A pedagogical model of translating : with special reference to English and Chinese
This study attempts to demonstrate that language translation is an endeavour which to a great extent can be systematically taught. The tool introduced here is a Pedagogical Model of Translating, which, amomg other goals, addresses the many problems inherent in translating. Major approaches to translating relevant to the construction of the Model are first reviewed. Other critical issues are considered next, issues such as language paradigms, cognitive studies, approaches to reading, philosophy of language, discourse theory, etc. These discussions are conducted in the course of examining translation equivalence between two languages on the shared level of tertium comparationis, which serves as a logical basis for translating. Proceeding on the other hand to a more practical level, the present thesis argues that translating is but approximating, and the many factors affecting equivalence--and hence germane to the approximation process--are discussed. It is also pointed out that part of the difficulty of translating lies in the difference in perception between author and translator-as-reader, and between translator-as-writer and final reader. Translating is an enterprise which is first and foremost attuned to the needs of the final audience. The Model is then constructed, on the basis of criteria for translation equivalence such as pragmatic, semantic, and syntactic requirements. This is followed by quality assessment on the objective and subjective levels. Finally, the Model is implemented on samples representing various text-types. Two experiments have been performed here to gauge the usefulness of the Model. Results show that receptiveness among individual students to the Model varied. Close scrutiny of their work and that of a control group reveals that different routes of translating have been taken, and the effectiveness of such routes is examined. A discussion of the Model’s pedagogical Implications and applications, together with suggestions for follow-up research, completes the study.