3 MỤC LỤC Trang LỜI NÓI ĐẦU 5 Unit 1. TRANSLATION AND TRANSLATION THEORY 6 1. Definition of translation and translation theory 6 1. The dynamics of translation 9 1.
Translation and culture 11 1. Pre-translation considerations 22 1. Questions for discussion 39 Unit 2. TRANSLATION PROCESS AND METHOD 40 2.
The approach to translation 41 2. The unit of translation 42 2. Questions for discussion 46 Unit 3. TRANSLATION EQUIVALENCE AND TRANSLATION 47 LOSS 3.
The equivalent effect 57 3. Questions for discussion 60 Unit 4. GRAMMATICAL SKEWING AND TRANSLATION 61 SHIFTS 4. Questions for discussion 69 Unit 5.
STRATEGIES FOR TRANSLATORS 70 5. Strategies for translators 71 5. Questions for discussion 81 Unit 6. Why evaluate the translation? 82 4 6.
Who evaluates the translation? 83 6. Ways of evaluating translation 86 6. Questions for discussion 90 91 Unit 7. INTERPRETATION AND INTERPRETING IN SPECIALIZED AREAS 7.
What is interpreting? 91 7. Modes of interpreting 91 7. Attributes for interpreting 95 7. Interpreting in specialized areas 102 7.
Codes of ethics for liaison interpreters 113 7. Questions for discussion 114 TÀI LIỆU THAM KHẢO 116 5 LỜI NÓI ĐẦU Lý thuyết dịch là một môn học trong chương trình đào tạo đại học ngoại ngữ chuyên ngành ngôn ngữ Anh tại Học viện Khoa học Quân sự. Đây là một môn học khó yêu cầu người học phải nắm được một lượng kiến thức lớn về lý thuyết. Nhằm đáp ứng yêu cầu giảng dạy, năm 2002, Khoa tiếng Anh đã biên soạn cuốn Giáo trình Lý thuyết dịch để phục vụ cho việc giảng dạy môn học này.
Tuy nhiên, do thời gian biên soạn đã khá lâu nên nhiều nội dung đã không còn phù hợp với kiến thức hiện nay. Bên cạnh đó, cuốn giáo trình biên soạn năm 2002 chưa đề cập đến quá trình dịch các chuyên ngành, đặc biệt là dịch tiếng Anh quân sự. Được sự chấp nhận của Thủ trưởng Học viện, chúng tôi đã lựa chọn và biên soạn một cuốn giáo trình Lý thuyết dịch mới với mục đích cung cấp một cái nhìn hệ thống hơn và bám sát với điều kiện thực tế hơn phục vụ cho việc giảng dạy môn Lý thuyết dịch tại Khoa Tiếng Anh, Học viện Khoa học Quân sự. Giáo trình Lý thuyết dịch gồm 7 bài, giới thiệu về các vấn đề cơ bản nhất trong lý thuyết dịch.
Bài 1 giới thiệu các vấn đề chung của dịch thuật và lý thuyết dịch. Bài 2 giới thiệu về quá trình dịch (translation process) và các phương pháp dịch (translation methods) phổ biến. Bài 3 giới thiệu về tương đương (equivalence) và mất nghĩa (loss) trong khi dịch. Bài 4 giới thiệu về các vấn đề bất tương xứng trên phương diện ngữ pháp (grammatical skewing) và chuyển dịch (translation shift).
Bài 5 đề xuất một số chiến lược dịch (translation strategies) cho người dịch. Bài 6 giới thiệu những nội dung về đánh giá bản dịch. Bài 7 giới thiệu về hoạt động phiên dịch và phiên dịch trong các lĩnh vực chuyên ngành. Giáo trình này được sử dụng cho các đối tượng đào tạo đại học ngoại ngữ cấp Phân đội, đại học ngoại ngữ Dân sự và văn bằng 2.
Mỗi bài sẽ được dạy trong 4 tiết. Tuy nhiên, ở một số bài, tuỳ theo yêu cầu của từng đối tượng đào tạo và thời gian dành cho môn học, giáo viên cần lựa chọn những phần trọng tâm ở từng bài để giảng dạy. Đối với những phần còn lại, người học tự nghiên cứu ở nhà để nắm vững những vấn đề liên quan. Do lý thuyết dịch là một môn khó, bao hàm nhiều quan điểm khác nhau nên chúng tôi rất mong nhận được ý kiến đóng góp của các đồng nghiệp và các chuyên gia để giáo trình được hoàn thiện hơn.
Các tác giả 6 Unit 1 TRANSLATION AND TRANSLATION THEORY 1. Definition of translation and translation theory 1. What is translation? There has been a plethora of definitions which Nida (1964, pp.161-164) has elaborately surveyed. He rightly elucidates: Definitions of proper translating are almost as numerous and varied as the persons who have undertaken to discuss the subject.
This diversity is in a sense quite understandable; for there are vast differences in the materials translated, in the purpose of the publication, and in the needs of the prospective audience. Nevertheless, a definition which is not confined to the mere transference of meaning is furnished by Nida and Taber (1964, p.12) who postulate translation consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style.5-6) seems to have pursued the same line of emphasis on meaning and style in his translation of translation “Translation is the expression in another language (or the target language) of what has been expressed in another, source language, preserving semantic and stylistic equivalences”. The above definitions also stress the significance of ‘equivalence’ which underlies the following definitions given by Catford (1965, p.20): “Translation is the replacement of a text in one language by a replacement of an equivalent text in a second language” and “Translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL)”. On the other hand, functionalists view translation differently: Translation is the production of a functional target text maintaining a relationship with a given source text that is specified according to the intended or demanded function of the target text (Nord, in Shutttle Worth and Cowie, (1997, p.
Nord, however, distinguishes between two senses of translation: wide and narrow. Translation is, in a narrow sense, any translational action where a source text is transferred into a target culture and language. According to the form and presentation of the target text we distinguish between oral translation (‘interpreting’) and written translation (‘translation’ in the narrow sense) (Nord, 2001, p. Widening the above definitions, Sager (1989, p.293) maintains that translation should reflect the environment in which the professional translation activity takes place: Translation is an extremely motivated industrial activity, supported by information technology, which is diversified in response to the particular needs of this form of communication.
In a similar vein, Koller (1989, p.196) describes translation as a ‘text processing 7 activity and simultaneously highlights the significance of ‘equivalence’: Translation can be understood as the result of a text-processing activity, by means of which a source-language text is transposed into a target-language text. Between the resulting text in L2 (the target-language text) and the source text L1 (the source language text) there exists a relationship which can be designated as translational, or equivalence relation. Amongst the above definitions, Nida and Taber's (1964) may serve as a basis for our concept of translation as a TL product which is as semantically accurate, grammatically correct, stylistically effective and textually coherent as the SL text. In other words, the translator's main attention should not be focused only on the accurate semantic transference of SL message into the TL, but also on the appropriate syntax and diction in the TL, which are explicitly the translator's (not the source author's) domain of activity which displays his true competence.
Indeed, according to Wilss (2001, p.95), "the notion of translation competence," "is aptly assessed in transfer situations that require at least some degree of adaptation to new and challenging textual demands." He describes such situations as "accommodatory situations" which need "structural adjustment" (ibid) and generally textual manipulation. In point of fact, the competent translator performs multiple tasks with inevitable intricacies of performance. His approach to translating expressive, emotive or expository texts in particular is deemed to be creativity-oriented, that is, hermeneutic/manipulation rather than routine-oriented. In short, translation is concerned with the written word.
Hence, the translators render written texts from one language into another. Translators are required to undertake assignments, which range from simple items, such as birth certificates and driving licenses, to more complex written material, such as articles in specialized professional journals, business contracts and legal documents. What is translation theory? Translation theory, in a narrow sense, is concerned with the translation method appropriately used for a certain type of text, and it is therefore dependent on a functional theory of language. However, in a wider sense, translation theory is the body of knowledge that we have about translating, extending from general principles to guidelines, suggestions and hints.
Since the mid 1980s there have been some major translation theories in the world. - Linguistic Theory of Translation by Catford (1965), Nida (1975) focuses on finding the equivalence (of meaning, grammar, content.) - Functionalist Theories of Translation (German school) by Reiss (2000), Neubart (1985) do not pay attention to source texts. Their main aim is what we do with translation. - Translation as Cultural Events Theory by Hormer (1975) sets up an integrated approach to translation.
- Manipulation School of Translation by Bassnett (1980) points out the power of translation. - Deconstructionist Theories by Gentzler (1993) (USA) forget source texts and regard translation as the second original. - Culture and Context Theories by Newmark (1984) focus on culture and context during the translation process. As this is the most suitable for undergraduate students, the theory, which is introduced below, is based on Newmark's.
Translation theory, in a narrow sense, is concerned with the translation method appropriately used for a certain type of text, and it is therefore dependent on a functional theory of language. However, in a wider sense, translation theory is the body of knowledge that we have about translating, extending from general principles to guidelines, suggestions and hints. What translation theory does is, first, to identify and define a translation problem (no problem - no translation theory!); second, to indicate all the factors that have to be taken into account in solving the problem; third, to list all the possible translation procedures; finally, to recommend the most suitable translation procedure, plus the appropriate translation. Translation theory’s main concern is to determine appropriate translation methods for the widest possible range of texts or text-categories.
Further, it provides a framework of principles, restricted rules and hints for translating texts and criticizing translations, a background for problem-solving. Translation history 9 Translation has always been done by somebody for somebody. The first trace of translation dates from 3000 B.C, during the Egyptian Old Kingdom, the area of the First Cataract, Elephantine, where inscriptions in two languages have been found. It became a significant factor in the West in 300 BC Luther's Bible translation in 1522 laid the foundations of modern German.
In the 19th century translation was mainly a one-way means of communication between prominent men of letters and, to a lesser degree, philosophers and scientists and their educated readers abroad, whilst trade was conducted in the language of the dominant nation, and diplomacy, previously in Latin, was in French. The 20th century has been called the “age of translation” to which one may add “and interpreting”. International agreements between states, between state, public and private organizations are now translated for all interested parties, whether or not the signatories understand each other's language. The setting up of a new international body, the constitution of an independent state, the formation of a multinational company, gives translation enhanced importance.
The exponential increase in technology (patents, specifications, documentation), the attempt to bring it to developing countries, the simultaneous publication of the same book in various languages, the increase in world communication, has correspondingly increased requirements. That the very survival of such bodies as the United Nations is crucially dependent on interpreting and translation can be taken as a good example of the importance of translation and interpreting.