国内英语专业本科生翻译教材开发研究：伦理视角

发布时间：2019-03-20 16:05

【摘要】：20世纪90年代以来,经济和文化全球化趋势日益明显。在此背景下,译者培训也已迅速发展起来。一大批学者认为,如果想要有效地应对全球化的影响,翻译研究就应该回归到伦理问题上来(Venuti,1998;Pym,2001)。国外学者Drugan,Megone和Baker都纷纷撰文强调译者培训中伦理教育的重要性。国内不少学者也表示学校应将翻译伦理纳入到翻译专业的课程设置中去。香港学者周兆祥也指出要迎接挑战,培养合格的译者,伦理教育显得尤为迫切和重要。在翻译教学中,教师通过教材来实施教学大纲,组织教学活动,教材在教学过程中承担着传承课程理念、表达课程内容的使命,具有举足轻重的地位。翻译教材作为教学的核心,理应承担起伦理教学的重任,新时代高质量的翻译教材理应融入伦理知识,将培养译者的责任心或者职业道德作为其重要内容。近30年来,翻译教材研究也取得了长足的发展,主要集中在教材评介、教材使用经验和教材编写体系与原则三个方面,只有少数学者提及伦理内容,如刘季春、陶友兰以及韩子满等。相比而言,国外翻译教学的伦理研究比较深入。Arrojo从语言哲学角度切入对翻译伦理教学的探讨,分析了Mona Baker,Kussaul以及HatimMason所编著的翻译教材,提出翻译教学应该使学员认识到译者所担负的伦理责任。不少学者认为,翻译教学要让学生意识到抉择上的道德影响,同时必须在实践中进行伦理教育。在这一背景下,本研究借鉴商业伦理模型,在以往伦理研究的基础上,提出译者伦理理论框架。在商业伦理中,企业不仅要履行社会责任,处理好外部关系,即企业与客户、投资人、债权人、环境利益相关者和潜在客户之间的关系,而且要处理好内部关系,即企业与员工的关系。企业必须通过诚信销售产品、善待员工、妥善管理、适当激励、保护环境、履行承诺等举措,赢得各方的信任,为企业带来预期的收益和社会影响。翻译伦理和商业伦理存在很多相似之处。随着翻译技术、翻译服务、翻译职业等概念和现象的出现,译者所面临的伦理问题也越来越多,需要处理好方方面面的关系。借鉴商业伦理模型中的各种关系及责任的划分,以及德国赫尔兹-曼塔里翻译行为论,笔者总结了翻译过程中译者必须处理的多重关系,即与翻译的发起人、委托人、源文本生产者、读者、翻译批评家和社会等方面的关系,译者的责任及其影响。笔者提出的译者伦理架构由译者个人伦理和人际伦理两部分组成。译者作为翻译行为的主体,一方面自身需得有良好的道德素养即个人素养;另一方面,译者需要处理好本体与他者之间的各种关系即人际伦理。在译者伦理理论框架下,本文着重研究问题有:1)国内近几年大量涌现的英语专业翻译教材中是否明确包含译者伦理内容;2)若没有,是否含有有关伦理的内容?这些内容的特点又是什么?3)如何更好的将伦理内容融入现有的翻译教材?针对这些问题,笔者选取近五年(2010-2014)国内出版的翻译教材作为研究对象。在国内三大网上售书商城(京东、亚马逊、和当当)搜索关键词“翻译教材”,经过进一步检索,分析和选择,笔者搜集到62本英语专业翻译教材样本。为方便从译者伦理角度研究英语专业翻译教材,笔者将搜集到的62本教材进行编码排序,第一本教材为B1,第二本为B2,第三本B3,以此类推。根据上述译者伦理架构,如果教材中出现包含诚信、责任和正义等译者伦理,或者包括上述的人际伦理论述,即认为该教材包含伦理内容。在统计时,先区分包含和不包含伦理内容情况,然后再将含有伦理内容的教材区分为表现为句、段和章三种不同形式的情况,分别标记为第一类、第二类和第三类翻译教材,以期总结出英语专业翻译教材中伦理相关内容的特点。研究发现,62本教材中,共有23本教材含有伦理相关内容,仅占总教材的37%。其中有11本教材的伦理内容仅有几句话,8本翻译教材中伦理内容呈段落出现,而以小节形式出现伦理内容的教材仅有4本。由此可见,翻译教材中伦理相关内容含量非常少。除此以外,伦理内容“地理位置”偏僻,出现形式单一,内容范围窄,很难起到教学作用。针对以上问题,本研究对如何更好的将伦理内容融入翻译教材提出改进建议:1)教材应邀请伦理家和翻译学者共同编写2)教材中融入伦理应采用整合方法,而不是单独将伦理作为书中的一个模块或者单元3)具体编写方法可以采用个案研究法。
[Abstract]:The trend of economic and cultural globalization has become increasingly evident since the 1990s. In this context, the translator's training has also been developed rapidly. A large number of scholars believe that if the impact of globalization is to be effectively addressed, translation studies should return to ethical issues (Venuti,1998; Pym,2001). The study of the importance of the ethical education in the translator's training has been written by the foreign scholars, Drone, Meone and Baker. Many scholars in the country also say that the school should incorporate the translation ethics into the course setting of the translation profession. Zhou Zhaoxiang, a Hong Kong scholar, also points out that it is particularly urgent and important to meet the challenge and to train qualified translators and ethical education. In the teaching of translation, the teacher carries out the teaching program through the teaching material, organizes the teaching activity, the teaching material carries on the course idea of the course in the course of the teaching, expresses the mission of the course content, has the important position. As the core of teaching, the translation teaching material should bear the important task of the ethics teaching, and the high-quality translation teaching material in the new era should be integrated into the ethical knowledge, and the translator's sense of responsibility or professional ethics will be cultivated as its important content. In the past 30 years, the research of the translation teaching materials has also made great development, mainly focusing on the teaching material evaluation, the teaching material use experience and the teaching material preparation system and the principle three aspects, only a few scholars refer to the ethical content, such as Liu Jichun, Tao Youlan and Han Suits. In contrast, the ethical study of foreign translation teaching is more in-depth. Arrojo's approach to the teaching of translation ethics from the point of view of language philosophy, analyzes the translation teaching materials compiled by Mona Baker, Koussaul and HatimMason, and puts forward that the translation teaching should make the students realize the ethical responsibility of the translator. Many scholars believe that the translation teaching should make the students realize the moral influence on the choice, and must carry out the ethics education in practice. In this background, this study draws on the commercial ethics model, and based on the past ethics research, put forward the translator's ethical theoretical framework. In the business ethics, the enterprise should not only fulfill the social responsibility, deal with the external relation, that is, the relationship between the enterprise and the customer, the investor, the creditor, the environment stakeholders and the potential customer, but also deal with the internal relation, that is, the relationship between the enterprise and the employee. The enterprise must sell the products in good faith, treat the staff properly, properly manage, properly motivate, protect the environment, fulfill the commitments and other initiatives, win the trust of the parties, and bring the expected income and social impact to the enterprise. There are many similarities between translation ethics and business ethics. With the emergence of the concepts and phenomena of translation technology, translation service and translation, the translator has more and more ethical problems and needs to deal with all aspects of the relationship. The author sums up the multiple relations that the translator must deal with in the translation process, that is, the originator, the client, the source text producer and the reader of the translation. The relationship between the translator and the society, the translator's responsibility and its influence. The translator's ethical framework is composed of two parts: the translator's personal ethics and the interpersonal ethics. The translator, as the main body of the translation, needs to have good moral quality and personal accomplishment on the one hand; on the other hand, the translator needs to deal with the relations between the main body and the other, that is, the interpersonal ethics. In the framework of the translator's ethical theory, this paper focuses on the following questions:1) whether the translator's ethical content is explicitly included in a large number of English professional translation teaching materials in recent years; and if not, does it contain the contents of the relevant ethics? What are the features of these content? 3) How to better integrate the ethical content into the existing translation teaching materials? In view of these problems, the author selects the translation teaching material published in the last five years (2010-2014) as the research object. In the three main online sales books (Jingdong, Amazon, and when) to search for keyword "translation teaching material", through the further search, analysis and selection, the author collected a sample of 62 English professional translation materials. In order to facilitate the study of the English translation teaching materials from the perspective of the translator, the author will carry out the coding and sequencing of the 62 textbooks, the first textbook is B1, the second is B2, the third B3, and so on. According to the above-mentioned translator's ethical framework, if the teaching material contains the translator's ethics including integrity, responsibility and justice, or the above-mentioned interpersonal ethics, it is considered that the teaching material contains the ethical content. in that case of statistics, the case of the inclusion and non-inclusion of the ethical content is first distinguished, and then the teaching materials containing the ethical content are distinguished into three different forms of the sentence, the segment and the chapter, respectively, and are respectively marked as the first type, the second type and the third type of translation teaching material, The purpose of this paper is to summarize the characteristics of the ethics-related content in the English translation teaching materials. It has been found that in this textbook,23 of the textbooks contain ethical-related content, accounting for only 37 per cent of the total teaching material. Among them, there are only a few words in the ethical content of this teaching material, and the content of the ethical content in this translation teaching material appears in the paragraph, and only 4 of the teaching materials with the ethical content in the form of the sub-section. It can be seen that the content of ethics-related content in the translation teaching material is very low. In addition, the "Geolocation" of the ethical content is remote, the form is single, the content scope is narrow, and it is difficult to play a teaching role. In view of the above problems, this study will make suggestions on how to better integrate the ethical content into the translation teaching material:1) The teaching material should invite the ethical and the translation scholars to co-write 2) the integration method of the integration ethics in the teaching material. Rather than separate the ethics as a module or unit 3 in the book, a case study approach can be used.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H059-4

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