《师说》翻译比较【荐】.ppt

变通：叙事与表态 爱其子，择师而教之；于其身也，则耻师焉，惑矣！ 原文中的“惑”是表态部分，语言单位很短，位于较长的叙事“爱其子，择师而教之；于其身也，则耻师焉”部分之后；在英语当中，“惑”这种表态部分应该位于长结构的叙事部分之前。 变通：叙事与表态 V1: Loving parents may select teachers to instruct their children. But when it comes to themselves, they feel it a disgrace to be taught by them. V2: A man who loves his son chooses a teacher for him but is ashamed to find one for himself. This is entirely wrong. V3: It is absurd that a person would choose a teacher for his son out of his love for him, and yet refuse to learn from the teacher himself, thinking it a disgrace to do so. V1和V2中，运用了顺译的手法翻译了叙事部分和表态部分，虽然意思也比较清楚，可是句式过于松散，特别是V1，影响到原文叙事与表态在语义上的紧密度。V2表态部分的翻译似乎也与原文有所出入。然而V3和前两者不一样，符合了英语的习惯用法，而且句子之间关系比较紧密，因此更为可取。 变通：重构 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。 V1：For lack of reading skills, one seeks the help of teachers, while for unsolved puzzles, one acts contrariwise. It is indeed learning the lesser but giving up the greater. I do not see its wisdom. V2: If we want to learn to read but not to dispel ignorance, we are learning the lesser and giving up the greater, which is hardly intelligent. V3: I don’t think it wise to learn from the teacher when one doesn’t know how to punctuate, but not when one has doubts unresolved, for that I find to be the folly of learning in small matters, but neglecting the big ones. 重构是解决语序及表达层次障碍的最彻底的变通手段，也是保证目的语可读的最佳手段，最便于发挥译文的优势。 变通：重构 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。 就原文语段而言，“吾未见其明也”是中心句，因为这句是前面阐述后推出的一个观点。原文意思大致是，不了解句读（指句子的停顿），疑惑没有弄明白，有的（指句读之不知）向老师求解，有的（惑之不解）却不向老师求解，小的方面去学习，大的方面却遗漏了，我并未看见他的明事理啊 ！ 变通：重构 V1：For lack of reading skills, one seeks the help of teachers, while for unsolved puzzles, one acts contrariwise. It is indeed learning the lesser but giving up the greater. I do not see its wisdom. V2: If we want to learn to read but not to dispel ignorance, we are learning the lesser and giving up the greater, which is hardly intelligent. V3: I don’t think it wise to learn from the teacher when one doesn’t know how to punctuate, but not when one has d