儿童文学翻译中文化因素的汉译策略
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摘要
十七世纪在欧洲人们开始认识到儿童的独特身份,认识到儿童有自己的特点、兴趣和需要。伴随着人们对儿童的认识,儿童文学产生并发展起来。在中国,对儿童的认识始自二十世纪初,从那时起,大量外国儿童文学作品被介绍到中国来,促进了中国儿童文学的产生和发展。一代代中国儿童在众多世界优秀儿童文学作品的熏陶中长大。这些作品丰富了孩子们的精神世界,也使孩子们受到了教育。
外国的儿童文学作品中必然包含丰富的外国文化因素。这些文化因素的翻译关系到儿童是否能比较容易地理解作品并产生理想的效果。
本文所指的儿童是指6-12岁,即处于小学阶段的儿童。他们正逐渐获得独立阅读的能力,具备了一定的社会及文化知识,并且有强烈的好奇心和了解世界的欲望。他们生活在文化全球化的时代,世界各国的文化正在远远源源不断地通过各种方式接近并影响着他们。他们不再对外国的文化感到陌生和难以理解。所以当今儿童文学翻译中文化因素的汉译策略应当有别于以往的时代。
本文将通过分析影响文化因素基本翻译策略即异化和归化的选择的主要因素:翻译目的、读者接受水平、社会意识形态、文本类型等,得出如下结论:在当今文化全球化的背景下,外国儿童文学中的文化因素应尽量多地予以保留,以适应时代的需要和当代儿童的特点,同时也要考虑他们的接受能力。也就是说,当前翻译外国儿童文学中的文化因素时应当以异化为主,辅之以归化、省略等方法。
在此基础上,本文又以关联理论在翻译中的应用为指导,提出在运用异化为主、归化和省略等为辅的翻译策略时,要充分考虑到中国儿童的认知环境,让中国儿童能够以最小的处理努力取得最大的语境效应。最后以此为理论依据,分析对比了《爱丽丝漫游奇境记》四个中译本对各种文化因素的翻译,总结了如何根据处理努力和语境效应的大小来判断某种文化因素应该异化还是应该归化或者省略。
In the seventeenth century in Europe, children began to be considered independent identities in society with their own characteristics, interests, and needs. Children’s literature emerged and developed along with people’s perception of children. In China, proper recognition to children was achieved at the beginning of 20th century. From then on, a large amount of children’s literature was translated into Chinese , which accelerated the development of children’s literature in China. Those classic foreign children’s literary works have entertained and instructed Chinese children from generation to generation since then. There are rich cultural elements in foreign children’s literature and the translation of them is of great importance in respect of children’s understanding and target text’s contextual effect.
In this thesis, the author confines children to those from 6 to 12, who are usually in elementary school. Their reading ability is improving. They are acquiring more and more social and cultural knowledge. In the present cultural globalization, they encounter new exotic aspects of different cultures from time to time. Foreign cultures are no longer strange to them. The author will analyze various factors influencing selection of translation strategies for cultural elements and attempt to draw the following conclusion: in the present cultural globalization, a translator of children’s literature is supposed to retain the cultural elements in the source text as much as possible to conform to the time of cultural globalization and contemporary children’s characteristics. At the same time the translation must not go beyond children’s capacity. In other words, nowadays, a translator is supposed to adopt mainly foreignization strategy supplemented by domestication, neutralization and omission when translating cultural elements in children’s literature.
Basing on the forgoing analysis, the author integrates relevance theory with translation to propose that when adopting mainly foreignization strategy supplemented by domestication, neutralization and omission, the translator should take Chinese children’s cognitive environment into account and try to make them obtain a maximum contextual effect with minimum processing effort. On the basis of the above principle, the author makes a comparative study of four Chinese versions of Alice’s Adventures in Wonderland, then the author finds out how to select an appropriate translation strategy for a certain cultural element according to contextual effect and processing effort.
外国的儿童文学作品中必然包含丰富的外国文化因素。这些文化因素的翻译关系到儿童是否能比较容易地理解作品并产生理想的效果。
本文所指的儿童是指6-12岁,即处于小学阶段的儿童。他们正逐渐获得独立阅读的能力,具备了一定的社会及文化知识,并且有强烈的好奇心和了解世界的欲望。他们生活在文化全球化的时代,世界各国的文化正在远远源源不断地通过各种方式接近并影响着他们。他们不再对外国的文化感到陌生和难以理解。所以当今儿童文学翻译中文化因素的汉译策略应当有别于以往的时代。
本文将通过分析影响文化因素基本翻译策略即异化和归化的选择的主要因素:翻译目的、读者接受水平、社会意识形态、文本类型等,得出如下结论:在当今文化全球化的背景下,外国儿童文学中的文化因素应尽量多地予以保留,以适应时代的需要和当代儿童的特点,同时也要考虑他们的接受能力。也就是说,当前翻译外国儿童文学中的文化因素时应当以异化为主,辅之以归化、省略等方法。
在此基础上,本文又以关联理论在翻译中的应用为指导,提出在运用异化为主、归化和省略等为辅的翻译策略时,要充分考虑到中国儿童的认知环境,让中国儿童能够以最小的处理努力取得最大的语境效应。最后以此为理论依据,分析对比了《爱丽丝漫游奇境记》四个中译本对各种文化因素的翻译,总结了如何根据处理努力和语境效应的大小来判断某种文化因素应该异化还是应该归化或者省略。
In the seventeenth century in Europe, children began to be considered independent identities in society with their own characteristics, interests, and needs. Children’s literature emerged and developed along with people’s perception of children. In China, proper recognition to children was achieved at the beginning of 20th century. From then on, a large amount of children’s literature was translated into Chinese , which accelerated the development of children’s literature in China. Those classic foreign children’s literary works have entertained and instructed Chinese children from generation to generation since then. There are rich cultural elements in foreign children’s literature and the translation of them is of great importance in respect of children’s understanding and target text’s contextual effect.
In this thesis, the author confines children to those from 6 to 12, who are usually in elementary school. Their reading ability is improving. They are acquiring more and more social and cultural knowledge. In the present cultural globalization, they encounter new exotic aspects of different cultures from time to time. Foreign cultures are no longer strange to them. The author will analyze various factors influencing selection of translation strategies for cultural elements and attempt to draw the following conclusion: in the present cultural globalization, a translator of children’s literature is supposed to retain the cultural elements in the source text as much as possible to conform to the time of cultural globalization and contemporary children’s characteristics. At the same time the translation must not go beyond children’s capacity. In other words, nowadays, a translator is supposed to adopt mainly foreignization strategy supplemented by domestication, neutralization and omission when translating cultural elements in children’s literature.
Basing on the forgoing analysis, the author integrates relevance theory with translation to propose that when adopting mainly foreignization strategy supplemented by domestication, neutralization and omission, the translator should take Chinese children’s cognitive environment into account and try to make them obtain a maximum contextual effect with minimum processing effort. On the basis of the above principle, the author makes a comparative study of four Chinese versions of Alice’s Adventures in Wonderland, then the author finds out how to select an appropriate translation strategy for a certain cultural element according to contextual effect and processing effort.
引文
[1] Bassnett, Susan & Lefevere Andre. Construction Cultures—Essays on Literary Translation [M]. Shanghai: Shanghai Foreign Language Education Press, 1998:4.
[2] Baker, Mona. In Other Words: A Course Book on Translation [M]. Beijing/London: Foreign Language Teaching and Research Press/Routledge, 1998:241, 242.
[3] Bassnet, Susan and Andre Lefevere. Translation, History, and Culture [C], London: Pinter Publishers, 1990.
[4] Bassnet, Susan. Translation Studies [M]. M London: Methuen, 1991:123.
[5] Bramwell, Peter. Opening The Box of Delights. Children's Literature in Education [J], Vol.33, No.2, June 2002.
[6] Casoon, Ronald W. Language, Culture and Cognition: Anthropological Perspective [M]. New York: Macmillan Publishing Co, Inc., London: Coller Macmillan Publishers,1981.
[7] Chan Sin-Wai, David E. An Encyclopedia of Translation [M]. Hong Kong: The Chinese University Press,1995:83.
[8] Carroll, David W. Psychology of Language, 3rd ed [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
[9] Gentzler Edwin. Contemporary Translation Theories [M]. London and New York: Routledge, 1993:77, 2001:43.
[10] Glazer, Joan I and Williams, Gurney. Introduction to Children’s Literature [M]. New York: McGraw-Hill, Inc, 1979.
[11] Goodenough, W. H. Cultural Anthropology and Linguistics [A], Dell Hymes, ed. Language in Culture and Society: a reader in linguistics and anthropology [C]. New York: Harper and Row,1964:36.
[12] Goodenough, W. H. Culture, Language, and Society [M]. London: The Benjamin / Cummings Publishing Company, 1981.
[13] Gutt, Ernst-August. Translation and Relevance: Cognition and Context [M]. Shanghai: Shanghai Foreign Language Education Press, 2000:240-245.
[14] Huck, Charlotte et al. Children's Literature in the Elementary School. 5th ed [M] . New York: Harcourt Brace Jovanovich, 1993.
[15] Lefrancois, R , Guy. Of Children: An Introduction to Child Development. 5th ed [M].Belmont ,California: Wadswroth Inc, 1986.
[16] Lefevere, Andre. Translation,, Rewriting and the Manipulation of Literary Fame[M]. London and New York: Routledge, 1992: 6, 148, 164-165.
[17] Munday, Jeremy. Introducing Translation Studies: Theories and Applications [M]. London & NewYork: Routledge, 2001:76.
[18] Newmark, Peter. Approaches to Translation [M]. Shanghai: Shanghai foreign Language Education Press, 2001:53/64.
[19] Nida, Eugene A. Language and Culture—Contexts in Translating [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[20] Nodelman, Perry. The Pleasure of Children’s Literature [M]. New York & London: Longman Publishing Group, 1992.
[21] Nord, Christiane. Translating as a Purposeful Activity: Functionalist Approaches Explained [M]. Shanghai: Shanghai Foreign Language Education Press, 2001:24-34, 84-93.
[22] Oittinen, Rittia. Translating for Children [M]. New York & London: Garland Publishing, Inc, 2000:5, 2000:61-62, 64, 69 .
[23] Peccei, Jean Stilwell. Child Language. 2nd ed [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
[24] Peter Hunt. Understanding Children’s Literature [M]. London, UK: Routledge, 1998:21.
[25] Piaget, J.& Inhelder, B. The Psychology of the Child [M]. New York: Basic Books, 1969.
[26] Sang Zhonggang. A Relevance Theory Perspective on Translating the Implicit Information in Literary Texts [J]. Journal of Translation, 2006 (2): 43-45.
[27] Shavit Zohar. Poetics of Children’s Literature [M]. Athens and London: The University of Georgia Press.1986:7.
[28] Shuttleworth, M. and M. Cowie. Dictionary of Translation Studies [M]. Manchester: St Jerome Publishing, 1997:43, 44, 59.
[29] Snell-Hornby, Mary. Translation Studies, An Integrated Approach [M]. Amsterdam: Benjamins, 1988: 40.
[30] Shao Jindi, Bai Jinpeng. An Introduction to Literature [M]. Shanghai: Shanghai Foreign Language Education Press, 2002:1, 2002:2.
[31] Spink, John. Children as Readers: A Study [M]. London: Clive Bingley. Liberary Association Publishing Limited, 1989.
[32] Sperber, D. & D. Wilson. Relevance: Communication and Cognition [M]. Oxford:Blackwell,1995:32, 38, 43, 63, 145, 161.
[33] Taft, R.‘The Role and Personality of the Mediator’[A]. The Mediating Person: Bridges between Cultures [C], S. Bocher (ed), Cambridge: Schenkman, 1981: 53-88.
[34] UNESCO. The contribution of education to cultural developmenthttp://portal.unesco.org/culture/en/ev.php-URL_ID=34603&URL_DO=DO_TOPIC&URL_SECTION=201.html, 1992:4, 12.
[35] Venuti, Lawrence. The Translator’s Invisibility [M]. London & New York: Routledge, 1995:76.
[36] Venuti, Lawrence. The Scandals of Translation—Towards an Ethics of Difference [M]. London & New York: Routledge, 1998: 180,184.
[37] Wolfram Wilss. The Science of Translation: Problem and Methods [M]. Shanghai: Shanghai Foreign Language Education Press, 2001:90-100.
[38]葛校琴.当前归化、异化策略讨论的后殖民视阈—对国内归化、异化论者的一个提醒[J].中国翻译,2002 (5).
[39]郭建中.翻译中的文化因素:异化与归化[J].外国语,1998 (2): 30-40.
[40]郭建中.文化与翻译[M].北京:中国对外翻译出版公司,2000:41, 274.
[41]何克抗.儿童思维发展新论和语文教育的深化改革,一对皮亚杰(1.Piaget)儿童认知发展阶段论的质疑[J].教育研究,2004(1).
[42]黄云生(主编).儿童文学概论[M].上海:上海文艺出版社,2001:5.
[43]贾文浩,贾文渊译.爱丽思漫游奇境记[C].北京:北京燕山出版社, 2001:13,22,30,32,39.
[44]刘英凯.归化一翻译的歧路[J].现代外语,1987 (2):20.
[45]马会娟.奈达翻译理论研究[M].北京:外语教学与研究出版社,2003:53-57.
[46]秦弓.五四时期的儿童文学翻译(上、下)[J].徐州师范大学学报,第30卷第5期,2004:40-44.
[47]孙致礼.文化与翻译[J].外语与外语教学,1999 (11):41.
[48]孙致礼.翻译的异化与归化[J].山东外语教学,2001:33.
[49]孙致礼.中国的文学翻译:从归化趋向异化[J].中国翻译,2002 (1):40.
[50]谭惠娟.从文化的差异与渗透看翻译的异化与归化[J].中国翻译,1999 (1).
[51]谭凤.从关联理论看儿童文学翻译[D].广东外语外贸大学,2006:26-46.
[52]王东风.翻译文学的文化地位与译者的文化态度[J].中国翻译,2000 (4).
[53]王国富译.爱丽思漫游奇境记[C].北京:中国妇女出版社,2006:12,24,36,40.
[54]王泉根.现代儿童文学的先驱[M].上海:上海文艺出版社,1987:126,152.
[55]王泉根.现代中国儿童文学主潮[M].重庆:重庆出版社,2000:4-5.
[56]吴雪珍.论儿童文学的翻译[D].福建师范大学,2006:24-28.
[57]徐德荣.儿童文学翻译刍议[J].中国翻译,2004(6):33-36.
[58]许崇信.文化交流与翻译[J].外国语,1991 (1).
[59]杨仕章.文化翻译观:翻译诸悖论之统一[J].外语学刊,2000 (4).
[60]杨晓燕.儿童文学汉译研究[D].四川大学,2006:16-18.
[61]赵元任译.阿丽思漫游奇境记[C].上海:商务印书馆, 2002.
[62]郑建,于淼编.爱丽思漫游奇境记[C].北京:中国对外翻译出版公司,2006:15,26,33,42,53.
[2] Baker, Mona. In Other Words: A Course Book on Translation [M]. Beijing/London: Foreign Language Teaching and Research Press/Routledge, 1998:241, 242.
[3] Bassnet, Susan and Andre Lefevere. Translation, History, and Culture [C], London: Pinter Publishers, 1990.
[4] Bassnet, Susan. Translation Studies [M]. M London: Methuen, 1991:123.
[5] Bramwell, Peter. Opening The Box of Delights. Children's Literature in Education [J], Vol.33, No.2, June 2002.
[6] Casoon, Ronald W. Language, Culture and Cognition: Anthropological Perspective [M]. New York: Macmillan Publishing Co, Inc., London: Coller Macmillan Publishers,1981.
[7] Chan Sin-Wai, David E. An Encyclopedia of Translation [M]. Hong Kong: The Chinese University Press,1995:83.
[8] Carroll, David W. Psychology of Language, 3rd ed [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
[9] Gentzler Edwin. Contemporary Translation Theories [M]. London and New York: Routledge, 1993:77, 2001:43.
[10] Glazer, Joan I and Williams, Gurney. Introduction to Children’s Literature [M]. New York: McGraw-Hill, Inc, 1979.
[11] Goodenough, W. H. Cultural Anthropology and Linguistics [A], Dell Hymes, ed. Language in Culture and Society: a reader in linguistics and anthropology [C]. New York: Harper and Row,1964:36.
[12] Goodenough, W. H. Culture, Language, and Society [M]. London: The Benjamin / Cummings Publishing Company, 1981.
[13] Gutt, Ernst-August. Translation and Relevance: Cognition and Context [M]. Shanghai: Shanghai Foreign Language Education Press, 2000:240-245.
[14] Huck, Charlotte et al. Children's Literature in the Elementary School. 5th ed [M] . New York: Harcourt Brace Jovanovich, 1993.
[15] Lefrancois, R , Guy. Of Children: An Introduction to Child Development. 5th ed [M].Belmont ,California: Wadswroth Inc, 1986.
[16] Lefevere, Andre. Translation,, Rewriting and the Manipulation of Literary Fame[M]. London and New York: Routledge, 1992: 6, 148, 164-165.
[17] Munday, Jeremy. Introducing Translation Studies: Theories and Applications [M]. London & NewYork: Routledge, 2001:76.
[18] Newmark, Peter. Approaches to Translation [M]. Shanghai: Shanghai foreign Language Education Press, 2001:53/64.
[19] Nida, Eugene A. Language and Culture—Contexts in Translating [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[20] Nodelman, Perry. The Pleasure of Children’s Literature [M]. New York & London: Longman Publishing Group, 1992.
[21] Nord, Christiane. Translating as a Purposeful Activity: Functionalist Approaches Explained [M]. Shanghai: Shanghai Foreign Language Education Press, 2001:24-34, 84-93.
[22] Oittinen, Rittia. Translating for Children [M]. New York & London: Garland Publishing, Inc, 2000:5, 2000:61-62, 64, 69 .
[23] Peccei, Jean Stilwell. Child Language. 2nd ed [M]. Beijing: Foreign Language Teaching and Research Press, 2000.
[24] Peter Hunt. Understanding Children’s Literature [M]. London, UK: Routledge, 1998:21.
[25] Piaget, J.& Inhelder, B. The Psychology of the Child [M]. New York: Basic Books, 1969.
[26] Sang Zhonggang. A Relevance Theory Perspective on Translating the Implicit Information in Literary Texts [J]. Journal of Translation, 2006 (2): 43-45.
[27] Shavit Zohar. Poetics of Children’s Literature [M]. Athens and London: The University of Georgia Press.1986:7.
[28] Shuttleworth, M. and M. Cowie. Dictionary of Translation Studies [M]. Manchester: St Jerome Publishing, 1997:43, 44, 59.
[29] Snell-Hornby, Mary. Translation Studies, An Integrated Approach [M]. Amsterdam: Benjamins, 1988: 40.
[30] Shao Jindi, Bai Jinpeng. An Introduction to Literature [M]. Shanghai: Shanghai Foreign Language Education Press, 2002:1, 2002:2.
[31] Spink, John. Children as Readers: A Study [M]. London: Clive Bingley. Liberary Association Publishing Limited, 1989.
[32] Sperber, D. & D. Wilson. Relevance: Communication and Cognition [M]. Oxford:Blackwell,1995:32, 38, 43, 63, 145, 161.
[33] Taft, R.‘The Role and Personality of the Mediator’[A]. The Mediating Person: Bridges between Cultures [C], S. Bocher (ed), Cambridge: Schenkman, 1981: 53-88.
[34] UNESCO. The contribution of education to cultural developmenthttp://portal.unesco.org/culture/en/ev.php-URL_ID=34603&URL_DO=DO_TOPIC&URL_SECTION=201.html, 1992:4, 12.
[35] Venuti, Lawrence. The Translator’s Invisibility [M]. London & New York: Routledge, 1995:76.
[36] Venuti, Lawrence. The Scandals of Translation—Towards an Ethics of Difference [M]. London & New York: Routledge, 1998: 180,184.
[37] Wolfram Wilss. The Science of Translation: Problem and Methods [M]. Shanghai: Shanghai Foreign Language Education Press, 2001:90-100.
[38]葛校琴.当前归化、异化策略讨论的后殖民视阈—对国内归化、异化论者的一个提醒[J].中国翻译,2002 (5).
[39]郭建中.翻译中的文化因素:异化与归化[J].外国语,1998 (2): 30-40.
[40]郭建中.文化与翻译[M].北京:中国对外翻译出版公司,2000:41, 274.
[41]何克抗.儿童思维发展新论和语文教育的深化改革,一对皮亚杰(1.Piaget)儿童认知发展阶段论的质疑[J].教育研究,2004(1).
[42]黄云生(主编).儿童文学概论[M].上海:上海文艺出版社,2001:5.
[43]贾文浩,贾文渊译.爱丽思漫游奇境记[C].北京:北京燕山出版社, 2001:13,22,30,32,39.
[44]刘英凯.归化一翻译的歧路[J].现代外语,1987 (2):20.
[45]马会娟.奈达翻译理论研究[M].北京:外语教学与研究出版社,2003:53-57.
[46]秦弓.五四时期的儿童文学翻译(上、下)[J].徐州师范大学学报,第30卷第5期,2004:40-44.
[47]孙致礼.文化与翻译[J].外语与外语教学,1999 (11):41.
[48]孙致礼.翻译的异化与归化[J].山东外语教学,2001:33.
[49]孙致礼.中国的文学翻译:从归化趋向异化[J].中国翻译,2002 (1):40.
[50]谭惠娟.从文化的差异与渗透看翻译的异化与归化[J].中国翻译,1999 (1).
[51]谭凤.从关联理论看儿童文学翻译[D].广东外语外贸大学,2006:26-46.
[52]王东风.翻译文学的文化地位与译者的文化态度[J].中国翻译,2000 (4).
[53]王国富译.爱丽思漫游奇境记[C].北京:中国妇女出版社,2006:12,24,36,40.
[54]王泉根.现代儿童文学的先驱[M].上海:上海文艺出版社,1987:126,152.
[55]王泉根.现代中国儿童文学主潮[M].重庆:重庆出版社,2000:4-5.
[56]吴雪珍.论儿童文学的翻译[D].福建师范大学,2006:24-28.
[57]徐德荣.儿童文学翻译刍议[J].中国翻译,2004(6):33-36.
[58]许崇信.文化交流与翻译[J].外国语,1991 (1).
[59]杨仕章.文化翻译观:翻译诸悖论之统一[J].外语学刊,2000 (4).
[60]杨晓燕.儿童文学汉译研究[D].四川大学,2006:16-18.
[61]赵元任译.阿丽思漫游奇境记[C].上海:商务印书馆, 2002.
[62]郑建,于淼编.爱丽思漫游奇境记[C].北京:中国对外翻译出版公司,2006:15,26,33,42,53.