NANJING UNIVERSITY
Professor
Department of
English, School of Foreign Studies,
EMAIL: keping00ATyahoo.com
Course Supporting Website: http://dhost.info/pingke/TOC/T.html; http://www.eccentrix.com/members/keping/TOC/T.html
Advanced English-Chinese and Chinese-English Translation (AECCET)
CONTENTS
Requirements for Passing the Course and the Grading
Policy
Drawn up following the requirements and recommendations as set out in The National Syllabus of English for College English Majors [2000] devised by the English Subcommittee of China National Steering Committee for Teaching in Foreign Language Programs in Institutions of Higher Learning
Time and Place: __:00-__:00
am, __day, Fall and Spring Semesters; Xianlin Campus,
Ke Ping
Advanced English-Chinese / Chinese-English Translation (AECCET) is a full-time required course offered to juniors and some 1st-year MA students in the English Language and Literature program. The course spans two semesters.
The overall aim of this course is to cultivate students’ ability to perform real-life English/Chinese translation tasks. Advanced theoretical and practical instruction is provided in translating written texts from English into Chinese and from Chinese into English. At the end of the course, students should be able to:
■ internalize the basic principles of translation, master the procedures and skills for analyzing/understanding the source text (especially the difficult expressions and sentences in it), and for generating appropriate target texts;
■ understand the similarities and differences of English and Chinese in morphology, syntax, textual structure, lexical and grammatical meanings, pragmatic conventions, rhetoric devices, and thought patterns, and acquire preliminary capabilities for handling elements in the original that are tinged with the source culture;
■ develop an awareness of technical terms, knowing how to tell a term from a non-term and how to translate technical terms in a accurate way;
■ grasp the skill of selecting and utilizing local and online reference tools as well as aids and techniques developed in related fields to solve complicated problems in translation; and
■ produce, on an independent basis and at the minimum speed of 250-350 words per hour for source texts of medium difficulty, translations that are accurate and complete in content, natural in expression, correct in terminology, and cohesive and coherent in textual structure.
The course should also help to foster a strong sense of responsibility and a professional work style on the part of the students, who will be trained to fulfill translating or editing tasks in a committed and honest way and discouraged from translating on superficial understanding or wild guessing.
Under the overall aim, instruction in each of the two semesters may have somewhat different focuses:
Instruction at this stage is primarily concerned with helping students to understand the basic concepts and principles of translation and to develop the habit and competence to analyze and decode the multiple meanings of the source message. By contrasting English with Chinese on the referential, pragmatic, and intralingual levels of meaning and signification, students will be enabled to form an awareness of the similarities and differences between the two languages, to build up sensitivity to cultural differences as well as a preliminary capacity for translating culture-specific expressions. Towards the end of the semester, students are to receive guidance on how to evaluate, select, and use local and online reference tools to deal with the complexities in translation.
Instruction at this stage is focused on helping students to grasp frequently used skills in target language generation as well as strategies for rendering proper nouns, technical terms, and other special source elements. They should learn to use these skills and strategies as well as the methods they acquired in the previous semester for source text analysis to translate full-length institutional and technical texts (e.g. newspaper and journal articles related to government, economy, business, the press, diplomacy, science, law, etc.) as well as literary texts of moderate difficulty into the target language. Before the end of the semester, students should receive some training in copy-reading and translating-editing. Another objective of the instruction at this stage is to further develop students’ capability to search for and utilize quality reference tools to solve problems in translation.
Zhuang, Yichuan 庄绎传. (1999).《英汉翻译教程》. 北京: 外语教学与研究出版社. vii+415 pp.
Newmark, Peter. (2001). A Textbook of Translation. 上海: 上海外语教育出版社 (First published 1988 by Prentice Hall International [UK] Ltd). xii+292 pp. [Sch. Lib.: J 19/W 58; 21871 外英PE-3]
Sun, Wanbiao 孙万彪. (2003). 上海英语中级口译资格证书考试《中级翻译教程》. 上海外语教育出版社. xxvi+301 pp.
Nida, E. A. & Taber, C. R. (2004). The Theory and Practice of Translation. 上海: 上海外语教育出版社 (First published 1969, 2003 by Koninklijke Brill NV, Leiden, The Netherlands). XII+220 pp.
__. & Reyburn, William (1981). Meaning Across Cultures. American Society of Missiology Series, No. 4. NY: Orbis Books. 90 pp. [Univ. Lib.: B 961/W 14].
Tan, Zaixi 谭载喜. (1991). 《西方翻译简史》. 北京: 商务印书馆. 324 pp.
__. (1999).《新编奈达论翻译》. 北京: 中国对外翻译出版公司. xxvi+342 pp.
Wang, Zuoliang 王佐良. (1989). 《翻译: 思考与试笔》. 北京: 外语教学与研究. 213 pp.
__. (1991). A Sense of Beginning: Studies in Literature and Translation (论新开端). 北京: 外语教学与研究. 163 pp.
Baker, Mona. (1992). In Other Words. A Coursebook on Translation. London & NY: Routledge. xix+654 pp. [ISBN: 0415030862; Amazon: $26.95]
Nida, E. A. (1993). Language, Culture, and Translating. 上海: 上海外语教育出版社. [Univ. Lib.: H0/X22]
Pinkham, Joan. (2000). Translator’s Guide to Chinglish (《中式英语之鉴》). 北京: 外语教学与研究出版社. vi+561 pp.
Wilss,
Wolfram. (1996). Knowledge and Skills in Translator Behavior.
Yu, Yungen 喻云根. (1996).《英美名著翻译比较》. 汉口：湖北教育出版社. iii+432 pp.
Zou,
Zhenhuan 邹振环 (1996).《影响中国近代社会的一百种译作》. 北京: 中国对外翻译出版公司. 442 pp.
See course website.
http://www.eccentrix.com/members/keping/TOC/T.html
http://dhost.info/pingke/TOC/T.html/
Classroom teaching typically consists of lectures/discussions on one or two major theoretical or practical problems in English-Chinese and Chinese-English translation, and instruction in both general principles and specific methods practitioners need to address those problems. The problems for lecture/discussion are selected and their sequence in classroom teaching determined by the difficulties real-life translators typically encounter at the different stages of a translation project, as well as by judgments taken of the students’ cognitive receptability. To help students apprehend the principles and methods required to deal with those problems, relevant in-class exercises (usually projected onto the screen) will be assigned. The completed exercises will be read out by some students and commented on by the instructor.
By way of complementing classroom teaching, take-home translation work will be assigned, and practicum sessions (including library and Internet reference search) and tutorials arranged on a regular basis. The instructor will comment in class on the take-home translation assignments and request students to present to the class the practicum projects they completed.
The instructor should encourage students to explore into the principles behind specific translation skills so as to know not only the what and how, but also why, of specific procedures and methods they are learning.
Students are welcome to seek feedback from the instructor as the class meets every week.
Assignments for the course fall into four kinds:
(1) in-class exercises designed to help students to consolidate what they have just learned from the lectures/discussions;
(2) take-home translation assignments (translation of various types of short texts of 300-600 words; to be assigned at an interval of three or four weeks and completed after class);
(3) long translation (real-life translator’s situation simulated in which students are required to translate continuously a full-length work or part of it within a period of time of 4 to 6 weeks; to be completed in or after class); and
(4) practicums (synthetic practice; to be completed after class).
Students are requested to complete all assignments on time. Late submission will result in a deduction from the scores for take-home assignments and practicum projects. The instructor will comment in class on students’ take-home assignments after marking them.
Examination will take the form of either the final examination (open-book) or the end-of-semester research project.
Requirements for passing the course are as follows.
(1) reading items on the “Textbooks” and “Suggested reading” lists outside class hours;
(2) attendance at all class sessions and full participation in class activities (students are reminded that skipping classes might cause them to fail the course);
(3) effective completion of all assignments, including in-class exercises, take-home assignments, and practicum projects; and
(4) passing the final examination / completing the end-of-semester research project.
Grading will be done on the basis of the following components:
(1) attendance
at class, contribution to the class (raising and responding to questions,
participating in class discussion, etc.) and completion of in-class exercises (25%);
(2) scores
obtained for take-home assignments and practicum projects (25%); and
(3) scores
obtained for the final examination / end-of-semester research project (50%).
Grades are calculated in real time with a computer spreadsheet program. Students can consult the instructor about the scores they have earned for the study of the course any time when the class meets.
Unit 1 (Week 1)
Course orientation
The concept of translation
Types of translation
Unit 2
(Weeks 2-3)
The makings of a good translator
Practicum: Comparative reading of source
texts and their translations
Unit 3
(Weeks 4-5)
Basic semantics for translation
Unit 4
(Weeks 6-7)
Translation standard
Practicum: Library study of resources for
studying translation
Unit 5
(Weeks 8-10)
Source text analysis: Intralingual factors involved in the analysis of the source text
Unit 6
(Weeks 11-12)
The use of
reference tools in translating (1)
Practicum: Textual study of the translation
of publicity material
Unit 7
(Week 13)
Source text analysis: Extralingual (non-cultural) factors involved in the analysis of the source text
Unit 8
(Weeks 14-16)
Source text analysis: Extralingual (cultural) factors involved in the analysis of the source text
Tutorial
Unit 1 (Weeks 1-2)
Course orientation / Instructor’s feedback on students’ answers to questions in previous semester’s final examination in translation
Target text generation: Word order
Target text generation: Deixis
Unit 2
(Weeks 3-5)
Target text generation: Passive constructions
Target text generation: Choice of the subject
Target text generation: Splitting and merging of sentences
Practicum: Sight translation of the texts
of the Premier’s and Foreign Minister’s press conferences
Unit 3
(Weeks 6-9)
Target text generation: Compensatory procedures/devices
Unit 4 (Weeks 10-11)
Proper nouns and technical
terms
Public signs and advertisements
Practicum: Using Compensatory Procedures in Translating
Unit 5 (Weeks 12)
The use of reference tools in
translating (2)
Unit 6 (Weeks 13)
Numerical expressions
Sound symbolism [Optional]
Practicum:
Using reference tools to solve problems in translating or End-of-semester
research project: Field study of the translation of local publicity material
Unit 7
(Weeks 14-15)
Copy editing
Translating-editing
Unit 8
(Week 16)
Error
analysis [Optional] / Tutorial
* Depending on time available, a few topics listed here may be not covered in class in the current academic year.
(Revised March, 2008, May 2009)
南京大学外国语学院英语系本科课程
根据高等学校外语专业教学指导委员会英语组《高等学校英语专业英语教学大纲》[2000] 制定
课程时间与地点：秋季与春季学期每周__上午__:00-__:00；南京大学仙林校区. 教师：
柯 平
高级英汉/汉英翻译课程的目的在于为学生提供英汉和汉英笔译理论与实践方面的高级指导，培养他们完成笔头翻译任务的实际能力。学完此课程成绩合格的学员应能够：
■ 理解翻译基本原理，掌握英汉复杂词语、句子的分析理解技巧，掌握生成译文的基本技能；
■ 从词法形式、句子结构、篇章结构、词义和语法意义、语用规范、修辞手段、思维逻辑等方面把握英汉两种语言的异同，具有处理原文中带有民族文化特色的语言成分的初步能力；
■ 具备术语意识，有辨识和准确翻译术语的能力；
■ 掌握本地和在线参考工具的使用以及独立从事英汉互译工作所需的其他技术与技能；
■ 以每小时250-350个英文单词的速度将中等难度的原文文本译成目的语文本，做到原文理解准确完整，译文表达规范，术语使用正确，篇章结构基本上自然连贯。
针对我国翻译界和教育领域内存在的一些造假与浮夸问题，课程还应注意培养学生严谨的工作作风与责任感，避免不求甚解、望文生义、靠猜测与臆断做翻译，甚至胡编乱造的做法，培养学生负责任地独立完成翻译与编校工作的意识与能力。
在始终围绕课程总目标组织教学的前提下，每学期的教学可各有所侧重：
着重使学生理解翻译的基本概念与原理，培养分析原文信息可能具有的多重意义的习惯与能力。通过在指称、语用和言内三个意义层面上对英汉语进行对比，帮助学生认识英汉两种语言的异同，辨识它们各自所属文化间的差异，并初步形成处理原文中具有民族文化特色的词语的能力。在此学期后期，教师还将指导学生学会鉴别、选择和使用本地与在线参考工具来帮助自己解决翻译中遇到的复杂问题。
重点帮助学生掌握常用的译文生成技巧以及专名、术语等特殊词语的处理策略，使他们能够结合上学期所学的原文分析方法，借助工具书与其他参考源，将报刊上的政治、经济、商贸、新闻、外交、科技、法律与日常生活中其他方面的原文文章以及文学原著完整地译成目的语。在学期结束之前，教师应安排一定时间指导学生学习译文审校及编译工作。此阶段翻译教学需关注的另一个目标是继续培养学生搜寻与使用优质参考工具来解决翻译问题的能力。
Zhuang, Yichuan 庄绎传. (1999).《英汉翻译教程》. 北京: 外语教学与研究出版社. vii+415 pp.
Newmark, Peter. (2001). A Textbook of Translation. 上海: 上海外语教育出版社 (First published 1988 by Prentice Hall International [UK] Ltd). xii+292 pp. [Sch. Lib.: J 19/W 58; 21871 外英PE-3]
Sun, Wanbiao 孙万彪. (2003). 上海英语中级口译资格证书考试《中级翻译教程》. 上海外语教育出版社. xxvi+301 pp.
Nida, E. A. & Taber, C. R. (2004). The Theory and Practice of Translation. 上海: 上海外语教育出版社 (First published 1969, 2003 by Koninklijke Brill NV, Leiden, The Netherlands). XII+220 pp.
__. & Reyburn, William (1981). Meaning Across Cultures. American Society of Missiology Series, No. 4. NY: Orbis Books. 90 pp. [Univ. Lib.: B 961/W 14].
Tan, Zaixi 谭载喜. (1991). 《西方翻译简史》. 北京: 商务印书馆. 324 pp.
__. (1999).《新编奈达论翻译》. 北京: 中国对外翻译出版公司. xxvi+342 pp.
Wang, Zuoliang 王佐良. (1989). 《翻译: 思考与试笔》. 北京: 外语教学与研究出版社. 213 pp.
__. (1991). A Sense of Beginning: Studies in Literature and Translation (论新开端). 北京: 外语教学与研究出版社. 163 pp.
Baker, Mona. (1992). In Other Words. A Coursebook on Translation. London & NY: Routledge. xix+654 pp. [ISBN: 0415030862; Amazon: $26.95]
Nida, E. A. (1993). Language, Culture, and Translating. 上海: 上海外语教育出版社. [Univ. Lib.: H0/X22]
Pinkham, Joan. (2000). Translator’s Guide to Chinglish (《中式英语之鉴》). 北京: 外语教学与研究出版社. vi+561 pp.
Wilss,
Wolfram. (1996). Knowledge and Skills in Translator Behavior.
Yu, Yungen 喻云根. (1996).《英美名著翻译比较》. 汉口：湖北教育出版社. iii+432 pp.
Zou,
Zhenhuan 邹振环 (1996).《影响中国近代社会的一百种译作》. 北京: 中国对外翻译出版公司. 442 pp.
见课程网站。
http://www.eccentrix.com/members/keping/TOC/T.html
http://dhost.info/pingke/TOC/T.html/
课堂教学一般包括针对英汉和汉英翻译中一两个重要的理论或实际问题展开的讲授与讨论，以及在译者处理这些问题时所需的一般原则和具体方法方面给予的指导。教师根据以下两个因素选择课堂讲授与讨论的问题，并确定它们在教学过程中所处的先后顺序：一是现实生活里译者在翻译项目完成过程的每个阶段中将会面对的各种主要困难；二是对学生认知理解能力的判断。为帮助学生理解与掌握处理上述问题的原则和方法，教师将随时布置相关课堂练习（通常投影到屏幕上），随机指定同学将自己完成的练习唸给全班听，并对同学完成的练习进行实时讲评。作为对课堂教学的补充，教师将定期布置课后翻译作业和实习作业（包括图书馆和因特网参考工具调研等），安排课程辅导，对课后翻译作业中的问题进行分析讲评，及组织同学就实习作业作课堂汇报等。
教师应鼓励学生探讨具体翻译技巧背后的原理，从而不仅知道自己所学的方法“何为”、“如何”，而且知道其“为何”。
教师欢迎同学在每周的课上与自己及全班进行交流，以寻求课程学习方面的反馈。
课程包括以下四种形式的作业：
(1) 与讲授和讨论内容配套、帮助学生巩固自己刚刚所学内容的课堂练习；
(2) 课后翻译作业（不同文本类型、每篇长度约为300-600字的短篇翻译作业;每3-4周布置一次，课后完成）；
(3) 长篇翻译作业（模拟现实世界里译者的工作状况，在4-6周的时间里连续翻译一部原文作品或其中的长篇选段，以系统锻炼解决多种实际问题的能力;课堂或课后完成）；
(4) 实习项目（综合性作业;课后完成）。
所有作业均须按时完成；不能按时完成者课后作业成绩将被减分。教师批改课后作业后将进行课堂讲评。
考试形式为期末开卷笔试或期末研究项目。
此课程修读合格的具体要求为：
(1) 课前预习教材，阅读推荐材料；
(2) 课堂专心听讲，积极提问和参与讨论；
(3) 用心完成所有形式的作业，包括课堂练习、课后作业和实习项目；
(4) 通过期末考试 / 完成期末研究项目。
课程成绩由以下几部分构成：
(1) 课堂表现得分（根据到课情况、课堂提问、回答问题和参与讨论情况及课堂练习完成情况评定）(25%)；
(2) 课后作业和实习项目得分 (25%)；
(2) 期末考试 / 期末研究项目得分 (50%)。
课程成绩用计算机电子数据表软件实时计算管理，同学可于课间随时向任课教师查询。
第1单元 (第1周)
课程介绍
翻译的基本概念
翻译类型
第2单元 (第2-3周)
翻译工作对译者素质与能力的要求
实习：原文与译文对照阅读
第3单元 (第4-5周)
翻译语义学基础
第4单元 (第6-7周)
翻译标准
实习：图书馆翻译学习参考资料调查
第5单元 (第8-10周)
原文分析：影响原文理解的语内因素
第6单元 (第11-12周)
翻译参考工具的使用 (1)
实习：外宣材料翻译文本研究
第7单元 (第13周)
原文分析：影响原文理解的语外因素 (非文化因素)
第8单元 (第14-16周)
原文分析：影响原文理解的语外因素 (文化因素)
答疑
第1单元 (第1-2周)
课程介绍 / 前一学期期末考试结果讲评
译文生成：语序
译文生成：指示关系
第2单元 (第3-5周)
译文生成：被动结构
译文生成：主语的选择
译文生成：句子的分合
实习：对照现场口译录音视译文字稿
第3单元 (第6-9周)
译文生成：补偿手段
第4单元 (第10-11周)
专名与术语
揭示语与广告
实习：翻译补偿手段使用
第5单元 (第12周)
翻译参考工具的使用 (2)
第6单元 (第13周)
数字
拟声词 [备选讲题]
实习：用翻译参考工具解决翻译中的难题 或 期末研究项目：本地外宣材料翻译实地调查
第7单元 (第14-15周)
校改
编译
第8单元 (第16周)
错译分析 [备选讲题] / 答疑
* 视本学期时间充足与否，以上所列专题中的个别专题可能不作为课内讲授内容。
（修订：2008年3月；2009年2月；2009年5月）