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1、Communicative & Semantic Translation,Peter Newmark,1,中小学,Main Content,BackgroundCommunicative & Semantic TranslationComments,2,中小学,Background,Pre-linguistics period of translationOpposition to the monistic theoryLinguistics bases,3,中小学,Pre-linguistics period of translation,Conflict between free and
2、literal translation; No attempt to distinguish types or quality of texts;Strong on theory, but short on method and practical examples;Unaware of each others work.,4,中小学,The monistic theory of translation,“The two concepts (CT that translation is like language, is purely a social phenomenon.” (Newmar
3、k, 2001:62)e.g. Nida: Translating is communicating.,5,中小学,Linguistics bases,“Translation theory derives from comparative linguistics, and with linguistics, it is mainly an aspect of semantics; all questions of semantic relate to translation theory” Vygotsky：Inner speech is not the interior aspect of
4、 external speech, it is a function in itself. It is to a large extent thinking in puring meanings. “Thinking precedes speech and writing.”,6,中小学,Communicative and Semantic translation,DefinitionComparison of CT & STSimilarities between CT & ST,7,中小学,Definition of CT and ST,Communicative translation
5、attempts to produce on its readers an effect as close as possible to that obtained on the readers of the original.Semantic translation attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original.,8,中小学,Semantic Tr
6、anslation VS. Literal Translation,Literal translation: the primary senses of the lexical words of the original are translated as though out of context, but the syntactic structures of the target language are respected.The basic difference is that ST respects context, but literal translation does not
7、.,9,中小学,Flat “V” diagram,Source Language Bias Target Language Bias Literal Free Faithful Idiomatic Semantic/Communicative,10,中小学,Conclusion: ST combines the advantages of word-for-word, literal, faithful translation; while CT combines the advantages of adaption, free and idiomatic translation. It ca
8、n be counted as the most desired translation method.,11,中小学,Comparison of CT & ST,Transmitter/addressee focusRelation to STUse of form of SLForm of TLAppropriateness,12,中小学,Transmitter/addressee focus,ST: Focus on the thought processes of the transmitter as an individual; should only help TT reader
9、with connotations if they are a crucial part of message;CT: Subjective, TT reader focused, oriented towards an specific language and culture.,13,中小学,Relation to Source Text,ST: Always inferior to ST; loss of meaning.CT: May be better than the ST; gain of force and clarity even if loss of semantic co
10、ntent.,14,中小学,Use of form of SL,ST: If ST language norms deviate, then this must be replicated in TT; loyalty to ST author.CT: Respect for the form of the SL, but overriding loyalty to TL norms.,15,中小学,Form of Target Language,ST : more complex, more awkward, more detailed, more concentrated, it tend
11、s to overtranslateCT: smoother, simpler, clearer, more direct, more conventional, conforming to a particular register of language, tending to undertranslate,16,中小学,Appropriateness,ST: for serious literature, autobiography, personal effusion, any important political (or other) statement.CT: for the v
12、ast majority of texts, e.g. non-literary writing, technical and informative texts, publicity, standardized types, popular fiction.,17,中小学,Text Types,Expressive textsInformative textsVocative texts,18,中小学,Wet paint! A：湿油漆！（ST） B：油漆未干，请勿触摸！（CT）西游记 A：Journey to the West（ST） B：Pilgrimage to the West （CT
13、）“谋事在人，成事在天” A:Man proposes, Heaven disposes.( ST ) B:Man proposes, God disposes.( CT ),19,中小学,这是七月下旬，合中国旧历的三伏，一年最热的时候。(Chien Chung-shu, 2010:1)It was toward the end of July, equivalent to the “san-fu” period of the lunar calendar the hottest days of the year. (Kelly and Mao, 2003:1),20,中小学,Through
14、the Looking-Glass爱丽丝镜中奇遇记,“Feather, I say!” “Why do you say Feather so often?” Alice asked at last, rather vexed. “Im not a bird!” “You are,” said the sheep: “you are a little goose”CT:“撇桨呀，我说！”阿丽思有点儿觉得她频气了，她就说，“你干嘛老说别讲啊？我也没讲啊！”“什么没桨！”那绵羊说，“你手里摇的是什么，你简直是个笨猪。” (赵元任) ST:“我说，羽毛！”“为什么你老是说羽毛？”爱丽丝觉得烦了，终于问
15、道，“我又不是禽鸟！”“你是禽鸟，”绵羊说，“你是只小鹅。”(王永年),21,中小学,父亲是前清举人，在本乡江南一个小县里做大绅士。,His father had passed the second-degree examination under Manchu rule and was a prominent squire in his native district south of the Yangtze. (Kelly and Mao, 2003:8) Note: The traditional Chinese civil examination system offered thre
16、e academic degrees, which were conducted at three different levels-the country (or prefecture), the province, and the national capital. Successful candidates at these three levels were known respectively as hsiu- ts ai, chu-jen, and chin- shih. (Kelly and Mao, 2003:353)（CT+ST）,22,中小学,Similarities be
17、tween CT & ST,“A translation can be more, or less, semanticmore, or less, communicative even a particular section or sentence can be treated more communicatively or semantically.” （Peter Newmark, 2001:40）,23,中小学,Similarities between CT & ST,Both CT & ST are rooted in cognitive translation.CT and ST
18、are both suitable for: 1) the text conveys general rather than a culturally (temporally and spatially) bound message and when the matter is important as the manner. 2) common sense or the information free from cultural restrictions.,24,中小学,Comments,1.拓展了传统的直译和意译的概念，但其基本思维多少囿于传统的翻译二分法，没有脱离“忠实”的樊篱，进而提出“关联翻译法”2.翻译文本观（严复天演论）3.实用性强4.规范性太强（strong prescriptivism）5.奈达与纽马克,25,中小学,Nida vs. Newmark,奈达可以算是个意译派；侧重点：读者反映不足：试图把动态对等译论适用范围扩大化,使之成为一切翻译的准则,这就有点失之偏颇了。,纽马克多少是个直译派侧重点：依据文本类型而定涉及面太广，谈得不深、不透。,26,中小学,