翻译研究得功能语言学视角

1 翻译的不同途径

有多少种文学批评理论就有多少种翻译研究的文学批评途径；有多少种语言学理论，就有多少种翻译研究的语言学途径

文学批评（从上而下）

语言学（从下而上）

语言学：形式语言学、功能语言学、认知语言学

研究的出发点是语言和语言所表达得意义，同时要考虑语言使用的语境

2“功能语言学”语言理论模式：注重社会性、语义、语言的使用、语言与语境得相互关系

3 翻译研究得功能语言学假定：

1.语言是交际得方式

2.以意义为中心

3.强调任职的、社会的、文化的因素

4.重视语义的、语用的、功能的成分的核心地位

5. 注重语篇和语言使用的语境

功能得语言观

1.语言是意义得潜势

choices of language are meaningful in relation to the system of choices of available

2.语言的多功能性

3.语言是多层次的

SFL发展得几个阶段

1961-scale and caregory grammar

1966-systemic grammar'

1970-functional grammar(systemic functional grammar)

1978-systemic functional linguistics

2000-appliable linguistics

1965《翻译得语言学理论》卡特福德

Halliday的翻译研究

Steiner and Yallop: Exploring translation and multilingual text production:beyond context(Matthiessen)

Hatim and Mason: Discourse and the translator

Bell,R.T.: translation and translating:theory and practice

Baker,M.: in other words:a coursebook of translation

黄国文系列论文

张美芳：《翻译研究的功能途径》

翻译要达意

翻译是翻译意义

翻译就是要翻译在特定的上下文语境、情景语境和文化语境中语篇所表达的意义

衔接（上下文语境）

形式是为意义服务的

形式是意义的体现

形式包括：词、词组、短语、小句、小句复合体

7 结语

1. SFL是适用语言学，用于解决问题

2. 翻译活动是交际活动，翻译就是翻译意义

3. SFL理论可用于解决翻译问题

4. SFL视域下的翻译研究只是一种可供选择的途径

5. 翻译的评价研究

6. 语言学家构建的翻译理论是以语言学为导向的

I. CDA

3-dimentional

text: Describe

discursive: Interpret

social practice: Explain

AGENT PROESS MEDIUM

text analysis methods:

1. transitivity

2. 语气系统

3. 情态系统理论

4. 语法隐喻

II. Positive DA

Martin(1999)positive discourse analysis: solidarity and change 

MDA

Ecological DA

methodology: sfa,认知语言学

功能语言学视角下的新闻媒体话语分析

1 理论框架

2 媒体话语分析个例

3. 文献回顾

4 语料搜索

5 报道主题分析

6 及物性分析以及解读

7 总结与讨论

Experiential metafunction

we use language to talk about our experience of the world , including the worlds in our own minds , to describe events and state and entitles involved in them ( Thompson, 2004/2008:30)

language reflects our view of the world as consisting of going on (verbs) involving things (noun)which may have attributes (adjectives) and which go on against background details of place, time, manner, etc (adverbials)

Transitivity

The grammar of Experiential meaning: transitivity

Thompson（1996、2000) there are three basic questions that can be asked about any p*ess and the clause of which it forms the nucleus:

what kind of  proess is it?

how many participants can/must be involved in the proess? and  what roles can must the participants play?

何伟、高然，2018：及物性系统将经yan活动通过小句过程类型、参与者和环境成分进行表征。反过来，我们可以通过这种表征对经验活动进行解读。换言之，运用及物性系统理论对具体鱼片进行分析，能够探究语篇创作者对事件认知

p*ess  types

1.功能语言学与话语分析模式 

话语分析范式：critical discourse anakysis, positive discourse analysis, multimodel discourse analysis, ecological discourse analysis.

1. CDA

Flowler(1979)

Faiclough 三维分析框架

text  discursive  social practice

describe  interpret explain

example: piggy book

及物性动词agent p*ess medium

系统功能语言学对儿童绘本的文本分析

Why Reading in the Discipline?
Students are expected to engage with specialized knowledge of their academic discipline in college learning This knowledge is typically presented in texts that students often find unfamiliar and alienating In order to access disciplinary content, then students must be able to read write and evaluate disciplinary texts

Flesch Readability Ease Formula

RE=206835-(1.015XASL)-(84.6XASW)

What do the scores mean?
RE is a number ranging from o to 100. The higher the
number, the easier the text is to read
Scores between 90.0 and 100.0 are considered easily
understandable by an average 5th grader.
Scores between 60.0 and 70.0 are considered easily
understood by 8th and 9th graders
Scores between 0.0 and 30.0 are considered easily
understood by college graduates

翻译中的“对等”
Jakobson(1959)
(1)语内翻译( intralingual translation),指的是
在同一种语言之内以属于同一语言的某种语言符号
去解释另一种语言符号;
(2)语际翻译( interlingual translation),是指在
两种语言之间以某一种语言符号去解释另一种语言
符号;
(3)符际翻译( intersemiotic translation),则是指
以一些非语言符号去解释语言符号,或相反地采用
些语言符号去解释非语言符号。

一讲到对等就是 奈达提出的不是正确的。很多学者都讨论  对奈达了解的多。

韩礼德认为,就元功能而言,最重要的是经验功
能对等
Halliday(2001): As a general rule, translation equivalence"is defined in ideational terms; if a text does not match its source text ideationally, it does not qualify as a translation, so the question whether it is a good translation does not arise a For precisely this reason one of the commonest criticisms made of translated texts is that while the are equivalent ideationally, they are not equivalent in respects of the other metafunctions-interpersonally or textually or both.

小句复合体：小句和小句结合在一起就变成小句复合体。

为什么要做“翻译”:帮助别人了解由他不懂的
语码所编成的话语所传递的内容;意义传递、信
息交流
■为什么要做“翻译研究”:研究是一种学术探索,
希望从理论高度认识翻译这一活动的过程和质量,
并从学术的角度进行分析、解释、评判,目的在
于进一步认识翻译这类活动的本质、价值、意义
效果,以及翻译所带来的社会影响和对世界的重
新认识
■双语的水平是做好翻译的基本保障
■翻译涉及到的百科知识和专业知识关系到翻译的
质量

从报道的数量可以看出彼此媒体更关注的是哪方面的合作或者是领域

生态视角下要分析是否把人当作了自然界的一个成分还是说占据了主导地位。是否传达了生态的意义

Science is a discursive practice

The development of sciences is dependent on written texts.

Writing is seen as a key component of science literacy

liuguistic source of readability:

vocabulary: tier3: low frequency, specialized words encapsulating key concepts

vocabulary tier 2: genral academic vocabulary used across disciplines

vocabulary : tier 1 : everyday words in typical way

grammatucal metaphor: relizes meaning in atypical way: process and qualities=nouns/ logical relation=nouns,verbs and prepositions

cohesion: It refers to the degree to which a text hangs together; it can be challenging to identify precise referents because oof possibilities or the distance between a pronoun/demonstrayives and its referents; cohesions is eatablished through the use of synonyms that refer to the same entity.

lecixal density: yhey pack a lot of content words into individual clauses/ it can be caculated.; long noun phrases are main contributors

grammatical intricacy:

coping with the challenge:

disciplinary texts: a high degree of genenralization, abstraction, interpretation and technicality.

instructions: Functional Language Analysis: explore discipline-specific language

1. situate reading in a unit of study where students expolre significant disciplinary questions
2.  select a text that is short, contanis importamt or worthy content
3. identify specific goals
4. decide the strategy
5. engage students in the analysis as a whole classes

supporting tasks

Teachers guide studetns to rewrite the model text

discuss about the differences of languages

6-traits rubic:

ideas, organization, voice, word choice, sentence fluncy, convention