NANJING UNIVERSITY
Professor
Department of English,
School of Foreign Studies, Nanjing
EMAIL: kepingATnju.edu.cn
Course
Supporting Website: http://nlp.nju.edu.cn/kep/TOC/T.html; http://keping.sprinterweb.net/TOC/T.html
English-Chinese &
Chinese-English Translation (ECCET)
CONTENTS
E/C & C/E Translation (ECCET): Course Syllabus
ECCET 1 – “Introduction to
Translation” (Spring Semester)
ECCET 2 – “The Theory and
Practice of Translation” (Fall Semester)
Requirements
for Passing the Course and the Assessment Policy
ECCET 1 – “Introduction to
Translation” (Spring Semester)
ECCET 2 – “The Theory and
Practice of Translation” (Fall Semester)
(Designed in line with the
recommendations outlined in The National Syllabus for
Instruction in English for College English Majors [2000] instituted by the English Subcommittee
of China’s National Steering Committee for Teaching in
Foreign Language Programs in Institutions of Higher Education)
Time and Place: 14:00-15:50,
Tuesday;
English-Chinese & Chinese-English
Translation (ECCET) is a core course
offered to juniors and some Year 1 master
students majoring in English Language and Literature or E/C Translation and Interpreting. The entire course is designed
in a modular way and consists of two groups of modules (ECCET 1 – “Introduction to Translation” and ECCET 2 – “The Theory and Practice of Translation”). Each module
group is taught in a separate semester, with an
examination administered and two credits awarded for the completed part of the
course in each semester.
The overall aim of the course is to cultivate students’ ability to perform real-life English/Chinese translation tasks. Theoretical and practical instruction is provided in translating written texts from English into Chinese and vice versa. At the end of the course, students are expected to be able to:
? internalize [To take in and make an integral part of one’s attitudes or beliefs] the basic principles of translation, master the procedures and skills for analyzing source texts (especially difficult ones) and for generating appropriate target texts;
? understand the similarities and differences between English and Chinese in morphology, syntax, textual structure, lexical and grammatical meanings, pragmatic conventions, rhetoric devices, and thought patterns, and acquire preliminary capabilities for handling culture-specific elements (realia) in the original;
? develop an awareness of technical terms, knowing how to distinguish a term from a non-term and how to translate technical terms accurately;
? command the skill of selecting and utilizing local and online reference tools as well as other aids and techniques developed for linguists and translators to solve complicated problems in translation; and
? produce, independently and at the minimum speed of 250-350 words per hour for source texts of medium difficulty, translations that are on the whole accurate and complete in content, natural in expression, correct in terminology, and cohesive and coherent in textual structure.
The course should also help to foster a
strong sense of responsibility and a professional approach to tasks of
practical translation work. Students are discouraged from working by
wild guessing or on superficial understanding of the original and
will instead be instructed to fulfill translating and editing
commitments in an honest and responsible committed way.
Under the overall aim, instruction for each of the two module groups have
somewhat different focuses:
Instruction at this stage is primarily concerned
with helping students to understand the basic concepts and principles of
translation and to develop the habit and capabilities to analyze source language expressions and sentences into their
underlying syntactic
structures, as well as to detect and decode the multiple meanings the
source message may contain. By contrasting English with Chinese on the
referential, pragmatic, and intralingual levels of meaning and signification, the instructor will
alert the students to linguistic and cultural differences between the source
language and target language and help them to build up a basic capacity
to translate elements tinged with local or historical color.
Before the end of the semester, students are to be given some
systematic guidance on how to assess, select, and use local and online
reference tools to solve linguistic and subject-matter knowledge problems
in translation.
A substantial part of the teaching of
this module group involves helping
students to master the general rules to be followed as
well as specific strategies to be employed in addressing
various problems the translator will encounter at the stage of target text generation. Students will
learn how to use these rules and strategies, along
with the procedures for source text analysis they learned in ECCET 1, to render properly into the target language complex source
language/culture specific elements, proper nouns, technical terms, etc. in institutional, technical
as well as literary texts. Before the end of the semester,
students will receive some training in copy-reading (and,
optionally, translating-editing). Another objective of the instruction at this
stage is to further develop students’ competence to search for and utilize
quality reference tools to resolve difficulties in translation.
Zhuang, Yichuan (???). (1999).????????. ??: ??????????. vii+415 pp.
Ke, Ping (??). (1991/1993).???????????. ??: ???????. 206/209 pp.
Newmark, Peter. (2001). A Textbook of Translation. ??: ????????? (First published 1988 by Prentice Hall International [UK] Ltd). xii+292 pp. [Sch. Lib.: J 19/W 58; 21871 ??PE-3]
Sun, Wanbiao (???). (2003). ??????????????????????. ?????????. xxvi+301 pp.
Nida, E. A. & Taber, C. R. (2004). The Theory and Practice of Translation. ??: ????????? (First published 1969, 2003 by Koninklijke Brill NV, Leiden, The Netherlands). XII+220 pp.
__. & Reyburn, William (1981). Meaning Across Cultures. American Society of Missiology Series, No. 4. NY: Orbis Books. 90 pp. [Univ. Lib.: B 961/W 14].
Tan, Zaixi (???). (1991). ????????. ??: ?????. 324 pp.
__. (1999).?????????. ??: ??????????. xxvi+342 pp.
Yu, Yungen (???). (1996).??????????. ??????????. iii+432 pp.
Zou, Zhenhuan (???) (1996).????????????????. ??: ??????????. 442 pp.
Baker, Mona. (1992). In Other Words. A Coursebook on Translation. London & NY: Routledge. xix+654 pp. [ISBN: 0415030862; Amazon: $26.95]
Nida, E. A. (1993). Language, Culture, and Translating. ??: ?????????. [Univ. Lib.: H0/X22]
Pinkham, Joan. (2000). Translator’s Guide to Chinglish (????????). ??: ??????????. vi+561 pp.
Wang, Zuoliang (???). (1989). ???: ??????. ??: ??????????. 213 pp.
__. (1991). A Sense of Beginning: Studies in Literature and Translation (????). ??: ??????????. 163 pp.
Wilss, Wolfram. (1996). Knowledge and Skills in Translator Behavior. Amsterdam & Philadelphia: John Benjamins. viii+259 pp. {A clear discussion of various aspects of translation, including translator training, MT, etc.} [?? 2-97/ H 059 /W75; ISBN: 1556196962; Amazon: $87.00]
Available on course website.
http://keping.sprinterweb.net/TOC/T.html
http://nlp.nju.edu.cn/kep/TOC/T.html
Classroom
teaching typically consists of lectures/discussions on one or more major
theoretical/practical problems in English-Chinese and Chinese-English
translation, and of instruction in both general principles and specific methods
practitioners need to address those problems. The problems for
lecture/discussions are selected and their sequence in classroom presentation
determined on the basis of the difficulties real-life translators typically
encounter at successive stages of a translation project, and
of the judgments taken of the students’ language proficiency and cognitive
receptability. To ensure that those
theoretical/practical problems in E/C translation are truly apprehended and the
principles and methods required to approach and address them mastered, the instructor will may ask the students to
do some in-class translation exercises (with the text projected onto the
projection screen) before carrying on with the lecture.
By way of complementing classroom
teaching, home assignments (including short-text
translation exercises, mini-research projects, and optional long translation project) will be assigned. Students
will be asked to present to the class their finished
assignmentswhile the
instructor will discuss in class the homework assigned
and completed by the students without fail.
Depending on time available, tutorial sessions may be arranged in each semester.
The instructor will inspire students
to explore into the principles and mechanisms underlying what they are learning
at the operational level so that they can know not only the WHAT and HOW, but
also WHY, of the general procedures followed and specific strategies employed
in translation. Students are encouraged to pose questions or initiate
discussions as the class meets every week.
Assignments for the course fall into
three types:
(1) in-class translation exercises (designed to help students to consolidate what they have just learned from the lectures or class discussions);
(2) home assignments, including short-text
annotation translation exercises (short texts of different
genres, usually of 300-600 words, assigned to be
translated out of class and discussed in class) and/or mini-research projects; and
(3) (optional)
long translation project (real-life
translator’s situation simulated in which students are required to translate out of class a full-length work or part of it
within a period of time of 4 to 10 weeks).; and
Students are requested to complete all
assignments on time. Late submission will result in a deduction from their
scores for coursework.
Examination at the end of the
course in each semester will take the form of either the final examination or the end-of-semester
research project/paper.
Requirements for passing the course in each semester are as follows.
(1) reading
at least one textbook intensively;
(2) attendance at all class sessions and full participation in class activities (students are reminded that skipping classes might cause them to fail the course);
(3) effective
completion of all assignments, including in-class translation exercises and home assignments; and
(4) passing the final examination / completing the end-of-semester research project or research paper.
The assessment of a
student’s performance in each semester will be
based on the following components:
(1) attendance at and contribution to
the class (responding to questions and raising good questions or suggestions,
active involvement in class discussions, etc.) (15%);
(2) scores obtained for presentations
on in-class exercises and home assignments (25%); and
(3) scores obtained for the final examination,
end-of-semester research project, or term paper (60%).
? The concept of translation
? Types of translation
? The makings of a good translator
? Basic semantics for
translation
? Translation standard
? Using
reference tools in translating (1)
? Mini-research: Comparative reading of source texts and their translations
? Intralingual factors involved in the analysis of the source text
? Extralingual (non-cultural) factors involved in the analysis of the source text
? Course orientation
? Instructor’s
comments on the results of previous semester’s final examination in translation
? Source
text analysis: Extralingual (cultural) factors involved in the analysis of the
source text
? Word
order
? Deixis
? Passive constructions
? The choice of sentence subjects
? Splitting and merging sentences
? Compensatory
procedures/devices
? Mini-research: The use of reference tools in translation
? Checking the accuracy of the translation against the original
? Removing translationese
? Using
reference tools in translating (2)
? Proper nouns and technical
terms
? Numerical expressions
? Public signs and advertisements
? Metaphors
? Sound symbolism [Optional]
? Translating-editing [Optional]
? Error analysis [Optional]
? Mini-research: Textual study of the translation of publicity material
*
Depending on time available, a few topics listed above here may be not covered
in class in the current academic year.
(Page revised: April, 2008; February, 2009; May 2009; February, 2010; September, 2011; August, 2012; September, 2014; March, 2015; June, 2015; February, 2017; April, 2017, February, 2018; January, 2020)
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Zhuang, Yichuan (???). (1999).????????. ??: ??????????. vii+415 pp.
Ke, Ping (??). (1991/1993).???????????. ??: ???????. 206/209 pp.
Newmark, Peter. (2001). A Textbook of Translation. ??: ????????? (First published 1988 by Prentice Hall International [UK] Ltd). xii+292 pp. [Sch. Lib.: J 19/W 58; 21871 ??PE-3]
Sun, Wanbiao (???). (2003). ??????????????????????. ?????????. xxvi+301 pp.
Nida, E. A. & Taber, C. R. (2004). The Theory and Practice of Translation. ??: ????????? (First published 1969, 2003 by Koninklijke Brill NV, Leiden, The Netherlands). XII+220 pp.
__. & Reyburn, William (1981). Meaning Across Cultures. American Society of Missiology Series, No. 4. NY: Orbis Books. 90 pp. [Univ. Lib.: B 961/W 14].
Tan, Zaixi (???). (1991). ????????. ??: ?????. 324 pp.
__. (1999).?????????. ??: ??????????. xxvi+342 pp.
Yu, Yungen (???). (1996).??????????. ??????????. iii+432 pp.
Zou, Zhenhuan (???)
(1996).????????????????. ??: ??????????. 442 pp.
Baker, Mona. (1992). In Other Words. A Coursebook on Translation. London & NY: Routledge. xix+654 pp. [ISBN: 0415030862; Amazon: $26.95]
Nida, E. A. (1993). Language, Culture, and Translating. ??: ?????????. [Univ. Lib.: H0/X22]
Pinkham, Joan. (2000). Translator’s Guide to Chinglish (????????). ??: ??????????. vi+561 pp.
Wang, Zuoliang (???). (1989). ???: ??????. ??: ??????????. 213 pp.
__. (1991). A Sense of Beginning: Studies in Literature and Translation (????). ??: ??????????. 163 pp.
Wilss, Wolfram. (1996). Knowledge
and Skills in Translator Behavior.
?????????
http://keping.sprinterweb.net/TOC/T.html
http://nlp.nju.edu.cn/kep/TOC/T.html
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