汉英翻译各种文体的翻译Essay translation from Chinese into English.docx
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汉英翻译各种文体的翻译Essay translation from Chinese into English.docx
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汉英翻译各种文体的翻译EssaytranslationfromChineseintoEnglish
汉英翻译:
各种文体的翻译
--散文、论说文的翻译
I提示
·原文来源
《师说》作者为韩愈(唐,768-824)。
原文语篇选自吴功正主编,1987年,《古文鉴赏辞典》。
南京:
江苏文艺出版社。
·译文来源
(1)译文1选自戴抗选、谢百魁译,1996年,《中国历代散文一百篇》。
北京:
中国对外翻译出版公司。
(2)译文2选自中国文学出版社编,1998年,《中国文学·古代散文卷》汉英对照,外语教学与研究出版社。
(3)译文3为罗经国译,选自《英语学习》2003年第9期。
(注;译文1、2、3因原文版本差异而引起的译文差异不在全面分析之列。
)
·语体特征与翻译策略
(1)篇章《师说》是一篇文字短、逻辑性强、结构严谨的议论文。
文章从正反两个方面论述了从师之道,是针对当时社会上“耻于从师”的不良风气而作的。
文章先以“师者所以传道、授业、解惑”肯定了师的作用,继而又从“闻道有先后”的角度说明从师不应有贵贱长幼之分。
(2)句式古代汉语的文章多使用短句,很少使用长句。
不过韩愈文章中的长句却比同时代的人突出。
在英语中,长句的使用可以增加文体的正式性、严肃性和科学性,而长句的这种文体作用同样也存在于汉语之中。
这都是因为长句更便于表达严密的逻辑或缜密的思想。
《师说》一文虽然突出地使用过长句,但是其句式在总体上都具长短相间的特点,以凸显其行文的灵活与变化,增加其文章的气势与说服力。
(3)语义作为古代散文的开派人物,韩愈重视文章主旨的新创见,叙述的新见解,语言的新技法。
后人在评价韩愈在语言的继承和发展上贡献尤其卓越。
“唯陈言之务去”,变成在学习唐宋古文创作在语言上的一条标准。
与其他古代散文家相比,韩愈的文章语言特点之一是:
一般比较少使用虚字,文句在大体整齐的前提下,又具有长短错落、韵白相间的多样美。
(4)翻译策略对偶结构是汉语话语组织的一种重要形式,也汉语文字所特有的技巧。
早在六朝时期,骈文就是词句整齐对偶的文体。
到了唐代,汉语对偶就发展到了相当高的水平。
韩愈为唐宋8大散文家之一,文章中自然多使用对偶,并且骈散相糅,《师说》中也是如此。
所以翻译《师说》时应该注意到文章中的对偶句,遇到对偶句时应该尽量运用Antithesis去对应。
总体上看,译文1使用的翻译策略都比较恰当地体现了原文的风格或美学追求。
II译法要点
3.1自然段落的划分3.2不妥的合译
3.3选词:
哲学的角度3.4设问与RhetoricalQuestion
3.5对偶与Antithesis3.6顺译:
SVOC主语从句句
3.7排比与Parallelism3.8变通:
转换(名词→形容词)
3.9变通:
叙事与表态3.10顺译:
SC复句
3.11变通:
重构3.12句群的划分
3.13变通:
代词3.14直译:
数字的模糊性
3.15风格:
情态动词need3.16原文断句与译文断句
III原文与译文
【原文】
师说
古之学者必有师。
师者,所以传道、受业、解惑也。
人非生而知之者,孰能无惑?
惑而不从师,其为惑也,终不解矣。
生乎吾前,其闻道也,固先乎吾,吾从而师之;生乎吾后,其闻道也,亦先乎吾,吾从而师之。
吾师道也,夫庸知其年之先后生于吾乎?
是故无贵无贱,无长无少,道之所存,师之所存也。
嗟乎!
师道之不传也久矣,欲人之无惑也难矣。
古之圣人,其出人也远矣,犹且从师而问焉;今之众人,其下圣人也亦远矣,而耻学于师。
是故圣益圣,愚益愚。
圣人之所以为圣,愚人之所以为愚,其皆出于此乎?
爱其子,择师而教之;于其身也,则耻师焉,惑矣!
彼童子之师,授之书而习其句读者,非吾所谓传其道、解其惑者也。
句读之不知,惑之不解,或师焉,或不焉,小学而大遗,吾未见其明也。
巫医乐师百工之人,不耻相师。
士大夫之族,曰师、曰弟子云者,则群聚而笑之。
问之,则曰:
“彼与彼,年相若也,道相似也。
位卑则足羞,官盛则近谀。
”呜呼!
师道之不复,可知矣!
巫医乐师百工之人,君子不齿,今其智乃反不能及,其可怪也欤!
圣人无常师。
孔子师郯子、苌弘、师襄、老聃。
郯子之徒,其贤不及孔子。
孔子曰:
“三人行,则必有我师。
”是故弟子不必不如师,师不必贤于弟子,闻道有先后,术业有专攻,如是而已。
李氏子蟠,年十七,好古文,六艺经传,皆通习之,不拘于时,学于余。
余嘉其能行古道,作《师说》以贻之。
【译文】
译文1
OnTeachers
Ancientscholarscertainlyhadteachers.Ateacherisonewhopassesonthetruth,impartsknowledgeandsolvespuzzles.Manisnotbornwithknowledge.Whocandenythathehaspuzzles?
Thesewouldremainunsolved,shouldonerefusetobeinstructedbyteachers.
Themenbornbeforemesurelyknowthetruthbeforeme,soIrespectthemasteachers,whereasthosebornaftermemayalsoknowthetruthbeforeme,Ilikewiserespectthemasteachers.ItisthetruththatIendeavortolearn.NeedIknowbeforehandwhethermyteacherwasbornearlierorlaterthanI?
Therefore,nodistinctionshouldbemadebetweenthenobleandthehumbleorbetweentheyoungandtheold.Whereliesthetruth,thereisateacher.
Alas,itisalongtimesincetheadmirabletoneofrespectingteachersceasedtopasson!
Howharditwouldbetoexpectamantobefreeofpuzzle!
Sagesinoldtimesoutstrippedbyfartheordinarypeople.Nevertheless,theyhadteachersandaskedthemquestions.Nowadaysthemultitude,thoughmuchinferiortosages,areashamedofbeinginstructedbyteachers.Asaconsequence,sagesbecomemoresage,andignoramusesmoreignorant.
Thewisdomoftheformerandthestupidityofthelatter----aretheynotallcausedbythis?
Lovingparentsmayselectteacherstoinstructtheirchildren.Butwhenitcomestothemselves,theyfeelitadisgracetobetaughtbythem.Howwrongtheymustbe!
Theteachersoftheirchildrenonlyshowthemhowtoreadabooksentencebysentence,nottobementionedinthesamebreathasthosewhomIrefertoaspassingonthetruthandsolvingpuzzles.Forlackofreadingskills,oneseeksthehelpofteachers,whileforunsolvedpuzzles,oneactscontrariwise.Itisindeedlearningthelesserbutgivingupthegreater.Idonotseeitswisdom.
Physicians,musiciansandmultifariousartisansarenotashamedoflearningfromeachother.Butamongthegentlefolkthetalkabouttheteachersandpupilswouldinvitelaughterfromagatheredcompany.Whenaskedaboutthereason,theywouldsay,“Theoneisequaltotheotherinageandknowledge.”Tobeinstructedbyamanoflowsocialstandingisregardedasadisgrace,andbyamanofhighofficialranksasaflattery.Alas,itisonlyconceivablethatthenobletoneofrespectingteachersislostandhardlyretrievable!
Physicians,musiciansandartisanarerefusedtobetreatedasequalsbygentlefolks,yettheseturnouttobelessintelligentthanthose.Isitnotstrange?
Sageshavehadnoconstantteachers.ConfuciusoncelearnedfromTanZiaswellasfromChangHong,ShiXiangandLaozi,thoughTanZiandhislikearenotonaparitywithhiminwisdom.Confuciussays:
“Outofmytwofellow-travellersonemustbequalifiedtobemyteacher.”Hencepupilsarenotnecessarilyinferiortoteachers,andteachersneednotalwaysbesuperiortopupils.Somemayknowthetruthearlierorlaterthanothersandeachhashisownprofessionalspecialty----thatisall!
LiPan,agedseventeen,isfondofancientclassicalwritingsandhasstudiedallthesixartsandtheircommentaries.Notrestrainedbythecurrentpractice,hehaslearnedfromme.AsIcommendhimforhisbeingabletofollowtheoldways,Iamwritingthisessay“OnTeachers”forhim.
译文2
OnTeachers
Sinceancienttimes,tolearnallmenmusthaveteachers,whopassonthetruthanddispelignorance.Asmenarenotbornwise,whocanbefreefromignorance?
Butignorantmendonotfindteachers,theyremainignorantforever.Someteachersmaybebornbeforemeandhavelearnedthetruthbeforeme;Ishouldthereforelearnfromthem.Somemayhavebeenbornafterme,butlearnedthetruthbeforeme;Ishouldalsolearnfromthem.AsIseekthetruth,Ineednotworrywhethermyteacherismyseniororjunior.Whetherheisnobleorcommon,olderoryounger,whoeverknowsthetruthcanbeateacher.
Alas,sincemenhavelongceasedlearningfromteachersitishardnottobeignorant.Theoldsageswerefarsuperiortocommonmen,yettheysoughtthetruthfromteachers.Mostmenoftodayarefarbelowthosesages,yettheythinkitshamefultolearn.Thatiswhysagesbecomemoresage,whilefoolsmorefoolish.Nodoubtthisiswhatmakessomesagesandothersfools.
Amanwholoveshissonchoosesateacherforhimbutisashamedtofindoneforhimself.Thisisentirelywrong.Allachild’steachercandoisgivehimabookandtellhimhowtoreaditsentencebysentence.ThisisnottheteacherIhaveinmindwhocanpassonthetruthanddispelignorance.Ifwewanttolearntoreadbutnottodispelignorance,wearelearningthelesserandgivingupthegreater,whichishardlyintelligent.
Physicians,musiciansandartisansarenotashamedtolearnfromeachother.Butifoneoftheliteraticallsanothermanhisteacherandhimselfpupil,peoplewillflocktolaughathim.Ifyouaskwhy,theywillreplythatthemenareroughlyequalinageandunderstanding.Ifonehasalowsocialstatus,itishumiliating;ifoneisahighofficial,itlookslikeflattery.Clearly,tolearnfromateacherisold-fashioned.Physicians,musiciansandartisansaredespisedbygentlemen,yettheyseemtobemoreintelligent.Isthisnotstrange?
Asagehasmorethanoneteacher.ThusConfuciuslearnedfromTanZi,ChangHong,ShiXiangandLaoDan.MenlikeTanZiwereinferiortoConfucius,yetConfuciussaid,“Outofthreemen,theremustbeonewhocanteachme.”Sopupilsarenotnecessarilyinferiortotheirteachers,norteachersbetterthantheirpupils.Somelearnthetruthearlierthanothers,andsomehavespecialskills----thatisall.
LiPan,seventeen,isfondofancientliterature,andhasstudiedthesixarts,theclassicsandthecommentaries,notconfininghimselftowhatisinvoguetoday.Hehasstudiedwithme,andasIadmirehisrespectfortheoldtraditionsIamwritingthisessayonteachersforhim.
译文3
OntheTeacher
Inancienttimesthosewhowantedtolearnwouldseekoutateacher,onewhocouldpropagatethedoctrine,impartprofessionalknowledge,andresolvedoubts.Sincenooneisbornomniscient,whocanclaimtohavenodoubts?
Ifonehasdoubtsandisnotwillingtolearnfromateacher,hisdoubtswillneverberesolved.Anyonewhowasbornbeforemeandlearnedthedoctrinebeforemeismyteacher.Anyonewhowasbornaftermeandlearnedthedoctrinebeforemeisalsomyteacher.SincewhatIdesiretolearnisthedoctrine,whyshouldIcarewhetherhewasbornbeforemeorafterme?
Therefore,itdoesnotmatterwhetherapersonishighorlowinposition,youngoroldinage.Wherethereisthedoctrine,thereismyteacher.
Alas!
Thetraditionoflearningfromtheteacherhaslongbeenneglected.Thusitisdifficulttofindapersonwithoutdoubtsatall.Ancientsages,whofarsurpassedus,evenlearnedfromtheirteachers.Peopletoday,whoarefarinferiortothem,regardlearningfromtheteachersasadisgrace.Thus,wisemenbecomewiserandunlearnedmenbecomemorefoolish.Thisexplainswhatmakesawisemanandwhatmakesafoolishman.
Itisabsurdthatapersonwouldchooseateacherforhissonoutofhisloveforhim,andyetrefusetolearnfromtheteacherhimself,thinkingitadisgracetodoso.Theteacherofhissonteachesthechildonlyreadingandpunctuation,whichisnotpropagatingthedoctrineorresolvingdoubtsastheaforementioned.Idon’tthinkitwisetolearnfromtheteacherwhenonedoesn’tknowhowtopunctuate,butnotwhenonehasdoubtsunresolved,forthatIfindtobethefollyoflearninginsmallmatters,butneglectingthebigones.Evenmedicinemen,musiciansandhandicraftsmendonotthinkitdisgracefultolearnfromeachother.Whenoneoftheliteraticallsanothermanhis“teacher”andhimselfhis“student”,peoplewillgettogetherandinvariablylaughathim.Ifyouaskthemwhytheyarelaughing,theywillsaythatsinceheisalmostofthesameageandaseruditeas
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