选择、适应、影响——译者主体性与翻译批评

刘云虹

外语教学理论与实践 ›› 2012, Vol. 1 ›› Issue (4) : 48-54.

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PDF(580 KB)
外语教学理论与实践 ›› 2012, Vol. 1 ›› Issue (4) : 48-54.
特约专栏:文学翻译

选择、适应、影响——译者主体性与翻译批评

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Choose ,Adapt ,Affect — The Translator's Subjectivity and Translation Criticism

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摘要

翻译不是简单的文字转换工作,而是受历史、文化、社会等多种因素制约的复杂活动。因此,翻译批评的对象也不能局限于静态的翻译结果,而应涉及从翻译选择到翻译接受的整个翻译动态过程,涵盖文本内部与外部的诸多要素。传统的文本比较批评虽然能够就语言层面对译作的得失做出详尽、细致的分析和评判,却难免流于片面,无法彰显翻译批评应具有的评介翻译作品、解析翻译现象、引导翻译实践等多重功能。本文指出,作为沟通翻译实践与翻译理论的经验和认知的桥梁,翻译批评应深入到翻译过程中,对影响翻译产生与接受的诸多文本外因素,尤其是翻译的主体因素,给予必要的关注,从而展现翻译批评应具有的历史性、整体性与实践性。

Abstract

Translation is not equal to text conversion.It is a complex activity restricted by history,culture society,etc.Therefore,the objects of translation criticism should not be limited to static translation results. The whole dynamic process of translation,from the choice in translation to the reception of translation should be concerned.Many elements in and out of text should be included.Although the traditional text contrast criticism can,on the language level,analyze and evaluate the translation works in detail,this kind of criticism may be one-sided.It is not able to highlight the multiple functions of translation criticism: evaluate the translation works,analyze the translation phenomena,guide the translation practice,etc.This paper points out that,as a bridge of experience and cognition between translation practice and translation theory,translation criticism should penetrate the surface and reach the deeper layer—the process of translation.It should give essential attention to the elements out of text that affect the production and the reception of translation,especially the subject of translation.Thus the historicity,the integrity and the practicability of translation criticism can be showed.

关键词

选择 / 适应 / 影响 / 主体 / 翻译批评

Key words

choose / adapt / affect / subject / translation criticism

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导出引用
刘云虹. 选择、适应、影响——译者主体性与翻译批评[J]. 外语教学理论与实践. 2012, 1(4): 48-54
LIU Yun-Hong. Choose ,Adapt ,Affect — The Translator's Subjectivity and Translation Criticism[J]. Foreign Language Learning Theory and Practice. 2012, 1(4): 48-54

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