翻译概论论文 - 副本

第一篇：翻译概论论文 - 副本

BJTU’s Graduate School Course Thesis

中国古诗词翻译中的动词巧用

中文摘要：许渊冲先生说，“文学翻译的公式是1+1=3, 而科学翻译公式是1+1=2.” 所以文学翻译不是科学。而中国诗歌大多是朦胧美，可意会不可言传，一个词一个字也许表达多重含义，读者不能只停留在字面意思，而要用心挖掘诗人内心的情感和志向，那么译者的任务就更加艰巨，这里讨论怎样把诗中的名词或抽象动词等转化为实意动词，从而传达出诗篇的意境美，读者不仅知之，而且好之乐之。

关键词： 诗歌翻译；意境美；朦胧美；动词活用

Abstract: Xu Yuanchong said, ―The equation of literature translation is 1+1=3, while the equation of science translation is 1+1=2.So there is big difference between literature translation and science translation.Most Chinese poetry depends on the imagination of readers, a phrase or a word may have more than one meaning, so when we read Chinese poetry, we should not only stay at the superficial meaning of the words, we’d better excavate the emotion and ambition of the poet.So the task of translator is more arduous, here we will talk about how to translate the nouns in the original poems into the verbs, thereby the poetic imagery beauty can be conveyed.Thus, the reader not only understands it, but also enjoys it.Key words: poem translation;poetic imagery beauty;hazy beauty;the flexibility of verbs.中国古诗词翻译中的动词巧用

1.概述

中国古诗词义具有模糊性：许多用于文学语言中的语词在表达字面意义的同时，又常暗示其他多重意义。这时就需要译者把字得表面含义和诗人当时的心境结合起来

而且语法的模糊性，中国文字重在意合，没有时态，语态，词性和数的字形变化，而且中国诗歌不必像英诗一样，一定要有主语，谓语，代词和介词等，从而造成了时空关系不明确，意向模糊。最 BJTU’s Graduate School Course Thesis

典型的例子，《天净沙 秋思》，全篇以名词为主，没有数量词，没有限定词，介词作连接。至于该景发生在何时何地，有几只昏鸦，是什么枯树，中国读者也许能深深体会到诗人内心的情感，但英美国家读者却可能真的深陷迷茫了。许渊冲先生讲过，写诗不是写史，所以翻译诗词在这些地方也不必过于拘泥，倒是原诗的精神——诗中大意和所含的感情，要用心体贴，重视表达不可。那么，是否可以用动词来传达诗人内心的精神和原诗意境呢？我们这里举11个例子来进行分析。

2.动词活用分析

（1）、杜牧一首著名的《秋夕》：银烛秋光冷画屏，轻罗小扇扑流萤。天阶夜色凉如水，卧看牵牛织女星。其中第三句的译文是：

―the night grows colder every hour,---it chills me to the heart.原诗“天阶夜色凉如水”是纯景物描写，但译者加了一个grows和chill, 表面强调的是天气冷，但实则深层意义是想表达诗人的内心很凄凉，看着牛郎织女已都幸福的团聚，而诗人却和意中人分别两地，内心早已是悲凉万分。何况是在这伤感的秋天，诗人内心怎能不越来越黯淡，幽冷？所以动词grows colder、chill把全诗的意美很形象的翻译出来了。

（2）、《苏小小墓》中有四句：草如茵，松如盖。风为裳，水为珮。英译为：Let grass be her cushion, pine trees her parasol, and wind clothe her, water chime at her tread.不难发现，“如”和“为”这个字分别被译为be、clothe、chine at 这三个动词，汉语中静态词翻译成英语中的动态词，化抽象为具体，形成了一幅惟妙惟肖的画面。

苏小小是南齐杭州名妓，一代美人。动词巧译的翻译给译语国家读者以生动的画面，因此不难想象出苏小小是何等的美人焉。尤其是得知她曾唱着爱歌，与情人去私订终身，但红颜薄命，英年早逝（spring death），希望终成泡影时，她的勇气她的坚强又为这份美增添了不少的分量。

（3）、《虞美人》:少年听雨歌楼上，红烛昏罗帐。壮年听雨客舟中，江阔云低，断雁叫西风。而今听雨僧庐下，鬓也星星也。悲欢离合总无情，一任阶前点滴到天明。全文翻译如下：

While young, I listened to rain in the house of song, overjoyed in curtained bed beside a candle red.In prime of life I heard rain on the river long, in lonely boat, when wailed wild geese beneath low clouds in western breeze.Now that I listen to rain under temple’ s eaves, my hair turns grey like starry ray.Who cares if men will meet or part, rejoice or grieve? Can I feel joy or sorrow? Let it rain till tomorrow!我们来分析下此译文的动词巧用。

首先，“红烛昏罗帐”译为“overjoyed in curtained bed beside a candle red.‖ 本是名词词组，译者添加了overjoyed一词可谓是眼到心到。因为是少年，所谓“少年不识愁滋味”，虽然窗外下着雨，但是室内充满着歌声笑语，诗人心里是充满愉悦与幸福的，所以overjoyed一词用的很贴切很灵活，也像读者传达了少年时的那种快乐，无忧无虑的生活，同时也为下文的凄凉生活作了铺垫。“悲欢离合总无情”翻译为―Who cares if men will meet or part, rejoice or grieve? Can I feel joy or sorrow?‖ 原文很抽象的四个字“悲欢离合”，英美国家读者就会匪夷所思，是怎样无情的？到底是谁无情？所以译者添加了meet、part、rejoice、grieve，men和I作主语，译文解释的很清晰，且用了反诘句，把全文的感情上升到了高潮之处，这样，原文“悲欢离合总无情”是个陈述句，被译为反诘句，深刻地体现出了诗人内心情感的高潮。

（4）．韦庄的《金陵图》： 江雨霏霏江草齐，六朝如梦鸟空啼。无情最是台城柳，依旧烟笼十里堤。”

第一句译文：Over a riverside grass falls a drizzling rain, 译者活用动词“falls”连接起“grass”和“rain”, 创造了一种很立体感的意境;第二句Six dynasties have passed like dreams, birds cry in vain.译者将 ―如梦‖翻成“have passed like dreams‖, 凸显了历史的沧桑，感叹时光的流梭；第三句译文是 BJTU’s Graduate School Course Thesis

For miles around the town unfeeling willows stand.―stand‖一词更能反映了台城柳是无情的，冰冷冷地树立在那里，怎知道诗人此刻的心情；最后一句Adorning like a veil of mist the lakeside land.译者添加了 ―adorn‖一词，让读者能联想到整个画面的唯美。

（5）、李煜词中的一首《乌夜啼》：“林花谢了春红，太匆匆！无奈朝来寒雨晚来风。胭脂泪，留人醉，几时重？自是人生长恨水长东！”

从第二句译文来分析： How can they bear cold morning showers , And winds at noon? 译者把“无奈”译成动词词组“how can they bear”, 告诉读者，诗人是不堪忍受这样的寒雨寒风的，译出了诗人内心的凄凉与无奈；

最后一句When shall we meet again ? As water eastward flows, so shall we part.译者添加了动词“meet” 和 “part”, 道出了诗人内心的疑问与期待，以及对人生离别的感慨。这样的译文，音美形美，意更美。

（6）李煜还有一首写渔家乐的小词，《渔父》：浪花有意千重雪，桃李无言一队春。一壶酒，一竿身，世上如侬有几人。

White-crested waves aspire to a skyful of snow, spring displays silent peach and plum trees in a row.A fishing rod, a pot of wine, who in this world can boast of a happier life than thine?

浪花本应是无意，但诗人写有意千重雪？怎样能体现出“有意”二字呢？译者译为动词“aspire to”, 渴求，渴望的意思，体现出了拟人手法，原来浪花是由感情的，说明了诗人对大自然的亲切之情。第二句“桃李无言一队春”，译者用动词“display”连接起春天和桃树李树的关系，一排排一列列的桃树李树，装点了春天，景色是多麽灿烂美丽，诗人心情也是爽朗无比。最后一句“世上如侬有几人”，如侬有几人译为了“boast of a happier life”, boast一词，本身含有引以为荣的事物，李煜这两首词，写来情调悠扬轻松，应该是亡国前所作，过着那种逍遥，自由自在的日子。可见诗人是多麽渴望与珍惜此时的生活，觉得世上没有谁再比他幸福了。

（7）.李白的《秋浦歌》“白发三千丈，缘愁似个长。不知明镜里，何处得秋霜？”

Giles 的译文是 My whitening hair would make a long long rope, yet could not fathom all my depth of woe;though how it within a mirror’s scope, to sprinkle autumn frosts, I do not know.此诗其实前两句和后两句是倒装，本应是不知明镜里，何处得秋霜？白发三千丈，缘愁似个长。但诗人倒装的顺序安排更能凸出鲜明的形象。“三千丈”被译为“make a long long rope”, 借助动词make, 体现了诗人那种匪夷所思的心情，和奔放的激情，好像把所有积压在心中的怨愤都体现了出来。

（8）、李煜的《浪淘沙》的后半阙：

独自莫凭栏，无限江山。别时容易见时难。流水落花春去也，天上人间。Gaze not alone from the balcony, For the landscape infinite extends.However easier parted than met.The river flows— The blossoms fall— Spring going-gone.In heaven as on earth.（林同济）

译得很简洁，没有一个多余冗杂的词语，非常忠实原文，四个动词part、met、flow、fall，做 BJTU’s Graduate School Course Thesis

到了直译，符合了翻译中的对等原则，尤其是“春去也”，由going 转为gone,体现出了时间的飞逝，时光的无情。但是景物虽然描写出来了，但远远不够，诗人的心境并没有展现出来，文学翻译不等于科学翻译，虽然音美形美，但是意美似乎并没有体现出来。再看第二种译文：

Alone at dusk I lean on the balcony;Boundless are the rivers and mountains.The time of parting is easy, the time of reunion is hard.Flowing water, falling petals, all reach their homes.Sky is above, but man has his place.“流水落花春去也”译者翻译为动词“all reach their homes”, 原来流水和落花都是有家的，都是有归属的，但诗人心里想念的人还未出现，他只有遥遥远期的等待心上人的归来，此译文音美形美，意境也很美的展现了出来，让读者好之，乐之。

（9）、辛弃疾《青玉案》：东风夜放花千树，更吹落，星如雨，宝马雕车香满路。凤箫声动，玉壶光转，一夜鱼龙舞。

蛾儿雪柳黄金缕，笑语盈盈暗香去。众里寻他千百度，蓦然回首，那人却在，灯火阑珊处。One night’s east wind adorns a thousand trees with flowers And blows down stars showers.Fine steeds and carved cabs spread fragrance en route;Music vibrates from the flute;The moon sheds its full light, While fish and dragon lanterns dance all night.In gold –thread dress, with moth or willow ornaments, Giggling, she melts into the throng with trails of scents.When all at once I turn my head, I find her there where lantern light is dimly shed.(许渊冲，1996.)分析译文：原文抽象动词居多，而英译把抽象动词译为具体动词，易于读者接受，可谓是妙笔生辉。“东风夜放花千树”的“放”，译者翻成“adorn”, 将东风拟人化，立刻有了画面美，那样的夜晚是多麽灿烂啊。

“凤箫声动，玉壶光转”被译为动词 ―vibrate、shed”,立刻凸显出了画面的灵动感，使读者也能感受到场面的光辉和繁华景象。最后 “melt”一词，突出了人山人海，而她却消融在了人海里，繁华的外表下衬托出了诗人寂寞的心灵。

（10）、苏轼的《行香子》：一叶舟轻，双桨鸿惊。水天清，影湛波平。鱼翻藻鉴，鹭点烟汀。过沙溪急，霜溪冷，月溪明。重重似画，曲曲如屏。算当年，虚老严陵。君臣一梦，今古空名。但远山长，云山乱，晓山青。实意动词寥寥无几，下面我们分析英译文： 开头“A leaflike boat goes light”，把形容词“轻”翻成动词词组―goes light‖,― At dripping oars wild geese take fright，” 形容词“惊”翻成词组“take fright”,强调了动作而不是状态，好像一副活灵活现的场景展现在读者眼中。

君臣一梦，今古空名。但远山长，云山乱，晓山青。The emperor shared the same dream with his peers.Then as now, their fame was left out in the cold.Only the distant hills outspread till they’re unseen, The cloud-crowned hills look disheveled BJTU’s Graduate School Course Thesis

And dawnlit hills so green.(许渊冲，1996)原诗最后五句都是名词词组，但译文却添加了五个动词：share、was left out、outspread、look 生动地说明了那幅幅青葱岁月都历历在目，不仅忠实于原文，而且诗人感慨人生如梦的内心也活灵活现的被译出。

（11）.晏几道《蝶恋花》前两句：醉别西楼醒不记，春楼秋云，聚散真容易。

译文是：Drunk, we parted at Western Bower;Sober ,I can’t recall that hour.Like autumn clouds and dreams of spring disperses every gathering.（许渊冲）

“聚散真容易”用了动词“disperse”, 运用了拟人的手法，更形象地凸显了秋云和春梦的无情，也把诗人从梦境中拉回了现实，使读者看得一清二楚。

3.总结

通过以上11个例子可以得知，中国古诗词以朦胧美著称，一个名词有时也能传达动态的意境，但是翻译为英文时不能照猫画虎的硬译过来，应该巧用动词的翻译，这样更有情趣和意境，将动态的视角更好的展现给读者。尤其是在翻译诗人情感高潮时，动词的使用更能凸显出诗人内心的情感波浪和全诗的意境。我们在古诗词翻译这条唯美的长河中还要有许多东西值得去探寻和深究，也相信广大学者会做的越来越好。

参考文献: 顾正阳著.《古诗词曲英译文化探幽》》.国防工业出版社，2012.许渊冲.《翻译的艺术》.五洲传播出版社，1996.张保红.“意像与汉诗英译”.《解放军外国语学院学报》，2005.

第二篇：翻译概论总结

多项选择：

1.Roman Jakobson’s tripartite classification: intralingual translation(rewording), interlingual translation(translation proper), and intersemiotic translation(transmutation)

2.text types: technical, institutional, literary translation

3.outline of major theories of translation:(1)Chronologically(by the time of their birth or occurrence): the philological, hermeneutic, linguistic, communicative, sociosemiotic, skopos, manipulative, norm, post-structuralist, postcolonial(2)topologically(by the particular approach adopted or focus directed by their proponents): their approaches to translation may be grouped into the philological, linguistic, functionalist, semiotic, cultural, philosophical.重要概念：

1.translation studies:

(1).The paper “the name and nature of translation studies” written by James Holmes in 1988, marks the birth of the discipline of TS.The descriptive branch: product, process, function-oriented The theoretical branch: general & partial which includes medium, area, rank, text type, time, and problem restricted The applied branch: translation aids, training and criticism Note: though being lucid and inspiring in his theory, it shall be noted that description and theorizing are usually inseparable from each other in research.(2).The internal studies and external studies The internal studies: the theoretical branch takes as its objects of study the nature, principles, and procedures of translation;the applied branch includes translation practice(text analysis and genre translation), T criticism, and the training of translators, development of the translation profession.Specifically, translation practice includes text analysis and genre translation, and the former covers such areas of research as: source text analysis, comparison of translations & their source texts, comparison of translations and non-translated texts(comparable texts), translation with commentary;while the genre translation covers texts like drama, poetry, prose fiction, religious text, tourism texts, and multimedia texts.The external translation studies are the derived or borderline parts of TS, covering areas where the internal TS interact or marry with other disciplines, such as history, sociology, cultural anthropology, philosophy, linguistics, psychology, theory of communication, computer science and technology, etc.For example, history of translation;sociology and cultural studies of T;T ethics;terminology management;language and translation technology…

Or historical/cultural translation;translation ethics;terminology and glossaries;translation and technology

The internal studies and the external studies of translation are related and complementary to each other in that the research results in the former provide the latter with both a theoretical basis and a practical focus of concern while the research findings in external studies contribute to the depth and breadth of internal studies by providing new observations and new perspectives.2.definition of translation:

According to Wilss(1995), translation is an action directed toward both the source text and the reader of the target language.Its procedure is determined by its function and it pursues a goal of enabling understanding between individuals of different linguistic and cultural communities.Nida and Taber(1969)regard translation as a communication-based task and define it as: Translation consists in reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning, and secondly in terms of style.(closest in meaning and style;acceptability;loss of information)--translation as a kind of communication between different language group--translation should communicate information or meaning

3.theory: A theory, in the simplest sense, is just a view or understanding of something that concerns us.In modern science, it is generally understood or refers to a proposed explanation of empirical phenomena, made in a way consistent with scientific method.Theories are collections of hypotheses that are logically linked together into a coherent explanation of some aspect of reality and which have individually or jointly received some empirical support.The properties of a good theory: strong explanatory power that can effectively explain the subject matter it pertains to;strong predicative power which means it should proved a)reasonably adequate predictions about the properties not yet discovered of the specific object under investigation and b)a measure of predictability about the degree of success to be expected from the use of certain principles and procedures in the study of the subject matter.3.equivalence: A term used by many writers to describe the nature and the extent of the relationships which exist between SL and TL texts or smaller linguistic units.The nature of “equivalence” was successively discussed by prominent figures such as Jakobson, Eugene Nida, Peter Newmark, and Werner Koller.(1)Jakobson’s linguistic meaning and equivalence.He followed the relation set out by Saussure between the signifier(the spoken and written signal)and the signified(the concept signified).He stated that the signifier and signified form the linguistic sign, but the sign is arbitrary or unmotivated, thus there is ordinarily no full equivalence between ST and TT.He defined translation as “substituting messages in one language not for separate code-units(signifier)but to entire messages(signified)in some other language”.(2)Catford regarded the central task of translation as “defining the nature and conditions of translation equivalence” and there exists a distinction between textual equivalence and formal correspondence.(3)Nida, inspired by Noam Chomsky’s generative-transformational grammar, put forward a three-stage system of translation and used back-transformation to analyze the kernels under some complicated surface structure.In terms of equivalence, he stated that there are

formal equivalence which focuses attention on the message itself in both form and content, the message in the receptor language should match as closely as possible the different elements in the source language.Dynamic equivalence is based on the principle of equivalent effect, where the relationship between receptor and message should be substantially the same as that which existed between the original receptor and the message.There are four basic requirements of a translation.(4)Newmark put forward the notions of communicative translation and semantic translation.Communicative translation attempts to produce on its reader an effect as close as possible to that obtained on the readers of the original.Semantic translation attempts to render, as closely as the semantic and syntactic structures of the second language allow, the exact contextual meaning of the original.4.meaning: According to Nida, meaning is broke down into linguistic meaning, referential meaning and emotive meaning.In terms of traditional studies of meaning, the meanings of meaning are as follows: reference and sense: reference is the relationship between words and the things, actions, events, and qualities they stand for;sense is the place a which a word or phrase holds in the system of relationships with other words or phrases in the vocabulary of a language.From the perspective of sociosemiotics, there are 4 basic facts about meaning: 1)meaning is a kind of relationship.Meaning is not really an entity(because words do not have meanings, people have meanings for words), but the relationship between a sign and something outside it 2)there is a plurality of meaning: three kinds of relationship a sign may enter into –

referential(semantic), pragmatic, syntactic(intralingual);

a.Referential meaning(RM)(sign-real world entity)is chiefly connected with the topic of a communication.Its core elements are the external situation, the facts of the real world.Also known as informative, conceptual, cognitive meaning.But RM does not equal literal meaning(LM).E.g 挂号信；vice-chancellor；indian meal;国际学院；基础实验楼

b.Pragmatic meaning(PM)(sign-user)may be divided into four subsets: identificational meaning(regional, historial background of the speaker);expressive meaning(emotional content of an expression might have in terms of the personality or individual creativity of the user, e.g murder & homicide);associative meaning(connotative meaning隐含意义);social meaning(channel of contact, e.g phatic forms of discourse;forms of address vous/tu;flatter;register);imperative meaning(conative meaning, operative or instrumental meaning)c.intralingual meaning(IM)(sign-sign)is related to the code: phonetic meaning;phonological meaning;graphemic meaning;morphological/lexemic meaning, syntactic meaning, discoursal/textual meaning 3)style is meaning.Style in its linguistic sense is reduced to a group of pragmatic meaning and intralingual meanings.4)different meaning may carry different weight in different contexts.5.code: a system of signs or signals involved in the transmission of messages.Language as a code is a system of multiplicity, i.e.it is composed of diverse elements or has different aspects.6.sign: a thing that signifies or stands for another thing or things.7.signification: using signs to mean.A third item is included in the process of signification, that is, an abstract concept of the thing for which the sign stands.8.message: according to Nida and Taber, it consists of two aspects: meaning and style

9.fusion of horizon: the meeting of different perspectives or backgrounds.So far as translation is concerned, this concept implies that a translator has to emerge from his own intellectual perspective and cultural background in order to assimilate what is foreign in a new light.总结自己学习情况：

Taking the course “Introduction of Translation Studies” is conducive to the improvement of both my theoretical and practical inquiry on translation.It is a pity that we cannot cover all the items outlined in the syllabus such as the skopos theory and the manipulation school, which I find them an enlightening reading as I read them in Jeremy Munday’s “Introducing Translation Studies”.As far as I am concerned, the benefits by taking this course are twofold.First, owning to the systematic exemplifications and illustrations discussed in class, I have a better understanding of the major schools of translation chronologically and topologically.Equipped with the basic knowledge and systematic framework of translation studies, I can conduct my research or my future thesis paper from an in-depth perspective.The philological approach mainly concerning on the “word for word” or “sense for sense” debate, though

案例分析：

1.deep structure analysis The surface structure is the syntactic structure of the sentence which a person speaks, hears, reads or writes.It is the actually observed structure of a sentence.The deep structure is much more abstract and it is considered to incorporate all information relevant to the single or unambiguous interpretation of a particular sentence.Nida believes that the English language possesses seven such basic structures, which he terms “kernels” – the minimal number of structures from which the rest can be most efficiently and relevantly derived.Nida advocated the back-transformation of complex surface structures onto an underlying level, in which the fundamental elements are objects, events, abstracts, and relationals.Four steps for analyzing and transferring complicated SL sentences(1)determine whether each word is an object, and event, an abstract, or a relational(2)identify the kernels,(making explicit the implicit constituent elements of the kernels: who are the recipient and agent?)(3)determine the semantic and logical relationships between kernels(grouping the kernels into related sets)(4)find out the most efficient way of representing the given relationships between kernels in the target language.(state these relationships in a form which will be optimal, i.e.closest to the form in the target language, for transfer into the target language)

例子：the unique and mixed ethnic heritage of the population;the American defence of Bastogne sealed their(Nazi troops)fate;this land, which once barred the way of weary travelers, now has become a land for winter and summer vacation, a land of magic and wonder.2.transliteration 以义出音 vs.translation: a terminological study of the rendition of a sutra text

翻译：

长答题（essay questions；optional）:

1.the philological school, which lays emphasis on the source text, including its production, transmission, and history of interpretation, a typical question raised with this school being that of whether the translator should bring the original to the target reader(liberal translation)or the target language reader to the original(literal translation).Philological tradition in the western history can be illustrated chronologically:

a)roman times – word for word vs.sense for sense.Cicero & Horace & Quintilian: liberal translation;St.Augustine: literal translation b)the middle ages – debate between translation and unacceptable interpretation.St.Jerome, father of the church, translated the Bible into Latin, and developed the Ciceronian distinction between the undesirable “word for word” translation and the desirable “sense for sense”

translation.Translator such as King Alfred in England perceived the task of translating the Bible as linked to the task of elevating the status of the newly developing language known as English, i.e.the Old English.c)the Renaissance – “copying” an original, but also creating a new text with an individual voice.Focus on how to strike a balance in between and how to remain faithful without being subservient.d)Reformation – doctrinal fidelity vs.possible heretical “mistranslation”.Martin Luther elevated and disseminated the usage of German by his translation of the Bible.Etienne Dolet, burn at the stake for his addition to his translation of one of Plato’s dialogues, advocated five principles in translation.e)the 17th & 18th centuries – diversion of the activity of translation: translation as recovery or imitation of classical text;as language learning exercise;as commercial enterprise.John Dryden

reduces all translation to three categories: the triadic model: metaphrase, paraphrase, and imitation.The Port-Royal grammar put forward that “accuracy” in translation could somehow be measured on a qualifiable basis.Alexander Tytler reacted against Dryden’s “paraphrase”(loose translation)and set up three basic and celebrated principles of translation: complete transcript of ideas, style and manner of the same character, and all the ease of the original f)the 19th century – romanticism and “creative translation”, which centered around the problem of whether translation could be considered as a creative or a mechanical enterprise.g)the 20th century – the philological tradition endured

In conclusion, the methodology of this school is introspective, impressionistic, relying heavily on the researchers’ and practitioners’ intuition.Its central concepts are too abstract to be unequivocally understood and too fuzzy to serve as a reliable basis on which detailed theoretical analysis can be conducted and universally accepted conclusion drawn simply because different people may have different views of these concepts.2.the hermeneutic school, which concerns the interpretative process of the ST.The term “hermeneutics” is used in two senses: the part of Christian theology解经学 and theory of understanding and interpretation of the significance of human actions, utterances, products, and institutions 阐释学。Hermeneutics is a Romantic approach to interpretation based not on absolute truth but on the individual’s inner feeling and understanding.Friedrich Schleiermacher, founder of modern Protestant theology and of modern hermeneutics.To “give the reader the same impression that he as a German would receive the work in the original language”, the translator must adopt an “alienating”(as opposed to “naturalizing”)method of translation, orienting himself or herself by the language and content of the ST.While Schleiermacher was instrumental in extending hermeneutics beyond the theological domain, Heidegger was the first related the problem of understanding in general to that of linguistic translation.The interrelationship between hermeneutics and translation may be viewed from two angles: the status of translation in hermeneutics and the inspirations TS derived from hermeneutics.Translation is given by Heidegger a function of challenging thinking that both the original and the translated language are unique in their capacity for harbor philosophical premises or presuppositions.Gadamer develops his philosophical hermeneutics in terms of the concept of “fusion of horizons”, which implies that, in the view of translation, a translator has to emerge from his own intellectual perspective and cultural background in order to assimilate what is foreign in a “new light”.Viewing translation in hermeneutics, meaning must be expressed within the target language “in a new way” and therefore “every translation is at the same time an interpretation”.The status of translator was improved by “translator’s turn” since understanding is achieved through the very involvement of the translator in the convergence of two horizons.In summary, the perspective of hermeneutics is important in TS because it lends inspiring insights into the nature of T and has influenced some subsequent schools of thought on translation like the manipulative and post-structuralist ones and constructivism, but its concern about translation is basically philosophical which does not care about the process of translation.Case study: 圆成十相；土卫六;把汉语规律的解释建立在文化认同的科学基础上；知不知上不知知病

3.the linguistic school, which analyzes, among other things, the SL message and its restructuring in the TL.Principal figures of this school include Catford, Nida and Chomsky.According to Nida, meaning is broke down into linguistic meaning, referential meaning and emotive meaning.He also proposed three techniques to determine the meaning of different linguistic items: hierarchical structuring, componential analysis and semantic structure analysis.Chomsky’s generative-transformational model analyzes sentences into a series of related levels governed by rules which are phrase-structure rules, transformational rules and phonological and morphemic rules.Three levels of conceptualization: a basic component made up of phrase structure rules and lexicon that generate a deep structure, which in turn is changed through the application of transformational rules into a surface structure.Nida’s and Chomsky’s theories share two common features: Both assume that there exists an underlying, coherent and unified entity behind whatever manifestation language takes: the kernel, which are simple, active, declarative sentences that require the minimum of transformation.They both made philosophical claims about the object of investigation for their respective theories.Nida and Taber put forward a three-stage system of translation: analysis, transfer and restructuring.Kernels are the level at which the message is transferred into the receptor language before being transformed into the surface structure in three stages: literal, minimal and literary transfer.Nida advocated the back-transformation of complex surface structures onto an underlying level, in which the fundamental elements are objects, events, abstracts, and relationals.The linguistic school provides powerful analytical tools for decoding and reencoding the ST and adopts a rigorous approach to problems of linguistic translation.On the other hand, this approach is just one way, rather than the only way, of accounting for the translation process because it smacks of the extralingual elements such as pragmatic and cultural ones.4.the communicative school, which is focused on the communicative functions performed by the original and their translations in the source and target language environments.Inspired by the sociolinguistics and information theory, this school views translation as a process of communication that firstly, the process of translation is inherently similar to that of any other kind of human communication, which means the translator should seek an optimum balance between the cost and benefits of the translation;secondly, target texts need to be drawn out by the inclusion of a certain amount of redundancy so as to overcome the effects of noise and increase the predictability of the communicative content.According to Nida and Taber, this procedure of “drawing out” target texts is essential if dynamic equivalence is to be achieved and “there is a tendency for all good translations to be somewhat longer than the originals.”

They put forward the minimal and maximal requirements for translational adequacy.Minimal: readers are able to comprehend and appreciate how the original readers of the text understood and possible responded to it.Maximal: readers of the translation would respond to the text both emotively and cognitively in a manner essentially similar to the ways in which the original readers responded.5.the sociosemiotic school, which studies various codes involved in communicating meaning.The approach this school takes is a synthetic or eclectic one in that it selects and incorporates what is best of the other major schools.The basic assumption of sociosemiotics is that language must be views as a social as well as linguistic code, a shared set of habits using the voice to communicate, which signifies, elements specific to the speech community in which the code is created and used must also be taken into account and taken care of by the translator.Semiotics is the scientific study of the properties of signing systems or codes, whether natural or artificial and covers the investigation of patterned human communication in all contexts and in all its modes or channels.Four mode of semiotic communications: auditory-vocal;visual;tactile;olfactory and gustatory

Charles Morris, in 1938, defined semiotics as the use of signs governed by syntactic, semantic, and pragmatic rules.The definitions of meaning are different.Translation standard: optimal equivalence.The long-standing dispute about literal translation or liberal translation becomes largely meaningless or deconstructed when we approach the problem of what is to be translated in translation from the point of view of meaning.Optimal equivalence: within the bounds of the norms of target language grammar and usage as well as the receptability of the anticipated readership, with the appropriacy of the translation to the occasion in mind and with priority given to the most prominent or important meaning(s)in the context, the translator employs appropriate translation strategies when necessary to transfer the greatest possible number of meanings of the source message and the distributions of these meanings(i.e.the relative relationships among them)so that the translation is maximally equivalent to the source text and its communicative functions in the target language environment optimally fulfilled.e.g 遇难者的头颅和手臂；一笔双叙syllepsis；文明标兵单位

Before translating a text, the translator usually has to judge the likely setting of the translation.Three types of language target readership: expert, educated generalist, uninformed.The Sociosemiotic School: clarifying the essence, objects and procedures of translation in a most systematic and down-way;providing the most comprehensive perspective from which translation can be studied.

第三篇：概论论文

初识建筑

学号：0111431姓名：肖强

班级：大一建筑三班

1.“建筑从我的思想来看，是非常复杂的一个东西，但我觉得它的艺术性，是由结构、技术、设备来共同体现的。”齐康教授通过讲建筑艺术表现，表达了对建筑学的深刻见解；通过对自己的设计作品展示，展现了自己的设计发展史。从始至终，齐老的话语中都带着对我们的谆谆教诲和殷切希望，齐老对我们提出了随时测绘、虚心抄图、遍览群书的要求，希望我们能更深一步探索建筑学的殿堂，为中国建筑添上浓墨重彩的一笔。

第一讲：建筑的教育及其昨天 俄罗斯大文豪果戈里有句名言：“建筑是世界的年鉴，当歌曲和传说已经缄默，它依旧还在诉说。” 单踊老师便是通过叙述建筑教育及其昨日让我们了解历史，展望未来。从西方建筑教育起源到德国的名校，最后到东南大学建筑学科的发展历史，从古至今，由远及近，深入浅出，让我产生了对建筑历史浓厚的兴趣。法国巴黎美术学院的研究引发教学，三方协作的机制，四层金字塔的培养模式让我顿生兴趣，而美国麻省理工，宾大以及德国的包豪斯高校“一切创造活动的终极目的是建筑”工厂学工制以及先锋运动则让我向往„„最后介绍了东南大学的发展历程，从苏专到建筑老八校，再到中央大学的成熟，东南大学以短短90年培养了中国建筑四巨匠，八院士，这让身为东大人的我倍感自豪，激情澎湃。柯布西耶说过“建筑设计师的激情可以从顽石中创造出奇迹。”我相信在古老成功的东大里，我一定能成为一位成功的建筑师。

第二讲：建筑设计导论

气宇非凡的长城与帕台农神庙，与自然结合的流水别墅与英国世博馆，临水城市弗洛门萨„„一开始便是对这些建筑奇迹的展示，当我们从对一个个经典的建筑的震撼中醒来，韩冬青老师便用诙谐幽默的语言为我们讲述了何为建筑，何为建筑设计以及与之相关的专业课程，为我们理清了未来学习的大体方向。虽然梁思成教授说过：“中国的房子很多，但是建筑很少”，但是韩冬青老师用他平实的语言告诉我们建筑就是为了适应人类需求而建造的物质空间环境。而建筑设计则是运用有意识的操作进行创作性活动，看似矛盾的叙述却是让我由浅入深地理解了建筑，敢于进一步了解探索她。最后，韩冬青老师通过讲述设计的基本过程让我们了解做好建筑需要涉略人文、技术等许多专业，然后以对东南大学3+2模式的解释结束了这节课。

第三讲：建筑，城市与规划

以前见过建筑大师贝聿铭先生曾说过的一句话“一个城市,并不等于就是一堆建筑物,相反的,是由那些被建筑所围圈,所划分的空间构成”，那时还有点不懂。等到段进老师的课题逐步深入，猛然想起这句话，原来贝老说的就是有关城市规划的意思。除了给城市规划进行了专业的定义，段进老师还逐步解读了什么是城市规划、城市规划如何运行、与建筑设计的关系，并分析了城规的工作前景，让大家顿生兴趣。但是在讲学科交叉时，密密麻麻地相关专业还是把大家刚对城规燃起的兴趣之火扑灭。但是即便如此，段进老师对我们的劝勉之词“体验生活，知识全面，掌握技能”还是让我感触良多，对“建筑是有生命的,它虽然是凝固的,可在它上面蕴含着人文思想”“建筑是体现在他自己的世界中的自我意识，有什么样的人，就有什么样的建筑”等等有了更进一步的理解。

第四讲：城市设计

看见城市设计，本能以为与城市规划类似；等到开始的天安门、纽约古根汉姆美术馆、圣马可广场和悉尼展示，又感觉和建筑设计导论相像„„等到王建国老师的逐步深入，我才渐渐理解城市设计的真正内涵。王老师的话“不懂得城市的建筑师则不是一个完整的建筑师” 则让我了解城市设计的重要性。随着王老师将城市规划、建筑设计、风景园林、景观一个个与城市设计对比，我懂得了城市设计不仅研究了整体与细节，还研究了环境，身为建筑师我们应该掌握的设计概念有环境与整体、功能内外综合和协调文化历史与时空„„虽然内容有些难懂，但是结合那句句名言“让我看看你的城市，我就能说出这个城市居民在文化上追求的是什么”“当代建筑师的一项主要任务,是要使自己的作品不与自然环境和历史古迹发生冲突”„„最后王老师以快城慢岛为例进行分析，完整地帮我们理清了这堂城市设计概论课的内容。

第五讲：建筑设计科学学科概论

通过对建造、关联的解释和实例介绍，张宏教授把目光专注于建筑技术科学，更正了我们的观念，建筑是由构件而不是材料构成的，强调了与人、与自然、与社会的关联，可是教授说像扎哈这样的建筑师世界上也只有一个，学校的体制可能会限制我们创造出所谓酷炫的建筑，但是我们学校培育出的是社会上的需要的有创造性但并不怪异的建筑师。老师的话或许并不被所有人认同，但是确实有道理，我们在学习过程中不能刻意追求奇特，而应在自己的想法中融合文化认同。

第六讲：景观导论

双语教学的成玉宁老师从英语单词翻译上解释了景观概论的意义，让我们在了解学术词汇的英语翻译的同时，更好地理解这些概念。老师从国外景观的发展开始讲到景观设计的趋势，并提及到景观为了和谐的环境的原则；从可居住的环境到和谐的栖息是现代人类的视角，相关地，景观建筑的原则来自人与自然的关系。成老师让我们大致了解了景观学的发展，这是比较新兴的学科，起源于美国，然后传入中国。至此，我才大概了解了建筑三个方向：建筑、城规、景观，对自己的专业有了较为全面的了解。

第七讲：建筑理论导论

葛明教授的建筑理论设计导论，以一个个问题引起话题，主题鲜明而内容纷杂，讨论了建筑的概念、历史与主题。介绍了柯布西耶的多米诺形式及我校建筑教育的来源——苏黎世联邦理工学院以及宾夕法尼亚大学的建筑专业，以及著名的九宫格练习。通过这些高等学府的介绍让我们了解了现代建筑的起源，让我迸发出求学热情。

2.再谈谈对专业课的感受，首先是一周一节的《建筑学概论》，八周不长不短，八位不同的老师用浅显易懂的话语深入浅出，从建筑的历史讲到当代，从建筑讲到景观，从全球名校讲到东大，引领我们一步步走向建筑殿堂，了解建筑历史发展，激发我们对建筑学浓厚的兴趣，特别是老师们自己的作品以及各类大师作品展示，为我们接下来的专业学习奠定不可磨灭的印记。

而《建筑设计基础》则是我们专业课的重点，虽然上课没有教科书、没有PPT，作业没有标准答案、没有最完美，但是每次短短几页的任务书却包含了老师对我们的种种要求——需要我们仔细研读；行业设计的规范——要求我们牢记于心。但是一开始，我根本没有意识到这一点，设计思路全凭感觉，单调乏味，与要求相差甚远，这样的结果显而易见——即使每周每天投入大把时间，即使一遍遍重做模型，即使为了份速写，不停问老师同学，即使自我感觉良好，最后还是只能得到不如意的分数。虽然曾为此烦恼过，为此气馁过，但是逐渐知道，原因在我自己，没能理解设计课的要求，没有抓住设计重点，没能在老师的指导改进中感悟进步。不仅如此，我还没能把握生活，就像林语堂所说，最好的建筑是这样的，我们深处在其中，却不知道自然在那里终了，艺术在那里开始。我们存在在生活中，生活是最全的教科书——音乐台、紫峰大厦及其裙楼的排布对空间立方体的感悟，中大院线脚纹路、屋顶飞檐对空间操作的触动„„或许平时把握住生活，课中理解透任务书，我才能真正理解设计课的要求，掌握设计课的技能，才能更进一步接近自己成为建筑师的梦想。与建筑设计课相比，《建筑制图》则是一个有教材，有标准答案的课程，虽然教学一次比一次复杂、任务一次比一次繁琐，只要缺一节课甚至开了会小差就会听不懂，但是只要认真听讲，做作业时有着严谨的态度，一丝不苟的精神，做到画图精确准确到位，就一定能做好制图作业。建筑的目标在创造完美，也就是创造最美的效益。当然，作业是其次，制图课首先是为了让我们掌握制图的技能，让以后的建筑设计更加轻松。

肖强

***

第四篇：概论论文

毛泽东思想和中国特色社会主义理论体系概论

（二）（2013—2014学第二学期2012年级本科生）

大学生就业问题简析

学 生 姓 名：

学

院：

专

业：

班

级：

学

号：

手 机 号 码：

完 成 日 期：

辽

东

学

院

《毛泽东思想和中国特色社会主义理论体系概论》

（二）（2013—2014学第二学期2012年级本科生）

大学生就业问题简析

摘要：随着中国高校教育的发展，大学生的数量急剧增加，大学生就业问题也日益凸显，大学生就业难问题早已成为社会热点之一。本文从当代大学生就业问题的现状入手，分析当今大学生就业存在的问题与原因，从而在国家、学校教育、社会与个人四个方面提出相关解决问题的对策与措施。

关键词：大学生；就业；形势；对策

正文：

随着大学生的就业压力的加大，我们在校学生的迷茫与无助更是增大，恐慌，担忧接踵而来，本着能从该课程中学到，了解一些有关的知识与信息，修了这门课，当它结束时总结一下所学的东西，发现在这里了解有关就业的一些信息，不能和书本上的知识相比较，它是步入社会前有必需的知识，以后最能发挥功效的一门课之一。以下是我对当前大学生就业形势的分析： 当前大学生的就业形势分析

据《2013典范企业人才招聘状况报告》显示，100家典范企业计划招聘2014届本科应届毕业生45577人，比2013年的招聘量减少7.3%。2013大学毕业生人数达到699万，是高校毕业生人数最多的一年。2014年有毕业生727万人，加上13年尚未就业的大学生，今年2014年大学生就业形势仍难好转。今年，中国将有727万名研究生、大学生。外加去年未找到的毕业生，可预计2014年的高校就业人数多达810万。与此同时,国际金融危机的影响进一步显现,可以预见,在未来相当长时期内大学生就业压力不会减弱。如何帮助大学生走出就业难的困境将成为政府与社会长期而艰巨的任务。

大学生就业难是一个现实问题，更是一个社会问题。总体来说,大学毕业生具有较高的人力资本水平,是劳动力市场上的优势群体。但随着全球化的发展与知识经济的冲击,青年初次与持续就业所需的能力门坎逐年提高,大学生必须具备能够满足新经济要求的核心就业能力才能成功发展,但现有教育培训体系缺乏必要的就业市场需求导向,缺乏对创业行为的深入研究,高等教育培养出来的大学生在知识和技能结构上与人才市场的需求存在脱节,大学生就业的结构性矛盾日益突出。当前大学生就业形势的成因分析 2.1毕业生个人因素对就业的影响

随着社会经济的发展，用人单位的择才理念也在发生着变化。由团中央学校部和北大公共政策研究所联合发布的《2006年大学生求职与就业状况的调查报告》显示，企业对大学生基本能力要求依次为环境适应能力．占65．9％；人际交往能力，占56．8％；自我表达能力，占54．5％；专业能力占。47．7％；外语能力。占47．7％。能力因素成为大学生成功就业最基本、最直接的因素。除了专业能力之外．用人单位还提出了明确的非专业能力要求．主要表现在以下几个方面：表达能力、人际交往能力、组织管理能力、适应能力和实践能力。影响大学生就业的非专业能力还有很多．如学习能力、应变能力、观察能力及分析能力等，特别是学习能力．已成为现代用人单位考察的一个重要因素。

2.2高校专业设置与市场需求不合拍

近几年的高校扩招确实使大学生的就业压力不断加大．但高校专业设置与市场需求不合拍也是我们不可忽视的问题。据2005年全国l％人数抽样调查显示，我国具有专科及以上学历的人仅占总人数121的5．18％，而发达国家占20％以上。到2020年。我国人均GDP达N3800美元左右时，需要10％左右的大专以上人才。绝对数是1．4亿人。现在我们这个数字是6300多万，2020年要比现在增加7000多万。也就是说，从现在到2020年，我们年均需要增加600万左右大专以上的毕业生才能实现这个目标。另外，《2005年中国人才报告》显示，2010年我国专业技术人才缺口2000万人。这个数据分析反映出我国的大学生不是多了，而是高校专业设置与市场需求不合理导致某些专业领域的大学生多了。

2.3高校扩招

高校的扩招对大学生的就业有多大的影响呢？我们可以从下表看出来，自从2000年以来，毕业生的人数每年都在增加，2009年毕业生的人数是2000年的5倍多。随着毕业生人数的增加，找工作的竞争也越来越激烈，就业也就越来越难了。高校的扩招对大学生就业增加了难度，但从国家长远的利益看，高校的扩招也是迫不得已的一个选择。高校的扩招对大学生就业有影响，但原因是多方面的，也不是主要的影响。

2.4大学生的就业流向

大学生就业的流向主要有5个方面，从这些流向我们可以看出大学生就业难的具体体现：70%左右毕业生就业出路主要是到各类企业和城乡基层社会服务岗位就业或自主创业、灵活就业。但是70%并不是指到城乡基层社会服务岗位就业，而是包括了去各类企业（私营企业跨国公司、世界500强企业等等）以及灵活创业的比例。其中自主创业的比例之占0.3%，愿意到城乡基层服务岗位的人数就不多了。可见，大学生虽然多，但大多数学生不愿到基层去工作，有业不就也是造成大学生就业问题突出的一个重要原因。

2.5大学生就业的空间分布

大学生就业大多数集中到发达地区、高薪部门就业，愿意到欠发达地区工作的较少。其中广州、上海、北京应届大学生毕业生的首选，很少人愿意到西部地区就业。有一项对3000余名本科毕业生的调查表明，首选到北京工作的高达74.8%，首选去中西部地区的仅有2%。这些毕业生的收入渴望值是每月2000至4000元，低于月薪2000元坚决不干。这样就造成了重东部，轻西部；重高层，轻基层的不合理分布。如果大学生就业空间分布合理的话，就业问题就不会如此严峻或者不存在就业难的问题。把就业问题转向西部是我们解决就业难问题的关键，也有利于实现社会发展水平的均衡，国家的共同富裕，大学生就业问题在某种程度是相对的过剩，这与大学生的观念选择就业造成空间布局不合理密切相关。

2.6教育机制的弊端

我们的教育机制本身就存在很多的问题，甚至可以说有些畸形。有的专业过热，出现了扎堆的现象，有的专业则无人问津，人才过缺。很多的大学生在大学白白地浪费了宝贵的青春，没有提高自己的能力。这与大学教育的机制有关系，很多教育活动只是走走秀，搞搞形式，表面是完成了教育的任务，没有深入激发学生的潜能。有的大学生反应，他们的学习水平和创新能力比高中时候下降了很多，而且为数不少。针对当前大学生严峻就业形势的对策 3．1高校应根据市场需求及时调整专业设置

在市场经济的今天，大学生也是一种特殊的产品。与其它产品一样，高校培养大学生也存在着“产销”是否对路、供求是否平衡的问题。高校在设置专业时不能被就业市场牵着鼻子走，要认真研究、善于把握就业市场波动的规律，学会比市场变化快一拍，只有增设一些新兴的、前瞻性的专业，才能充分掌握就业市场的主动权。同时政府也应尽快建立完善预警机制，向高校随时发布社会对各类人才需求的变化情况。对于可能出现的专业设置供求不平衡的高校给以警告。

3．2高校应加强学生综合能力的培养．以提高抗风险能力 3．2．1重视培养学生的专业技能

高等教育的任务是培养具有创新精神和实践能力的高级专业人才。其中，对专业技能的培养尤为重要。这是大学生的立身之本，所以高校一定要搞好专业技能教育。

3．2．2同样不能忽略非专业能力的培养

除了具备专业能力之外。非专业能力也会直接影响到大学生的就业竞争力。正如前文所提到的，除了专业能力之外．用人单位提出了明确的非专业能力要求，包括大学生的表达能力、人际交往能力、组织管理能力、适应能力、实践能力、学习能力、应变能力等。所以对大学生非专业能力的培养也尤为重要。

3．3大学生应树立正确的择业观 大学生要将就业理想与就业现实相结合，实事求是，不要总是好高骛远。中国高等教育已经进入大众化发展阶段．传统的择业观必须改变。大学生应该面对现实科学定位．找准自己在社会上的位置，认清自己的能力，积极参与竞争，勇敢面对挑战，不能得过且过，也不能不切实际。同时要适应市场经济规律，先就业，再择业，后创业。应该明白职业选择是随着市场经济不断发展变化的，在高等教育大众化的进程中．大学生的择业观必须作出相应的调整。

3．4高校应加强就业指导．帮助毕业生择业就业

在危机影响下．众多大学生能否顺利就业．一个关键问题，是看教育部能不能提供高质量的信息服务。作为沟通毕业生和用人单位之间的桥梁和纽带，高校的毕业生就业工作指导部门不仅要承担起面向毕业生的就业指导、服务和管理职能，而且要承担起向用人单位“推销”毕业生的职能。当前毕业生就业指导部门应继续坚持将“走出去、请进来”相结合的方针，重点放在“请进来”，办好校园招聘会。同时还要建立和完善。大学毕业生就业信息服务系统网站，利用互联网拓宽用人单位和毕业生之间的沟通渠道。

3．5政府应加大就业政策扶持力度

3．5．1政府应发挥政策效应．积极引导毕业生到基层就业 2009年初，国务院办公厅下发《关于加强普通高等学校毕业生就业工作的通知》。与此同时，各地千方百计帮助大学生就业，一些地方还通过“政府购岗”，促进大学生到基层就业。据教育部介绍，为吸纳高校毕业生到城市社区和农村基层工作．辽宁省开发了1万个基层社会管理和公共服务岗位，优先安置困难家庭毕业生和就业困难毕业生。由省财政提供工资补贴。同时，各地方扩大了。“一村一名大学生计划”、“大学生志愿服务辽西北计划和‘三支一扶’计划”、“县以下农村中小学一校一名师范类本科生计划”等项目规模．鼓励高校毕业生在项目结束后留在当地就业。

3．5．2政府应大力推进毕业生自主创业

政府要加大支持创业丁作力度，实现高校毕业生自主创业人数明显增加。要加大对毕业生自主创业经费、政策、项目的支持；为高校毕业生提供创业孵化基地，组织创业实践。对有创业意愿的高校毕业生开展有针对性的项目引导、技能培训、专家指导等帮助和服务。

针对现在大学生的就业所面临的种种问题，要使问题得以缓解，就要采取各种有效的措施。需要国家，企业，大学生自身（最重要的一点），教育机构各个方面做出努力。

参考文献：

[1] 刘晖,马良,张彩霞.我国大学生就业问题分析与研究.中国人力资源开发研究会第九次会员代表大会暨学术研讨会论文集,2006年

[2] 贾利军.大学生就业能力结构的研究.南京师范大学博士学位论文,2007年

[3] 邹云龙,曹扬.关于大学生就业“基层”路径的探讨.东北师大学学报（社会科学版），2009 [4] 李迎军.大学生就业——高校的责任与对策.辽宁省交通高等专科学校学报，2008 [5] 刘东菊．创业教育与大学生就业[J]．东北大学学报(社会科学版)．2006

第五篇：翻译概论读书报告

从中西翻译大家看译者素养

-----《中西翻译简史》读书报告

《中西翻译简史》（a brief history of translation in china and the west），谢天振等著，这本书共包括十五个章节---翻译与宗教，翻译与知识传播，翻译与民族语，翻译与当代各国的文化交流，可见本书把中西翻译发展的历史放在一起进行描述，既强调中西发展史的共同点，也展示两者发展过程中的各自的独特性。

在编写原则上，本书强调“三抓”：一抓主线，即抓住中西翻译史上的主要事件；二抓主角，即抓住中西翻译史上的主要代表性人物；三抓主题，即中西翻译史上最有代表性的翻译思想和理论。我的心得体会便是从第二条主线入手的，即中西翻译史上的主要代表性人物。

我想着重从翻译大家的身上总结一下作为一名二十一世纪的翻译专业的学生，到底应该具备什么样的素养才算合格甚至是优秀。

首先，让我们看一下他们的所处的时代背景。罗马帝国时期的翻译家如西塞罗，贺拉斯，昆体良，哲罗姆等都是顺应时代的要求，从翻译大量的希腊文化典籍到翻译圣经。中国的翻译思想出现的时间虽然晚得多，但是也是从宗教典籍---佛经开始的。无论中西方翻译大家翻译宗教典籍的目的是出于政治统治，还是为了劳苦大众的信仰服务，我们都不难得出结论，他们的翻译工作正是因为顺应历史的要求才取得了如此伟大的成就。

其次，再来看翻译大家各自的出身情况。哲罗姆的《通俗拉丁文本圣经》是在他任教皇达马苏一世的秘书时完成的。而我国著名僧人中诸如彦琮，玄奘虽所处朝代不同，但都是奉召主持翻译佛经的。我国近代著名的翻译家和文学评论家傅雷，上海市南汇县人，1927年赴法学习，主攻美术理论和艺术评论。而恰恰在1931年回国后，他便开始了穷其一生的法国文学工作，且译作丰硕，共30余种，且风格独特，备受好评。他之所以能取得如此令人瞩目的翻译成就，和他几年的赴法经历不无联系

最后，个人因素。看了著名翻译家的详细介绍之后，还有两点共性不难被发现。一是他们对母语以及至少一门语的熟练应用。二是他们的博学。其中最值得一提的就是中国著名学者和作家钱钟书先生，他从小就接受过良好的古典文学教育，不仅在文学创作上成就卓著，其长篇小说《围城》被译成多种语言广为流传；他在学术研究领域的成就也是举世瞩目，其学术巨著《管锥编》以及诗论《谈艺录》，论文集《七缀集》等都是中国学界的经典之作。

以上是一些列的史实，现在让我们听一下关于译者素养的问题，翻译大家们的看法是怎样的。英国著名翻译理论家泰特勒对译者该具有的专业素质进行了概括，认为译者应该在语言和相关的知识方面是行家，这样才能满足翻译的要求。生活于南北朝时期的彦琮在他的翻译专论《辨证论》中对历代译经的得失进行了分析和评点，并在此基础上提出了一个合格的佛经翻译者所必须具备的八个条件，即“八备”说：“诚心爱法，益人，不殚久时，其备一也；将践觉场，先牢戒足，不染讥恶，其备二也；诠晓三藏，义贯两乘，不苦暗滞，其备三也；旁涉坟史，工缀典词，不过鲁拙，其备四也；襟抱平恕，器量虚融，不好专执，其备五也；耽於道术，淡於名利，不欲官衔，其备六也；要识梵言。乃闲正译，不坠彼学，其备七也；薄阅苍雅，粗谙篆隶，不昧此文，其备八也。热爱佛法，立志帮助别人，不怕费时长久。品行端正，忠实可信，不惹旁人讥疑。彦琮的“八备”说是我国翻译史上较早论及翻译主体译者的条件和要求的论说。“八备”说涉及了译者的人格培养和学识修养，这两点是是一个优秀的翻译家所必须具备的条件。即使放到当代，它也有其现实意义。

最后，我想总结一下到底一名优秀的译者应该兼备哪些素养： 第一译者扎实的语言功底。翻泽是一种语言活动，它要求译者熟练地掌握两种语言—这是翻译的根本前提，否则也就无法进行翻译。译者翻译的水准，首先取决于他对原作的阅读理解能力和鉴赏能力。要提高英语的阅读理解能力，最基本的是要掌握足够的词汇，具有系统的语法知识，以确保理解在语法层面上不出错误，或少出错误，并要进行大量的外语原著的阅读，不断丰富自己的语言知识，提高自己的语言感悟能力。将外来语译人汉语的译者，尤其应该下功夫提高自己的汉语表达能力。译者的汉语水平是决定他译文质量的第二大要素。凡想在英译汉上有所作为的人必须大量阅读汉语原著，进行经常性的汉语写作训练，学会熟练驾驭和自如运用汉语的能力。英汉两种语言属于不同的语系结构，在词法与句法上都存在着很大的差异，译者应熟悉汉英两种语言在语音、词汇、句法、修辞和使用习惯上的种种差异。翻译是语言艺术，是最复杂、最深刻也是最难掌握的艺术门类。译者以语言文字为媒介，通过再现原作的艺术形象和意境，揭示、展现原作的语言，反映、预示着原语文化。译者必须了解语言的创造规律及其语言的艺术特征，挖掘出原作的艺术魅力，译者应该是一个懂得语言艺术的传播者。

第二译者文化素养。翻译不是精通一门外语，借助于词典和工具书就能为之的事，缺少对原语文化的深人研究很难保证翻译的水平和质量。翻译要熟悉两种语言，悟出语言所具有的无比威力，还要透过语言所传达的信息，了解其背后的文化和精神，从而体会到中西文化的差异。尤金，奈达说:‘对于真正成功的翻译而言，熟悉两种文化甚至比掌握两种语言更重要，因为词语只是在其作用的文化背景中才有意义„„实际上，文化之间的差异比语言结构上的差异给读者带来的复杂性更多”(奈达，2001)。正如英国语言学家莱斯·约翰所说(1997):“特定社会的语言是这个社会文化的组成部分，每一种语言在词语上的差异都会反映在使用这种语言的社会事物、习俗以及各种活动中。”语言不仅仅是信息的载体，还是文化的载体。不同民族由于不同的生存环境，不同的认识世界的角度，往往形成各自独特的文化模式。人类对信息形式和内容的理解在相当程度上依赖于本民族的文化模式。原文读者与原文作者一般具有共同的文化背景，因此原文读者能按作者所期望的那样，透过词汇的表面形式去理解原文的全部文化内涵，而译者根据自己的语言和文化背景来传达信息、表达感情，他所面对的则是难以理解甚至是更容易误解的文化材料，因此“翻译者必须是一个真正意义上文化人”(王佐良，1989)。译者不仅应该精通原语和译人语这两种语言，而且应该通过各种信息渠道了解这两种语言所反映的文化，谙熟它们的差异，才能找到契合点，最大限度地缩小原作和译者之间的距离，准确地捕捉原文中的文化信息，进行有效的传播。第三除了精通原语和译语外，译者常常还要具备一个甚至多个领域的知识，如航空学、化学、人工智能、力学、会计学、国际法、医学或农学。这些领域需要称职的翻译，报酬也比较丰厚。不过有些平常实用的领域也需要相当的专业知识，如电视机维修手册、风味菜谱和建筑规程。

其他，政治道德条件，身体条件，和计算机知识条件等