Учебно-методический комплекс по дисциплине «Теория и практика перевода» для специальности 050303 «иностранный язык» Утвержден на заседании кафедры английского языка
| скачать ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ Государственное образовательное учреждение высшего профессионального образования ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ Кафедра английского языка УЧЕБНО-МЕТОДИЧЕСКИЙ КОМПЛЕКС по дисциплине «Теория и практика перевода» для специальности - 050303 «иностранный язык» Утвержден на заседании кафедры английского языка «30» августа 2006 г., протокол №1 . ГОСУДАРСТВЕННЫЙ ОБРАЗОВАТЕЛЬНЫЙ СТАНДАРТ^ Специальность 033200 \ 050303 Иностранный язык Квалификация учитель иностранного языка
^ Государственное образовательное учреждение высшего профессионального образования ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ Кафедра английского языка ^ по дисциплине «Теория и практика перевода» для специальности - 050303 «иностранный язык» Составитель: к.п.н., доц. Игнатенко Н.А. ^ Дисциплина «Теория и практика перевода» представляет собой федеральный компонент ГОС, изучается в 7 семестре в рамках подготовки специалиста по специальности 033200 «Иностранный язык». Программа курса опирается на практические знания английского языка студентов, достигнутые к 4 курсу обучения, а также на теоретические курсы, в первую очередь «Введение в языкознание», «Практическая грамматика», «Лексикология». В свою очередь, курс теории и практики перевода тесно связан с практическим курсом английского языка, способствуя развитию коммуникативной компетенции студентов, а также ее компонента, социокультурной компетенции, служит базой для дальнейшего изучения курса «Сравнительная типология». ^
^
^
Материал курса излагается как на лекциях по теории перевода, так и в виде вводных бесед на практических занятиях по переводу. Сугубо практические переводческие задачи рассматриваются на практических занятиях. По окончанию изучения курса студент должен знать основные понятия теории перевода, уметь переводить художественные, публицистические и деловые тексты с английского языка на русский, комментировать используемые приемы перевода. ^
Примечание: На каждом практическом занятии контролю отводится 15 минут аудиторного времени. ^ Тема 1. Объект теории перевода. Содержание понятия «перевод». Объект, предмет и задачи общей теории перевода. Статус теории перевода как самостоятельной науки, ее место среди других филологических дисциплин. Задачи теоретического изучения перевода. Компетенция переводчика. Тема 2. Сущность перевода. Одноязычная и двуязычная коммуникация. Перевод как специфический вид речевой деятельности, удваивающий компоненты коммуникации. Основные проблемы перевода, проблема переводимости, адекватности текста. Признаки перевода. Механизм процесса перевода. Сообщение как инвариант перевода. Соотношение сообщения и высказывания. Типы высказываний. Сообщение и информационный запас. Информативность текстов. Тема 3. Становление и история теории перевода. История переводческой деятельности в Росси и за рубежом. Становление теории перевода как науки. Современные теории перевода. Теория машинного перевода. Тема 4. Виды и формы перевода. Виды перевода: письменный, устный, синхронный. Способы перевода: знаковый и смысловой. Методы перевода: сегментации текста, записей, трансформации исходного текста. Единицы перевода. Тема 5. Приемы перевода. Транскрибирование и транслитерация. Калькирование. Описательный перевод. Конкретизация и генерализация понятий. Антонимический перевод. Логическое развитие понятий. Целостное преобразование. Переводческая компенсация. Тема 6. Лексикологические аспекты перевода. Лексические соответствия и их роль в переводе. Смысловые отношения между лексическими единицами английского и русского языков. Перевод безэквивалентной лексики. Передача имен и названий, неологизмов. Тема 7. Проблемы перевода свободных и связанных словосочетаний. Перевод свободных словосочетаний. Способы перевода свободных словосочетаний. Структурно-семантические особенности препозитивных атрибутивных групп (в том числе многочленных). Основные приемы их перевода. Перевод фразеологических единиц. Перевод необразной фразеологии (устойчивых словосочетаний). Основные трудности и приемы перевода образной фразеологии. Выбор варианта перевода. Тема 8. Грамматические и стилистические аспекты перевода. Грамматические трансформации при переводе, вызываемые отсутствием эквивалентных форм и соответствий в русском языке, синтаксическими особенностями. Передача средств выражения эмфазы. Передача метафоры, метонимии, иронии, стилистической игры слов, диалектизмов, варваризмов. Тема 9. Разновидности перевода в зависимости от жанрового типа переводимого материала. Жанровые типы текстов и их особенности. Особенности перевода газетно-информационных, документальных и специальных научных текстов. Перевод ораторской речи. Перевод художественного текста. ^Основная литература
Дополнительная литература
^
Пример итогового практического задания
Образцы текстовых материалов для перевода Getting Benched Big-time college athletes aren't scoring in class. The NCAA toughens up, but let's see if the new rules pass the test By ^ Monday, Mar. 07, 2005 (Time) Jim Calhoun, head men's basketball coach at the University of Connecticut, had just won his 700th career game as a college coach last Wednesday, and the 10,000 fans at the sold-out Gampel Pavilion in Storrs, Conn., were going wild, waving placards that read "700." Boosted by Calhoun and his two national titles, including last year's championship, UConn is no longer a "cow college" between Hartford and nowhere. It's a high-powered name, on TV every week during the season, with applications and donations booming. But of all the young men who have helped bring Calhoun glory over the past several years, just 27% graduated from the school. Poor academic performance spreads far beyond UConn's hoops program. Over the next few weeks, millions of fans will be wagering in office pools, trying to predict who will advance in the National Collegiate Athletic Association (NCAA) men's basketball tournament, a rite known as March Madness. Do you like Kentucky, with its 8% graduation rate, for the Sweet 16? Is Texas, at 27% like the Huskies, a match for them on the court too? Low achievement is plaguing not just revenue-generating sports like men's basketball and football. Softball and golf teams have also lagged. Add classroom woes to the cheating, sex and even murder scandals that have rocked campuses like Ohio State, Colorado and Baylor over the past few years, and it's clear that college sports need to get sent back to school. The president of the NCAA unveiled last week the most aggressive athletic-reform measures in decades. For the first time, schools whose athletes don't meet a new minimum academic standard--roughly equivalent to a 50% graduation rate--stand to lose scholarships and risk harsher sanctions down the road such as being barred from lucrative post-season play. The organization fired loud warning shots, posting report cards on its website that detail which specific teams face the biggest challenges (UConn basketball and Ohio State football among them) and giving them a year to shape up or risk scholarship losses… ^ Associated Press WASHINGTON - The White House on Monday defended the administration's use of video news releases that are sent to television stations across the country and frequently used without any acknowledgment of the government's role in their production. In an opinion last week, the Justice Department concluded that the practice was appropriate as long as the videos presented factual information about government programs. The memo was sent to heads of federal departments and agencies. "The prohibition does not apply where there is no advocacy of a particular viewpoint, and therefore it does not apply to the legitimate provision of information concerning the programs administered by an agency," according to the Justice Department memo. The advice conflicts with the opinion of the Government Accountability Office, which is the investigative arm of Congress. The GAO says that video news releases amount to illegal "covert propaganda" when they fail to make plain that the government is behind the releases. Questions have been raised about government media practices after the revelation that conservative columnists were paid to promote administration policies and did not tell their audiences that they had received federal money. President Bush , after the practice was disclosed, said it was wrong and ordered that it stop. The video news releases — from the Pentagon , Agriculture Department, Census Bureau and other agencies — have the appearance of other segments in news programs and frequently are not identified by local stations as being produced by the government. White House press secretary Scott McClellan suggested the lack of disclosure was the fault of the broadcasters, not the government. "Many federal agencies have used this for quite some time as an informational tool to provide factual information to the American people," he said. "And my understanding is that when these informational releases are sent out that it's very clear to the TV stations where they are coming from…" ^ Занятие 1. Объект теории перевода.
Литература Комиссаров (4) сс. 34-51, Миньяр-Белоручев (5) сс. 5-28 Занятие 2. Сущность перевода.
Литература Комиссаров (4) сс. 51-68, Миньяр-Белоручев (5) сс. 28-83 Занятие 3. Становление и история теории перевода. Виды и формы перевода.
Литература Комиссаров (4) сс. 94-109 Занятие 4. Способы и методы перевода.
Литература Комиссаров (4) сс. 34-51, Миньяр-Белоручев (5) сс. 83-111, 155-193, Казакова (1) сс. 9-18 Занятие 5. Приемы перевода.
Литература Комиссаров (4) сс. 172-186, Казакова (1) сс.63-113 Занятие 6. Лексикологические аспекты перевода. Проблемы перевода свободных и связанных словосочетаний.
Литература Комиссаров (4) сс. 135-157, Казакова (1) сс.103-141 Занятие 7. Грамматические и стилистические аспекты перевода.
Литература Комиссаров (4) сс. 178-185, Казакова (1) сс.153-223 Занятие 8. Разновидности перевода в зависимости от жанрового типа переводимого материала.
Литература Комиссаров (4) сс. 109-134, Казакова (1) сс.237-281 Темы докладов и рефератов
Тематика дипломных и курсовых работ
^ Контрольное задание 1 1.Переведите выделенный отрывок стать из газеты “USA TODAY” на русский язык. 2. Подчеркните 5 случаев использования переводческих приемов, укажите их названия. ^ By Dennis Cauchon, USA TODAY What students pay on average for tuition at public universities has fallen by nearly one-third since 1998, thanks to new federal tax breaks and a massive increase in state and federal grants to most students and their families. Contrary to the widespread perception that tuition is soaring out of control, a USA TODAY analysis found that what students actually pay in tuition and fees — rather than the published tuition price — has declined for a vast majority of students attending four-year public universities. In fact, today's students have enjoyed the greatest improvement in college affordability since the GI bill provided benefits for returning World War II veterans. ^ That 80% jump in financial aid — targeting middle-class families earning $40,000 to $100,000 a year — has more than offset dramatic increases in tuition prices. "College still takes a big chunk out of most families' income. But the average student is much better off today than headlines would have you believe," says Sandy Baum, an economist who co-authors an annual report on college costs for the College Board, which oversees college entrance exams. USA TODAY analyzed what students paid for tuition and fees after grants, discounts, tax credits and deductions. Other studies focus on the listed price of tuition. But listed college tuition is like the sticker price on a new car: Few people actually pay it. In 2003, students paid an average of just 27% of the official tuition price at four-year public universities when grants and tax breaks are counted. Students at private universities paid an average of 57%. The USA TODAY analysis used figures from the College Board, the federal Office of Management and Budget and the Internal Revenue Service. All numbers were adjusted for inflation. The bottom line: • Average tuition paid at public universities fell 32% from $1,636 in the 1997-98 academic year to $1,115 in 2002-03. During that time, the published tuition price rose 18% to an average of $4,202. About three-fourths of the nation's 12 million college students attend public institutions. • Total costs for tuition and room and board were flat at $6,794 at public schools from 1998 to 2003. • Average tuition paid at private universities rose 7% over five years to an average of $10,684 in 2003, less than the 20% increase in published tuition prices. Congress has approved eight tax breaks for college education since 1997. Last year, these tax benefits saved families more than $7 billion. Key benefits: • 6.5 million families got tuition tax credits that reduced taxes an average of $1,350 per return. • 3.5 million received a tuition tax deduction that saved an average of $325 in income taxes. The most affluent taxpayers — 1.5% of returns are for incomes above $200,000 — do not qualify for tax breaks, but many benefited from big increases in grants that reward academic performance. Schools have increased merit aid to recruit the best students, who tend to be affluent. And since 1993, 14 states have started merit-based scholarships to reward students who achieve good grades in high school. The poor have benefited from increases in federal Pell grants from $6 billion to $12 billion since 1998. But the biggest beneficiaries have been middle-class families earning $40,000 to $100,000 a year. They get the most tax benefits and often qualify for financial aid based on both need and merit. Контрольное задание 2
from Lawrence Venuti’s, ^ Translation patterns since the Second World War indicate the overwhelming domination of English-language cultures. English has become the most translated language worldwide, but despite the considerable size, technological sufficiency, and financial stability of the British and American publishing industries, it is one of the least translated into. UNESCO statistics, incomplete because countries fail to report data and inconsistent because they follow different definitions of what constitutes a book, can still be useful for indicating broad trends. In 1987, the last year for which the data seems comprehensive, the global translation output was approximately 65,000 volumes, more than 32,000 of which were from English. These figures have probably not changed much over the past decade because international publishing has not increased dramatically, despite the widespread use of computers to generate camera-ready composition. The number of translations from English towers over the number of translations made from European languages: around 6700 from French, 6500 from Russian, 5000 from German, 1700 from Italian. In the geopolitical economy of translation, the languages of developing countries rank extremely low: for 1987 UNESCO reports 479 translations from Arabic, 216 from Chinese, 89 from Bengali, 14 from Korean, 8 from Indonesian. English also prevails over the other languages translated within these countries. In Brazil, where 60 percent of new titles consists of translations (4800 out of 8000 books in 1994), as much as 75 percent is from English. British and American publishers, in sharp contrast, translate much less. In the United States, 1994 saw the publication of 51,863 books, 1418 (2.74 percent) of which were translations. This figure includes 55 translations from Chinese and 17 from Arabic, compared to 374 from French and 362 from German. Translation undoubtedly occupies a marginal position in Anglo-American cultures. Yet among the foreign texts that do enter English, writing in African, Asian, and South American languages attracts relatively little interest from publishers. These grossly unequal translation patterns point to a significant trade imbalance between the British and American publishing industries and their foreign counterparts. Quite simply, a lot of money is made from translating English, but little is invested in translating into it. Since the 1980s, sales of foreign rights for English-language books have become highly profitable, earning their publishers millions of dollars annually and in some cases earning more in foreign markets than at home. The foreign rights for an English-language "blockbuster" can fetch $500,000 in South America and from $10,000 to $200,000 in newly industrialized Asian countries like Taiwan, South Korea, and Malaysia. In Brazil, the rights to translate an English-language book start at $3000. According to UNESCO, 1987 saw Brazilian publishers bring out over 1500 such translations, including not only highbrow literary works still under copyright (Samuel Beckett, Margaret Atwood), but also multiple titles by bestselling novelists who command higher fees: 25 books by Agatha Christie, 13 by Barbara Cartland, 9 by Sidney Sheldon, 7 by Harold Robbins, 5 by Robert Ludlum, 2 by Stephen King. In the same year, British and American publishers together issued only 14 translations of Brazilian literature. The enormous earnings from foreign rights sales don't increase the number of translations into English because British and American publishers are keen on financing domestic bestsellers, a trend that has continued unabated since the 1970s. In the words of Alberto Vitale, the chief executive officer of Random House, "foreign rights are the necessary income to compensate for the high advances we often pay in the U.S." ^ ДИСЦИПЛИНЫ ДЛЯ СТУДЕНТОВ Содержание самостоятельной работы студентов по данному курсу включает:
Для получения положительной оценки на экзамене студент должен посещать лекционные и семинарские занятия, принимать активное участие в семинарах, выполняя все предлагаемые задания. По завершению изучения курса проводится итоговая контрольная работа: перевод отрывка (1800 печатных знаков) из публицистического текста. Экзамен проводится в виде собеседования, на котором обсуждаются теоретические вопросы курса, анализируется перевод отдельных языковых явлений с теоретическим комментарием. Процентный вклад в итоговый результат по отдельным видам работы следующий:
Отличная отметка выставляется за 95%-100%. Хорошая отметка соответствует 85-94%. На «удовлетворительно» оценивается результат в 75-84%. ГЛОССАРИЙ
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Ваша оценка этого документа будет первой.
Ваша оценка: 