本文為英漢翻譯實(shí)踐報(bào)告,翻譯原文《教育論》是英國(guó)哲學(xué)家詹姆斯·穆勒為英國(guó)百科全書撰寫的學(xué)術(shù)著作。該書提倡“最大多數(shù)人的最大幸�！�,結(jié)合功利主義和聯(lián)想主義心理學(xué)理解教育問(wèn)題,建議我們應(yīng)該通過(guò)“家庭教育”“技術(shù)教育”“社會(huì)教育”“政治教育”等方式來(lái)實(shí)現(xiàn)幸福�！督逃摗凡粌H對(duì)英國(guó)的教育改革與發(fā)展產(chǎn)生了深遠(yuǎn)的影響,也可作為中國(guó)當(dāng)前教育的參考,故譯者選此作為翻譯文本。學(xué)術(shù)著作語(yǔ)言表達(dá)準(zhǔn)確,句子結(jié)構(gòu)復(fù)雜嚴(yán)謹(jǐn)。對(duì)此,譯者以系統(tǒng)功能語(yǔ)言學(xué)的三大元功能理論為指導(dǎo),旨在忠實(shí)再現(xiàn)原文。在翻譯過(guò)程中,譯者通過(guò)對(duì)原文的翻譯難點(diǎn)進(jìn)行探索,發(fā)現(xiàn)三大元功能理論的分析應(yīng)用可以幫助譯者提高語(yǔ)境意識(shí),規(guī)范翻譯過(guò)程中的措辭選擇,從而有效地指導(dǎo)翻譯實(shí)踐。首先,譯者借助及物性分析確定原文的過(guò)程,在譯文中再現(xiàn)對(duì)等的經(jīng)驗(yàn)意義。其次,譯者分析原文的語(yǔ)氣和情態(tài),識(shí)別作者人際意圖,在翻譯過(guò)程中盡量還原。再者,鑒于原文的從句在邏輯語(yǔ)義關(guān)系上主要是形合,譯者運(yùn)用邏輯功能分析語(yǔ)篇,在理解復(fù)合句邏輯的基礎(chǔ)上進(jìn)行適當(dāng)轉(zhuǎn)換。最后,通過(guò)對(duì)原文的銜接手段和主述位結(jié)構(gòu)分析,譯者忠實(shí)再現(xiàn)原文,使譯文通順流暢。此次翻譯實(shí)踐提升了譯者對(duì)三大元功能理論的認(rèn)知,希望...

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background and Objectives of the Translation Project
    1.2 Introduction to the Source Text
    1.3 Introduction to the Author
    1.4 The Significance of the Translation Project
    1.5 Organization of the Report
Chapter Two Translation Process Description
    2.1 Preparation Section
    2.2 Process of Translating
    2.3 Post-translation Revision and Amendment
    2.4 Summary
Chapter Three The Guiding Translation Theory
    3.1 Theory of Three Meta-functions
    3.2 Application of the Theory of Three Meta-functions to Translation Studies
        3.2.1 The Ideational Meaning
        3.2.2 The Interpersonal Meaning
        3.2.3 The Textual Meaning
    3.3 Summary
Chapter Four Case Analysis
    4.1 Translation of the Ideational Meaning
        4.1.1 Translation of the Experiential Meaning
        4.1.2 Translation of the Logical Meaning
    4.2 Translation of the Interpersonal Meaning
        4.2.1 Translation of Mood
        4.2.2 Translation of Modality
    4.3 Translation of the Textual Meaning
        4.3.1 Cohesion and the Translation of the Textual Meaning
        4.3.2 Thematic Structure
    4.4 Summary
Chapter Five Conclusion
    5.1 Implications of the Translation Task
    5.2 Limitations of the Translation Task
References
Appendix Source Text and Target Text
攻讀碩士學(xué)位期間取得的研究成果
Acknowledgements
附件



本文編號(hào)：3983812