translation theory

Aspirations of Function-Oriented Approach on College S tudents’ Classroom Translation

Teaching

Abstract:This paper aims to investigate the aspirations on college students’ classroom translation teaching by discussing the function-oriented approach in descriptive translation studies. Through the analysis of the function-oriented translation approach in the process of translation, it is can be found that: 1) Teachers should pay more attention on translation theories teaching to help students be aware of the main points and hard parts in translating process and choose the proper translation strategies; 2) Introducing more social cultural backgrounds of the source language and the target language can make students have a clear mind in choosing right expressions and usages of vocabularies, and also some transfers in adjusting the expressions of the target-language translation versions; 3) Paying much more attention on teaching semantic differences so that students can grasp well of the usages of vocabularies. Teachers should combine the translation theories and the practices of translation to do translation teaching.

Keywords: Function-oriented approach; translation teaching; descriptive translation studies; source language; target language; social culture context.

.1 Introduction

More translations with various purposes are yielded in the trend of informational and economic globalization. In order to communicate with people from different countries, regions and corners for somewhat specific purposes, different language varieties are derived gradually, and in the meantime, translation becomes more and more important. For a same source text, the translating products come different with different translation purposes for various social culture context, such as the translating versions in China have obvious Chinese characteristics by comparing with the versions in Japan or Israel and somewhere else. At that point of view, translation teaching plays a quite significant part in improving the integrated grade of translators. And how to improve their translating skills is a vital subject in today’s l anguage teaching researching.

Indeed, as we all know, translation should be various with the changes of the target language and the recipient cultures. Gideon Toury, an Israel translation theorist who has been highly respected for his great achievements in translation studies, is the founder of descriptive translation studies by advocating and implementing the studying results from James S. Holmes, who first proposed the term: Descriptive Translation Studies. It is Holmes that subordinates descriptive translation studies into three approaches, which are product-oriented approach, process-oriented approach and function-oriented approach (Gideon Toury, 2001). Among them, function-oriented approach, the most functional and important factor in translating process, influences the other two

approaches in different ways.According to this theory, translation has a more clear way to go so that the translation versions are different in the purpose of different use.

Therefore, in this paper, the author tries to discuss the influence of function-oriented approach in translations by analyzingatranslating version translated by Chinese famous translator, and then put forward some suggestions for translation teaching.The paper focuses on make clear: What are the differences o f the choice of words and sentences’ structures? What are the translating styles in the versions? What are the aspirations of function-oriented approach on translation teaching? By analyzing the effects of function-oriented approach in translation, we can benefit in different ways to help us understand the choices of translating strategies, the choices of words and sentences and structures, and clear our mind in mental process to comprehend the forms translation and generate a more adequate and acceptable translation. In another way to speak, the function of a translation decides the process and product of translation. And at the same time, it is useful for us to apply function-oriented approach translation studies to translation teaching.

2 Literature review

2.1Function-oriented approach study

Descriptive translation studies set its aims at describing, explaining and predicting translational behaviors and at constantly maintaining its closest contact with the empirical or viable phenomenon. Target-orientation and translation norms are the two basic assumptions in the theories. The social-cultural features are viewed as the determined factors influencing the product of translation. And also the translation norms are governed by the target-language cultures, translation behaviors situated in time and space within a certain culture context manifest certain regularities of the social cultures.

The convincing notion of division which is a fundamental principle of organization in translation studies is suggested by Holmes, who divides translation studies into “pure” and “applied”branches, and pure translation studies is further subordinated into theoretical and descriptive branches, with descriptive translation studies branching again, according to different focus of research, it is divided into product-, process- and function-oriented translation studies (Toury, 2001). And in term of Toury’s theory, these three aspects are interdependent together but not isolated from each other. Among the three, the most significant one is the function-oriented approach which decides the detailed features of a specific translation and influences the choice of translating styles and versions in the deciding process, and the least important one is the process-oriented approach which deals with the mental process in translation. However, no explanatory hypothesis can be formed without considering all the three aspects. The function of a translation determines its appropriate surface realization which governs the strategies whereby a target text is derived from its original, and hence the relationships which hold them together. Thus, no real point in process-oriented study can be drawn without considering the questions related to the determining force of its intended function and to the strategies governed by the translation norms, and so does the product-oriented study (FengHuijuan& Miao Ju, 2009).

The aim of Toury’s descriptive translation studies is to manifest a series of norms and the laws needed to regulate translation in the research of descriptive translation studies, in order to

manifest and translate the internal relationships of various relative variables. It is certain that the formulations or manifestations of laws need to explain all the influencing factors, that means to at the largest degree to control the parameters related to function-, process- and product-oriented approach so that to make sure the translation norms. For Toury, translation should have a vital prestigious stance in the target-language social-culture context, and that kind of translation stance determines the decision of translating strategies. Actually, it is almost the same time for Tour to propose the similar translation theory with the Skopos Theory come up with by Vermeer, but the apparent difference o f Toury’s functional theory does not lie on applied features but regards translation as “cultural facts”, and the function-oriented approach is to describe and explain the translation behaviors in the target-language cultures to find the theoretical laws. Here come the specific ways(Liu Juping, 2009):

(1)Setting the text into the target-language cultural system to find adequacy and

acceptability;

(2)Comparing the source text and target text through “transfer” to set up the relationship

between them. Deciding whether the source text is a proper text for translating, recognizing the matching relationships among the phrases and sentences, and trying summarizing and concluding the potential concepts in translation.

(3)Having a preliminary summary to offer references for later translation decision-making.

It involves in the primary and secondary sequence, regular methods and units of translation of texts.

2.2 Translation teaching theory

Newmark (1991) pointed out that it is necessary for us to have a clear mind in translation teaching and teaching translation. Translation teaching aims to help students acquire the skills to tackle the real transla tion problem in practical ways to improve students’ communicative capability, while teaching translation is just to make students learning language knowledge like vocabularies, syntax and semantics, and put no attention to the communicative competences. And Yang Lili (1993) came up with the ideas that teaching translation really did lots of problems in helping students learning translation, narrow sense of semantic equivalence, biased peer grammar, inflexible hypotaxis, single style consciousness are the four hazards in translation teaching process.

On the contrary, what translation teaching emphasizes is the already-got knowledge and competence of languageand translation teaching requires students to translate within at least two languages and to produce higher quality translation versions. From Anderman’s (1998) research findings that the incorrect usages of words are from the incompetence of the target language, which may blame on the under-qualified lexicon learning and foreign language translation teaching. Therefore, viewing translation teaching as an independent subject to research is a admiring way to improve the quality of translation teaching, which in some degree will accurate the translation sense among students and help students acquire right translating habits and skills to do more translation practices.

3 Application of function-oriented approach

Taking the translations from the famous interpreter----Zhang Lu, for example, she translated a lot of poems for our last Prime Minister Wen Jiabao at a conference. Here go the Chinese version and the English translation version:

山明水净夜来霜，数树深红出浅黄。

The water is clear and the mountain is bright,

the frost comes in at night;

trees are covered with deep scarlet,

leaves mixed with yellow that is light.

(China Daily)

From the above translation, we have to admit it is very clear and easy to understand than the Chinese version. Zhang Lu translated it into a more clear way and also tried to remain the Chinese poetry rhythm in the same way. The function of this translation is to let the foreign people to understand the meaning of what Prime Minister Wen wanted to convey. In consideration of the readers are foreigners who have rare knowledge of Chinese culture, the English version is very frank and apparent both in sentence structure and meaning, which is due to the social culture context in foreign countries where have different cultural context from China. Therefore, form the choice of words and sentence structure, Zhang Lu choose those pellucid to describe the source text as clear as possible. It is the function-oriented approach that decides the choice of translation strategy and the mental process in formulating the product.

Some translation have to reveal the Chinese characteristics, such as 秉承上海精神，acting in the Shanghai Spirit; 丝绸之路经济带，Silk Road Economic Belt; 绿色丝路使者计划，a plan of green Silk Road envoys and so on. These source-language versionsare full with Chinese characteristics which are gradually known to foreign people, so the translation versions are translated according to the source-language culture as adequate as possible, and use more frank way to show Chinese cultures to the world.

And also advertisement translation is an obviously function-oriented approach translation. It is known to us that advertisement is used to attract customers as useful as possible. Foreign commodity should have an appropriate translation version if it wants to enter Chinese market. Here I choose the foreign coffee brand which does a good job in in part.

Good to the last drop. (Maxwell)

滴滴香浓，意犹未尽。(麦斯威尔)

For this slogan, it would lead to a terrible situation if it was just translated word by word literally. Here, the translation bases on the Chinese social culture, using four-character structure or idioms which have a comfortable impression in Chinese minds to fully manifest the meaning the slogan wanting to transfer. Besides, the Chinese version is more specific in describing the commodity to a more vivid image for customers so that to attract more attention and curiosity.

The same example like Colgate which is translated to高露洁. From the translation, it can be found that the first word 高is similar to CO in the source word, and 露洁is free translation and transliteration, which reinforces the information that this kind of toothpaste can clean teeth, and give users confidence to disclose teeth. Besides, this translation version has the expression with propitious and wonderful meaning in the target-language culture.

However, there are some failures in translation for less consideration of the effects of

phonetics and culture. The well-known example is dragon which means 龙in Chinese. 龙is an auspicious animal in China, but in foreign countries, especially in western countries, 龙is an evil, and the use dragon to name such animal. So if we just translate 龙literally into “dragon”, it will cause much troubles beyond our expectations. This kind of failure is from the lack of awareness and understanding of the target-language culture. For the purpose to understand Chinese 龙, here has a acceptable translation for people around the world, that is loong which is transliteration. Therefore, in translating a version into another language, we should consider considerably the target-language culture and the function of the translation version in order to make less failure.

Therefore, seeing the applications of function-oriented approach study in translating, the function of translation version in target-language society is the most important element in deciding the choices of vocabularies, sentences’ structures and translation strategies. Besides the cultures and the target-readers play a very important role in the translation process, what’s more, the semantic systems also do some influences in translation.

4 Aspirations of function-oriented approach on college students’ classroom translation teaching

4.1 Teaching more translation theories

“Nothing can be accomplished without norms or standards”. Toury (2001) mentioned that there is no practical effectiveness if the translation is without buttressing of theories. Translation theories are some norms or laws used to direct practice with features of practicability and descriptiveness but not prescriptiveness. The relationship between the source-text and target-text can be more easily grasped by students under the comprehension of translation theories. And it is put forwards that the main purpose of translation theory is to help choose a proper method for certain translation by some translation theorists. It is translator who takes the responsibility and obligation for the translation product but not the translation theories. Therefore, translators must have enough knowledge of translation theories or consider necessary translation theories before deciding the choice of translation strategies, in that way, to make the translation products be more acceptable and adequate.

Function-oriented translation approach is a pr evailing method for today’s translation activities including advertisement translations, novel’s translation, technology translation and policy translation and so on, almost all the translation involve in functional method.

4.2 Introducing more cultural background of the target-language and comparing the source language and target language

The process-oriented approach in translation is a mental process of comprehending the two

translating language in translator’s mind. Whendoing a translation, translators should have a large amount of imputing of the knowledge of both the source-language and target-language cultures, comparing the usages of the two languages and the characteristics in respective social-culture context. By comparing the two cultural backgrounds of the two languages, teachers can have a more clear mind in grasping the main points and the difficult parts in the translation teaching process. At the same time, students can comprehend the source text by understanding the differences of the social culture contexts and language norms between the source language and target language, and then they can enforce the awareness of the target language with the merits of removing the negative effects from the source-language text automatically. Besides Newmark (1982) had mentioned that the solutions of all the translation problems depend on how to translate the texts into the target-language texts.

Different nations have various metaphors to describe human beings or creatures on earthto manifest national historical culture due to their different developmental history, which in the end have a apparent national marks on their own respectively. To illustrate, “to meet one’s Waterloo” in western countries comes from the historical event in 19 century the great failure of Napoleon in a small city named Waterloon in the Kingdom of Belguim, and now is taken to describe a great failure a man confronted. But while translating it into Chinese, we can not just translate into 遭遇滑铁卢，because there are lots of Chinese have no idea about the event. At that situation, we should connect it with the events in China which have the same meanings like that. Then, we find in China 败走麦城is a similar historical events to 遭遇滑铁卢,so we can translate to meet one’s Waterloo into 败走麦城. Although they come from different history events, they share the same meanings in describing “failure” with their own national features obviously. The second example is 破釜沉舟which is from Shih Chi, this phrase now is used to show a man makes up his mind to a thing without any hesitation and back-up. So in translating it into English, we have to translate it considering the western countries historical cultures, fortunately, there is a phrase burn one’s boats which is accorded with the Chine se phrase in a degree. Burn one’s boat comes from the history event that ancient Roman Caesar’s Army burnt all the boats after they crossed Rubicon river in order to show soldiers had to fight with their life for no back-up road remained. For another example, in Chinese national culture, rabbit is a kind of animal running fast in human minds so that there is a Chinese phrase read静若处子，动若脱兔, but in western countries, rabbit is the representatives of cowardice, and at a result, as timid as a hare is used to describe a man who is timid and dare not to do something. In terms of this difference, we can not translate as timid as a hare into 胆小如兔，but search for another more proper translation version. Then there is a Chinese phrase 胆小如鼠to show the same meaning as a timid as a hare, therefore胆小如鼠can be the translation version for as timid as a hare. And some other similar examples like that as thin as a shadow was translated to 瘦的像猴子, as poor as a churchmouse to穷得像叫花子，挥金如土to tospend money like water, 水底捞月to finshing in the air. From the above mentioned examples, each nation has its own irreplaceable characteristics that other language cultures can not take place of.

What’s more, the regional cultural varieties also do a very heavy influence in phrase translations. To illustrate, British is a island country surrounded by oceans all the directions, therefore, ocean’s stance in Britain’s minds can not be ignored. There are many words in English embedded with special affections and meaning related with ocean and sailing, like see, boat and water. And the following illustrated phrase show the regional cultural characteristics, too, such as

to feel under the water means 感觉不适，all at the sea to 茫然不知所措,t o keep one’s headabove water to 奋发图强, to trim your sails to 见风使舵. However, people in China live on the land covered by forest like pine trees, bamboos and prune trees and other plants. Then these plants are given some special affections and meanings to express emotions and describe disciplines, for example 松鹤延年, 胸有成竹,etc..

Thus, while translating source-language text into the target-language text, we should be aware of both the cultures of the two languages, comparing with the differences and deciding the appropriate choices of words, sentence’s structure and strategies.

4.3 Rei nforcing students’ comprehension on semantic levels

Translation, in another perspective to say, is to rewrite the meaning of the source text into target text. In the research of linguistics, semantics is an important branch of linguistics, studying the natural features of language and human language competence from the core sector. Translation process is also a process of selecting the proper words to better describe the source text into the target text so as to improve the acceptability and adequacy of the translation versions. Some words’ meanings do not stay at the conceptive level, some connotative meanings have to be grasped and it is these connotative meaning that play a much more functions in manifesting the real meanings of the source texts. The function-oriented translation approach is to guide us to obey the target-language translation norms to reveal the social-cultural contexts.

5 Conclusion

Function-oriented translation approach is a beneficial way for students to clearly and quickly grasp the skills to do translation well. Only being aware of the target-language social cultures and the source-language culture can the translators do a acceptable job in transferring the two language in a proper way. Translation theories can help translators recognize the proper strategies to each text and grasp the main points and the difficult parts. The comparisons of the two language cultures can provide tints for translators to take care of the differences in cultures and pay more attention to translate the text in a more adequate way. And the semantics of different lexicon really have various usages because of its connotative meanings and metaphorical usages. These points all should be highlighted in t ranslation teaching in college students’ classroom, in that way, students can gain the relative comprehensions of translation so as to do better translations.

6 Reference

Anderman,1998.Finding the right word: translation and lan-guage teaching[A]. In Kirsten Malmkjaer(ed.).Translation &Language Teaching-Language Teaching & Translation [C]. Manchester: St. Jerome Publishing, 1998: 39-48.

Gideon Toury, 2001

Newmark Peter, 1982. Approaches to Translation. Oxford: Per-gamon,Ltd.

Newmark Peter, 1991. About Translation [M].Clevedon: Multilingual, Matters Ltd. FengHuijuan& Miao Ju,2009

马会娟，苗菊.当代西方翻译理论选读.外语教学与研究出版社.2009.

Yang Lili, 1993

杨莉藜.英汉互译教程[M].开封:河南大学出版社,1993

Liu Junping, 2009.

刘军平.西方翻译理论通史，武汉大学出版社.2009.

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1、后置定语前移例：“群臣吏民，能面刺寡人之过者，受上赏。”可调成“能面刺寡人之过群臣吏民，受上赏。” 2、前置谓语后移例：“甚矣！汝之不惠。”可调成“汝之不惠甚矣。” 3、介宾短语前移。例：“还自扬州”可调成“自扬州还”。 4、前置宾语后移例：“何以战？”可调成“以何战？” 四.留就是保留，凡是古今意义相同的词、专有名词、国号、年号、人名、物名、人名、官职、地名等，在翻译时可保留不变。 例：“庆历四年春，滕子京谪守巴陵郡。”译句：“庆历四年的春天，滕子京被贬到巴陵郡做太守。”“庆历四年”为年号，“巴陵郡”是地名，可直接保留。 五.扩就是扩展。 1、言简义丰的句子，根据句义扩展其内容。 例：“怀敌附远，何招而不至？”译句：“使敌人降服，让远方的人归附，招抚谁，谁会不来呢？” 2、单音节词扩为同义的双音节词或多音节词。 例：“更若役，复若赋，则如何？”译句：“变更你的差役，恢复你的赋税，那么怎么样呢？”“役”“赋”扩展为双音节词。 六.缩就是凝缩，文言文中的有些句子，为了增强气势，故意实用繁笔，在翻译时应将其意思凝缩。 例：“有席卷天下，包举宇内，囊括四海之意，并吞八荒之心。”译句：“（秦）有吞并天下，统一四海的雄心。” 七.直即直译，就是指紧扣原文，按原文的词句进行对等翻译的今译方法。对于文言文的实词、大部分虚词、活用词和通假字，一般是要直接翻译的，否则， 在考查过程中是不能算作准取得翻译。 例：“清荣峻茂，良多趣味。”译句：“水清，树茂，山高，草盛，实在是趣味无穷。”

【英语】英语翻译练习题20篇及解析

【英语】英语翻译练习题20篇及解析 一、高中英语翻译 1．高中英语翻译题：Translate the following sentences into English, using the words given in the brackets. 1．我习惯睡前听点轻音乐。(accustomed) 2．将来过怎样的生活取决于你自己。(be up to) 3．没有什么比获准参加太空旅行项目更令人兴奋的了。(than) 4．家长嘱咐孩子别在河边嬉戏，以免遭遇不测。(for fear) 5．虽然现代社会物资丰富，给予消费者更多的选择，但也使不少人变成购物狂。(turn) 【答案】 1．I’m accustomed to listening to some light music before sleep. 2．It’s up to you what kind of life will lead in the future. 3．There is nothing more exciting than being allowed to take part in the space travel programme. 4．Parents ask their kids not to play by the river for fear that something terrible might happen. 5．While modern society, rich in material resources,has given consumers more choice, it turns many of them into crazy shoppers. 【解析】试题分析： 1．翻译这句话的时候，注意词组：be ac customed to doing“习惯于做……”。 2．这句话使用了句型：It’s up to you +从句，“做….由某人决定”。这里what kind of life will lead in the future.是主语从句，it是形式主语。 3．这句话使用了There be句型， nothing 后面是形容词做定语，因为是比较的含义用形容词的比较级more exciting，还有词组“被允许做”be allowed to ，以及词组“参加”：take part in 。 4．这句话使用了for fear that 引导目的状语从句，和词组“让某人不要做……”ask sb. not to do. 5．这句话使用了连词While 表示“尽管，虽然”。词组“富含”be rich in ，主句中使用了词组turn…. into …..“将…变成…”。 考点：考查翻译句子 2．高中英语翻译题：Translate the following sentences into English, using the words given in the brackets. 1．今年元旦我们玩得很开心。(enjoy) 2．舅舅昨天寄给我一张卡片，祝贺我18岁生日。(congratulate) 3．经过多年的建设，这个小镇现在和地震前一样充满了活力。(as...as) 4．演出以一段五十多岁的人耳熟能详的经典音乐开始。(familiar) 5．她一看完那个关于已灭绝物种的电视节目，就立志加入野生动物保护组织。(No sooner)【答案】

23篇经典文言文翻译练习及答案

23篇经典文言文翻译练习及答案 1.得道多助，失道寡助 天时不如地利，地利不如人和①。三里之 _______________________________________________________________________________ 城，七里之郭②，环⑨而攻之而不胜。夫环而 _______________________________________________________________________________ 攻之，必有得天时者矣，然而不胜者，是天时 _______________________________________________________________________________ 不如地利也。城非不高也，池③非不深也，兵 _______________________________________________________________________________ 革④非不坚利也，米粟非不多也，委⑤而去之， _______________________________________________________________________________ 是地利不如人和也。故曰：域⑥民不以封疆之 _______________________________________________________________________________ 界，固国不以山溪⑦之险，威天下不以兵革之 _______________________________________________________________________________ 利。得道者多助，失道者寡助。寡助之至⑩， _______________________________________________________________________________ 亲戚畔⑧之。多助之至，天下顺之。以天下之 _______________________________________________________________________________ 所顺，攻亲戚之所畔，故君子有不战，战必胜 _______________________________________________________________________________ 矣。 _______________________________________________________________________________ 【注释】 1[人和]人心所向，内部团结； 2[郭]外城； 3[池]护城河； 4[兵革]泛指武器装备 5[委]放弃； 6[域]这里用作动词，是限制的意思； 7[山溪]地势； 8[畔]通“叛”：背叛； 9[环]包围 10[至]极点 11[天时]指天然的时运，自然形成的时机，机会；一说天气和时令。 12[地利]地理优势。

2019年高三语文一轮总复习(文言文阅读+翻译)第02课 典型例题(含解析)

2019年高三语文一轮总复习（文言文阅读+翻译）第02课典型例题 （含解析） 一、（2016年高考新课标I卷）阅读下面的文言文，完成4～7题。 曾公亮，字明仲，泉州晋江人。举进士甲科，知会稽县。民田镜湖旁，每患湖溢。公亮立斗门，泄水入曹娥江，民受其利。以端明殿学士知郑州，为政有能声盗悉窜他境至夜户不闭尝有使客亡橐中物移书诘盗公亮报吾境不藏盗殆从之者度耳索之果然公亮明练文法，更践 久，习知朝廷台阁典宪，首相 ．．，与公亮等共定大议。密 ．．韩琦每咨访焉。仁宗末年，琦请建储 州民田产银，或盗取之，大理当以强。公亮日：“此禁物也，取之虽强，与盗物民家有间矣。” 固争之，遂下有司 ．．纵人渔界河，又数通盐舟，吏不敢禁，．．议，比劫禁物法，盗得不死。契丹 皆谓：与之校，且生事。公亮言：“萌芽不禁，后将奈何？雄州赵滋勇而有谋，可任也。”使谕以指意，边害讫息。英宗即位，加中书侍郎兼礼部尚书，寻加户部尚书。帝不豫，辽使至不能见，命公亮宴于馆，使者不肯赴。公亮质之曰：“锡宴不赴，是不虔君命也。人主有疾，而必使亲临，处之安乎？”使者即就席。熙宁三年，拜司空兼侍中、河阳三城节度使。明年，起判永兴军。居一岁，还京师。旋以太傅致仕。元丰元年卒，年八十。帝临哭，辍朝三日。公亮方厚庄重，沉深周密，平居谨绳墨，蹈规矩；然性吝啬，殖货至巨万。初荐王安石，及同辅政，知上方向之，阴为子孙计，凡更张庶事，一切听顺，而外若不与之者。常遣子孝宽参其谋，至上前略无所异，于是帝益信任安石。安石德其助己，故引擢孝宽至枢密以报之。苏轼尝从容责公亮不能救正，世讥其持禄固宠云。 （节选自《宋史·曾公亮传》） 7.把文中画横线的句子翻译成现代汉语。 （1）锡宴不赴，是不虔君命也。人主有疾，而必使亲临，处之安乎? 译文：________________________________________________________________ ______________________________________________________________________ （2）苏轼尝从容责公亮不能救正，世讥其持禄固宠云。 译文：________________________________________________________________ ______________________________________________________________________ 【答案】（1）赐宴不到场，这是对君主命令的不敬。君主有病，却一定要他亲临宴会，做这样的事能心安吗？（2）苏轼曾从容地责备公亮不能纠正弊病，世人讥讽他保持禄位加固宠幸。