaoandcommenton:

**Thetranslatormuststriveforequivalenceratherthanidentity.Inasensethisisjust

anotherwayofemphasizingthereproductionofthemessageratherthantheconsenationof

theformoftheutterance,butitreinforcestheneedforradicalalteration.*,

生存還是毀滅，這是一個值得考慮的問題:

默然忍受命運暴虐的毒箭，或是挺身反抗

人世的無涯的苦難，通過斗爭把它們掃清,

這兩種行為，哪一種更為高貴？

Whatisyourcommentonthetwoversions?Isthereauniversalcontradictionbetween

equivalenceandidentity?

b.Sentenceorganization

Thefollowingexamplesareofferedforyoutoweighyourradicalalterationoftheoriginal:

Translatethefollowing:

Sheisalittleanddarkpersonage,smartlydressedbutofsomewhatmoroseaspect.

Somearetrampledbydestiny,lostforeverintheendlessunknownsoflife.Therearethe

fewbravesoulswhograbatitshomsandhangonatallcosts.Theriskisunimaginablyhigh.No

placeismoreterriblethanthehopelessemptinessofabrokenheart,yetformanyitisthepriceto

payforaglimpseoftruelove.

Itisalong,bitterjourney,sustainedonlybyknowingthatonceyoutastethewinethereis

noturningback.Therewillbemomentsofdarkdespair,butalsomomentsofindescribable

sweetnesswhenasimplesmilewillturnthesurroundingworldintoablurofpleasure.

AreyoupreparedtobindyourselftothemastlikeOdysseusandsailtothebrinkof

destruction,justforonechancetoheartheSirenssing?

Theshipiswaiting.There'ssaltinthewind.(TheSaltintheWind)

我已是一個中年人。一到中年，就有許多不愉快的現(xiàn)象，眼睛昏花了，記憶力減退了，

頭發(fā)開始禿脫而且變白了，意興，體力，什么都不如年輕的時候，常不禁會感到難以名言的

寂寞的情味。尤其覺得難堪的是知友的逐漸減少和疏遠，缺乏交際上的溫暖的慰籍.

Appreciatethefollowing:

尋尋覓覓，冷冷清清，凄凄慘慘戚戚。

IlookforwhatImiss,

Iknownotwhatitis,

Ifeelsosad,sodrear,

Solonely,withoutcheer.(XYZ)

Length:amplificationandomiss