研英语翻译笔记

Chapter 1:Main issues of translation studies:1. Jacobson’s categories of translation:a. Intralingual;b. Interlingual;c. Intersemiotic (verbal- non-verbal).2.History of the discipline:a. From the late 18th to the 1960s – grammar-translation method (replaced by communicative approach in the 1960s and 1970s);b.The USA 1960s –translation workshop concept based on Richards’reading workshops and practical criticism approach that began in 1920s; running parallel to this approach was that of comparative literature;c.The USA 1930s-1960s/70s – contrastive analysis;d.More systematic, and mostly linguistic-oriented, approach 1950s-1960s:i.J.-P. Vinay and J. Darbelnet (French/English);ii. A. Malblanc (French/German);iii.G. Mounin (linguistic issues of translation);iv. E. Nida (based on Chomsky generative grammar).v.James S. Holmes’“The name and nature of translation studies”is considered to be the founding statement of a new discipline.vi.Hermans Manipulation Schoolvii.Vieira Brazilian cannibalist school Postcolonial theoryviii.Venuti cultural-studies-oriented analysisThe Holmes/Toury map of translation studies1:Chapter 2: Translation theory before the 20th century:Traduttore, traditore = the translator is a traitorChapter 3: Equivalence and equivalent effect:In the 1950s and 1960s the place of circular debates around literal and free translation took the new debate revolved around certain key linguistic issues, among them those of meaning and equivalence, discussed by R. Jakobson in 1959. Over the following 20 years many further attempts were made to define the nature of equivalence.Jakobson:1.Meaning: the signifier=the signal of the signified (the concept).2.There is no full equivalence between code-units of different languages.3.So, we should substitute not words, but messages.4.Only p oetry is considered ‘untranslatable’ and requires ‘creative transposition’.Nida’s ‘science of translating (subjective):1.Meaning:a.Linguistic;b.Referential (dictionary meaning);c.Emotive (connotative).2.Ways of determining meaning:a.Hierarchical structuring (animal dog, cow etc);ponential analysis (grandmother, mother, cousin etc);c.Semantic structure analysis (spirit can mean demon, angel, god, ghost, ethos, alcohol etc)meaning depending on context.3.3-stage system of translation (Chom sky’s influence: deep/surface structure of a language):SL1 (analysis) X (transfer) Y (restructuring) TL24.Equivalence:a.Formal (form and content);b.Dynamic (equivalent response of: t2 reader on t2 as t1 reader on t1) (closest naturalequivalent).5.Correspondence in meaning must have priority over correspondence in style.6.Reader-based orientation.主要理论1：对等和等效（1950s－1960s）1．代表人物（1）罗曼雅各布逊A．描写了翻译的三类型：语内翻译，语际翻译和符际翻译B．提出语际翻译指用一种语言替换另一种语言种的整个信息C．强调对等的差异性（2）尤金奈达A. 提出形式对等和动态对等B. 提出著名的读者反应理论C. 他的理论以乔姆斯基的转换生成语法为基础（3）皮特纽马克A．提出语义对等和交际对等（4）韦内科勒A．区分了对应和对等B．描写了五种对等：外延意义，隐含意义，文本规则，语用及形式对等Newmark’s semantic and communicative translation:1.Replaces Nida’s division with semantic (resembles formal equivalence) and communicative(resembles dynamic equivalence) translation.2.Nida’s division inoperant if the text is out of TL space and time.3.Dynamic equivalence: are readers ‘to be handed everything on a plate’?4.Semantic translation differs from literal in that it ‘respects context’, interp rets and explains(metaphors). Literal translation is to be the best approach in both semantic and communicative translation. If semantic translation would result in an ‘abnormal’ TT or would not secure equivalent effect in the TL, then communicative translation should win out.Tertium comparationis, an invariant against which 2 text segments can be measured to determine variation.Chapter 4: The translation shift approach:1.Vinay and Darbelnet’s taxonomy:a)Direct (=literal) translation:(1).Borrowing(2).Calque(3).literal translation (word-for-word)b).Oblique translation:(4).Transposition(5).modulation6(6)..equivalence(7).adaptationc)The 7 categories operate on 3 levels:1.the lexicon2. 2.syntactic structures3. 3.the message 9context)4. 4.word order and thematic structure5. 5.connectors [cohesive links, discourse markers, deixis (pronouns anddemonstrative pronouns) and punctuation]d)2 possibilities:1.servitude (obligatory 4 and 5)2. 2.option (non-obligatory)2.Catford’s linguis tic approach (shifts)a.Distinction between: formal correspondence (a particular ST-TT pair) and textualequivalence (a pair of lgs).b.When the 2 concepts diverge, a translation shift occurs –a departure from formalcorrespondence in the process of going from the SL to the TL. There are 2 kinds of shift:1. A level shift (sth is expressed by grammar in one lg and by lexis in another)2. A category shift:i.Structural shifts; ii.Class shifts (word category); iii.Unit/rank shifts (sentence, clause,group, word, morpheme);iv.Intra-system shifts (systems are similar, but not always corresponding).3. van Leuven-Zwart’s microlevel/macrolever translation shifts:a.The comparative model (a detailed comparison of ST and TT and classification of allthe microstructural shifts within sentences, clauses and phrases);b.The descriptive model (a macrostructural model, designed for the analysis oftranslated literature)Chapter 5: Functional theories of translation:K. Reiss’s text typesNord adds to 3 types of language function a fourth ‘phatic’ function, covering lg that establishes or maintains contact between parties involved in the communication (e.g. greetings).Holz-Manttari’s translational action model for non-literary translations with1.its roles and players:a The initiator;b b.The commissioner (contacts the translator);c.The ST producer;d.The TTproducer;e.The TT user;f.The TT receiver.2.Content:a Factual information; b.Overall communicative strategy.3.Form: a.Terminology; b.Cohesive elements.J. Vermeer’s skopos theory: knowing the purpose and the function of translation is crucial (adequacy over equivalence).Ch. Nord’s translation-oriented text analysis:1.2 kinds of translation: a.Documentary translation(a)reader knows that he’s reading a translation;(b)Instrumental translation (a reader doesn’t know that).2.3 aspects of functionalist approaches particularly useful in translator training:a)The importance of the translation commission;b)The role of ST analysis;c)The functional hierarchy of translation problemsChapter 6: Discourse and register approaches:Halliday’s model of language and discourse b ased on systemic functional grammar (lg=communication):Influence:House’s model of translation qu ality assessment:1.Scheme for analyzing and comparing original and translation texts:Translation: a.Overt;b.Covert.Baker’s text and pragmatic level analysis:1.Textual function2.Cohesion3.Pragmatics:a.Coherence (depends on receiver’s expectations and experience of theworld);b.Presupposition (what the speaker supposes a listener shouldknow);c.Implicature (what the speaker implies).Hatim and Mason’s semiotic level of context and discourse:Text elements:1.Stable (translated fairly literally);2.Dynamic (not).Chapter 7: Systems theories:脚注：1.What is being written about.2.Who is communicating and to whom.3.The form of communication e.g. writtenEven-Zohar’s polysystem theory: a literary work as apart of a literary system in the social, cultural, literary and historical framework. It’s important [for choosing the translation strategy] if translated literature has a primary or secondary position in given literature.Toury and descriptive translation studies (DTS):1.Situate the text within the target culture system, looking at its significance oracceptability;2. pare the ST and the TT for shifts, identifying relationships between ‘coupled pairs’of ST and TT segments, and attempting generalizations about the underlying concept of translation;3. 3.Draw implications for decision-making in future translating.Norms of translation behaviour can be reconstructed from:1.The examinations of texts;2. 2.The explicit statement made about norms by translators, publishers, reviewers and otherparticipants in the translation actNorms:1.Initial norm (general translator’s choice):a.Subjection to source culture norms adequate translation;b.Subjection to target culture norms acceptable translation.2.Preliminary norms:a.Translation policy (text selection);b.Directness of translation (ST TT; ST t2 TT).3.Operational norms (the presentation and linguistic matters of the TT):a.Matricial norms (completeness of TT);b.Textual-linguistic norms (TT linguistic material).‘Laws’ of translation:1.Of growing standardization (tending to TT common options);2.Of interference (ST options transferred to TT, negatively or positively).Chesterman’s translation norms:1.Product or expectancy norms;2. 2.Process or professional norms:a.The accountability norm (an ethical norm);b.The communication norm (a social norm);c.The‘relation’ norm (a linguistic norm).Other DTS models:1.Manipulation School (‘a continual interplay between theoretical models and practical casestudies’);mbert and van Gorp – the scheme for the comparison of the ST and TT literary systems andfor the description of relations within them:a.Preliminary data;b.Macro-level;c.Micro-level;d.Systemic context (data compared andnorms identified)Chapter 8 "Varieties of cultural studies" examines Lefevere (1992), who treats translation as "rewriting" and identifies ideological pressures on translated texts. This chapter also looks at the writing of Simon (1996) on gender in translation, and at postcolonial translation theories which stress the part that translation has played in the colonization process and the image of the colonized (cf. Bassnett and Trivedi 1999).Lefevere (1992) treats translation as "rewriting" and identifies ideological and poetological pressures on translated texts. Translation functions are controlled by the following factors:1.Professionals within the literary system;2.Patronage outside the literary system:a.The ideological component;b.The economic component;c.The status component.d.If a-c come from the same source – patronage is undifferentiated; if not – differentiated.3.The dominant poetics:a.Literary devices;b.The concept of the role of literature.Simon compares the status of translation throughout the centuries to that of women’s and presents pro-feminist methods in translation.Postcolonial translation theories:1.Spivak: ‘translationese’ eliminates the identity of politically less powerful individuals andcultures.2. 2.Spivak: compares the status of translation throughout the centuries to that of colonies.3.Power relations : trans lation as the colonizer’s device used against the colonized.4.S. Bassnett and H. Trivedi’s translational linked to transnatio nal (translation=battleground).Brazilian cannibalism: the colonizers and their lg are devoured, their life force invigorating the devourers, who transform it according to their needs.The Irish context: postcolonialism in Europe.Chapter 9: Translating the foreign:the (in)visibility of translation: A. Berman’s ‘negative analytic’ of translation that prevents the foreign coming thr ough. ‘Deforming tendencies’:1.Rationalization;2.Clarification;3.Expansion;4.Ennoblement;5.Qualitative impoverishment;6.Quantitative impoverishment;7.The destruction of rhythms;8.The destruction of underlying networks of signification;9.The destruction of linguistic patternings;10.The destruction of vernacular1 networks or their exoticization;11.The destruction of expressions and idioms;12.The effacement of the superimposition of languages.‘Positive analytic’ = literal translation.Venuti:1.The invisibility of the translator in contemporary Anglo-American culture.2. 2.Domestication (dominant in connection with the translator’s invisibility) –‘the authortowards the reader’.3. 3.Foreignization –‘the reader towards the writer’ – resistancy – minoritizing (desirable).4. 4.‘Call for action’ –‘visibility’ + ‘foreignization’.Chapter 10: Philosophical theories of translation:Steiner’s hermeneutic1 approach to translation as ‘the act of elicitation and appropriate transfer of meaning’. The parts of the hermeneutic moti on:1.Initiative trust;2. 2.Aggression (penetration);3. 3.Incorporation (embodiment);4. pensation (restitution)Ezra Pound’s energy of language: translation as a tool in the cultural struggle, and the revitalization of the past.W. Benjamin’s task of the translator: translation gives the original ‘continued life’; pure language = coexistence of SL and TL; literal rendering of the syntax.J. Derrida’s deconstruction: capturing the meaning? No stability in the signified-signifier (meaning-sign) relationship; the opposition between SL and TL.1.Letter=Judaism=justice;2.Spirit=Christianity=mercy.Chapter 11: Translation studies as an interdiscipline:M. Snell-Hornby’s integrated approach.Harvey’s combination of linguistic analysis and critical theory.。

历年华南理工大学357英语翻译基础考研真题答案与考试笔记一、考试解读：part 1 学院专业考试概况：①学院专业分析：含学院基本概况、考研专业课科目:357英语翻译基础的考试情况；②科目对应专业历年录取统计表：含华工相关专业的历年录取人数与分数线情况；③历年考研真题特点：含华南理工大学考研专业课357英语翻译基础各部分的命题规律及出题风格。

part 2 历年题型分析及对应解题技巧：根据华工357英语翻译基础考试科目的考试题型（汉译英英译汉，句子翻译、篇章翻译等），分析对应各类型题目的具体解题技巧，帮助考生提高针对性，提升答题效率，充分把握关键得分点。

part 3 近年真题分析：最新真题是华工考研中最为珍贵的参考资料，针对最新一年的华南理工大学考研真题试卷展开深入剖析，帮助考生有的放矢，把握真题所考察的最新动向与考试侧重点，以便做好更具针对性的复习准备工作。

part 4 2019考试展望：根据上述相关知识点及真题试卷的针对性分析，提高2019考生的备考与应试前瞻性，令考生心中有数，直抵华工考研的核心要旨。

part 5 华南理工大学考试大纲：①复习教材罗列（官方指定或重点推荐+拓展书目）：不放过任何一个课内、课外知识点。

②官方指定或重点教材的大纲解读：官方没有考试大纲，高分学长学姐为你详细梳理。

③拓展书目说明及复习策略：专业课高分，需要的不仅是参透指定教材的基本功，还应加强课外延展与提升。

part 6 专业课高分备考策略：①考研前期的准备；②复习备考期间的准备与注意事项；③考场注意事项。

part 7 章节考点分布表：罗列华工357英语翻译基础考研专业课试卷中，近年试卷考点分布的具体情况，方便考生知晓华工考研专业课试卷的侧重点与知识点分布，有助于考生更具针对性地复习、强化，快准狠地把握高分阵地。

二、华南理工历年考研真题试卷与答案详解：汇编华工考研专业课考试科目的2011-2018年考研真题试卷，并配有2011-2018年答案详细讲解。

2020年曲阜师范大学翻译硕士考研参考书及考研笔记参考书：1.《实用翻译教程》，冯庆华，上海外语教育出版社，20102.《英语写作手册》，丁往道，外语教学与研究出版社，20103.《英语国家社会与文化入门》，朱永涛，高等教育出版社，20054.《汉语写作与百科知识》，李国正，首都师范大学出版社，20195.《翻译硕士MTI常考词汇》，李国正，首都师范大学出版社，2020报录比：1：3整个外国语学院招84人，其中翻译硕士英语笔口译50多人。

只招收全日制本科生，文理兼收。

复试科目：英汉互译与英文写作。

问题解答：义似。

义似是同学们普遍头疼的问题，英语词汇量大，词义相似的概率非常大，不过这些相似可以划分为若干小类，如搭配不同、语境不同、频率不同等。

词汇从来不是孤立的，因此词汇与短语、搭配、语法结构等应该是一个统一的整理。

我们在中学阶段普遍采用这种教学法，教师在讲解某个具体的单词时，会详细地讲它的常见短语、搭配，也会讲这个词的语法结构需要注意的一些问题，如难点、易错点等。

可惜很多同学在进入大学之后就抛弃了这个已经被反复证明十分有效的方法。

为了在短期内提高词汇量，像极了侯耀文、石富宽相声《侯扶倒》中的那句“跟着咱舅舅就得死乞白咧地花，玩命地捞”——我们都快要“海底捞”了，可是我们碎片化的记忆顽疾依然没有彻底根除。

因此，同学们在比较义似词时务必要从搭配、语境、词频出发，构建立体记忆。

搭配不同，主要是作为实词的名词、动词、形容词、副词与作为虚词的冠词、代词、连词、介词的搭配，常见的像动宾结构、介宾结构。

实词之间的搭配相对较简单，也比较固定；但虚词中“连（词）介（词）代（词）”与实词的搭配不仅数量众多，而且用法灵活，这一“多”一“活”就成为结构辨析的难点。

之前我们经常强调“连介代”在英语中的重要作用，不少老师也让学生把介词、连词作为关注焦点，还是很有道理的。

搭配有千千万万，可是一个一个去记，不仅不现实，而且还是记了就忘，这种没有效率的事情奉劝各位最好不要再做了。

2020 年烟台大学翻译硕士考研参考书及考研笔记
参考书： 1.《高级英语》( 修订本)两册，张汉熙 北京：外语教学与研究出版社，2014 2.《英汉翻译基础教程》，冯庆华、穆雷，高等教育出版社 2008 3.《英汉文体翻译教程》，陈新，北京大学出版社，2008 4.《新编汉英翻译教程》，陈宏薇，李亚丹，上海外语教育出版社 2004 5.Dictionary of Translation Studies， Mark Shuttleworth&Moira Cowie，上海外语教 育出版社，2004 6.《中国文化概要》，陶嘉炜，北京大学出版社，2009 7.《实用汉语语法与修辞》，杨月蓉，西南师范大学出版社，1999 8.《自然科学史十二讲》，卢晓江，中国轻工业出版社，2007 9.《汉语写作与百科知识》，李国正，首都师范大学出版社，2019 10. 《翻译硕士 MTI 常考词汇》，李国正，首都师范大学出版社，2020
科 强化逻辑意识，注ຫໍສະໝຸດ 卷面书写。育明教育，成立于 2006 年，到现在已经有十年的时间，在我们育明教育，每年都有成功学 员积累的一些经验可供各位考生参考。育明教育整合利用历届育明优秀学员的成功经验与高 分资料，为每一位学员构建考研成功的基础保障。我们的辅导包括前期的报考指导，中期的 核心参考书的讲解、专题（真题、出题老师论文专著、最新时事）讲解、模拟考（答题技巧 框架、创新点的讲解）。后期还会有教务老师时事根据上课情况，对考生进行查缺补漏，进 行答题技巧的辅导。在我们育明教育，前期咨询师、后期教务与辅导老师三方对您的上课负 责，所以每年我们的通过率一直都是有保证的。
答题技巧： 名词解释
（1）名词解释一般答 100 字左右，在 A4 纸上约 3 行，每行 30-40 字。 （2）名词解释三段论答题法: 定义——〉背景、特征、概念类比——〉总结/评价。 第一，回答出名词本身的含义。一般都可以在书本找到。 第二，从名词的提出的背景、它的特征、相似概念比较等方面进行简述。 第三，总结，可以做一下简短的个人评价。 （3）温馨提示: 第一，名词解释一般位于试卷的第一部分，很多考上刚上考场非常的兴奋，一兴奋就容易下 笔如流水，一不小心就把名词解释当成了简答题。结果后面的题目答题时间非常紧张。 第二，育明考研咨询师提醒大家，在回答名词解释的时候以 150-200 字为佳。按照每个人写 字的速度，一般需要 5 分钟左右。