图式理论与口译中古典诗词的翻译
|
摘要
随着全球经济一体化发展加快,改革开放的不断深化,中国加入世界贸易组织(WTO),国与国之间的合作和交流将会更加频繁。中国的经济正以惊人的速度发展使其在亚太地区的地位日益突出。因此,各项大型国际活动和会议在中国举办的频率越来越高,中国领导人被邀请到国外用母语演讲的频率也越来越高,各种形式和内容的涉外活动与日剧增。
近几年来,中方领导人时常引用古典诗词来回答中外记者现场体问,不仅准确而且令人信服地阐释了中国政府的政策主张和行政理念,充分体现了中国领导人熟练运用本民族的传统智慧处理各类事务的能力,也为他们所引用的诗词赋予了时代新意。但同时,这对从事汉英口译的译员们来说将是译员们所面临的一大难题。因此,如何译好这些诗词,对中西文化的交流以及提升整个口译的质量都有着重要意义。
口译,是一项复杂的语言活动,牵涉到两种语言之间的理解和转换。而古典诗词的口译作为翻译中不可逾越的巅峰,主要是将一种复杂且难懂的中文转换成另一种易懂且与原文神韵保持一致的英文。而源自认知心理学的图式理论作为一种经过抽象和概括的背景知识在于人们头脑中的认知结构,对理解和转换非常重要。图式理论已经被广泛运用于阅读研究和听力理解,并已经取得较大成功。近几年,已开始有部分学者关注到图式理论在口译中的运用。基于前人的研究之上,本文试图将图式理论运用到口译中最复杂的古典诗词环节中来,对中国古典诗词口译进行探索性分析,分析图式理论应用于古典诗词口译的三个阶段：译前准备阶段、听辨和记忆阶段、以及产出阶段,以期在图式理论框架下,总结出古典诗词口译的若干技巧。
With the rapid development of the economic globalization, the deepening of China's economic and political reforms, China's international standing has been enhanced and its influence has been beyond Asian-Pacific region. As a result, political, cultural, and economic communication between China and the other countries in the world have increasing tremendously. Therefore, there are more and more international activities and meetings to hold in China, and more and more Chinese leaders are invited to give Chinese speeches abroad. In this situation, interpreters are playing a more and more important role in international activities and meetings.
In recent years, Chinese leaders often quote Chinese Classical Poetry (CCP) in their speeches to answer the question that pointed out by the Chinese and foreign correspondents. The leaders quote CCP to answer the question that illustrates and represents the policy proposals and administrative concept of our government not only accurately but also convincing. And also embodies Chinese leaders'ability of dealing with any kind of matters by using their traditional culture wisdom proficiently. Meanwhile, it will be the difficult problem for an interpreter to interpret the CCP. Therefore, an in-depth discussion of the interpreting techniques for CCP is of great theoretical and practical significance.
CCP interpreting is a complex language activities, including that the understanding and transformation of two languages. Schema allows us to form expectations as an integrated chunk of knowledge that stored in long-term memory. In the meantime, Schema theory that originated from Cognitive Psychology has been used in reading and listening studies widely. The schema theory also has great achievement of comprehension and communication. In recent years, some scholars have focused on the complication of Schema Theory in interpreting.
On the basis of schema theory, the paper tries to explore the process of CCP interpreting including the preparation session, listening and comprehension session and output session, in order to suggest that schema theory can be used in the study of CCP interpreting and summarize the techniques for CCP interpreting.
近几年来,中方领导人时常引用古典诗词来回答中外记者现场体问,不仅准确而且令人信服地阐释了中国政府的政策主张和行政理念,充分体现了中国领导人熟练运用本民族的传统智慧处理各类事务的能力,也为他们所引用的诗词赋予了时代新意。但同时,这对从事汉英口译的译员们来说将是译员们所面临的一大难题。因此,如何译好这些诗词,对中西文化的交流以及提升整个口译的质量都有着重要意义。
口译,是一项复杂的语言活动,牵涉到两种语言之间的理解和转换。而古典诗词的口译作为翻译中不可逾越的巅峰,主要是将一种复杂且难懂的中文转换成另一种易懂且与原文神韵保持一致的英文。而源自认知心理学的图式理论作为一种经过抽象和概括的背景知识在于人们头脑中的认知结构,对理解和转换非常重要。图式理论已经被广泛运用于阅读研究和听力理解,并已经取得较大成功。近几年,已开始有部分学者关注到图式理论在口译中的运用。基于前人的研究之上,本文试图将图式理论运用到口译中最复杂的古典诗词环节中来,对中国古典诗词口译进行探索性分析,分析图式理论应用于古典诗词口译的三个阶段：译前准备阶段、听辨和记忆阶段、以及产出阶段,以期在图式理论框架下,总结出古典诗词口译的若干技巧。
With the rapid development of the economic globalization, the deepening of China's economic and political reforms, China's international standing has been enhanced and its influence has been beyond Asian-Pacific region. As a result, political, cultural, and economic communication between China and the other countries in the world have increasing tremendously. Therefore, there are more and more international activities and meetings to hold in China, and more and more Chinese leaders are invited to give Chinese speeches abroad. In this situation, interpreters are playing a more and more important role in international activities and meetings.
In recent years, Chinese leaders often quote Chinese Classical Poetry (CCP) in their speeches to answer the question that pointed out by the Chinese and foreign correspondents. The leaders quote CCP to answer the question that illustrates and represents the policy proposals and administrative concept of our government not only accurately but also convincing. And also embodies Chinese leaders'ability of dealing with any kind of matters by using their traditional culture wisdom proficiently. Meanwhile, it will be the difficult problem for an interpreter to interpret the CCP. Therefore, an in-depth discussion of the interpreting techniques for CCP is of great theoretical and practical significance.
CCP interpreting is a complex language activities, including that the understanding and transformation of two languages. Schema allows us to form expectations as an integrated chunk of knowledge that stored in long-term memory. In the meantime, Schema theory that originated from Cognitive Psychology has been used in reading and listening studies widely. The schema theory also has great achievement of comprehension and communication. In recent years, some scholars have focused on the complication of Schema Theory in interpreting.
On the basis of schema theory, the paper tries to explore the process of CCP interpreting including the preparation session, listening and comprehension session and output session, in order to suggest that schema theory can be used in the study of CCP interpreting and summarize the techniques for CCP interpreting.
引文
Anderson, R. A.1984. Role of Readers Schema in Comprehension, Learning and Memory. In Learning to Read in American Schools, R. A. Anderson (eds), Hillsdale, N. J.:Lawrence Erlbaum.
Bartlett, F. C.1932. Remembering: A Study in Experimental and Social Psychology. Cambridge:Cambridge University Press.
Bartlett,F.C.1958. Thinking. New York:Basic Book.
Bassnett, Susan.2001. Translation Studies. Shanghai:Shanghai Foreign Language Education Press.
Bell, R. T.2001. Translation and Translating: Theory and Practice. Essex:Longman Group UK Ltd.
Cook, G.1989. Discourse. Oxford:Oxford University press.
Cook, Guy.1994. Discourse and Literature. Shanghai:Shanghai Foreign Language Education Press.
Eugene A. Nida.1993. Language, Culture and Translating. Shanghai: Shanghai Foreign Language Education Press.
George Yule.1996. The Study of Language. Cambridge:UK Cambridge University Press.
Gile, D.1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam and Philadelphia:John Benjamins Publishing Company.
Gonzalez, R. D, Vasquez, V. F.& Mikkelson, H. Fundamentals of Court Interpreting: Theory, Policy and Practice. Durham, N. Carolina: Carolina Academic Press,1991.
Howard, Robert W. Concepts and Schema: An Introduction. London: Cassell Educational Ltd.,1087:37.
Johnson, Mark.1987. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago:The University of Chicago Press.
Jenny, W. & C. Andrew.2004. The Map: A Beginner's Guide to Doing Research in Translation Studies. Shanghai:Shanghai Foreign Language Education Press.
Lakoff, G. & Mark Johnson.1999. Philosophy in the Flesh. The Embodied Mind and its Challenge to Western Thought. New York: Basic Books.
Lakoff, G.1987. Women, Fire, and Dangerous Things:What Categories Reveal about the Mind. Chicago:University of Chicago Press.
Mandler, J.1984. Stories,Scripts,andScenes:Aspects of Schema Theory. Hillsdale,NJ. Erlbaum.
Mandler, J. M.1979. Categorical and schematic organization in memory. Memory, Organization and Structure, C.R. Puff (Ed.), New York: Academic Press.
Minsky, M. A.1975. Framework for Representing Knowledge. The Psychology of Computer Vision, Winston, P. H. (eds), New York:Mc Graw Hill.
New Mark, P.1988. A Textbook on Translation. London:Prentive Hall.
Nida, Eugene A.1993. Language, Culture, and Translating. Shanghai: Shanghai Foreign Language Education Press.
Neisser,U.1967. Cognitive Psychology. New York:Appleton-Crofts
Nishida Hiroko "A Cognitive Approach to Intercultural Communication Based on Schema Theory", International Journal of Intercultural Relations.
Piaget, J.1952. Autobiography. History of psychology in autobiography. E. Boring (ed), Vol.4. Worcester, MA:Clark University Press.
Pochhacker, F.2004. Introducing Interpreting Studies. London: Routledge.
Pochhacker, F. & Shlesinger, M.2002. The Interpreting Studies Reader[M] London:Routledge.
Rumelhart, D. E. & Martin Bly, B. (Eds.).1999. Cognitive Science San Diego Academic Press.
Rumelhart, David E.andA.Ortony.1977. The representation of knowledge in memory.
卜庆安,2008,诗歌的灵魂——意象浅析,小说评论,103-104页。
常宗林,2002,图式及其功能,《山东外语教学》,第5期,29-34页。
崔雅萍,2002,图式理论在L2阅读理解中的运用,《外语教学》,第5期,52-57页。
方梦之,2004,《译学词典》。上海：上海外语教育出版社
辜正坤,2003,《中西诗比较鉴赏与翻译理论》。北京：清华大学出版社。
黄国文,2006,《翻译研究的语言学探索----古诗词英译本的语言学分析》。上海：上海外语教育出版社
李福印.2007.意象图式理论,四川外语学院学报,第1期,80-82页。
李智,2004,图式知识与翻译操作探悉,《山东外语教学》,第4期,106-109页。
刘宓庆,2005,《翻译美学导论》(修订本)。北京：中国对外翻译出版公司。
刘明东,2002,图式在翻译过程中的运用,《外语教学》,第6期,55-58页。
刘明东,2003,文化图式的可译性及其实现手段,《中国翻译》,第2期,28-31页
刘明东,刘宽平,2004,图式翻译漫谈,《外语教学》,第4期,50-52页。
林语堂,1933,《翻译论》。北京：光华书局。
陆如钢,2000,诗歌译文的文本差异与读者反映特征,《外语与外语 教学》,第4期,38-43页。
潘卫民,2001,翻译教学中的文化期待图式,《五邑大学学报》(社会科学版),第4期,70-73页。
谭逸之,2006,文化图式对重构译文连贯的影响,《武汉科技学院学报》,第11期,187-189页。
汪榕培,1995,《诗经》,中英文版.辽宁教育出版。
王克非,1997,关于翻译本质的认识,《外语与外语教学》,第4期,46页。
王力,2000,《王力语言学论文集》,商务印书馆。
王立弟,2001,翻译中的知识图式,《中国翻译》,第3期,19-25页。
翁显良,1985,《古诗英译》,北京出版社
许渊冲,2007,《宋词三百首》,北京：中国对外翻译出版公司。
许渊冲,2003,文学与翻译,北京大学出版社。
许渊冲,1988,唐诗三百首译解,中国文联出版公司。
杨宪益,1998,略谈我从事翻译工作的经历与体会,《因难见巧—名家翻译经验谈》,金圣华,黄国彬,北京：中国对外翻译出版公司。
张维友,1995,图式知识与阅读理解,《外语界》,第2期,5-8页。
郑海凌,1998,文学翻译的本质特征,《中国翻译》,第6期,4-8页。
周笃宝,2002,图式理论对理解翻译的解释力,《南华大学学报》(社会科学版),第4期,86-89页。
周红民,2003,翻译图式解析,《上海科技翻译》,第3期,13-16页。
周红专,2002,古汉诗词英译的关联观,《外语学刊》,第1期,102-104页。
朱光潜,2001,《诗论》,上海：上海古籍出版社。
Bartlett, F. C.1932. Remembering: A Study in Experimental and Social Psychology. Cambridge:Cambridge University Press.
Bartlett,F.C.1958. Thinking. New York:Basic Book.
Bassnett, Susan.2001. Translation Studies. Shanghai:Shanghai Foreign Language Education Press.
Bell, R. T.2001. Translation and Translating: Theory and Practice. Essex:Longman Group UK Ltd.
Cook, G.1989. Discourse. Oxford:Oxford University press.
Cook, Guy.1994. Discourse and Literature. Shanghai:Shanghai Foreign Language Education Press.
Eugene A. Nida.1993. Language, Culture and Translating. Shanghai: Shanghai Foreign Language Education Press.
George Yule.1996. The Study of Language. Cambridge:UK Cambridge University Press.
Gile, D.1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam and Philadelphia:John Benjamins Publishing Company.
Gonzalez, R. D, Vasquez, V. F.& Mikkelson, H. Fundamentals of Court Interpreting: Theory, Policy and Practice. Durham, N. Carolina: Carolina Academic Press,1991.
Howard, Robert W. Concepts and Schema: An Introduction. London: Cassell Educational Ltd.,1087:37.
Johnson, Mark.1987. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago:The University of Chicago Press.
Jenny, W. & C. Andrew.2004. The Map: A Beginner's Guide to Doing Research in Translation Studies. Shanghai:Shanghai Foreign Language Education Press.
Lakoff, G. & Mark Johnson.1999. Philosophy in the Flesh. The Embodied Mind and its Challenge to Western Thought. New York: Basic Books.
Lakoff, G.1987. Women, Fire, and Dangerous Things:What Categories Reveal about the Mind. Chicago:University of Chicago Press.
Mandler, J.1984. Stories,Scripts,andScenes:Aspects of Schema Theory. Hillsdale,NJ. Erlbaum.
Mandler, J. M.1979. Categorical and schematic organization in memory. Memory, Organization and Structure, C.R. Puff (Ed.), New York: Academic Press.
Minsky, M. A.1975. Framework for Representing Knowledge. The Psychology of Computer Vision, Winston, P. H. (eds), New York:Mc Graw Hill.
New Mark, P.1988. A Textbook on Translation. London:Prentive Hall.
Nida, Eugene A.1993. Language, Culture, and Translating. Shanghai: Shanghai Foreign Language Education Press.
Neisser,U.1967. Cognitive Psychology. New York:Appleton-Crofts
Nishida Hiroko "A Cognitive Approach to Intercultural Communication Based on Schema Theory", International Journal of Intercultural Relations.
Piaget, J.1952. Autobiography. History of psychology in autobiography. E. Boring (ed), Vol.4. Worcester, MA:Clark University Press.
Pochhacker, F.2004. Introducing Interpreting Studies. London: Routledge.
Pochhacker, F. & Shlesinger, M.2002. The Interpreting Studies Reader[M] London:Routledge.
Rumelhart, D. E. & Martin Bly, B. (Eds.).1999. Cognitive Science San Diego Academic Press.
Rumelhart, David E.andA.Ortony.1977. The representation of knowledge in memory.
卜庆安,2008,诗歌的灵魂——意象浅析,小说评论,103-104页。
常宗林,2002,图式及其功能,《山东外语教学》,第5期,29-34页。
崔雅萍,2002,图式理论在L2阅读理解中的运用,《外语教学》,第5期,52-57页。
方梦之,2004,《译学词典》。上海：上海外语教育出版社
辜正坤,2003,《中西诗比较鉴赏与翻译理论》。北京：清华大学出版社。
黄国文,2006,《翻译研究的语言学探索----古诗词英译本的语言学分析》。上海：上海外语教育出版社
李福印.2007.意象图式理论,四川外语学院学报,第1期,80-82页。
李智,2004,图式知识与翻译操作探悉,《山东外语教学》,第4期,106-109页。
刘宓庆,2005,《翻译美学导论》(修订本)。北京：中国对外翻译出版公司。
刘明东,2002,图式在翻译过程中的运用,《外语教学》,第6期,55-58页。
刘明东,2003,文化图式的可译性及其实现手段,《中国翻译》,第2期,28-31页
刘明东,刘宽平,2004,图式翻译漫谈,《外语教学》,第4期,50-52页。
林语堂,1933,《翻译论》。北京：光华书局。
陆如钢,2000,诗歌译文的文本差异与读者反映特征,《外语与外语 教学》,第4期,38-43页。
潘卫民,2001,翻译教学中的文化期待图式,《五邑大学学报》(社会科学版),第4期,70-73页。
谭逸之,2006,文化图式对重构译文连贯的影响,《武汉科技学院学报》,第11期,187-189页。
汪榕培,1995,《诗经》,中英文版.辽宁教育出版。
王克非,1997,关于翻译本质的认识,《外语与外语教学》,第4期,46页。
王力,2000,《王力语言学论文集》,商务印书馆。
王立弟,2001,翻译中的知识图式,《中国翻译》,第3期,19-25页。
翁显良,1985,《古诗英译》,北京出版社
许渊冲,2007,《宋词三百首》,北京：中国对外翻译出版公司。
许渊冲,2003,文学与翻译,北京大学出版社。
许渊冲,1988,唐诗三百首译解,中国文联出版公司。
杨宪益,1998,略谈我从事翻译工作的经历与体会,《因难见巧—名家翻译经验谈》,金圣华,黄国彬,北京：中国对外翻译出版公司。
张维友,1995,图式知识与阅读理解,《外语界》,第2期,5-8页。
郑海凌,1998,文学翻译的本质特征,《中国翻译》,第6期,4-8页。
周笃宝,2002,图式理论对理解翻译的解释力,《南华大学学报》(社会科学版),第4期,86-89页。
周红民,2003,翻译图式解析,《上海科技翻译》,第3期,13-16页。
周红专,2002,古汉诗词英译的关联观,《外语学刊》,第1期,102-104页。
朱光潜,2001,《诗论》,上海：上海古籍出版社。