Communicative & Semantic TranslationPeter Newmark1中小学Main ContentnBackgroundnCommunicative & Semantic TranslationnComments2中小学BackgroundnPre-linguistics period of translationnOpposition to the monistic theorynLinguistics bases 3中小学Pre-linguistics period of translationnConflict between free and literal translation;n No attempt to distinguish types or quality of texts;nStrong on theory, but short on method and practical examples;nUnaware of each others work. 4中小学The monistic theory of translationn“The two concepts (CT&ST) were formulated in opposition to the monistic theory that translation is basically a means of communication or a manner of addressing one or more persons in the speakers presence; that translation is like language, is purely a social phenomenon.” (Newmark, 2001:62)e.g. Nida: Translating is communicating. 5中小学Linguistics bases n“Translation theory derives from comparative linguistics, and with linguistics, it is mainly an aspect of semantics; all questions of semantic relate to translation theory” nVygotsky：Inner speech is not the interior aspect of external speech, it is a function in itself. It is to a large extent thinking in puring meanings. “Thinking precedes speech and writing.”6中小学Communicative and Semantic translationnDefinitionnComparison of CT & STnSimilarities between CT & ST7中小学Definition of CT and STnCommunicative translation attempts to produce on its readers an effect as close as possible to that obtained on the readers of the original.nSemantic translation attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original.8中小学Semantic Translation VS. Literal TranslationnLiteral translation: the primary senses of the lexical words of the original are translated as though out of context, but the syntactic structures of the target language are respected.nThe basic difference is that ST respects context, but literal translation does not.9中小学Flat “V” diagram Source Language Bias Target Language Bias Literal Free Faithful Idiomatic Semantic/Communicative10中小学nConclusion: ST combines the advantages of word-for-word, literal, faithful translation; while CT combines the advantages of adaption, free and idiomatic translation. It can be counted as the most desired translation method.11中小学Comparison of CT & STnTransmitter/addressee focusnRelation to STnUse of form of SLnForm of TLnAppropriateness12中小学Transmitter/addressee focusnST: Focus on the thought processes of the transmitter as an individual; should only help TT reader with connotations if they are a crucial part of message;nCT: Subjective, TT reader focused, oriented towards an specific language and culture.13中小学Relation to Source TextnST: Always inferior to ST; loss of meaning.nCT: May be better than the ST; gain of force and clarity even if loss of semantic content.14中小学Use of form of SLnST: If ST language norms deviate, then this must be replicated in TT; loyalty to ST author.nCT: Respect for the form of the SL, but overriding loyalty to TL norms.15中小学Form of Target LanguagenST : more complex, more awkward, more detailed, more concentrated, it tends to overtranslatenCT: smoother, simpler, clearer, more direct, more conventional, conforming to a particular register of language, tending to undertranslate16中小学Appropriateness nST: for serious literature, autobiography, personal effusion, any important political (or other) statement.nCT: for the vast majority of texts, e.g. non-literary writing, technical and informative texts, publicity, standardized types, popular fiction.17中小学Text TypesnExpressive textsnInformative textsnVocative texts18中小学nWet paint! A：湿油漆！（ST） B：油漆未干，请勿触摸！（CT）n西游记 A：Journey to the West（ST） B：Pilgrimage to the West （CT）n“谋事在人，成事在天” A:Man proposes, Heaven disposes.( ST ) B:Man proposes, God disposes.( CT ) 19中小学n这是七月下旬，合中国旧历的三伏，一年最热的时候。(Chien Chung-shu, 2010:1)nIt was toward the end of July, equivalent to the “san-fu” period of the lunar calendar the hottest days of the year. (Kelly and Mao, 2003:1)20中小学Through the Looking-Glass爱丽丝镜中奇遇记n“Feather, I say!” “Why do you say Feather so often?” Alice asked at last, rather vexed. “Im not a bird!” “You are,” said the sheep: “you are a little goose”nCT:“撇桨呀，我说！”阿丽思有点儿觉得她频气了，她就说，“你干嘛老说别讲啊？我也没讲啊！”“什么没桨！”那绵羊说，“你手里摇的是什么，你简直是个笨猪。” (赵元任) nST:“我说，羽毛！”“为什么你老是说羽毛？”爱丽丝觉得烦了，终于问道，“我又不是禽鸟！”“你是禽鸟，”绵羊说，“你是只小鹅。”(王永年)21中小学父亲是前清举人，在本乡江南一个小县里做大绅士。nHis father had passed the second-degree examination under Manchu rule and was a prominent squire in his native district south of the Yangtze. (Kelly and Mao, 2003:8) Note: The traditional Chinese civil examination system offered three academic degrees, which were conducted at three different levels-the country (or prefecture), the province, and the national capital. Successful candidates at these three levels were known respectively as hsiu- ts ai, chu-jen, and chin- shih. (Kelly and Mao, 2003:353)（CT+ST）22中小学Similarities between CT & STn“A translation can be more, or less, semanticmore, or less, communicative even a particular section or sentence can be treated more communicatively or semantically.” （Peter Newmark, 2001:40）23中小学Similarities between CT & STnBoth CT & ST are rooted in cognitive translation.nCT and ST are both suitable for: 1) the text conveys general rather than a culturally (temporally and spatially) bound message and when the matter is important as the manner. 2) common sense or the information free from cultural restrictions.24中小学Comments n1.拓展了传统的直译和意译的概念，但其基本思维多少囿于传统的翻译二分法，没有脱离“忠实”的樊篱，进而提出“关联翻译法”n2.翻译文本观（严复天演论）n3.实用性强n4.规范性太强（strong prescriptivism）n5.奈达与纽马克25中小学Nida vs. Newmark奈达n可以算是个意译派；n侧重点：读者反映n不足：试图把动态对等译论适用范围扩大化,使之成为一切翻译的准则,这就有点失之偏颇了。纽马克n多少是个直译派n侧重点：依据文本类型而定n涉及面太广，谈得不深、不透。26中小学