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• (2 )短语是否是语义整体 • --I don’t know what you do with your brass. • --I spend it on you, always a good table, you must have. Never anything short.
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• (3), 一个句子是否是一个独立的语 义单位 • Eg. The face is the index of the mind. • Far from eye, far from heart.
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1.1.3.2 语言与经验世界的关系 （non-linguistic context)
• 例：Did he receive a warm welcome from the first lady of the house? • (1),话语发生时环境： • It’s freezing cold here. • (２)，身体语言（body language) • “You think we can”—he glanced at the couple ahead of them--“like them—you and I?” • She shook her head.
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1.1.2.4了解语言的随意性和约定 俗成性
• 例：1, milk the cow • 2, milk the bull • 3, talk horse • 4. laugh off heads • 5, You said that it is out of question, but it seems to me that it is out of the question.
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the process
2. Eugene Nida
the Process of Translation
1
2
3
analysis
transfer
restructure
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Generally speaking, the process of translation consists of three steps:
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• 2, 确认潜台词 • “A down-to-earth man would have succeeded.” father scolded me. • The fate of men is as grim and bleak as the fate of women. Toilers and warriers.
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• I. Comprehension / Analysis • 1. 1:阅读并分析原文 • 1.1.1, 把握原文的意图
• 1.1.2 原文的语言特点：形式、 意 义、风格 • 1.1.3. 语境分析 • 1.1.4.语用分析
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• 1. 1:阅读并分析原文 • 1.1.1, 把握原文的意图：原文 的意图指原作者对有关题材 或内容的立场或态度。
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译1：克莱站住了脚，把脸歪到她那一面。 “哦，苔丝！”她喊道。那个女孩的两 颊，在微风中红得火热，她感情激 越，神飞魂失，她不敢再看克莱的眼睛 了。
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译2：克莱站住了脚，把脸贴向苔丝的 脸。 “哦，苔丝！”他失声嚷道。
苔丝感到了他嘴里冒出的气息，脸上给 烧得火辣辣的，她心摇神荡，不敢再 盯着克莱的眼睛了。
译1：我(觉得煮雌)鹅用什么酱油， 煮公鹅也要用什么酱油。 译2：我认为应该一视同仁。
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(2) He
emerged on January 31 to go to Deli for the conference which, however negative from his point of view, at least provided the occasion for his bath in twenty-nine days.
所谓理解就是对原文进行认真的分析，弄懂原文的意
思。至少阅读三遍：
第一遍粗读原文，掌握全文大意，对一些疑难词句 做上记号；
第二遍细读原文，逐词逐句逐段仔细研究、解决疑 难问题；
第三遍通读原文，以便“见树见林”，将全文精神 “融会于心”。
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Examples： (1) It seems to me what is sauce for the goose is sauce for the gander.
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1.1.4, 语用分析（pragmatic analysis)
• 语用分析即通过对语言的交际意义的综合 分析，了解和确定说话人和话语间的关系， 常常表现为说话人的感情、态度、情绪、 意念等。
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• 1.1.4.1, 讲话者的情感参与 1,请求:Would you mind lending me 10 yuan? 2, 许诺:I shall return the book tomorrow. 3,警告:Say that again and I’ll part with you once and for all. 4,褒贬：You are stubborn. He is pig-headed. I am strong-willed.
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1.1.4.2 准确表达说话人的意图
• 1，确认but, even,and,before等词的语用意 义 • Harry is a professor, but can’t spell. • Even Max fell into love with her. • And you talked to him this way after all he’d done for you.
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• 例：阡陌交通，鸡犬相闻。（陶渊明《桃花 源记》） • 译文1. It was checkered with highways and paths between the fields; cock-crow and dog-bark in one village were heard in another. • 译文2. The area was crisscrossed with highways and paths between the fields, and from one village to another, one could hear the friendly crowing of cocks and the barking of dogs.
accurate comprehension
smooth expression
Careful proof reading
the prerequisite of translation
a key factor
correcting & improving
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I. Comprehension / Analysis
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• 王小玉便启朱唇、发晧齿，唱了几句书 儿。 • 译文1：Now open her rosy lip and her ivory white teeth shine, her song begins! • 译文2：Little Jade Wang then opened her vermilion lips, displaying her sparking white teeth, and sang several phrases. • 译文3：Little Jade then parted her lips and sang a few lines.
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1.1.2.1 分析词的概念意义 （conceptual meaning) 和关联意 义（associative meaning)
• 例：seat oneself in a wooden chair • accept a university chair • chair the board meeting • condemned to the chair
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• 贾母因笑道：“外客未见，就脱了衣裳， 还不去见你妹妹！”（《红楼梦》） • With a smile at Pao-yu, the Lady Dowager scolded: “Fancy changing your clothes before greeting our visitor. Hurry up now and pay your respects to you cousin.” (Tr. Yang Xianyi & Gladys Yang)
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1.1.2.5注意词语的搭配关系、逻 辑关系和上下文关系
He wrote his 12th novel at the ripe age of 85. • 2, 1990 was a bad year for the Soviet economy. It ended with a balance of trade.
Chapter 3 The Process of Translation
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教学目的：旨在了翻译过程中理解与
表达两个主要环节 教学重点与难点：理解到位和表达准
确
教学方法：讲述与练习相结合
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ห้องสมุดไป่ตู้
1. Peter Newmark：
the SL text level the referential level the cohesive level the level of naturalness
• 例：1，
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1.1.3. 语境分析（analysis of the context)
• 语境包含：语言内部的上下文关系；话语 与经验世界的关系。 • 1.1.3.1, 上下文分析（contextual analysis/ linguistic context): • (1), 一个词与周围词的关系 • Today a politician without elbows is as lost as a politician without principles.
•
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1.1.2.2把握意义关系，注意同反 义、褒贬义、多歧义关系
• Eg. George made great progress at school. • Let us be great friends • He has the reputation of being a blood-sucker. • She has made a reputation for herself through hard work.
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• 语法结构阐释原文的意图 • 例：a. Police Shoot Rioting Blacks • b. Rioting Blacks Shot by Police • c. Rioting Blacks Shot
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1.1.2原文的语言特点：形式、意义、风格
• 语义分析（semantic analysis): “我 们所翻译的不是某些言词，而是看 不见、听不到的东西，即意义本 身。” ----William Hans “The Theory of Translation”
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1.1.2.3 文化特征、历史演变、社会发展、 科技进步对语言的影响
• Eg. ：1, “Greek and Latin are all English to me” said Oscar Wilde. ( it is Greek to me) • 2. John can be relied on. He eats no fish and plays the game.
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译1： 一月三十一日，史迪威抵达德里。尽 管他对这个会议的态度十分消极，但最少 在二十九天来，他第一次有了个洗澡的机 会。
译2：：一月三十一日，史迪威公开露面， 去德里参加会议。这次会议在他看看来不 管有多么消极，至少为他提供了一个二十 九天以来第一次洗澡的机会。
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(3) Clare stood still, and inclined his face towards hers. “Oh, Tessy!” he exclaimed. The girl’s cheeks burned to the breeze, and she could not look into his eyes for the emotion. (Hardy: Tess ，Ch. 23)
