翻译理论与非文学文本英文课件

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,此处编辑母版单击标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,21、没有人陪你走一辈子，所以你要适应孤独，没有人会帮你一辈子，所以你要奋斗一生。,22、当眼泪流尽的时候，留下的应该是坚强。,23、要改变命运，首先改变自己。,24、勇气很有理由被当作人类德性之首，因为这种德性保证了所有其余的德性。-温斯顿丘吉尔。,25、梯子的梯阶从来不是用来搁脚的，它只是让人们的脚放上一段时间，以便让别一只脚能够再往上登。,翻译理论与非文学文本英文,翻译理论与非文学文本英文21、没有人陪你走一辈子，所以你要适应孤独，没有人会帮你一辈子，所以你要奋斗一生。,22、当眼泪流尽的时候，留下的应该是坚强。,23、要改变命运，首先改变自己。,24、勇气很有理由被当作人类德性之首，因为这种德性保证了所有其余的德性。-温斯顿丘吉尔。,25、梯子的梯阶从来不是用来搁脚的，它只是让人们的脚放上一段时间，以便让别一只脚能够再往上登。翻译理论与非文学文本英文Translation Theory and the NON Literary textBelinda Maia,Universidade do PortoAcknowledgementsThis lecture is based to a large extent on:,MUNDAY, Jeremy. 2001. Introducing Translation Studies Theories and Applications. London and New York: Routledge,VENUTI, Lawrence. (Ed.) 2000. The Translation Studies Reader. London and New York: Routledge.,BUT the implications for the NON literary text are my own responsibility,关于“读”古今中外的名人学者都曾有过不少经验之谈，宋代教育家朱熹说：“大抵观书，需先熟读，使其言皆若出于吾之口，继而精思，使其意皆若出于吾之心，然后可以有得尔。”苏东坡曰：“旧书不厌百回读，熟读深思子自知。”德国学者尧斯和伊瑟尔的接受美学也认为，作品本身不能够阅读理解，就没有任何意义，就永远成为没有生命力的，死的语言材料。只有依靠读者在“读”的过程中主动挖掘，才能是实现文本意义的发生。于此，我们不难发现，前人都把“读”提到了前所未有的重要位置上。没有读者（学生）的“读”，再优秀的作品，再先进的教材，都将失去美学意义和社会价值。,但在我们的语文教学中，“读”的地位并没有真正确立。我们的语文教学中，对朗读的关注实在太少，它的重要意义还远远没有被教师和学生所认识。首先，朗读在地位上无足轻重，它常常成为讲课的点缀和附庸：时间有余，朗读来凑，朗读时补白者；观摩课，朗读是表演者；需要起承转合，朗读又要成为过渡与衔接者朗读，似乎永远是可怜兮兮的配角，似乎是教师授课时的一名小卒，永远走不出教师所控制的领地。其次，朗读内容失衡，形式单调。不知是谁的规定散文、诗歌等文学作品享受被人朗读的权利，说明文、议论文、应用文则统统靠边。仍然是不知谁的规定大合唱形式的齐读一统天下，到了公开课、观摩课，“胸有成竹”让朗读水平高的学生表演“独唱”，至于课堂上绝大多数学生则坐在被遗忘的角落，无法品尝朗读的倾心投入带给他们学习语文的快乐体验。久而久之，他们便形成过心理定势：朗读，只是优秀者的表演而已，与自己无关；“大合唱”时，只需张开嘴，顺势配合，造成声势就行了。再次，朗读指导乏术，朗读水平低下。这是令人忧心忡忡的现状。有的语文教师本身朗读水平就不高，又缺乏一定的理论积淀，无论是感性还是理性。那么，如何在阅读教学中发挥朗读的功用呢？笔者归纳了在教学实践中尝试的几种方法，以飨读者。,一、诵读,适用于散文和小说教学中。例如，我与地坛一文，课文的主题思想是：人应该怎样看待生命的苦难，一切不幸生命的赎救之路在哪里？由于学生不同的经历，在理解课文折射的生命哲理还有一定距离，所以我在教学中采用诵读法，让学生以自己的人生体验去靠近作品的每一个角落，通过对亲切、洗练文字的真切体验去领悟史铁生是在把他用全部生命感悟到的宝贵经验倾诉给读者，用他的苦难提升了大家对生命的认识。全身心投入的诵读替代了教师滔滔不绝的讲解，使学生与一种更贴近文章与作者的方式，产生情感上的强烈共鸣。再比如世间最美的坟墓一文，先让学生诵读品味，再以四人小组为单位，组织学生将意境最美、感触最深的部分在组内进行诵读交流，然后教师播放背景音乐（保罗?莫里哀俄罗斯专辑Le Sarafan Rouge），让学生在音乐声中诵读涵泳。叶圣陶先生在前言中指出：吟诵的时候，对于探究所得的不仅是理智的了解，而且是亲切的体会，不知不觉间，内容与理法互为读者自己的东西了，这是最可贵的一种境界。在语文教学实践中，通过诵读就能够将学生引入叶老所描绘的高妙境界，使学生体会了文章的意味。,二、吟读,宜用于读绝句、律诗、词曲以及诔、歌之类的短篇抒情韵文。情感是诗歌的脉络和灵魂，诗歌朗读教学应该把语言格律声调当作情感内容表现的载体，因为诗是用语言声调来建构意向，表现情感、意境、哲理的特殊艺术。这就要求诗歌朗读教学既要引导学生去领会诗的意境，又要指导学生把诗的思想情感在朗读中尽量表现出来。我个人认为，吟读实质上是一种富有音乐美感的唱读，它不仅能使朗读者进入诗境，品味其中的意蕴美，而且能传播出诗的境界，将听者带入诗人创作的意境中，对后主李煜的词虞美人的学习，我采用的就是吟读方法。先按平仄规律，并结合词的内容划分朗读节奏，再找出词的韵脚，然后介绍李煜因为写下这首词惹来杀身之祸的史实，指导学生体会蕴含其中的亡国之恨。做好情感和时代背景铺垫后，我先给学生范读，再播放古典乐曲昭君怨让学生进行个体品读，进入意境，与作者对话，读出词的意蕴与乐感，品尝言有尽而意无穷之美感。通过这种方法，我认为不仅可以培养学生朗读的兴趣，更重要的是给了他们一次真实的语文体验，提升不仅是朗读能力，更是语文的素养。,三、咏读,宜用于读长篇韵文，如骈赋，古体诗之类。我认为，韵文教学的重点之一就是把握语言的理趣、情致、韵味。这类课文语言上一般都十分雅致、凝练，又不失富丽之风，需要教师在“读”中带领学生体味。王勃的骈体赋滕王阁序，结构工稳、大气磅礴、气象万千，朗读素质较好的教师可采用诵读方法，着力在字正腔圆、情感复现、层次分明、抑扬顿挫上下功夫，一定会收到理想的教学效果。当然，这是对诵读水平较高的教师而言，诵读水平一般的教师，可以充分发挥电教化教育功能，通过网络、广播、电视等现代媒体寻找适合于教学内容的多媒体工具，在课堂上播放，同样可以收到不菲的教育效果。,四、讲读,宜用于现代汉语写成的议论文、说明文、应用文。在语言上，这三种文体较诗歌、小说等文学作品较为平实，离学生生活较远，所以阅读兴趣也就相对低一些。对此，要充分发挥讲读的特殊功用，达到以下三种境界。一是理解主题，感受内蕴之美。文章的品质不是说教出来的，交流、对话是阐发的最佳途径。字面下的思想内核也是在师生之间思维的碰撞间闪现出来的。二是展开想象，激发情感美。学生一般对这三种文体都有一种“枯燥无味”的感性认识，这和我们的阅读习惯和教学定势有很大关系。语言的美是多层面的，通过讲读要引导学生认识到议论文、说明文准确、缜密的语言同样是语言美不可或缺的一个类别。教师的讲读要着力唤醒学生审美品格中不活跃的因素，带领学生在这三种文体中发现美、感悟美、激发美的情感。三是辨析语言，臻于艺术美。讲读，可以通过交流与对话的桥梁，领略文章的艺术美。实践证明，许多高中语文教材中的议论文、说明文从思想性、实际价值层面来看并不算精品，但语言上的艺术美仍使他们具有强大的生命力。所以，利用讲读唤起学生对以上三种文体的学习兴趣，也使我们语文教师提高教学层次。,朗读既是阅读教学中不可或缺的重要环节，又是传授语文知识、促进智力发展的重要途径。在阅读教学中，必须注重朗读的重要性，必须有层次、有方法、有针对性地引导学生从朗读的正确清楚、自然流畅、传情达意而逐步深入，让学生逐渐掌握朗读的方法，通过朗读理解课文、把握课文、体会作者的思想感情，进一步提高学生的语文修养。,传统课堂教学影响赫伯特理性主义教学理论，过于关注老师的行为，导致过于程式化的课堂教学和教师过分强调教科书，主体性的学生在很大程度上是有限的。这样的课堂何谈“增效”？课后如何“减负”？因此，减负的落脚点就是课堂的增效，创造高效的教学模式。“学案导学”教学模式是一种新的模式，它通过学生的自主学习，培养学生的自学能力，提高教学效率，实现真正的减负。,一、什么是学案导学,所谓“学案导学”是指以教学学案为载体，以教师导学为方法，教师指导为主导，学生自主学习为主体，师生共同合作完成教学任务的一种教学模式。根据设计学校学生的老师，仔细阅读教材，基于案例研究的需求完成相关内容，提出自己的观点，师生共同学习。不仅能改掉过去老师单纯的讲课、学生被动的听的教学方法，而且证明了教师的主导教学作用和学生的主动学习作用，两者和谐统一，共同进步。依据这种教学模式，学生要根据老师提出的学案导学，仔细认真阅读学案导学，掌握手中的教材内容，接着要根据学案导学要求完成相关的学习内容，让学生提出自己的相关问题及观点，老师及学生共同学习进步。这种教学模式不仅满足了初中物理学生的思维发展需要，更满足了初中物理学生的自我意识发展需要，是学生对自我发展和自我价值的积极感官认知，在这一过程中，教师不仅仅是知识的传授者，更是教会学生如何提高学习能力的一种体现。,二、学案导学模式的操作,（一）学案的编制,学案的编制要以教案为依据，要体现学生学习的特点，要根据不同的教学内容进行设计。它一般分为以下四个部分。,1.学习目标,学习宗旨表明学生达到基本要求，确定学习的宗旨必须确实是根据课程标准，从实际上，逐步开始在智力和思想内容达成一体能力训练的原则。学习的宗旨应该也是根本点、学习困难，作为学生的探险和突破的一个主要方向。,2.知识构成,知识构成分为基本线索和基础知识两部分。（1）基本线索：即学科知识结构，单元或整体结构，基本结构的线索，它是学科知识的基本框架，让学生对学习知识有整体宏观的了解。（2）基础知识：是学案的主要部分。,3.学习方法,研究中描述的情况下学习方法主要是对学习内容的设计，包括记忆方法、理解角度、训练运用等。,4.技能训练,技能训练是吸取教训的测试，技能训练包括选择题、填空题、判断题和问答题。训练题的设计科目分为必做题和选做题两部分，必做题是对这次课题最基础知识的检查，选做题是属于课外拓展延伸题，有能力的学生可以选做，注意因材施教。,（二）学案导学模式的具体操作,学案导学过程是按照自学和课堂操作两个程序进行的。,1.依案自学，发现问题,讲课前一天学生收到老师发给的导学案，学生根据学案中的导学问题课前预习。学生根据学法指导主动查询相关教材和资料，通过自学要明确学习的目标和内容，老师的授课意图以及老师要提出的相关问题等。在这个过程中记录下相关问题，这样，学生带着问题上课，就可以大大提高听课的效率。,2.课堂具体操作,（1）导入新课，交代目标。导入新课是一个特别关键的环节，一个良好的开端是成功的一半。对于初中生来说，他们好奇心很强，对世间万物都充满了疑问，所以，作为指导老师，一定要高度重视学生这种心理因素，抓住和利用好这种心理因素，创造能够引发学生兴趣的新课程。目标可以展示也可不表述，因为学案上已经出示了，学生在自学过程中已经了解。,（2）检查自学，合作质疑。老师指导全班学生分组讨论，各自检查导学案上的探究部分，备注好，提出问题。教师巡回指导。,（3）反馈信息，合作释疑。老师则要采取不同的方式让各个小组展示自学情况来给定分数，根据学生得出的检查结果，老师要及时评价，还要用恰当的方法引领学生学习。在引领学生学习的过程中要对学生进行点评和表扬，这样才能鼓励学生的积极性。,（4）归纳小结，总结提升。这个过程主要是为了让学生用简练的语言对导学案过程进行概括，老师要在最后做个总结提升。在这个环节中，老师要根据实际生活检验学生是否真的能学以致用，,情感得到升华。,（5）巩固检测，拓展延伸。对于基础知识的再巩固，可以给学生一些巩固时间，然后再进行检测，就可以检测出学生对学案的掌握度，并且做到及时反馈。,（6）科学评价，激励学习。在各组得出的课堂表现分数，老师要当堂评价，得出优胜小组，记录在成长档案中，由此来鼓励学生的积极性，重点培养学生的团队精神。,新课程指引新的理念，引领教学方法的创新性，同时也引领教学模式的创新性。只要是老师坚持树立“以学生为本”的教育理念，坚持主动学习、主动改革、主动实践，积极反思总结，不断提升自己，在教学研究中要勇于探索，勇于创新，就一定能促进课堂建设的科学发展，实现减负增效。,21、没有人陪你走一辈子，所以你要适应孤独，没有人会帮你一辈,1,Translation Theory and the,NON Literary text,Belinda Maia,Universidade do Porto,Translation Theory and the NO,2,翻译理论与非文学文本英文课件,3,翻译理论与非文学文本英文课件,4,翻译理论与非文学文本英文课件,5,翻译理论与非文学文本英文课件,6,翻译理论与非文学文本英文课件,7,“Translation Studies” self-perception,Many people today think that Translation Studies is mainly:,Literary theory,Cultural studies,And, possibly:,Communication studies,Stylistics & Genre analysis,“Translation Studies” self-,8,Translation Theory,- TT, perspective from Philosophy,Linguistic philosophy,- attempts to discover WHAT language means:,the ideal language(s) of logic etc.,ordinary language philosophy,Philosophy of language, attempts to find out HOW,language means:,certain general features of language such as meaning, reference, truth, verification, speech acts and logical necessity,Philosophy of linguistics -,the study of language through linguistics,Translation Theory - TT pers,9,TT, perspective from Philosophy of Linguistics,Structuralism - language reflects structure of thought, culture and society,Transformational-Generative grammar - underlying universal language,Functionalism - Language and its social functions,Cognitivism - Language as it reflects our cognitive appraisal of the world, categorization of experience and use of metaphor,TT perspective from Philoso,10,TT, perspective from Linguistics,Linguists perceive it as related to:,Contrastive linguistics,Pragmatics,Discourse Analysis,Stylistics,Once dismissed as useless to TT all of these areas have been re-animated by corpora linguistics,TT perspective from Linguist,11,TT, perspective from Information Technoclogy,IT specialists are increasingly fascinated by human language and:,Machine assisted translation,Machine Translation,Knowledge Engineering,Information Retrieval,Artificial Intelligence,TT perspective from Informat,12,TT - the professional perspective,Translator training,Interpreter training,Translation aids,Translation criticism,Translation quality,Translation policy,Professional translation standards,TT - the professional perspect,13,Translation Theories,The objectives of this seminar are:,To give a general outline of translation theories in this century,To show how these theories apply to non literary texts,To demonstrate that translation practice can benefit from theory,Translation TheoriesThe object,14,Translation theories,Most TT is:,Product-orientated focuses the translation,Function-orientated examines the context and purpose of the translation,Process-orientated analyses the psychology of translation and process,But usually has elements of all three,Translation theories Most TT i,15,Partial theories of translation,Medium restricted man or machine?,Area restricted specific languages/cultures,Rank-restricted word/sentence/text,Text-type restricted different genres,Time-restricted historical view,Problem-restricted specific problems, e.g equivalence,Partial theories of translatio,16,Problems,Position of Translation Studies in academia,Split between theory and practice,Translation teachers fear of theory,Researchers still encouraged to focus on literature,Therefore teacher/researcher faced with dilemma,Problems Position of Translati,17,Early distinctions,People have been arguing for centuries about,literal v. free v. faithful translation,word-for-word v. sense-for-sense,For example:,Cicero, St Jerome, St Augustine, Martin Luther, tienne Dolet, Alexander Tytler, Johann Wolfgang von Goethe, Friedrich Schlei,ermacher, Wilhelm von Humboldt,Arthur Schopenhauer,See Robinson (1997/2002),Early distinctionsPeople have,18,Bible translation,Bassnett (1991: 45-50) - The history of Bible translation is accordingly a history of western culture in microcosm.,St. Jeromes translation into Latin in 384 A.D.,John Wycliffe (1330-84)and the Lollards,William Tyndale (1494-1536) burnt at stake,Martin Luther, New Testament 1522, Old Testament 1534,Try,Biblegateway:,biblegateway/cgi-bin/bible,Bible translationBassnett (199,19,The Quran,See,University of Southern California:,usc.edu/dept/MSA/quran/,Warning: Note that any translation of the Quran immediately ceases to be the literal word of Allah, and hence cannot be equated with the Quran in its original Arabic form. In fact, each of the translations on this site is actually,an interpretation which has been translated,.,The QuranSee University of So,20,Science in Translation a historical view,Scott L. Montgomery. 2000.,Science in Translation.,Movements of Knowledge through Cultures and Time.,University of Chicago Press.,Describes how scientific texts have been translated, adapted, revised and added to down the centuries e.g.,Western Astronomy,Greek and Arabic Science,Japanese Science,Science in Translation a hist,21,Further reading,HERMANS, Theo & Ubaldo Stecconi. 2002. Translators as Hostages to History.,From the European Commissions Theory meets Practice Seminars at:,europa.eu.int/comm/translation/theory/lectures/2001_01_18_history.pdf,Further readingHERMANS, Theo &,22,Linguistic theories of translation,Language Universals v. Linguistic Relativism,Science of translation,Equivalence,Semantic and communicative translation,Korrespondenz and quivalenz,Translation shifts,Discourse and register analysis,Linguistic theories of tran,23,Language Universals v. Linguistic Relativism,Language Universals presuppose that languages and/or our capacity for language are universal and/or innate,long history leading to Chomsky and beyond,Language Relativism different languages show us different ways of viewing the world,Sapir-Whorf theory and most translation theory,Language Universals v. Linguis,24,Science of translation,Nida (1964),Linguistic meaning,Referential or denotative meaning,Emotive or connotative meaning,Hierarchical structuring,Componential analysis,Semantic structure analysis,Formal and dynamic equivalence,Applications to Bible translation,Science of translationNida (19,25,Chomsky and TTFrom Nida & Taber (1969:33),Chomsky and TTFrom Nida & Tab,26,From Nida (1964: 185-7),From Nida (1964: 185-7),27,From Munday (2001: 50),From Munday (2001: 50),28,Equivalence,Roman Jacobson (1959/2000) “Equivalence in difference is the cardinal problem of language and the pivotal concern of linguistics,Discusses equivalence at level of obligatory grammar and lexicon, for example:,gender,aspect,semantic fields,EquivalenceRoman Jacobson (195,29,Equivalence at word levelBaker (1992) Chapter 2,Morphology lexical and syntactic,Lexical Meaning,Propositional v. Expressive meaning,Presupposed meaning,Evoked meaning,dialect geographical, temporal, social,Register field/tenor/mode of discourse,Semantic fields and lexical sets,Equivalence at word levelBake,30,Equivalence above word levelBaker (1992) Chapter 3,Collocation,Collocational range and markedness,Collocation and register,Collocational meaning,Idioms and Fixed Expressions,Equivalence above word levelB,31,Grammatical equivalenceBaker (1992) Chapter 4,Grammatical vs. Lexical categories,The Diversity of Grammatical Categories:,Number,Gender,Person,Tense and Aspect,Voice,Word Order,Grammatical equivalenceBaker,32,Newmark (1981),Semantic / communicative translation at level of:,Transmitter/addressee focus,Culture,Time and origin,Relation to ST,Use of form of SL,Form of TL,Appropriateness,Criterion for evaluation,Newmark (1981) Semantic / comm,33,Koller (1976/89)Korrespondenz and quivalenz,Denotative equivalence,Connotative equivalence,Text-normative equivalence,Pragmatic equivalence,Formal equivalence,Koller (1976/89)Korrespondenz,34,Vinay & Darbelnet (1977/2000)Translation shifts,Direct translation:,Borrowing,Calque,Literal translation,Oblique translation,Transposition,Modulation,Equivalence,Adaptation,Function at the level of the lexicon, syntaxand message,Vinay & Darbelnet (1977/2000),35,Translation shifts,Catford (1965/2000),level shifts,category shifts:,structural,class,unit or rank,intra-system,Van Leuven-Zwart (1989/90),8 categories and 37 sub-categories,!,Translation shiftsCatford (1,36,Linguistic theories and translation,Most of these theories are considered linguistic and are useful for teaching translation,Most translation occurs at the linguistic level at some stage of the process,However, too much stress on linguistic levels can have negative effect at the text level,Linguistic theories and transl,37,Halliday,Functional-Systemic linguistics,Halliday Functional-Systemic,38,Textual equivalenceBaker (1992) Chapter 5,Thematic and Information Structures,Theme and Rheme,Sentence analysis S Od Oi Cs Co Cp Adj Conj Disj,Information Structure: Given and New,Word Order and Communicative Function,Textual equivalenceBaker (199,39,Textual equivalenceBaker (1992) Chapter 6,Cohesion,Reference,Substitution and Ellipsis,Conjunction,Lexical Cohesion,Textual equivalenceBaker (199,40,Translation Quality AssessmentHouse (1997),Translation Quality Assessment,41,Focus on the function of the text,Baker (1992) Chapter 7 - Pragmatic equivalence,Reiss (1970s) Functional approach,Holz-Mntarri (1984) Translational action,Vermeer (1970s) and Reiss & Vermeer (1984) Skopos theory,Nord (1988/91) ,Text Analysis in Translation,Focus on the function of the t,42,Pragmatic equivalenceBaker (1992) Chapter 7,Coherence,Presupposition,Implicature,Grices maxims of,Quantity,Quality,Relevance,Manner,Politeness,Pragmatic equivalenceBaker (1,43,Reiss (1970s) Functional approach,Classification of texts as:,informative,expressive,operative,audiomedial,Reiss (1970s) Functional appr,44,Reiss (1971) Text types,Reiss (1971) Text types,45,Reiss Chesterman (1989) Text types and varieties,Reiss Chesterman (1989) Tex,46,Holz-Mntarri (1984) Translational action,A communicative process involving:,The initiator,The commissioner,The ST producer,The TT producer,The TT user,The TT receiver,Holz-Mntarri (1984) Translati,47,Reiss & Vermeer (1984) Skopos theory,Focuses purpose or,skopos,of translation,Rules,A TT is determined by its,skopos,A TT is message in a target culture/TL concerning a message in a source culture/SL,A TT is not clearly reversible,A TT must be internally coherent,A TT must be coherent with the ST,Reiss & Vermeer (1984) Skop,48,Nord (1988/91) Text Analysis,Functional approach,The importance of the translation commission,The role of ST analysis,The functional hierarchy of translation problems,Nord (1988/91) Text Analysis,49,Polysystem TheoryFocus - social and cultural norms,Even-Zohar (1978/2000),Toury (1995),Chesterman (1997),Lambert, Van Gorp, Hermans and the Manipulation school (1985 & 1999),Polysystem TheoryFocus - soci,50,Even-Zohar (1978/2000),Even-Zohar,considers translated literature to include:,childrens literature,thrillers,other popular works of fiction,(auto-)biography,CONSIDER: informative writing of all kinds e.g. travel, art and sport, journalism, university textbooks.,Even-Zohar (1978/2000)Even-Zoh,51,Toury (1995),Descriptive Translation Studies,Important point in Translation Studies,It encouraged the description of all kinds of translation and provided a wide basis on which to conduct research.,The,tertium comparationis,= attempt to postulate neutral translation v. culturally and socially loaded real translations,BUT proved unsatisfactory and abandoned,Toury (1995) Descriptive Trans,52,Tourys norms,initial norm,ST norms =,adequate,translation,TT norms =,acceptable,translation,preliminary norms,translation policy,selection of texts,directness of translation,is ST an original?,operational norms,matricial norms,or completeness of the TT,textual-linguistic,norms.,Tourys normsinitial norm,53,Tourys laws,The law of growing standardization,- suggests that the TT standards override those of the original text. This will happen when the TL culture is more powerful.,The law of interference,- suggests that the ST interferes in the TT by default. This will happen when the SL culture is more powerful.,Tourys lawsThe law of growi,54,Chestermans norms (1997),Expectancy norms expectations of readers,Allow evaluative judgements,Validated by a norm-authority,Professional norms,Accountability norm ethical norm,Communication norm social norm,Relation norm linguistic norm (between SL and TL),Chestermans norms (1997)Expec,55,Polysystem theory and theNON Literary text,Even-Zohar, Toury, Chesteman, and others see ST and TT as part of a much wider social and cultural context,Although they may consider literary text primary, their theories and suggestions are applicable to all texts,Polysystem theory and theNON,56,Cultural Studies,Bassnett & Lefevere (1991) dismissed linguistic theories as having moved from word to text as a unit, but not beyond and talked of painstaking comparisons between orginals and translations which do not consider the text in its cultural environment. (Munday, 2001: 127),Cultural StudiesBassnett & Lef,57,Lefevere (1992)Power and patronage,Professionals within the literary system,Patronage outside the literary system,The ideological component,The economic component,The status component,The dominant poetics,Literary devices,The concept of the role of literature,Lefevere (1992)Power and patr,58,Examples,Edward Fitzgeralds improvement of work by Omar Khayyam,An 18th century translators improvement of Cames,Os Lusiadas,Lewis Carrolls,Alice in Wonderland,-,softened,for children,Censorship of bad language,Can you think of examples?,ExamplesEdward Fitzgeralds i,59,Simon (1996)Translation and Gender,Masculine language of translation theorists,Overt attempts to promote a feminist stance through translation practice,Contribution women have made by translating works of literature over the centuries,Relationship of women and culture as seen through translation,the translator is self-effacing,creates a new work with a feminine point of view,Link between feminist and postcolonial studies,Simon (1996)Translation and G,60,Postcolonial Translation Theory,Spivak (1993/2000) and Niranjana (1992),Cultural implications - translating between:,Colonized and colonizing,Politic