最新师说英译赏析PPT课件.ppt

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1、师说英译赏析师说英译赏析师说v古之学者必有师。师者，所以传道受业解惑也。人非生而知之者，孰能无惑？惑而不从师，其为惑也，终不解矣。生乎吾前，其闻道也固先乎吾，吾从而师之；生乎吾后，其闻道也亦先乎吾，吾从而师之。吾师道也，夫庸知其年之先后生于吾乎？是故无贵无贱，无长无少，道之所存，师之所存也。v嗟乎！师道之不传也久矣！欲人之无惑也难矣！古之圣人，其出人也远矣，犹且从师而问焉；今之众人，其下圣人也亦远矣，而耻学于师。是故圣益圣，愚益愚。圣人之所以为圣，愚人之所以为愚，其皆出于此乎？爱其子，择师而教之；于其身也，则耻师焉，惑矣。彼童子之师，授之书而习其句读者，非吾所谓传其道解其惑者也。句读之不知，惑

2、之不解，或师焉，或不焉，小学而大遗，吾未见其明也。巫医乐师百工之人，不耻相师。士大夫之族，曰师曰弟子云者，则群聚而笑之。问之，则曰：“彼与彼年相若也，道相似也。位卑则足羞，官盛则近谀。”呜呼！师道之不复，可知矣。巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！v圣人无常师。孔子师郯子、苌弘、师襄、老聃。郯子之徒，其贤不及孔子。孔子曰：三人行，则必有我师。是故弟子不必不如师，师不必贤于弟子，闻道有先后，术业有专攻，如是而已。v李氏子蟠，年十七，好古文，六艺经传皆通习之，不拘于时，学于余。余嘉其能行古道，作师说以贻之。从概念上措词从概念上措词v师者，所以师者，所以传道传道、授业授业、解惑

3、解惑也。也。vV1:A teacher is one who passes on the truth,imparts knowledge and solves puzzles.vV2:A teacher is who passes on the truth and dispels ignorance.vV3:A teacher is one who could propagate the doctrine,impart professional knowledge and resolve doubts.v“传道传道”、“授业授业”、“解惑解惑”是三个概念是三个概念：“道道”为儒家学说，为儒家学

4、说，“业业”为学业知识，为学业知识，“惑惑”为疑难。此处为疑难。此处V2V2将将“授业、解惑授业、解惑”合合译为译为dispel ignorance dispel ignorance，严重影响了原文的，严重影响了原文的意思表达。意思表达。“授业授业”这一概念在文中多次出这一概念在文中多次出现，跟现，跟“传道传道”、“解惑解惑”一起构成了对一起构成了对“师师”的阐释，不可略去。故的阐释，不可略去。故V1V1、V3V3使用一一使用一一对应的直译更为妥当。对应的直译更为妥当。v“道道”，除了，除了“道理、真理道理、真理”外，在此处又外，在此处又有有“儒家学说儒家学说”的意思。所以的意思。所以V3V3

5、使用的使用的doctrinedoctrine（教义，教条教义，教条）要比）要比V1V1、V2V2的的truthtruth要好。要好。PropagatePropagate（传播、普及传播、普及）也比）也比passpass（传递）贴切。在（传递）贴切。在knowledgeknowledge前加了形容词前加了形容词professionalprofessional也更贴近也更贴近“业业”的概念。的概念。v译文修改：译文修改：A teacher is one who A teacher is one who propagates the doctrine,imparts propagates the d

6、octrine,imparts professional and solves puzzles.professional and solves puzzles.从理解上用词从理解上用词v三三人行，则必有我师。人行，则必有我师。vV1：When three persons walk together,one of them can surely be my teacher.vV2：Out of my two fellow-travelers one must be qualified to be my teacher.vV3：Whenever walking in a company of se

7、veral persons,there among them must be someone worth my learning from.v在汉语的模糊性中，在汉语的模糊性中，“五五”、“九九”、“万万”等都等都只是表示只是表示“多、高多、高”等程度而不是精确数字，等程度而不是精确数字，如如“五光十色五光十色”、“九牛一毛九牛一毛”、“万无一失万无一失”等。等。在模糊语意中，在模糊语意中，“三三”是尤其要注意的，甲骨是尤其要注意的，甲骨文中三木为森，三人为众，文中三木为森，三人为众，“三三”经常被用作经常被用作模糊概念。模糊概念。v原文中的原文中的“三三”，并不能作为一个精确概念，并不能作为

8、一个精确概念，而是虚指或者比喻性说法而是虚指或者比喻性说法。V2V2的的two fellow-two fellow-travlerstravlers已经将已经将“三三”理解表达为精确数字。理解表达为精确数字。V1V1直截了当的直截了当的threethree，出于文化差异外国人不，出于文化差异外国人不一定能理解。一定能理解。V3V3的的a company of several a company of several personspersons，较为符合英文的思维逻辑，也切合，较为符合英文的思维逻辑，也切合原文含义，准确表达了原文含义，准确表达了“三三”的含义。的含义。小结小结v翻译中，词语选

9、择是一个重点。翻译时要通翻译中，词语选择是一个重点。翻译时要通过反复对比词语本身释义、外延含义和中西过反复对比词语本身释义、外延含义和中西方理解角度，仔细斟酌选择合适用词，才能方理解角度，仔细斟酌选择合适用词，才能在最大程度上保留原神韵的同时，产出文学在最大程度上保留原神韵的同时，产出文学性、艺术性俱佳的译文。性、艺术性俱佳的译文。修辞手法 修辞手法:反问v吾师道也，夫庸知其年之先后生于吾乎？vV1:It is the truth that I endeavour to learn.Must I know beforehand whether my teacher was born earli

10、er or later than I?vV2:As I seek the truth,I need not worry whether my teacher is my senior or junior.vV3:Since what I desire to learn is the doctrine,why should I care whether he was born before me or after me?修辞手法:反问v析：原句是反问句，V2译成陈述句，失去了原文的韵味。V1把一句话译成两句，且后一句是一般疑问句，非反问句。只有V3用了反问句，且反诘、强调的语气比V1、V2好很多

11、，更符合原句的韵味。但V3中的“doctrine”一般指“教条”或“法律条文”，而“师道”指学习道理，探索真理，因而我们建议其改译为“As I seek Tao,why should I care whether he was born before me or after me?”附：原文的意思是“因为我是向他学习道理，难道还用得着问他是先于我出生还是后于我出生吗？”。小结v 反问句故意发出无疑之问，不作回答，让对方或读者自己体会其含义。故在翻译时，宜保留其反诘的语调，这样会比正面陈述更加有力，也更符合原文的韵味。修辞手法:对偶v是故无贵无贱，无长无少，道之所存，师之所存也。是故无贵无贱，无

12、长无少，道之所存，师之所存也。vV1:Therefore,no distinction should be made between the noble and the humble or between the young and the old.Where lies the truth,there is a teacher.vV2:Whether he is noble or common,older or younger,whoever knows the truth can be a teacher.vV3:Therefore,it does not matter whether a

13、person is high or low in position,young or old in age.Where there is the doctrine,there is my teacher.修辞手法:对偶 析：此句是对偶句，其中“贵”对“贱”，“长”对“少”，语义相反；“道”对“师”。V2处理得较差，没体现出对偶的美感,如noble 和 common并非语义相反的对应词。V1和V3处理得较好。V1的noble对humble产生了听觉美，两个结构划一的betweenand很有视觉美，句式“Where lies,there is 也使用了仿句，即模仿了“Where there is

14、a will,there is a way.”，具有美学追求。V3的high or low in position,young or old in age 也体现了对称美。不过我们建议把V1、V3的young and old 改为old and young，更符合原文，另外从仿句的仿真程度考虑，我们建议把Where lies,there is改为Where there is,there is 综合起来，我们建议译文修改为：Therefore,it does not matter whether a person is high or low in position,old or young i

15、n age.Where there is Tao,there is a teacher.小结v 对偶句结构上平行对称、句法相似、语义关系相反或相衬，因而在翻译时，译文要像原文那样讲究形式及语义对称，给人一种听觉或视觉的美感。修辞手法:排比v古之圣人，其出人也远矣，犹且从师而问焉；今之众人，其下圣人也亦远矣，而耻学于师。vV1:Sages in olden times outstripped by far the ordinary people.Nevertheless,they had teachers and asked them questions.Nowadays the multitu

16、de,though much inferior to sages,are ashamed of being instructed by teachers.vV2:The old sages were far superior to common men,yet they sought the truth from teachers.Most men of today are far below those sages,yet they think it shameful to learn.vV3:Ancient sages,who far surpassed us,even learned f

17、rom their teachers.People today,who are far inferior to them,regard learning from the teachers as a disgrace.修辞手法:排比v析：这个句群其实是“排比+对偶”的形式。排比形式上讲究整齐，目的在于加强语势，提高表达效果。V1只是一般的陈述，没有原文形式上的美感。V2和V3前后句间在形式上都有一定的整齐性，但还不够完美，V2前句用了superior to，后句应该用inferior to 来形成对应；同理，V3后句用了inferior to,前句应该用superior to来形成对应。另外，

18、三个版本都把原来的一句话译成两句或以上，其实，译文中也可以使用分号把原文译成一句话的。综上，我们建议将原文译成：The old sages,though much superior to the ordinary people,had teachers and asked them questions;the multitude today,though much inferior to those sages,think it shameful to be instructed by teachers.小结v 在翻译排比句时，特别要注意其形式以及语义的整齐对应性。尽量保持原文的韵味，使译文与

19、原文保持一致性。翻译技巧中的变通何略韬变通：转换v是故圣益圣，愚益愚。vV1:As a consequence,sages become more sage,and ignoramuses more ignorant.vV2:That is why sages become more sage,while fools more foolish.vV3:Thus,wise men become more wise and unlearned men become more foolish.v原文“圣益圣，愚益愚”是对偶句，句中的第一个“圣”和“愚”是名词，第二个“圣”和“愚“是形容词，这种结构是

20、在古汉语中经常用到的修辞手法。变通：转换vV1:As a consequence,sages become more sage,and ignoramuses more ignorant.vV2:That is why sages become more sage,while fools more foolish.vV3:Thus,wise men become more wise and unlearned men become more foolish.v在第一句中，3个译文都做得不错，做到了用前后两个相同的词，但不同词性来翻译，尽可能与原文相符。可是第二句中，3个译文翻译得不太好，与对偶

21、的含义有点出入，应该按照第一句那样的结构翻译。不过相比之下，V2版本的句式用了一个从句来连接两部分，而V1和V3则是用and来连接两个小句，显得有点累赘和不太符合英语的习惯。因此我们决定在V2的基础上修改一下词语，使之达到对偶的要求。变通：转换v我们这里把译文稍微修改为：vAs a consequence,sages become more sage,while fools more fool.v根据朗文词典，fool除了可以作名词，还可以作形容词，意思仍然是foolish或silly或stupid，因此可以借用变通：叙事与表态v爱其子，择师而教之；于其身也，则耻师焉，惑矣！vV1:Lovin

22、g parents may select teachers to instruct their children.But when it comes to themselves,they feel it a disgrace to be taught by them.vV2:A man who loves his son chooses a teacher for him but is ashamed to find one for himself.This is entirely wrong.vV3:It is absurd that a person would choose a teac

23、her for his son out of his love for him,and yet refuse to learn from the teacher himself,thinking it a disgrace to do so.v一般来说，句中若有叙事部分和表态部分，英语常常是表态部分（判断，结论等）在前，叙事部分（事实，描写等）在后，即先总提后分述，或先讲结果后追叙过去，汉语的顺序往往相反；句中若有长短部分，英语常常是先短后长，即头轻脚重，汉语的顺序则往往相反。变通：叙事与表态v爱其子，择师而教之；于其身也，则耻师焉，惑矣！v原文中的“惑”是表态部分，语言单位很短，位于较长的叙

24、事“爱其子，择师而教之；于其身也，则耻师焉”部分之后；在英语当中，“惑”这种表态部分应该位于长结构的叙事部分之前。变通：叙事与表态vV1:Loving parents may select teachers to instruct their children.But when it comes to themselves,they feel it a disgrace to be taught by them.vV2:A man who loves his son chooses a teacher for him but is ashamed to find one for himself

25、.This is entirely wrong.vV3:It is absurd that a person would choose a teacher for his son out of his love for him,and yet refuse to learn from the teacher himself,thinking it a disgrace to do so.vV1和V2中，运用了顺译的手法翻译了叙事部分和表态部分，虽然意思也比较清楚，可是句式过于松散，特别是V1，影响到原文叙事与表态在语义上的紧密度。V2表态部分的翻译似乎也与原文有所出入。然而V3和前两者不一样，

26、符合了英语的习惯用法，而且句子之间关系比较紧密，因此更为可取。变通：重构v句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。vV1：For lack of reading skills,one seeks the help of teachers,while for unsolved puzzles,one acts contrariwise.It is indeed learning the lesser but giving up the greater.I do not see its wisdom.vV2:If we want to learn to read but n

27、ot to dispel ignorance,we are learning the lesser and giving up the greater,which is hardly intelligent.vV3:I dont think it wise to learn from the teacher when one doesnt know how to punctuate,but not when one has doubts unresolved,for that I find to be the folly of learning in small matters,but neg

28、lecting the big ones.v重构是解决语序及表达层次障碍的最彻底的变通手段，也是保证目的语可读的最佳手段，最便于发挥译文的优势。变通：重构v句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。v就原文语段而言，“吾未见其明也”是中心句，因为这句是前面阐述后推出的一个观点。原文意思大致是，不了解句读（指句子的停顿），疑惑没有弄明白，有的（指句读之不知）向老师求解，有的（惑之不解）却不向老师求解，小的方面去学习，大的方面却遗漏了，我并未看见他的明事理啊！变通：重构vV1：For lack of reading skills,one seeks the help of t

29、eachers,while for unsolved puzzles,one acts contrariwise.It is indeed learning the lesser but giving up the greater.I do not see its wisdom.vV2:If we want to learn to read but not to dispel ignorance,we are learning the lesser and giving up the greater,which is hardly intelligent.vV3:I dont think it

30、 wise to learn from the teacher when one doesnt know how to punctuate,but not when one has doubts unresolved,for that I find to be the folly of learning in small matters,but neglecting the big ones.v首先看V2，把“句读之不知，惑之不解，或师焉，或不焉”翻译成“If we want to learn to read but not to dispel ignorance”首先在意思上就有偏差，中文翻

31、译大致为“如果我们想学习如何理解书本的知识，但不解决疑难问题”明显意思就不同，而且也没有把后面“或师焉，或不焉”翻译出来，还把中心句翻译为一个定语从句，做法不太妥当。vV1和V3则比较贴近原文，但是V1没V3重构得彻底。而且句式上来说，V3也能能抓住中心句。句子之间的逻辑关系也相对于V1来说要紧密。变通：代词v巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！vV1:Physicians,musicians,and artisan are refused to be treated as equals by gentlefolks,yet these turn out to be le

32、ss intelligent than those.Is it not strange?vV2:Physicians,musicians and artisans are despised by gentlemen,yet they seem to be more intelligent.Is this not strange?vV3:Medicine men,musicians and handicraftsmen are despised by the gentlemen.How strange it is that gentlemen are less wise than these p

33、eople.变通：代词v巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！v原文“其智乃反不能及”中的代词“其”指代的是“君子”，动词“不能及”后面承前省略去了宾语“巫医乐师百工之人”。变通：代词vV1:Physicians,musicians,and artisan are refused to be treated as equals by gentlefolks,yet these turn out to be less intelligent than those.Is it not strange?vV2:Physicians,musicians and artisans a

34、re despised by gentlemen,yet they seem to be more intelligent.Is this not strange?vV3:Medicine men,musicians and handicraftsmen are despised by the gentlemen.How strange it is that gentlemen are less wise than these people.vV1使用了代词these/those分别指代先行词“君子”和“巫医乐师百工之人”。但是这样会产生误解。使读者理解为these指代前面提到的”physic

35、ians,musicians,and artisans”,而those指代前面刚刚提到的gentlefolks。这种理解就与原文的意思完全相反了。但是根据英语语法规则，前面刚刚提到的东西，英语中常用“that/those”表示。所以这种歧义是可能出现的。vV2承前使用了一个代词they来指代“巫医乐师百工之人”。但是单纯的用they,容易使读者不知道they是指代离它近的gentlemen还是离它远的physicians,musicians,and artisans。vV3则考虑到这点，把原文代词结构变通为名词结构：gentlemen和these people，这样翻译使得语言的表意清楚多了。

36、小结v1.在进行汉译英的过程中，为了尽可能地保持原文的对偶，排比等结构，很多时候都要善于利用词性的转换，使在结构上做到工整，这点特别是在翻译古文或者诗词中特别重要，因为诗词的意思美往往和它的结构有着紧密的联系。v2.当遇到需要翻译叙事和表态的句子，由于中英语言习惯的不一样，为了使英语读者能够更容易地理解，我们需要在翻译的时候将它们的顺序掉转，即先表态后叙事，这样更符合英语文化的习惯，更加的地道。v3.当遇到意思复杂或者很难用英语清晰地表达的句子的时候，我们也需要用到变通手法中的重构，把句子的顺序以及用词在不影响句子意思的基础上进行合适的变换，如此一来可以有利于翻译的意思传达。v4.尤其在翻译古文和诗词的时候，我们必须搞清楚代词指代的是什么，为了避免误解和歧异，在做到不赘余的前提下，可以适当的把代词具体化，这样能使得翻译更加清晰易懂。