1、TranslationofNewsReportandthe Skopostheory【Abstract】Withtherapidspreadofnewsintheworld,thenewstranslationinevitablyplaysanimportantroleinhumanlife.ThispaperaimsatdiscussingtheSkopostheorywidelyusedinthenewstranslation,whichwidenspeoplestraditionaleyescopeontranslationmethodsandbringsthedebateontrans
2、lationstandardstoahighlevel.【KeyWords】Skopostheory;translationofnews;Neologisms;journalisticWiththerapiddevelopmentofmodernscienceandtechnology,newswhichservesasoneofthemostimportantmasscommunications,isgettingmoreandmorecloselyrelatedtohumanlife.EverydaywewatchTVandwecanseeallkindsofnewsonit.Sothen
3、ewstranslationinevitablyplaysanimportantroleininformationcommunications.1.IntroductiontotheSkoposTheoryTheSkopostheoryisanapproachtotranslationwhichwasputforwardbyHansVemeeranddevelopedinGermanyinthelate1970sandwhichorientedamorefunctionallyandsocioculturallyconceptoftranslation.Translationisconside
4、rednotasaprocessoftranslation,butasaspecificformofhumanaction.Inourmind,translationhasapurpose,andtheword“Skopos”wasfromGreek.Itsusedasthetechnicaltermforthepurposeofthetranslation.Intheframeworkofthistheory,oneofthemostimportantfactorsdeterminingthepurposeofatranslationistheaddress,whoistheintended
5、receiveroraudienceofthetargettextwiththeirworldlanguage.Everytranslationisdirectedatanintendedaudience.Thetheoryfocusesaboveallonthepurposeofthetranslation,whichdeterminesthetranslationmethodsandstrategiesthataretobeemployedinordertoproduceafunctionallyadequateresult.Vermeerregardsitasan“offerofinfo
6、rmation”thatispartlyorwhollyturnedintoan“offerofinformation”forthetargetaudience.Fromthisview,thestatusofthesourceisclearlymuchlowerinSkopostheorythantheequivalencetheory.2.AStudyontheSkoposTheoryintheNewsTranslation2.1PurposefulTranslationofNeologismsNeologismsarenewlycoinedwordsorwordsthataregiven
7、newmeaningtofitnewsituationbecauseofsocialscientificandtechnicalchangesinhumansociety.TheNeologismstranslationaboutthenewscontentshouldbenew.Thetranslationofneologismscanclearpeoplesmindsorunderstandinginreadingnews.2.1.1TheNeologicalFormationThetranslationofjournalistsneologismsmainlycontainthefoll
8、owingways.(1)CompoundingTwoormorewordsarecombinedintoacompoundthatfunctionsasasinglewordwithanewsense.Wordscreatedareknownascompounds.Forexample:theMarch1986High-techProgram863计划Talkshow脱口秀；Smokeout戒烟运动Opentoall公开的，Checkbookparticipation支票战役。(2)OldWordswithNewSensesMakinguseoftheexistingvocabularyis
9、acommonwaytocreatenewlexicalmembersinEnglish.Anewwordmadeinthiswayseemsfamiliartous,butitsoriginalmeaninghasactuallybeenshiftedinthecontext,sometimesthiscoursealsoincludestheconversionofthepartofthespeech.Forexample:TheseesawperiodinChinaseconomicdevelopmentmaynowbeingcomingtoanend.中国经济不稳定的发展时期可能要结束
10、了。Theword“seesaw”isoriginallyachildrengame,buthereitisusedasanadjectivewiththeextendedmeaningof“unsteady”(3)DerivationDerivationisamorphologicalprocesswherebygrammaticalandlexicalinformationisaddedtotherootbymeansofprefixation.Itisalsomeanstoputaprefixonfrontoftheroot,suffixation:toaddasuffixafterth
11、eroot.Somephonemesfromonewordwithsomephonemesfromanother.Forexample:e-cruiting网络招聘e-game网络游戏e-guerrilla黑客andsoon.2.1.2TranslatingEnglishNeologismintoChineseJournalisticneologismsintroducethenewlyemergingthings,phenomenaandexperienceinavividway.AndtheirChinesecounterpartsarehopedtoperformthesamefunct
12、ioneffectively.SothetranslationofEnglishjournalisticneologiesmustfollowtheprinciplesoffaithfulnessandacceptability.Basingonthetwoprinciples,therearemanymethodstoneologicaltranslation.(1)Translationinaliteralway.Withtheprogressofthenews,theelementsinEnglishandChinesetranslationhavemuchincommon.Whenco
13、pingwiththesesimilaritiesbetweentwolanguagesystems.(2)Freetranslation：IfthereisnotacompleteequivalentinChineseforanEnglishneology.Thetranslatorshoulderadheretothesensewhilelookingforsomeothersuitableform.Thismaybereferredasfreetranslation.(3)Transliteration:Thismethodisverypowerfulwhenthereisnotcoun
14、terpartinChinesefortheneologism,especiallyforpeoplenamesandtermsinvariousfields.Forexample,thewordChechen车臣;koala考拉;Clone克隆；euthanasia安乐死;cellularphone移动电话;hulahoop呼拉圈;beeperBB机”.Thewordsaboutnewswerefrontheirsounds.Whenthemeretranslationsoundsisnotsufficientfortherecipientstounderstand,itisnecessar
15、ytoaddagenericwordtothetransliteratedparttomaketheChineserenditionmoreaccurateinmeaning.(4)TransferenceTransferenceistoadoptorcopysomethingcompletelyfromthesourcelanguagetothetargetlanguagewithoutalterations.Inthebackgroundofthefrequentexchangesbetweentheeasternandwesternculturesnowadays,theEnglishn
16、ewwordshaveinfluencedtheChineselexissubstantially.ChinesespeakershavecometousetheEnglishnewwords.InlinewithSkopostheory,theinformationisselectedfromthesourcetext,theyalldependsonthetranslatorsinterpretationandpresentation.Vermeersuggeststhatonepossiblekindofintertextualcoherence(1)Heworksenthusiasti
17、callyasevereventhoughhehasretiredfromtheleadingpost.(尽管已退居二线,他的工作热情却丝毫不减).(2)Journalistsshouldfirmlyobjecttothepayoffs-aimedjournalismwhichdeviatesfrompressethics.(新闻记者应坚决反对有偿新闻,因为它违背了新闻记者的职业道德).2.2PurposefulTranslationofJournalisticSentencesAsweallknowthatnewswasformedbysentencesandsentenceswerefor
18、medbywords.Sothesentenceswerethemainpartofallthestructureofnews.ThetranslationofEnglishsentencesaboutnewswasalwaysshowtheskillofatranslatororanjournalist.TotranslateanexpandedsimpleEnglishsentenceintoappropriateChinese.WeshouldfirstandforemostdividetheEnglishsentenceintoseveralsensegroups,whichcould
19、beaword,aphrase,aclause,orevenacombinationofanyofthem.ThentransformthesensegroupsintoChinesecounterpartsandsimultaneouslyrecorderthemaccordingtoChinesenormsofthesequenceoftimeorthelogic.Ifanyofasentencelostitslogic,thesentencecouldnotbemadeinanycase.Consequentlyatleasttwostepscanbedistilledforthecon
20、versionfromEnglishtoChinesesentences.Theimportantthingsincludedivisionandtransformationplusreordering.2.2.1DivisionDivisionistoreducetheEnglishhypotacticstructureintoacertainnumberofmeaningfulgroups.Lookatthefollowingexamples.RemarksbyUSPresidentsBushatQingHuaUniversity(February22,2002,Beijing)Imsog
21、ratefulforthehospitality,andhonoredforthereceptionatoneofChinasandtheworldsgreatuniversities.IknowhowimportantthisplacetoyourVicePresident.Henotonlyreceivedhisdegreeherebutmoreimportantly,hemethisgraciouswifehere.Iwanttothankthestudentsforgivingmethechancetomeetwithyou,thechancetotalkalittlebitabout
22、mecountryandanswersomeofyourquestions.Thestudentsandreputationofthisuniversityareknownaroundtheworld,andIknowwhatanachievementitistobehere.So,congratulations.Idontknowifyouknowthisornot,butmywifeandIhavedaughterswhoareincollege,justlikeyou.OnegoestotheuniversityofTexas.OnegoestoYale.Theyaretwins.And
23、weareproudofourdaughters,justlikeyourparentsareproudofyou,Iamsure.Thisparagraphcanbedividedintothefollowingsensegroups:Thankyouforyourhospitality.Imgladtobehere.ThepresidentHuwasastudentinthisuniversity.IamproudofmytwinsdaughtersjustlikeyourparentsbecausetheQinghuauniversityisaworldfamousuniversitya
24、ndisoneofthebestinChina.Ifyoumakeadivisioninthisway,alongparagraphwillbeeasytounderstandandread.TransformationplusReorderingAfterdecomposingtheoriginalsentenceintoseveralmeaningfulgroups,thetransformationandreconstructioncanbecarriedoutinthemeantime.BecausethecomponentsofaChinesesentencearemoreoften
25、interconnectedthroughinternallogicalrelationshipinsteadofbymarkedlinguisticdenotations,thesequenceofthecomponentsthatindicatestheinternalLogicdeservesthetranslatorscautiousconsideration.Basingonthegivenpurpose,supplewaysandmeansofjournalistictranslationareadmittedbySkopostheoryatlexicallevels.Allina
26、ll,theSkopostheory,putforwardbyaGerman,iswidelyusedintheprocessoftranslationandwidenspeoplestraditionaleyescopeontranslationmethodsandbringsthedebateontranslationstandardstoahighlevel.Toresearchontranslationsofnewsreportwiththeskopostheoryprimarilyaimsatprovidingmoredetailsaboutthegreattheoryinorder
27、thateverybodycouldusethetheoryintheirtranslationpractice.ThisthesisistheveryonetoprovidenewperspectivetotheapplicationofskopostheoriestothetranslationsofNewsreport.Itaimstomakethebestuseofthistheoryinthecommonpracticeonthegenre.【References】1Nord,CMstiane.TranslationasaPurposefulActivity:Functionalis
28、tApproachesExplainedM.Shanghai:ShanghaiForeignLanguageEducationPress.20012MundayJeremy.IntroducingTranslationStudiesM.NewYork:ShanghaiForeignLanguageEducationPress.2001.3VenneerHansJ.SkoposandcommissionintranslationalactionM.世界图书出版公司.1989.4陈小慰.翻译功能理论的启示:对某些翻译方法的新思考J.中国翻译,2000,(6):对外翻译公司.5刘洪潮.怎样做国际新闻
29、编辑M.北京：中国传媒大学出版社.2005.TeacherTalkdiscourseanalysisAbstract：TeacherTalk(TTforshort)referstothespeechesthattheteacherusestospeaktostudentswhentheteacherundertakesthetaskintheforeignlanguageteaching.TTcanbeprimarilydividedintotwotypes:contentlanguage(CLforshort)andmediumlanguage(MLforshort).CLreferstot
30、helanguageofteachingtasksasprescribedintextbooks.MLconsistsofexplanatorymediumlanguage(EML)andcoordinativemediumlanguage(CML)EMLreferstothelanguagetheteacherusestoperformsuchteachingtasksasparagraphingwordsorsentencesorillustratinggrammarrules.CMLreferstospeechesusedbytheteacherforgreeting,comments,
31、taskswitching,disciplineregulation,etc.WhatmeritsmyattentioninthispaperisML.TTastheessentialmediuminlanguageteachingisfirstlystudiedinthefieldofTeachingMethodology.DifferentteachingapproachescanbringaboutdifferentstylesofTT;anddifferentTTappliesdifferentteachingapproachestoteachingactivities.However
32、,limitingtheanalysisofTTinthefieldofTeachingMethodologymaynarrowtheresearchspaceofTTandcanbefairlydisadvantageousinlanguageteaching.Thispaperadoptsanopeningviewtheperspectiveofdiscourseanalysistoanalyzelinguisticformsandtheirfunctionsaswellaseffectsonlearnerslearning,anditfirstlysumsupseveralcommuni
33、cativefeaturesofTT.ThenintroducestheresearchescloselyrelatedtothestudyofTT,andenquirestheTTstrategiesbasingontheanalysisofthemiddleschoolsEnglishteaching.Finally,triestoofferfurtherrefectiononTT.中文题目：中学英语教学教师口语策略探讨Thekeywords:TeacherTalk;discourseanalysis;context;classroominteraction;communicativefe
34、atures.1.IntroductionThefirstchapterservesasanintroductionwithabriefoverviewofthepreviousstudyofTeacherTalk.IthasputforwardthenewscopeofthispaperthatitwillbequitecontributivetoinvestigateTeacherTalkfromtheperspectiveofthediscourseanalysisratherthanlimitingtheresearchofTeacherTalkintheonlyfieldofFore
35、ignLanguageTeachingMethodologies.1.1.PresentResearchonTeacherTalkWiththedevelopmentofthesecondlanguageacquisition,scholarsbegintostudylanguageteachingclassroominpsychologicalandsociologicalperspectivesinordertoimprovestudentsacquisitionofasecondlanguage.Mantero(2002)studiesdiscourseinsecondlanguagec
36、lassroominapsychologicalperspective.Hisstudybringsus“closertounderstandingtheroleofcognition,discourse,andliteratureinaforeignlanguageclassroom”.Thosewhostudiesinthesociologicalperspectiveareinterestedintheclassroominteraction.Christie(2002)hassaid“therehasbeenagrowinginterestinthestudyofinteraction
37、patternsfoundinforeignlanguageclassroomsduringthelast20years.Thisisaresultoftherealizationthatsuccessfullanguageteachingprobablydependsmoreonthetypeofinteractionthattakesplaceintheclassroomthanontheactualteachingmethodused.”Therefore,thediscoursebetweentheteacherandstudentsbecomesthesubject.Thestruc
38、tureandthenatureofclassroomdiscoursearestudiedtoshowhowtheteacherandthestudentstogethercreatechancestolearninsteadofonlyhowtheteacherteaches.Meanwhile,therearealsomicrostudiesofthediscourseinclassrooms.Barnes(1969,quotedinEllis,1994)hasstudiedoneaspectofthediscourseinitiating.Mchoul(1978,quotedinEll
39、is,1994)hasshownthatclassroomdiscourseisoftenorganizedsothatthereisastrictallocationofturnsandwhospeakstowhomatwhattimeisfirmlycontrolled.Asaresult,thereislessturn-by-turnnegotiationandcompetition,andindividualstudentinitiativesarediscouraged.InChina,althoughoursocietyhasaconsiderabledemandofforeign
40、languageteaching,anditneverfunctionswellintermsofexplorationsofTeacherTalk.Therefore,researchofTeacherTalkinChinaseemquiteinadequateandmaynotmeettheactualdemandsofforeignlanguageteaching.AcaseinpointistheinvestigationmadebyYangXueyanin2003.SheexaminedtheIndextoPapersonForeignLanguageResearcheditedby
41、HighberEducationInstituteandcollectedthestatisticsabouttheresearchpaperspublishedbyforeignlanguageteachersinChinain1999.Table:StatisticsofPapersonForeignLanguageTeachingin1999NumberRatioForeignlanguageteaching(extensively)6324.7%Reformineducation4116%Languagelearningandacquisition4116%Teachingmethodology2811%Languageskillsandteaching259.8%Culturalfactors197.5%Multimediaandelectric-formteaching197.5%Teachingresearch93.5%Foreignlanguageclassroomsperf
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