评价理论与翻译中译者的操纵——以《阿Q正传》三个英译本为例

摘要

随着翻译的文化转向，翻译研究的重心从微观语言层面转向了宏观文化层面。操纵，特别是文学翻译中的操纵研究也主要从宏观文化角度进行描述分析，研究重点主要集中在权力、意识形态、赞助人和诗学角度。然而，在宏观文化研究不断深入的同时，越来越多的学者开始呼吁翻译本体的回归，即回归到具体的文本和语言等微观语言层面的翻译研究。本论文的研究正是对这一背景的回应:从微观语言层面定量分析文学翻译中的操纵现象。
　　本文以鲁迅的首篇外译小说《阿Q正传》及其三个英译本，即杨宪益和戴乃迭译本，威廉·莱尔译本和蓝诗玲译本为研究语料，以语言学中评价理论为理论基础，尝试从评价理论的三个子系统——态度、介入和极差角度分析《阿Q正传》三个英译本中存在的微观语言层面的操纵现象。对原文和三个英译本中态度、介入和极差的分布以及实现情况进行数据对比分析。分析结果表明，蓝诗玲译本在传递原文评价资源角度操纵力度最大，莱尔译本操纵力度其次，杨宪益和戴乃迭译本操纵力度最小。
　　在对《阿Q正传》原文和三个英译本中存在的评价资源操纵现象进行定量分析外，本文还尝试提出实现态度、介入和极差三个子系统的操纵机制，并从译者目的和读者定位、翻译距离以及译者中心三个方面分析微观语言层面操纵现象的深层次原因。
　　本文研究表明:《阿Q正传》三个英译本中确实存在不同程度的操纵现象，从微观语言角度进行操纵现象定量研究是对宏观文化角度进行操纵研究的一个有力补充与加强。

目录

声明

Contents

Abstract

摘要

List of Tables

List of Figures

List of Abbreviations

Chapter One Introduction

1．1 Research Background

1．2 Significance of the Study

1．3 Research Questions

1．4 Research Methodology

1．4．1 Data Collection

1．4．2 Specific Procedures

1．5 Organization of the Study

Chapter Two Literature Review

2．1 Previous Studies on Manipulation

2．1．1 The Development of Manipulation School

2．1．2 Research and Applications of Manipulation in China

2．2 Previous Studies on English Translations of Ah Q Zheng Zhuan

2．3 Summary

Chapter Three Theoretical Framework：Appraisal Theory

3．1 The Development of Appraisal Theory

3．2 Attitude

3．2．1 Affect(Emotions)

3．2．2 Judgement(Ethics)

3．2．3 Appreciation(Aesthetics)

3．3 Engagement

3．3．1 Dialogic Contract

3．3．2 Dialogic Expand

3．4 Graduation

3．5 Previous Studies on Appraisal Theory

3．5．1 Studies on Appraisal System Abroad

3．5．2 Studies on Appraisal System at Home

3．6 Summery

Chapter Four Analysis of Appraisal Resources in Ah Q Zheng Zhuan

4．1 Introduction to the Author and His Three Translators

4．1．1 Lu Xun，the Original Author

4．1．2 Three Translators

4．2 Analysis of Attitude Resources in ST and TTs

4．2．1 Distribution and Realization of Attitude Resources in ST and TTs

4．2．2 Manipulative Mechanisms of Attitude Resources in TTs

4．3 Analysis of Engagement Resources in ST and TTs

4．3．1 Distribution and Realization of Engagement resources in ST and TTs

4．3．2 Manipulative Mechanisms of Engagement Resources in TTs

4．4 Analysis of Graduation Resources in ST and TTs

4．4．1 Distribution and Realization of Graduation Resources in ST and TTs

4．4．2 Manipulative Mechanisms of Graduation Resources in TTs

4．5 Specific Reasons for Translators’ Manipulation

4．5．1 Translation Purpose and Emphasis on Target Readers

4．5．2 Translation Distance

4．5．3 Translator-centeredness

Chapter Five Conclusion

5．1 Major Findings of the Research

5．2 Implications of the Research

5．3 Limitations on the Study and Prospects for Future Study

Bibliography

Acknowledgments