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儿童文学翻译中译者接受与译文生成研究

作　者: 雷秋慧
导　师: 吕文澎
学　校: 西北师范大学
专　业: 英语语言文学
关键词: 儿童文学翻译译者接受译文生成期待视野视野融合
分类号: I046
类　型: 硕士论文
年　份: 2010年
下　载: 194次
引　用: 0次
阅　读: 论文下载

内容摘要

文学是人学,儿童文学则是人之初的文学。它以其鲜活的人物形象、跌宕起伏的情节、诙谐幽默的语言、纯真的童真童趣,影响着一代又一代人的成长。儿童文学翻译也因其对本土儿童文学发展的影响和儿童成长的作用引起了众多学者的关注,尤其是进入21世纪以来,儿童文学翻译领域更是焕发出勃勃生机。但是相对于其他领域及国外儿童文学翻译研究来说,我国的儿童文学翻译及研究明显滞后。鉴于此,本论文以接受美学理论为视角,以马爱农、马爱新姐妹译《哈利·波特》系列小说为范例,对儿童文学翻译中译者的接受与译文的生成过程进行了初步的研究。儿童独特的生理和心理特点决定了儿童文学翻译中译者的接受既不是简单的、搬砖头式的从一种文本到另一种文本的被动接受,也不是任意发挥和创造的完全主动接受,而是译者与原作者及儿童读者展开对话、心理上相互靠近的过程,即“视野融合”的过程。译文的生成既不是照葫芦画瓢式的简单改写,也不是随心所欲的再创作,而是译者新的“期待视野”在目的语中能动地再现。因此,儿童文学的翻译其实就是译者基于自身已有的“期待视野”,接受原作(文本信息和作者的“期待视野”),融合儿童读者的“期待视野”,构建自身的审美感受,形成新的“期待视野”,并将其用另一种语言表达出来的过程。通过理论阐释,逻辑推理和译例分析,本论文重点探讨了儿童文学翻译中译者接受与译文生成的内涵;讨论了儿童文学翻译中各种影响因素及其相互关系,并根据儿童文学的基本特点提出了儿童文学英汉翻译中译者接受与译文生成的基本模式,形成了以下几个方面的认识:第一、儿童文学翻译是一个极为复杂的过程。儿童读者的特殊性、成人译者与儿童读者的差异、儿童文学的特点、译者的能力等因素影响和制约着译文的生成。第二、儿童文学翻译中译者的接受是由部分到整体、由具体到抽象、由语言信息到作者意图、由静态文本到作者期待视野的动态过程。文本的意义结构,译者、读者及原作者的期待视野的多样性、文本意义的“不确定性”和“意义空白”等决定了接受的难度。第三、儿童文学翻译中,译者接受与译文生成是一个由认知到表达的复杂的心理过程。其中包括译者主观能动性的发挥,对读者“期待视野”的关注、“召唤结构”的创设、新的“期待视野”的形成以及能动地再现等心理活动。第四、关注儿童读者的“期待视野”、整体地把握作品的情节和主题、创造性地再现童趣是儿童文学翻译的重中之重。通过上述分析和阐释,本论文还指出了接受美学理论在儿童文学翻译研究中的可行性及对儿童文学翻译实践的指导意义和应用价值。

全文目录

Abstract  7-9
摘要  9-10
List of abbreviations  10-11
List of tables and figures  11-12
Chapter One Introduction  12-18
  1.1 Research background  12-13
  1.2 The significance of the study  13
  1.3 The reason for this choice  13-14
  1.4 The structure of the study  14-15
  1.5 The definition of key terms  15-18
    1.5.1 The definition of children’s literature  15-16
    1.5.2 The definition of translation process  16-18
Chapter Two Literature review  18-27
  2.1 A brief introduction to children’s literature and children’s literature translating  18-21
    2.1.1 The history of children’s literature as a history of children’s literature translating  18-19
    2.1.2 Children’s literature and children’s literature translating  19-21
      2.1.2.1 Characteristics of children’s literature  19
      2.1.2.2 Current situation of children’s literature translating in China  19-20
      2.1.2.3 Review of studies on children’s literature translating in the West  20-21
  2.2 A critical review of researches on translation process  21-23
    2.2.1 Review of studies on translation process in the West  22
    2.2.2 Review of studies on translation process in China  22-23
  2.3 Reception Aesthetics and translation studies  23-25
    2.3.1 A brief introduction to Reception Aesthetics  24
    2.3.2 Application of Reception Aesthetics to translation studies  24-25
  2.4 Summary  25-27
Chapter Three Theoretical Framework  27-39
  3.1 An overview of Reception Aesthetics  27-33
    3.1.1 The origin of Reception Aesthetics  27
    3.1.2 Main viewpoints of Reception Aesthetics  27-32
      3.1.2.1 Jauss’s viewpoints  28-30
      3.1.2.2 Iser’s viewpoints  30-32
    3.1.3 Reception Aesthetics in China  32-33
  3.2 Four viewpoints of Reception Aesthetics applicable to children’s literature translating  33-38
    3.2.1 Reader’s reception  33-35
    3.2.2 Diversity in “horizons”  35-37
    3.2.3 “Fusion of horizons”in children’s literature translating  37
    3.2.4 “Indeterminacy”or “vacancy”of the text meaning and children’s literature translating  37-38
  3.3 Summary  38-39
Chapter Four Research design  39-42
  4.1 Research questions  39
  4.2 Research method  39-40
  4.3 Data collection  40
  4.4 Data analysis  40-42
Chapter Five Translator’s reception and generation of the target text in children’s literature translating  42-55
  5.1 Characteristics of children’s literature and translator’s reception  42-43
  5.2 “Horizon of expectations”and translator’s reception  43-52
    5.2.1 The meaning structure of the source text and translator’s reception  44-48
      5.2.1.1 Preservation of the original meaning and the creation of “appeal structure”  46-47
      5.2.1.2 Cultural difference and transplantation of culture  47-48
    5.2.2 Special attention paid to reader’s “horizon of expectations”  48-52
      5.2.2.1 Catering for the reader’s aesthetic interest  49-50
      5.2.2.2 Adjusting to the change of the reader’s expectations  50-51
      5.2.2.3 Caring about the reader’s aesthetic ability  51-52
  5.3 “Fusion of horizons”and formation of translator’s new “horizon of expectation”  52-53
  5.4 Representation of translator’s new “horizon of expectation”and generation of the target text  53-54
  5.5 Discussion  54-55
Chapter Six Translating children’s literature based on Reception Aesthetics  55-79
  6.1 Translator’s role in children’s literature translating  55-62
    6.1.1 Translator’s conditionality  55-60
    6.1.2 Translator’s subjective dynamics  60-62
  6.2 Generation of the target text  62-77
    6.2.1 Restructuring the new “horizon of expectation”  62-63
    6.2.2 Expressing the new “horizon of expectation”in the target language  63-77
      6.2.2.1 Representing the plot and the theme as a whole  64-68
      6.2.2.2 Reproducing and recreating children’s disposition  68-77
  6.3 Suggestions for translators  77-79
Chapter Seven Conclusion  79-81
References  81-86
Acknowledgements  86-87
Appendix I  87-90
Appendix II  90-92
Appendix III  92-98
Appendix IV  98

儿童文学翻译中译者接受与译文生成研究

内容摘要

全文目录

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