高中语文 第四章第17课(师说)翻译比较课件 粤教版必修4 课件.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,*,*,师说,翻译比较,师说,古之学者必有师。师者，所以传道受业解惑也。人非生而知之者，孰能无惑？惑而不从师，其为惑也，终不解矣。生乎吾前，其闻道也固先乎吾，吾从而师之；生乎吾后，其闻道也亦先乎吾，吾从而师之。吾师道也，夫庸知其年之先后生于吾乎？是故无贵无贱，无长无少，道之所存，师之所存也。,嗟乎！师道之不传也久矣！欲人之无惑也难矣！古之圣人，其出人也远矣，犹且从师而问焉；今之众人，其下圣人也亦远矣，而耻学于师。是故圣益圣，愚益愚。圣人之所以为圣，愚人之所以为愚，其皆出于此乎？爱其子，择师而教之；于其身也，则耻师焉，惑矣。彼童子之师，授之书而习其句读者，非吾所谓传其道解其惑者也。句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。巫医乐师百工之人，不耻相师。士大夫之族，曰师曰弟子云者，则群聚而笑之。问之，则曰：,“,彼与彼年相若也，道相似也。位卑则足羞，官盛则近谀。,”,呜呼！师道之不复，可知矣。巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！,圣人无常师。孔子师郯子、苌弘、师襄、老聃。郯子之徒，其贤不及孔子。孔子曰：三人行，则必有我师。是故弟子不必不如师，师不必贤于弟子，闻道有先后，术业有专攻，如是而已。,李氏子蟠，年十七，好古文，六艺经传皆通习之，不拘于时，学于余。余嘉其能行古道，作,师说,以贻之。,韩愈 简介,韩愈（,768,824,）唐代文学家、哲学家。字退之，河阳（今河南省焦作孟州市）人，汉族。祖籍昌黎（今辽宁义县），世称韩昌黎。晚年任吏部侍郎，又称韩吏部。谥号,“,文,”,，又称韩文公。他是唐代古文运动的倡导者，主张学习先秦两汉的散文语言，破骈为散，扩大文言文的表达功能。宋代苏轼称他,“,文起八代之衰,”,，明人推他为唐宋八大家之首，与柳宗元并称,“,韩柳,”,，有,“,文章巨公,”,和,“,百代文宗,”,之名。作品都收在,昌黎先生集,里。韩愈还是一个语言巨匠。他善于使用前人词语，又注重当代口语的提炼，得以创造出许多新的语句，其中有不少已成为成语流传至今，如,“,落阱下石,”,、,“,动辄得咎,”,、,“,杂乱无章,”,等。在思想上是中国道统观念的确立者，是尊儒反佛的里程碑式人物。,韩愈三岁而孤，受兄嫂抚育，早年流离困顿，有读书经世之志，虽孤贫却刻苦好学。,20,岁赴长安考进士，三试不第。,25,35,岁，他先中进士，三试博学鸿词科不成，赴汴州董晋、徐州张建封两节度使幕府任职。后回京任四门博士。,36,49,岁，任监察御史，因上书论天旱人饥状，请减免赋税，贬阳山令。宪宗时北归，为国子博士，累官至太子右庶子，但不得志。,50,57,岁，先从裴度征吴元济，后迁刑部侍郎。因谏迎佛骨，贬潮州刺史。移袁州。不久回朝，历国子祭酒、兵部侍郎、吏部侍郎、京兆尹等职。政治上较有作为。诗力求险怪新奇，雄浑而重气势。,译文来源,1.VI,选自戴抗选，谢百魁译，,中国历代散文一百篇,。北京：中国对外翻译出版公司，,1996,年。,2.V2,选自中国文学出版社编，,中国文学,古代散文卷,（汉英对照），外语教学与研究出版社，,1998,年。,3.V3,为罗经国译，选自,英语学习,2003,年第,9,期。,选词的艺术,谢弋,从哲理上选词,人非生而,知,之者，孰能无惑？,V1,：,Man is not born with,knowledge,.Who can deny that he has puzzles?,V2,：,As men are not born,wise,who can be free from ignorance?,V3,：,Since no one is born,omniscient,who can claim to have no doubts?,“,生而知之,”,一语出自,论语,：,“,子曰：生而知之者，上也。,”,意即,“,生下来就有知识、懂道理的人,”,。古汉语中的,“,知,”,主要有两个范畴的含义：一是,动词,“,知道,”,、,“,了解,”,及名词,“,知识,”,、,“,知觉,”,等,；二是,通假,“,智,”,，也就是,“,聪明的,”,或,“,聪慧,”,、,“,智慧,”,。,V1,、,3,分别选用,knowledge,和,omniscient,，倾向于选择第一范畴的意义，,V2,的,wise,则倾向于第二个范畴。韩愈借用孔子哲学思想，主要是从,求师、求学,出发，结合该句所要表达的哲理来看，选择第一范畴的意义比较合适。,而就,omniscient,和,knowledge,的选择而言，,omniscient,意为“无所不知的”，比,knowledge,更贴合原文意思。,译文修改：,Since no one is born omniscient,who can be free from puzzles?,从概念上措词,师者，所以,传道,、,授业,、,解惑,也。,V1:A teacher is one who,passes on the truth,imparts knowledge and solves puzzles,.,V2:A teacher is who,passes on the truth and dispels ignorance,.,V3:A teacher is one who could,propagate the doctrine,impart professional knowledge and resolve doubts,.,“,传道,”,、,“,授业,”,、,“,解惑,”,是三个概念,：,“,道,”,为儒家学说，,“,业,”,为学业知识，,“,惑,”,为疑难。此处,V2,将,“,授业、解惑,”,合译为,dispel ignorance,，严重影响了原文的意思表达。,“,授业,”,这一概念在文中多次出现，跟,“,传道,”,、,“,解惑,”,一起构成了对,“,师,”,的阐释，不可略去。故,V1,、,V3,使用一一对应的直译更为妥当。,“,道,”,，除了,“,道理、真理,”,外，在此处又有,“,儒家学说,”,的意思。所以,V3,使用的,doctrine,（,教义，教条,）要比,V1,、,V2,的,truth,要好。,Propagate,（,传播、普及,）也比,pass,（传递）贴切。在,knowledge,前加了形容词,professional,也更贴近,“,业,”,的概念。,译文修改：,A teacher is one who propagates the doctrine,imparts professional and solves puzzles.,从理解上用词,三,人行，则必有我师。,V1,：,When,three,persons walk together,one of them can surely be my teacher.,V2,：,Out of,my two fellow-travelers,one must be qualified to be my teacher.,V3,：,Whenever walking in,a company of several persons,there among them must be someone worth my learning from.,在汉语的模糊性中，,“五”、“九”、“万”,等都只是表示“多、高”等程度而不是精确数字，如,“五光十色”、“九牛一毛”、“万无一失”,等。在模糊语意中，“三”是尤其要注意的，甲骨文中三木为森，三人为众，,“三”经常被用作模糊概念。,原文中的,“,三,”,，,并不能作为一个精确概念，而是虚指或者比喻性说法,。,V2,的,two fellow-travlers,已经将,“,三,”,理解表达为精确数字。,V1,直截了当的,three,，出于文化差异外国人不一定能理解。,V3,的,a company of several persons,，较为符合英文的思维逻辑，也切合原文含义，准确表达了,“,三,”,的含义。,小结,翻译中，词语选择是一个重点。翻译时要通过反复对比词语本身释义、外延含义和中西方理解角度，仔细斟酌选择合适用词，才能在最大程度上保留原神韵的同时，产出文学性、艺术性俱佳的译文。,修辞手法,修辞手法,:,反问,吾师道也，夫庸知其年之先后生于吾乎？,V1:It is the truth that I endeavour to learn.Must I know beforehand whether my teacher was born earlier or later than I?,V2:As I seek the truth,I need not worry whether my teacher is my senior or junior.,V3:Since what I desire to learn is the,doctrine,why should I care whether he was born before me or after me?,修辞手法,:,反问,析：原句是反问句，,V2,译成陈述句，失去了原文的韵味。,V1,把一句话译成两句，且后一句是一般疑问句，非反问句。只有,V3,用了反问句，且反诘、强调的语气比,V1,、,V2,好很多，更符合原句的韵味。但,V3,中的,“,doctrine,”,一般指,“,教条,”,或,“,法律条文,”,，而,“,师道,”,指学习道理，探索真理，因而我们建议其改译为,“,As I seek,Tao,why should I care whether he was born before me or after me?,”,附：原文的意思是,“,因为我是向他学习道理，难道还用得着问他是先于我出生还是后于我出生吗？,”,。,小结,反问句故意发出无疑之问，不作回答，让对方或读者自己体会其含义。故在翻译时，宜保留其反诘的语调，这样会比正面陈述更加有力，也更符合原文的韵味。,修辞手法,:,对偶,是故无贵无贱，无长无少，道之所存，师之所存也。,V1:Therefore,no distinction should be made between the,noble,and the,humble,or,between,the young,and,the old.,Where lies,the truth,there is,a teacher.,V2:Whether he is,noble,or,common,older or younger,whoever knows the truth can be a teacher.,V3:Therefore,it does not matter whether a person is,high or low in position,young or old in age,.Where there is the doctrine,there is my teacher.,修辞手法,:,对偶,析：此句是对偶句，其中,“,贵,”,对,“,贱,”,，,“,长,”,对,“,少,”,，语义相反；,“,道,”,对,“,师,”,。,V2,处理得较差，没体现出对偶的美感,如,noble,和,common,并非语义相反的对应词。,V1,和,V3,处理得较好。,V1,的,noble,对,humble,产生了听觉美，两个结构划一的,between,and,很有视觉美，句式,“,Where lies,there is,也使用了仿句，即模仿了,“,Where there is a will,there is a way.,”,，具有美学追求。,V3,的,high or low in position,young or old in age,也体现了对称美。不过我们建议把,V1,、,V3,的,young and old,改为,old and young,，更符合原文，另外从仿句的仿真程度考虑，我们建议把,Where lies,there is,改为,Where there is,there is,综合起来，我们建议译文修改为：,Therefore,it does not matter whether a person is high or low in position,old or young in age.Where there is Tao,there is a teacher,.,小结,对偶句结构上平行对称、句法相似、语义关系相反或相衬，因而在翻译时，译文要像原文那样讲究形式及语义对称，给人一种听觉或视觉的美感。,修辞手法,:,排比,古之圣人，其出人也远矣，犹且从师而问焉；今之众人，其下圣人也亦远矣，而耻学于师。,V1:Sages in olden times outstripped by far the ordinary people.Nevertheless,they had teachers and asked them questions.Nowadays the multitude,though much inferior to sages,are ashamed of being instructed by teachers.,V2:The old sages were far,superior to,common men,yet they sought the truth from teachers.Most men of today are far below those sages,yet they think it shameful to learn.,V3:Ancient sages,who far surpassed us,even learned from their teachers.People today,who are far,inferior to,them,regard learning from the teachers as a disgrace.,修辞手法,:,排比,析：这个句群其实是,“,排比,+,对偶,”,的形式。排比形式上讲究整齐，目的在于加强语势，提高表达效果。,V1,只是一般的陈述，没有原文形式上的美感。,V2,和,V3,前后句间在形式上都有一定的整齐性，但还不够完美，,V2,前句用了,superior to,，后句应该用,inferior to,来形成对应；同理，,V3,后句用了,inferior to,前句应该用,superior to,来形成对应。另外，三个版本都把原来的一句话译成两句或以上，其实，译文中也可以使用分号把原文译成一句话的。综上，我们建议将原文译成：,The old sages,though much superior to the ordinary people,had teachers and asked them questions;the multitude today,though much inferior to those sages,think it shameful to be instructed by teachers.,小结,在翻译排比句时，特别要注意其形式以及语义的整齐对应性。尽量保持原文的韵味，使译文与原文保持一致性。,翻译技巧中的变通,何略韬,变通：转换,是故圣益圣，愚益愚。,V1:As a consequence,sages become more sage,and ignoramuses more ignorant.,V2:That is why sages become more sage,while fools more foolish.,V3:Thus,wise men become more wise and unlearned men become more foolish.,原文,“,圣益圣，愚益愚,”,是对偶句，句中的第一个,“,圣,”,和,“,愚,”,是名词，第二个,“,圣,”,和,“,愚,“,是形容词，这种结构是在古汉语中经常用到的修辞手法。,变通：转换,V1:As a consequence,sages,become more,sage,and,ignoramuses,more,ignorant,.,V2:That is why,sages,become more,sage,while,fools,more,foolish,.,V3:Thus,wise,men become more,wise,and,unlearned,men become more,foolish,.,在第一句中，,3,个译文都做得不错，做到了用前后两个相同的词，但不同词性来翻译，尽可能与原文相符。可是第二句中，,3,个译文翻译得不太好，与对偶的含义有点出入，应该按照第一句那样的结构翻译。不过相比之下，,V2,版本的句式用了一个从句来连接两部分，而,V1,和,V3,则是用,and,来连接两个小句，显得有点累赘和不太符合英语的习惯。因此我们决定在,V2,的基础上修改一下词语，使之达到对偶的要求。,变通：转换,我们这里把译文稍微修改为：,As a consequence,sages become more sage,while,fools,more,fool,.,根据朗文词典，,fool,除了可以作名词，还可以作形容词，意思仍然是,foolish,或,silly,或,stupid,，因此可以借用,变通：叙事与表态,爱其子，择师而教之；于其身也，则耻师焉，惑矣！,V1:Loving parents may select teachers to instruct their children.But when it comes to themselves,they feel it a disgrace,to be taught by them.,V2:A man who loves his son chooses a teacher for him but is ashamed to find one for himself.,This is entirely wrong.,V3:,It is absurd that,a person would choose a teacher for his son out of his love for him,and yet refuse to learn from the teacher himself,thinking it a disgrace to do so.,一般来说，句中若有叙事部分和表态部分，英语常常是表态部分（判断，结论等）在前，叙事部分（事实，描写等）在后，即先总提后分述，或先讲结果后追叙过去，汉语的顺序往往相反；句中若有长短部分，英语常常是先短后长，即头轻脚重，汉语的顺序则往往相反。,变通：叙事与表态,爱其子，择师而教之；于其身也，则耻师焉，惑矣！,原文中的“惑”是表态部分，语言单位很短，位于较长的叙事“爱其子，择师而教之；于其身也，则耻师焉”部分之后；在英语当中，“惑”这种表态部分应该位于长结构的叙事部分之前。,变通：叙事与表态,V1:Loving parents may select teachers to instruct their children.But when it comes to themselves,they feel it a disgrace,to be taught by them.,V2:A man who loves his son chooses a teacher for him but is ashamed to find one for himself.,This is entirely wrong,.,V3:,It is absurd that,a person would choose a teacher for his son out of his love for him,and yet refuse to learn from the teacher himself,thinking it a disgrace to do so.,V1,和,V2,中，运用了顺译的手法翻译了叙事部分和表态部分，虽然意思也比较清楚，可是句式过于松散，特别是,V1,，影响到原文叙事与表态在语义上的紧密度。,V2,表态部分的翻译似乎也与原文有所出入。然而,V3,和前两者不一样，符合了英语的习惯用法，而且句子之间关系比较紧密，因此更为可取。,变通：重构,句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。,V1,：,For lack of reading skills,one seeks the help of teachers,while for unsolved puzzles,one acts contrariwise,.,It is indeed learning the lesser but giving up the greater.,I do not see its wisdom,.,V2:,If we want to learn to read but not to dispel ignorance,we are learning the lesser and giving up the greater,which is hardly intelligent,.,V3:,I dont think it wise,to,learn from the teacher when one doesnt know how to punctuate,but not when one has doubts unresolved,for that I find to be the folly of learning in small matters,but neglecting the big ones.,重构是解决语序及表达层次障碍的最彻底的变通手段，也是保证目的语可读的最佳手段，最便于发挥译文的优势。,变通：重构,句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。,就原文语段而言，,“,吾未见其明也,”,是中心句，因为这句是前面阐述后推出的一个观点。原文意思大致是，不了解句读（指句子的停顿），疑惑没有弄明白，有的（指句读之不知）向老师求解，有的（惑之不解）却不向老师求解，小的方面去学习，大的方面却遗漏了，我并未看见他的明事理啊！,变通：重构,V1,：,For lack of reading skills,one seeks the help of teachers,while for unsolved puzzles,one acts contrariwise,.,It is indeed learning the lesser but giving up the greater.,I do not see its wisdom,.,V2:,If we want to learn to read but not to dispel ignorance,we are learning the lesser and giving up the greater,which is hardly intelligent,.,V3:,I dont think it wise,to,learn from the teacher when one doesnt know how to punctuate,but not when one has doubts unresolved,for that I find to be the folly of learning in small matters,but neglecting the big ones.,首先看,V2,，把,“,句读之不知，惑之不解，或师焉，或不焉,”,翻译成,“,If we want to learn to read but not to dispel ignorance,”,首先在意思上就有偏差，中文翻译大致为,“,如果我们想学习如何理解书本的知识，但不解决疑难问题,”,明显意思就不同，而且也没有把后面,“,或师焉，或不焉,”,翻译出来，还把中心句翻译为一个定语从句，做法不太妥当。,V1,和,V3,则比较贴近原文，但是,V1,没,V3,重构得彻底。而且句式上来说，,V3,也能能抓住中心句。句子之间的逻辑关系也相对于,V1,来说要紧密。,变通：代词,巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！,V1:Physicians,musicians,and artisan are refused to be treated as equals by gentlefolks,yet these turn out to be less intelligent than those.Is it not strange?,V2:Physicians,musicians and artisans are despised by gentlemen,yet they seem to be more intelligent.Is this not strange?,V3:Medicine men,musicians and handicraftsmen are despised by the gentlemen.How strange it is that gentlemen are less wise than these people.,变通：代词,巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤！,原文“其智乃反不能及”中的代词“其”指代的是“君子”，动词“不能及”后面承前省略去了宾语“巫医乐师百工之人”。,变通：代词,V1:Physicians,musicians,and artisan are refused to be treated as equals by gentlefolks,yet,these,turn out to be less intelligent than,those,.Is it not strange?,V2:Physicians,musicians and artisans are despised by gentlemen,yet,they,seem to be more intelligent.Is this not strange?,V3:Medicine men,musicians and handicraftsmen are despised by the gentlemen.How strange it is,that gentlemen,are less wise than,these people,.,V1,使用了代词,these/those,分别指代先行词,“,君子,”,和,“,巫医乐师百工之人,”,。但是这样会产生误解。使读者理解为,these,指代前面提到的,”,physicians,musicians,and artisans,”,而,those,指代前面刚刚提到的,gentlefolks,。这种理解就与原文的意思完全相反了。但是根据英语语法规则，前面刚刚提到的东西，英语中常用,“,that/those,”,表示。所以这种歧义是可能出现的。,V2,承前使用了一个代词,they,来指代,“,巫医乐师百工之人,”,。但是单纯的用,they,容易使读者不知道,they,是指代离它近的,gentlemen,还是离它远的,physicians,musicians,and artisans,。,V3,则考虑到这点，把原文代词结构变通为名词结构：,gentlemen,和,these people,，这样翻译使得语言的表意清楚多了。,小结,1.,在进行汉译英的过程中，为了尽可能地保持原文的对偶，排比等结构，很多时候都要善于利用词性的转换，使在结构上做到工整，这点特别是在翻译古文或者诗词中特别重要，因为诗词的意思美往往和它的结构有着紧密的联系。,2.,当遇到需要翻译叙事和表态的句子，由于中英语言习惯的不一样，为了使英语读者能够更容易地理解，我们需要在翻译的时候将它们的顺序掉转，即先表态后叙事，这样更符合英语文化的习惯，更加的地道。,3.,当遇到意思复杂或者很难用英语清晰地表达的句子的时候，我们也需要用到变通手法中的重构，把句子的顺序以及用词在不影响句子意思的基础上进行合适的变换，如此一来可以有利于翻译的意思传达。,4.,尤其在翻译古文和诗词的时候，我们必须搞清楚代词指代的是什么，为了避免误解和歧异，在做到不赘余的前提下，可以适当的把代词具体化，这样能使得翻译更加清晰易懂。,谢谢！,