从翻译主体性视角看公开课翻译活动

发布时间：2019-03-12 09:51

【摘要】：2001年麻省理工学院宣布将其几乎全部课程资料发布到互联网上,供全世界互联网用户免费使用,随后耶鲁、哈佛等大学也加入其中。他们共同组成了国际开放课件联盟,并最终发展成为一场国际开放教育资源运动。开放课程运动开展的同时也伴随着相应的翻译活动,英文的公开课被翻译成了西班牙语、葡萄牙语等多种语言。公开课的汉语翻译始于2003年,但直到2010年初,配有双语字幕的课程视频形式才开始出现在互联网上,受到网民的热烈欢迎。在从2010年初到2011年10月不足两年的时间里,翻译出的课程超过131门,约1500多集,形成了一股译介热潮；现如今该翻译活动仍在火热进行之中。公开课的翻译活动是一种新的翻译现象,具有较好的研究价值,但在笔者的资料收集范围内,到目前为止中国大陆对此现象进行研究的学术论文尚无一篇,因此本论文尝试对其进行深入、系统的探讨。本研究的理论视角是翻译主体性。翻译主体性包括能动性、受动性、为我性三个方面。创作者、译者、接受者、发起人、评论人是不同性质的主体,在翻译活动中发挥着互不相同的主体性作用；同时他们还以主体间性的方式存在,相互合作,相互交流。翻译主体研究虽是近几年来译学界的研究热点,但也存在一些不足,本论文以查明建、田雨等有关翻译主体性的论述作为理论基础,对公开课翻译活动进行解读和探讨。论文对公开课在中国的翻译活动进行了简介,尝试性地将它分为三个阶段,并从翻译主体性的视角对这一翻译现象进行研究。国外教育工作者作为创作主体,发挥其能动性,创作出优秀的教育资源,并克服各种限制,将其免费发布到互联网上；译者作为不同语言的翻译转换主体,发挥能动性,克服字幕类视听文本给译者带来的特殊限制,并在互联网环境下形成了不同于传统翻译组织的特殊组织方式；广大网民作为接受主体,主动热情地观看学习公开课；媒体作为评论主体,对公开课翻译活动进行了积极正面地报道。由于这些主体具有把国外教育资源译介到中国的共同目的,他们互动交流、相互合作。研究发现,借助互联网,他们的互动交流比以往更加便捷。文章最后,还对公开课翻译活动对翻译的影响进行了思考。通过分析,本文认为,只有既对各个主体不同性质的主体性进行分析,又对他们的主体间性进行探讨,才能对公开课的译介热潮做出全面、深刻的阐释。翻译主体性理论对于一些翻译活动具有较强的阐释力。
[Abstract]:Yale, Harvard and other universities joined MIT's announcement in 2001 that it had published almost all of its curriculum materials on the Internet for free use by Internet users around the world. Together they formed the International Open Courseware Alliance, and eventually developed into an international open education resources movement. With the development of the Open Curriculum campaign, the English Open course has been translated into Spanish, Portuguese and other languages. The Chinese translation of the open class began in 2003, but it was not until the beginning of 2010 that the video form with bilingual subtitles began to appear on the Internet, which was warmly welcomed by netizens. In less than two years from the beginning of 2010 to October 2011, over 131courses, or more than 1500 episodes, were translated, creating a wave of translation and referrals that are still under way. The translation activity of the open course is a new translation phenomenon, which has a good research value, but in the scope of the author's data collection, so far there has not been any academic papers on this phenomenon in mainland China. Therefore, this paper attempts to carry on the in-depth, systematic discussion to it. The theoretical perspective of this study is the subjectivity of translation. The subjectivity of translation includes three aspects: initiative, passivity and self-nature. Creators, translators, recipients, promoters and commentators are subject of different nature and play different subjective roles in translation activities; at the same time, they also exist in the form of inter-subjectivity, cooperate with each other and communicate with each other. Although the research on translation subject has been a hot topic in the field of translation in recent years, there are still some shortcomings. This thesis, based on the theories about the subjectivity of translation, such as Cha Ming-Jian and Tian Yu, interprets and probes into the translation activities of the open course. This paper briefly introduces the translation activities of the open course in China, attempts to divide it into three stages, and studies this translation phenomenon from the perspective of translation subjectivity. Foreign educators, as the creative subject, give full play to their initiative, create excellent educational resources, and overcome various restrictions and publish them on the Internet free of charge. As the subject of translation in different languages, the translator plays an active role in overcoming the special limitations brought to the translator by the subtitle audio-visual text, and forms a special organizational mode which is different from the traditional translation organization in the Internet environment. The majority of netizens, as the subject of acceptance, actively and enthusiastically watch the open course, and the media, as the main body of the commentary, actively and positively report on the translation activities of the open course. Since these subjects have the common purpose of translating foreign educational resources into China, they interact and cooperate with each other. The study found that with the help of the Internet, their interaction was more convenient than ever. At the end of the paper, the influence of open-class translation activities on translation is also discussed. Through the analysis, this paper holds that only by analyzing the subjectivity of different subjects and discussing their inter-subjectivity, can we make a comprehensive and profound explanation of the upsurge of translation and introduction of open courses. The theory of translation subjectivity has a strong explanatory power for some translation activities.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H059

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