國內(nèi)英語專業(yè)本科生翻譯教材開發(fā)研究：倫理視角
發(fā)布時(shí)間：2019-03-20 16:05
【摘要】：20世紀(jì)90年代以來,經(jīng)濟(jì)和文化全球化趨勢日益明顯。在此背景下,譯者培訓(xùn)也已迅速發(fā)展起來。一大批學(xué)者認(rèn)為,如果想要有效地應(yīng)對(duì)全球化的影響,翻譯研究就應(yīng)該回歸到倫理問題上來(Venuti,1998;Pym,2001)。國外學(xué)者Drugan,Megone和Baker都紛紛撰文強(qiáng)調(diào)譯者培訓(xùn)中倫理教育的重要性。國內(nèi)不少學(xué)者也表示學(xué)校應(yīng)將翻譯倫理納入到翻譯專業(yè)的課程設(shè)置中去。香港學(xué)者周兆祥也指出要迎接挑戰(zhàn),培養(yǎng)合格的譯者,倫理教育顯得尤為迫切和重要。在翻譯教學(xué)中,教師通過教材來實(shí)施教學(xué)大綱,組織教學(xué)活動(dòng),教材在教學(xué)過程中承擔(dān)著傳承課程理念、表達(dá)課程內(nèi)容的使命,具有舉足輕重的地位。翻譯教材作為教學(xué)的核心,理應(yīng)承擔(dān)起倫理教學(xué)的重任,新時(shí)代高質(zhì)量的翻譯教材理應(yīng)融入倫理知識(shí),將培養(yǎng)譯者的責(zé)任心或者職業(yè)道德作為其重要內(nèi)容。近30年來,翻譯教材研究也取得了長足的發(fā)展,主要集中在教材評(píng)介、教材使用經(jīng)驗(yàn)和教材編寫體系與原則三個(gè)方面,只有少數(shù)學(xué)者提及倫理內(nèi)容,如劉季春、陶友蘭以及韓子滿等。相比而言,國外翻譯教學(xué)的倫理研究比較深入。Arrojo從語言哲學(xué)角度切入對(duì)翻譯倫理教學(xué)的探討,分析了Mona Baker,Kussaul以及HatimMason所編著的翻譯教材,提出翻譯教學(xué)應(yīng)該使學(xué)員認(rèn)識(shí)到譯者所擔(dān)負(fù)的倫理責(zé)任。不少學(xué)者認(rèn)為,翻譯教學(xué)要讓學(xué)生意識(shí)到抉擇上的道德影響,同時(shí)必須在實(shí)踐中進(jìn)行倫理教育。在這一背景下,本研究借鑒商業(yè)倫理模型,在以往倫理研究的基礎(chǔ)上,提出譯者倫理理論框架。在商業(yè)倫理中,企業(yè)不僅要履行社會(huì)責(zé)任,處理好外部關(guān)系,即企業(yè)與客戶、投資人、債權(quán)人、環(huán)境利益相關(guān)者和潛在客戶之間的關(guān)系,而且要處理好內(nèi)部關(guān)系,即企業(yè)與員工的關(guān)系。企業(yè)必須通過誠信銷售產(chǎn)品、善待員工、妥善管理、適當(dāng)激勵(lì)、保護(hù)環(huán)境、履行承諾等舉措,贏得各方的信任,為企業(yè)帶來預(yù)期的收益和社會(huì)影響。翻譯倫理和商業(yè)倫理存在很多相似之處。隨著翻譯技術(shù)、翻譯服務(wù)、翻譯職業(yè)等概念和現(xiàn)象的出現(xiàn),譯者所面臨的倫理問題也越來越多,需要處理好方方面面的關(guān)系。借鑒商業(yè)倫理模型中的各種關(guān)系及責(zé)任的劃分,以及德國赫爾茲-曼塔里翻譯行為論,筆者總結(jié)了翻譯過程中譯者必須處理的多重關(guān)系,即與翻譯的發(fā)起人、委托人、源文本生產(chǎn)者、讀者、翻譯批評(píng)家和社會(huì)等方面的關(guān)系,譯者的責(zé)任及其影響。筆者提出的譯者倫理架構(gòu)由譯者個(gè)人倫理和人際倫理兩部分組成。譯者作為翻譯行為的主體,一方面自身需得有良好的道德素養(yǎng)即個(gè)人素養(yǎng);另一方面,譯者需要處理好本體與他者之間的各種關(guān)系即人際倫理。在譯者倫理理論框架下,本文著重研究問題有:1)國內(nèi)近幾年大量涌現(xiàn)的英語專業(yè)翻譯教材中是否明確包含譯者倫理內(nèi)容;2)若沒有,是否含有有關(guān)倫理的內(nèi)容?這些內(nèi)容的特點(diǎn)又是什么?3)如何更好的將倫理內(nèi)容融入現(xiàn)有的翻譯教材?針對(duì)這些問題,筆者選取近五年(2010-2014)國內(nèi)出版的翻譯教材作為研究對(duì)象。在國內(nèi)三大網(wǎng)上售書商城(京東、亞馬遜、和當(dāng)當(dāng))搜索關(guān)鍵詞“翻譯教材”,經(jīng)過進(jìn)一步檢索,分析和選擇,筆者搜集到62本英語專業(yè)翻譯教材樣本。為方便從譯者倫理角度研究英語專業(yè)翻譯教材,筆者將搜集到的62本教材進(jìn)行編碼排序,第一本教材為B1,第二本為B2,第三本B3,以此類推。根據(jù)上述譯者倫理架構(gòu),如果教材中出現(xiàn)包含誠信、責(zé)任和正義等譯者倫理,或者包括上述的人際倫理論述,即認(rèn)為該教材包含倫理內(nèi)容。在統(tǒng)計(jì)時(shí),先區(qū)分包含和不包含倫理內(nèi)容情況,然后再將含有倫理內(nèi)容的教材區(qū)分為表現(xiàn)為句、段和章三種不同形式的情況,分別標(biāo)記為第一類、第二類和第三類翻譯教材,以期總結(jié)出英語專業(yè)翻譯教材中倫理相關(guān)內(nèi)容的特點(diǎn)。研究發(fā)現(xiàn),62本教材中,共有23本教材含有倫理相關(guān)內(nèi)容,僅占總教材的37%。其中有11本教材的倫理內(nèi)容僅有幾句話,8本翻譯教材中倫理內(nèi)容呈段落出現(xiàn),而以小節(jié)形式出現(xiàn)倫理內(nèi)容的教材僅有4本。由此可見,翻譯教材中倫理相關(guān)內(nèi)容含量非常少。除此以外,倫理內(nèi)容“地理位置”偏僻,出現(xiàn)形式單一,內(nèi)容范圍窄,很難起到教學(xué)作用。針對(duì)以上問題,本研究對(duì)如何更好的將倫理內(nèi)容融入翻譯教材提出改進(jìn)建議:1)教材應(yīng)邀請倫理家和翻譯學(xué)者共同編寫2)教材中融入倫理應(yīng)采用整合方法,而不是單獨(dú)將倫理作為書中的一個(gè)模塊或者單元3)具體編寫方法可以采用個(gè)案研究法。
[Abstract]:The trend of economic and cultural globalization has become increasingly evident since the 1990s. In this context, the translator's training has also been developed rapidly. A large number of scholars believe that if the impact of globalization is to be effectively addressed, translation studies should return to ethical issues (Venuti,1998; Pym,2001). The study of the importance of the ethical education in the translator's training has been written by the foreign scholars, Drone, Meone and Baker. Many scholars in the country also say that the school should incorporate the translation ethics into the course setting of the translation profession. Zhou Zhaoxiang, a Hong Kong scholar, also points out that it is particularly urgent and important to meet the challenge and to train qualified translators and ethical education. In the teaching of translation, the teacher carries out the teaching program through the teaching material, organizes the teaching activity, the teaching material carries on the course idea of the course in the course of the teaching, expresses the mission of the course content, has the important position. As the core of teaching, the translation teaching material should bear the important task of the ethics teaching, and the high-quality translation teaching material in the new era should be integrated into the ethical knowledge, and the translator's sense of responsibility or professional ethics will be cultivated as its important content. In the past 30 years, the research of the translation teaching materials has also made great development, mainly focusing on the teaching material evaluation, the teaching material use experience and the teaching material preparation system and the principle three aspects, only a few scholars refer to the ethical content, such as Liu Jichun, Tao Youlan and Han Suits. In contrast, the ethical study of foreign translation teaching is more in-depth. Arrojo's approach to the teaching of translation ethics from the point of view of language philosophy, analyzes the translation teaching materials compiled by Mona Baker, Koussaul and HatimMason, and puts forward that the translation teaching should make the students realize the ethical responsibility of the translator. Many scholars believe that the translation teaching should make the students realize the moral influence on the choice, and must carry out the ethics education in practice. In this background, this study draws on the commercial ethics model, and based on the past ethics research, put forward the translator's ethical theoretical framework. In the business ethics, the enterprise should not only fulfill the social responsibility, deal with the external relation, that is, the relationship between the enterprise and the customer, the investor, the creditor, the environment stakeholders and the potential customer, but also deal with the internal relation, that is, the relationship between the enterprise and the employee. The enterprise must sell the products in good faith, treat the staff properly, properly manage, properly motivate, protect the environment, fulfill the commitments and other initiatives, win the trust of the parties, and bring the expected income and social impact to the enterprise. There are many similarities between translation ethics and business ethics. With the emergence of the concepts and phenomena of translation technology, translation service and translation, the translator has more and more ethical problems and needs to deal with all aspects of the relationship. The author sums up the multiple relations that the translator must deal with in the translation process, that is, the originator, the client, the source text producer and the reader of the translation. The relationship between the translator and the society, the translator's responsibility and its influence. The translator's ethical framework is composed of two parts: the translator's personal ethics and the interpersonal ethics. The translator, as the main body of the translation, needs to have good moral quality and personal accomplishment on the one hand; on the other hand, the translator needs to deal with the relations between the main body and the other, that is, the interpersonal ethics. In the framework of the translator's ethical theory, this paper focuses on the following questions:1) whether the translator's ethical content is explicitly included in a large number of English professional translation teaching materials in recent years; and if not, does it contain the contents of the relevant ethics? What are the features of these content? 3) How to better integrate the ethical content into the existing translation teaching materials? In view of these problems, the author selects the translation teaching material published in the last five years (2010-2014) as the research object. In the three main online sales books (Jingdong, Amazon, and when) to search for keyword "translation teaching material", through the further search, analysis and selection, the author collected a sample of 62 English professional translation materials. In order to facilitate the study of the English translation teaching materials from the perspective of the translator, the author will carry out the coding and sequencing of the 62 textbooks, the first textbook is B1, the second is B2, the third B3, and so on. According to the above-mentioned translator's ethical framework, if the teaching material contains the translator's ethics including integrity, responsibility and justice, or the above-mentioned interpersonal ethics, it is considered that the teaching material contains the ethical content. in that case of statistics, the case of the inclusion and non-inclusion of the ethical content is first distinguished, and then the teaching materials containing the ethical content are distinguished into three different forms of the sentence, the segment and the chapter, respectively, and are respectively marked as the first type, the second type and the third type of translation teaching material, The purpose of this paper is to summarize the characteristics of the ethics-related content in the English translation teaching materials. It has been found that in this textbook,23 of the textbooks contain ethical-related content, accounting for only 37 per cent of the total teaching material. Among them, there are only a few words in the ethical content of this teaching material, and the content of the ethical content in this translation teaching material appears in the paragraph, and only 4 of the teaching materials with the ethical content in the form of the sub-section. It can be seen that the content of ethics-related content in the translation teaching material is very low. In addition, the "Geolocation" of the ethical content is remote, the form is single, the content scope is narrow, and it is difficult to play a teaching role. In view of the above problems, this study will make suggestions on how to better integrate the ethical content into the translation teaching material:1) The teaching material should invite the ethical and the translation scholars to co-write 2) the integration method of the integration ethics in the teaching material. Rather than separate the ethics as a module or unit 3 in the book, a case study approach can be used.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H059-4
[Abstract]:The trend of economic and cultural globalization has become increasingly evident since the 1990s. In this context, the translator's training has also been developed rapidly. A large number of scholars believe that if the impact of globalization is to be effectively addressed, translation studies should return to ethical issues (Venuti,1998; Pym,2001). The study of the importance of the ethical education in the translator's training has been written by the foreign scholars, Drone, Meone and Baker. Many scholars in the country also say that the school should incorporate the translation ethics into the course setting of the translation profession. Zhou Zhaoxiang, a Hong Kong scholar, also points out that it is particularly urgent and important to meet the challenge and to train qualified translators and ethical education. In the teaching of translation, the teacher carries out the teaching program through the teaching material, organizes the teaching activity, the teaching material carries on the course idea of the course in the course of the teaching, expresses the mission of the course content, has the important position. As the core of teaching, the translation teaching material should bear the important task of the ethics teaching, and the high-quality translation teaching material in the new era should be integrated into the ethical knowledge, and the translator's sense of responsibility or professional ethics will be cultivated as its important content. In the past 30 years, the research of the translation teaching materials has also made great development, mainly focusing on the teaching material evaluation, the teaching material use experience and the teaching material preparation system and the principle three aspects, only a few scholars refer to the ethical content, such as Liu Jichun, Tao Youlan and Han Suits. In contrast, the ethical study of foreign translation teaching is more in-depth. Arrojo's approach to the teaching of translation ethics from the point of view of language philosophy, analyzes the translation teaching materials compiled by Mona Baker, Koussaul and HatimMason, and puts forward that the translation teaching should make the students realize the ethical responsibility of the translator. Many scholars believe that the translation teaching should make the students realize the moral influence on the choice, and must carry out the ethics education in practice. In this background, this study draws on the commercial ethics model, and based on the past ethics research, put forward the translator's ethical theoretical framework. In the business ethics, the enterprise should not only fulfill the social responsibility, deal with the external relation, that is, the relationship between the enterprise and the customer, the investor, the creditor, the environment stakeholders and the potential customer, but also deal with the internal relation, that is, the relationship between the enterprise and the employee. The enterprise must sell the products in good faith, treat the staff properly, properly manage, properly motivate, protect the environment, fulfill the commitments and other initiatives, win the trust of the parties, and bring the expected income and social impact to the enterprise. There are many similarities between translation ethics and business ethics. With the emergence of the concepts and phenomena of translation technology, translation service and translation, the translator has more and more ethical problems and needs to deal with all aspects of the relationship. The author sums up the multiple relations that the translator must deal with in the translation process, that is, the originator, the client, the source text producer and the reader of the translation. The relationship between the translator and the society, the translator's responsibility and its influence. The translator's ethical framework is composed of two parts: the translator's personal ethics and the interpersonal ethics. The translator, as the main body of the translation, needs to have good moral quality and personal accomplishment on the one hand; on the other hand, the translator needs to deal with the relations between the main body and the other, that is, the interpersonal ethics. In the framework of the translator's ethical theory, this paper focuses on the following questions:1) whether the translator's ethical content is explicitly included in a large number of English professional translation teaching materials in recent years; and if not, does it contain the contents of the relevant ethics? What are the features of these content? 3) How to better integrate the ethical content into the existing translation teaching materials? In view of these problems, the author selects the translation teaching material published in the last five years (2010-2014) as the research object. In the three main online sales books (Jingdong, Amazon, and when) to search for keyword "translation teaching material", through the further search, analysis and selection, the author collected a sample of 62 English professional translation materials. In order to facilitate the study of the English translation teaching materials from the perspective of the translator, the author will carry out the coding and sequencing of the 62 textbooks, the first textbook is B1, the second is B2, the third B3, and so on. According to the above-mentioned translator's ethical framework, if the teaching material contains the translator's ethics including integrity, responsibility and justice, or the above-mentioned interpersonal ethics, it is considered that the teaching material contains the ethical content. in that case of statistics, the case of the inclusion and non-inclusion of the ethical content is first distinguished, and then the teaching materials containing the ethical content are distinguished into three different forms of the sentence, the segment and the chapter, respectively, and are respectively marked as the first type, the second type and the third type of translation teaching material, The purpose of this paper is to summarize the characteristics of the ethics-related content in the English translation teaching materials. It has been found that in this textbook,23 of the textbooks contain ethical-related content, accounting for only 37 per cent of the total teaching material. Among them, there are only a few words in the ethical content of this teaching material, and the content of the ethical content in this translation teaching material appears in the paragraph, and only 4 of the teaching materials with the ethical content in the form of the sub-section. It can be seen that the content of ethics-related content in the translation teaching material is very low. In addition, the "Geolocation" of the ethical content is remote, the form is single, the content scope is narrow, and it is difficult to play a teaching role. In view of the above problems, this study will make suggestions on how to better integrate the ethical content into the translation teaching material:1) The teaching material should invite the ethical and the translation scholars to co-write 2) the integration method of the integration ethics in the teaching material. Rather than separate the ethics as a module or unit 3 in the book, a case study approach can be used.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：H059-4
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