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1、OntheCulturalTranslationofChinese【Abstract】AsatypeofclassicalChineseliteraturewithalonghistory,theancientChinesepoetryhaslongattractedtheattentionofscholarsathomeandabroadandbeentranslatedbythem.ThispaperattemptstomakeatentativestudyonPeterNewmarkstheoryintheculturetranslationofChinesepoetry.Itprove
2、sthatthetheoryplaysakeyroleintheculturetranslationofChinesepoems.【KeyWords】PeterNewmark;communicativetranslation;semantictranslation;poemtranslationAsatypeofclassicalChineseliteraturewithalonghistory,theancientChinesepoetryhaslongattractedtheattentionofscholarsathomeandabroadandbeentranslatedbythem.
3、Fordifferenttranslators,thetranslatedversionsandmethodsarequitedifferent.Basedonhisownpastresearchandsomeothertransdisciplinaryknowledge,PeterNewmark,thefamousEnglishtranslationtheorist,hasputforwardtheprinciplesof“semantictranslation”and“communicativetranslation”.1.TheCharacteristicsofPoemTranslati
4、onPoemtranslationisquitedifferentfromthetranslationsofnovels,dramas,prosesandfilmscripts.Thisisdeterminedbyitsowncharacteristics.Thenwhatareitscharacteristics?Generallyspeaking,therearethreeprimeaspects.Firstly,poememphasizesonthebeautyoftempoandmetre.Abeautifulpoemmusthavemuchattractivenessbetweent
5、helines.Whenyouhearsomereadingthecharmingpoem,itseemsthatyouarelisteningtoabeautifulsong.Secondly,fromalingualperspective,thelanguagesofpoemisquitesuccinctandtheinformationinoneunitstructure.Itsstructureisratherdifferentfromsomecommonlingualstructures,duetotherequirementofitsmetre,rhythmandform.Fina
6、lly,apoemisthemostseniorformofliterature,itsmetre,formandideabecomingintegration.Thelackofanyoneofthemwillleadtothedestructionofthewholepoem.Whatsmore,thesignificanceshouldbereadbetweenthelines,becausethelinesconsistofmanyconstituentsofimaginationwhentheauthorproducesthepoem.Thatistosay,wecanalwayss
7、eethebeautyofobscurityfrompoems.Theunderstandingandfeelingtowardsapoemdependsontheappreciator,timeandspace.2.AboutPeterNewmarksTranslationTheoryAccordingtoPeterNewmark,communicativetranslationattemptstoproduceonitsreadersaneffectascloseaspossibletothatobtainedonthereadersoftheoriginal.Semantictransl
8、ationattemptstorender,ascloselyasthesemanticandsyntacticstructuresofthesecondlanguageallow,theexactcontextualmeaningoftheoriginal.Intheory,therearewidedifferencesbetweenthetwomethods.Communicativetranslationmustemphasizetheeffectratherthanthecontentofthemessage,andsemantictranslationwouldbemoreinfor
9、mativebutlesseffective.Semantictranslationattemptstorecreatethepreciseflavorandtoneoftheoriginalanditrelatestothe“expressive”functionoflanguage,whereascommunicativetranslationrespondstotherepresentationalandvocativefunctions.Thusfor“WetPaint!”,thecommunicativetranslation“Donttouchthewetpaint”ismanda
10、tory;thesemantictranslation(paintiswet)wouldbemoreinformativebutlesseffective.3.AStudyontheCulturalTransferenceofChinesePoetry3.1AppellationCultureAppellationcultureisadual-propertysemioticsystemwhichconcernswithappellationandinvolvesbothlinguisticsandculture.Itisasemioticsystembecauseitismarkedbywo
11、rdsorphrasesinlanguages.TheevolutionofChinesehistoryandthecontinuousblendingamongnationalitiesinancientChinahasgivenrisetoacomplexHanculture.Appellationcultureisagoodcaseinpoint.Appellationcanbedividedintorelativeappellationandassociation.Arelativeappellationisaculturalsymbolproducedbymarriagesystem
12、.Afterlong-termculturalsediment,ithasbecomewellestablished.InancientChina,thecomplexmarriagesystemfinallyledtoacomplicatedrelativeappellationsystem,whichinevitablycausestroublesintranslation.E.g.2未谙姑食性，先遣小姑尝。Verginial:Idecidethatnotmymother-in-law.Butmyhusbandsyoungsistershallhavethefirsttaste.XuYua
13、nchng:Tomeetmymother-in-lawstaste,Isendherdaughterthefirstshare.Fletcher:Butwhatkindoftasteauntielikes,Idontknow,Sosendtomysister-in-lawthefirstshare.InancientChina,therewasatraditionalcustom,whichmeanttoturncousinshipintomarriageship.Inotherwords,agirlwassupposedtomarrythesonofhermothersbrother,thu
14、sshewouldcallherhusbandsparents,i.e.herfather-in-lawandmother-in-lawuncleandauntorauntie.Fletcher,obviously,hasbeenconfusedbythesurfacemeaningof“姑”,hence,hetranslatesthiswordsemanticallyas“auntie”.Althoughthegirlcallsherhusbandsmotheraunt,shehastopresentasadaughter-in-lawandlookatthe“aunt”asmother-i
15、n-lawandservehereverydayafterthemarriage.Thisisdeterminedbythefeudalmarriagesystem.Thus,Fletcherhasmadeasemantictranslation.Butherethe“auntie”onlyactsasa“signifier”.Agoodwaytodealwithitistouncoveritsveilandmakethereadersseeclearlyitsface,torevealthewordinitstruecolours.Afteranalyzingandconsultingref
16、erencebooks,thisisnotadifficulttask.Thebestwayistotakeacommunicativetranslation.Boththefirsttwotranslatorshavedoneinthisway.“姑”istranslatedcommunicativelyas“motherinlaw”.Underthiscondition,theTLreaderswillunderstandthepoeminafull;otherwise,theymustbeconfusedabouttherelationship.Nowletstakeanotherexa
17、mple:E.g.3嫦娥应悔偷灵药，碧海青天夜夜心。ZhangTingchen&WeiBosi:ChangEmustregrethavingstolenthemagicelixirInthatblueoceanofasky:endlessthoughts,nightafternight.SunDayu:ChangeshouldnowsorelyregretForstealingtheherboffay,SoshehathtofaceallalonetheblueskyAndtheseaimmensenightandday.Bynner:AreyousorryforhavingstolenThe
18、potionthathassetyou.Overpurpleseasandblueskies,Tobroodthroughthelongnights?ChangeisafairyladyinaChineselegendwhoswallowedelixirstolenfromherhusbandandflewtothemoon.Here,inordertolettheTLreadersgettoknowthelegendaryfigureinChineseculture,bothChinesetranslatorshavetakenthesemantictranslationandtranscr
19、ibeditinto“Change”,thealphabeticcorrespondenceof“嫦娥”.Sincetheoriginalverseisanarrative,inwhich“Change”functionsonlyasasignofaperson,itishardforreaderstofullyunderstandthefigureinthepoem.So,thiskindoftranscriptionisquiteallright.Meanwhile,Bynner,startingfromthewesternthinkingmode,hascommunicativelytr
20、anslatedtheversebyusingthesecondasifinadialoguewithGodorsomeoneelse.ThiskindoftonemaybringtheTLreaderskindnessandmakethemfeelasiftheyareparticipating.Butthiscantyetexplainwho“嫦娥”is.ThisshowsthatsometimeswhenthedifferencesbetweenthetwolanguagescantbeunderstoodbyTLreaders,theyshouldbeeliminatedbysensi
21、bletranslators.3.2CultureaboutWeightsandMeasuresWeightsandmeasureswereverycomplicatedbeforetheunitybytheQinDynasty.Eachcountryfolloweditsownsystemofweightsandmeasures.Aftertheunityofthecountry,Qinalsostandardizedthem.Suchasystemishandeddownfromgenerationtogeneration.Nevertheless,theyareunknownorunfa
22、miliartoforeigners.AlthoughtheTangDynastyreachedinapeakinculturalinfluenceabroad,someoftheculturalconceptsareunknowntoforeigners.Nowletsseethefollowinginstances:E.g.4桃花潭水深千尺，不及汪伦送我情。Obata:ThePeachFlowerLakeisathousandfathomsdeep,Butitcannotcompare,OWangLun,Withthedepthofyourloveforme.E.g.5一片孤城万仞山。We
23、nShu:OnasteephighmountainthelonegarrisontownstandsZhangTingchen&WeiBosi:AmidthemassivemountainsliesthesolitarysliverofatownSunDayu:AndalonepileliesbyamountahundredfurlongshighXuYuanchong:TheloneGreatWalllostamidthemountainsproudFletcher:MidpeakssohighourtinytowntosightisalmostlostSuchunitsas“尺”(init
24、sancientmeaning),“仞”havenoequivalenceinAnglo-AmericancultureormodernChineseculture.AccordingtoADictionaryforAncientChineseWords,bothofthemaremeasuresoflength,heightordepth.InancientChinese,1尺0.26m;1仞6.4chi(current)2.42.5meter.So“万仞”24000meter25000m.EvenpeopleinChinatodaymaynotknowthese.Wemaytranslat
25、ethemsemanticallyas260mand24000m,butwhichmaymakethetranslatedversionslosttheiroriginalcharmingandbecomemorecomplicated.Therefore,Obatachoosesanotherway,headaptsandmakesthethoughtandculturalcontentoforiginalmoreaccessibletoreader.Inhisversion,“尺”isreplacedby“fathom”,awordfamiliartoforeigners.1尺0.26m,
26、then1000尺260m;1fathom1.8m,then1000fathoms1800m.Thusitseemsthetwofiguresdifferlargelyfromeachother,butafterall,the“千尺”hereisinitsexaggeratedmeaning.Inthisway,thereaderscangettheroughmeaningofagreatdepthconveyedbytheoriginalpoem.Whileinthesecondversion,SunDayuhassemanticallytranslated“仞”into“ahundredf
27、urlongs”.HeusedasimilarunitinAnglo-Americancultureforreplacement.1furlong201m,then100furlong20100m.Thisisalmostequaltotheheightof“万仞”.ThedomesticatingmethodherehasnotmerelymadetheTLreadersunderstandthegrandeurofthemountainstheauthorwantedtoconvey,butalsogiventhemaperceptualknowledgeofthispoint.Thusw
28、ecanseethatMr.Sunhasreallygivenmuchthoughttothematter.Asfortheotherversions,theyshouldbecategorizedundercommunicativetranslation.Althoughthekeyculturalwordhasbeensacrificed,alltheversionshavebecomeclearenoughtobeacceptedbyTLreaders.Fromtheaboveexamples,weseethatsemantictranslationisnotalwaystheonlyv
29、alidmethod.Sometimescommunicativetranslationmayalsohelptotranslatethosewordsthatareheavilyculture-loaded.However,whenitisimperativetoretaintheculture,semantictranslationshouldbeconsidered,thatis,wecantranslatethewordsliterallyandthenaddanote.InversionsthataimtointroduceChineseculture,itisnecessaryto
30、usethismethod.3.3TimeCultureTimeculturereferstosomeculturethatisrelatedtotimeorthetechniquestoexpresstime.DuringthedevelopmentofChinesehistory,ancientChineseinventtheirownspecialmethodstoexpresstime.Usinglunarcalendartocalculatemonthsisagoodcaseinpoint.Thatistodivideayearaccordingtothetwenty-foursol
31、arterms.Inthisway,peoplecaneasilydepictwhattheclimateorsceneryislikeduringaperiodoftime.E.g.6烟花三月下扬州YangXianyi&GladysYang:Inthemistandflowersofspring,HegoesdowntoYangzhou.SunDayu:InthisfloweryAprilclime,ForthicklypeopledYangzhou.XuYuanchong:ForYangzhouinspringgreenwithwillowsandredwithflowers.Accord
32、ingtoBest-KnownTangandSongFour-LinePoems,“烟花”isaphrasetodepictthespringthatisfilledwiththemist-likewillowcatkinandthebrocade-likeflowers,thatistodescribeasplendidspring.Hereintheverse,itisusedtomodify“三月”.“三月”inthelunarcalendarreferstothethirdmonth,theperiodalmostfromthepureBrightnesstillsoonafterGr
33、ainRain.Thisperiodoftimeisnearlyequaltothefourthmonthoftheyear,April.Duringthistime,flowersblossomandthetreesbegintoputforthnewleaves.”Againstsuchabackground,startingfromtheTLculture,Mr.SunDayucommunicativelytranslatesitinto“floweryApril”.Thus,theTLreaderscaneasilyimaginethefloweryscenery.Thesamestr
34、ategyhasbeenadoptedintheothers.Fromthereadersangle,theothertwotranslatorshavesucceededinavoidingconfusiontotheTLreadersbyomitting“三月”.OtherwisetheTLreaderswillwonderwhyitsaysitisspringandflowerysinceitisobviouslycoldinMarch?Byomissionof“三月”,thetwoversionsappearclearerinmeaningandeasiertounderstand.F
35、romtheaboveseveralexamples,wemaydrawaconclusionthatcommunicativetranslationismainlyadoptedtotransfertheculture,especiallyinappellationcultureandcultureaboutweightsandmeasures,whilesemantictranslationisaddedtorendersomecultureinChinesepoetry.Butnomatterwhichmethodatranslatoradopts,hemustrendertheorig
36、inalaccuratelyandaccuratelyconveythetrueinformationtotheTLreaders.Allinall,PeterNewmarkstranslationtheoryappliessuccessfullytotheEnglishversionsofancientChinesepoems.Itprovesthatalltranslationsmustbeinsomedegreebothcommunicativeandsemantic.Bothsemantictranslationandcommunicativetranslationarenecessa
37、ryintranslation.ThetheoryplaysakeyroleintheEnglishtranslationofChinesepoems.【References】1Graham.A.C.PoemsofTheLateTangM.Britain:PenguinBooksLtd,1965.2Steiner,George.AfterBabel:AspectsofLanguageandTranslation.Oxford:OxfordUniversityPress.1998.3Liu,James.J.Y.ArtofChinesePoetryM.Chicago:TheUniversityof
38、ChicagoPress.1970.4Newmark,Peter.ApproachestoTranslationM.Shanghai:ShanghaiForeignLanguageEducationPress.2001.5丛滋杭.中国古典诗歌英译理论研究M.北京：国防工业出版社.2007.6吕叔湘.英译唐人绝句百首M.湖南：湖南人民出版社.1980.7孙大雨.古诗文英译集M.上海：上海外语教育出版社.1996.The Comparison of Family Education 英语毕业论文-中美家庭教育的比较Abstract In the last few years, with the d
39、evelopment of diathetic education has stricken root into the hearts of the people, the family education has been a hot spot of society, in which tens of thousands of families#39; vital benefits and urgent need lie. Because, good family education is closely related to children#39;s quality and behavi
40、our, and related to the future of our country. At present, the situation of family education is good, large number of parents and schools have created successful experience, even many parents study the family education knowledge initiatively, the educational idea has undergone the profound change. N
41、evertheless, the family education is still a weak link, particularly, As the Western educational thought is penetrating through the East and facing the traditional and modern thought about family education, the Chinese parents are torn between the two choices. Therefore, developing family education
42、is either an opportunity, or a challenge. Moreover, Chinese and the Western family education each has its own good points, but in different aspects, the educational methods are different, so we need to understand the differences between Chinese and Western family education, make up for one#39;s deficiency by learning from others#39; strong points, and push forward t