主题关联性社会文化语境及择义的理据性[J].docVIP

《中国翻译》2005年第4期 主题关联性社会文化语境与择义的理据性 ——TEM8英译汉应试教学谈 曾利沙 提要：TEM8语段翻译应试教学应突出从大处着眼，从小处着手的原则，强调微观层次意义生成的语境关联性融合。讨论要点有二：a)语段潜在主题与主题倾向的确立；b)主题关联性社会文化语境与择义的理据性。 关键词：TEM8；语段翻译；主题关联性；社会文化语境；； Abstract: The paper holds that the teaching of passage translating prepared for TEM8 should follow the principle of “Think globally, act locally”, which requires the context-relevant fusion of the meaning-generation at the micro-level manipulation. It focuses on two key points: One is the manipulative procedure of setting up the underlying theme and the theme-inclination of the passage; and the other is the motivations for the word-meaning determination within the socio-cultural context governed by the relevant theme and theme-inclination. Key words: TEM8; passage translating; theme-relevance; socio-cultural context 1．）2. 主题与主题倾向的确立 要点一：主题和主题倾向的确立。TEM8英译汉材料节选自于英、美报刊杂志文章或文学原著，但不给出文章题目，因此，考生所面临的问题是：a）在未明确主题及主题倾向的情况下动笔翻译，会在什么层面或程度上影响他们对选词择义的判断？b）在题目不明（题目有助于确立语篇主题，揭示主题倾向或意图性）和相关信息不充分的情况下如何迅速把握语段潜在主题及主题倾向？笔者认为，总体原则就是要求学生从“大处着眼，从小处着手”(Think globally, act locally)，学会正确把握语段主题及主题倾向，进而在此认知框架内考察微观层次词句的主题关联性社会文化语境内涵。任何语篇都受其主题控制和支配，对词义语境化内涵的理解与解释都必须以反映主题的宏观命题结构为依据（陈忠华，2004:181Hatim Mason, 1990:12）。同样，语段也有其自身的潜在主题，并从属于更高一级的语篇主题。主题对语篇/段的整体连贯具有规约性，整个语篇/段序列为所有命题的集合，包含状态 、行动或者事件/态等方面的信息，形成认知框架，其语境关联性在认知框架内得到维系。在语篇/段信息处理中，若不能形成以主题为中心的认知整合性，语篇/段中的概念和命题就不足以构成一个目的认知框架（陈忠华，2004:181) 迅速浏览整个语段，对潜在的关联性线索词予以划线标记；2) 明确其内在的层次关系；3) 确立认知关联性框架，形成命题表征。以下面语段解析为例： When I try to understand what it is that prevents so may Americans from being as happy as one might expect, it seems to me that there are two causes, one of which goes much deeper than the other. The one that goes least deep is the necessity for subservience in some large organizations. If you are an energetic man with strong views as to the right way of doing the job with which you are concerned, you find yourself invariably under the orders of some big man at the top who is elderly, weary and cy