A Study of Seniors of Applied English in Their Approaches to Problems of Correspondence in English-Chinese Translation

應英系學生英中翻譯時字詞及語法對應之研究

卓志誠(Chih-Cheng Chuo) ； 洪麗菁(Li-Ching Hung)

《高應科大人文社會科學學報》 6卷2期 (2009/12) Pp. 259-281

https://doi.org/10.29888/KUASJHSS.200912.0005

摘要

英中翻譯時，字詞及語法是否有對應，可供譯者作為翻譯之參考。因此，對譯者而言，對應是非常重要的。本研究目的旨在探討五十六位僑光技術學院應英系四年級學生，在翻譯英文句時，如何處理四種對應。研究發現在一對三字詞對應中，僅有18（32%）位學生使用三個中文對應字，19（34%）位使用非相關中文字，而19（34%）位則不以翻譯。在一對無字詞對應中，31（55.3%）位不予翻譯，10（18%）位以一般譯者常用字對應字，但不適用此脈絡文字翻譯，至於其他15（26.7%）位則使用非相關字翻譯。在一對一語法對應中，6（10.8%）位使用與英文對應之中文語法，1（1.8%）位使用修正但更流暢之中文語法，至於49（87.4%）位則既不使用對應之語法，也沒使用修正之語法。在一對無語法對應中，僅3（7.2%）位借用英文語法，1（1.8%）位使用修正但更流暢中文語法，52（92.80%）位則既不使用對應之語法，也沒使用修正之語法。整體而言，學生在翻譯時，既不借用英文成分，或對應之中文成份，或是修正之中文成份，而是依據個人之偏好及判斷。這或許是造成學生譯文大多不通暢，甚至於難以了解之原因。當然，這可能與學生英文了解能力不足，中文應用能力未逮，或不懂翻譯技巧有關。

關鍵字

對應 ； 語法

並列摘要

Based on 56 Chinese versions of a specifically selected English sentence, the present study aims to investigate how senior students of applied English tackle word and syntactic correspondence in English-Chinese translation. With respect to one-to-three word correspondence, data analysis shows that only 18 (32%) of the students translated the English word ”significant” into three corresponding Chinese words, 19 (34%) of the students provided other non-relevant Chinese versions, while 19 (34%) students did not turn out any Chinese translation at all. As regards one-to-Φ word correspondence, 31 students (55.3%) did not translate ”refer” into Chinese at all, 10 (18%) applied otherwise acceptable Chinese words, and 15(26.7%) provided other non-relevant Chinese versions. Concerning one-to-one syntactic correspondence, 6 (10.8%) turned out syntactically corresponding Chinese phrases, 1 (1.8%) provided a Chinese phrase utilizing a modified yet more fluent Chinese construction, while 49 (87.4%) turned out Chinese phrases whose syntactic constructions were different from both. As to one-to-Φ syntactic correspondence, 3 (7.2%) borrowed the English syntactic construction, 1 (1.8%) provided a Chinese phrase following standard Chinese usage, while 52 (92.80%) neither borrowed the English syntactic construction nor followed the Chinese usage. Overall, most students neither borrowed an English feature nor used a modified Chinese usage where there is no correspondence. Nor did they adopt an appropriate corresponding Chinese feature where there was correspondence. They were found to translate the English sentence into Chinese based mainly on their own preference and judgment, being ignorant of translation techniques. As a result, they turned out a lot of awkward, unreadable and even incomprehensible Chinese versions.

並列關鍵字

Phonetic ； syntactic constructions ； syntactic correspondence