儿童叙事语篇中多模态意义的建构及其翻译——基于《小熊维尼阿噗》中英文版的对比分析

On the Construction and Translation of Multimodal Meanings in Children’s Narratives——A Comparative Study of the English and Chinese Versions of Winnie the Pooh

运用Kress & Van Leeuwen的视觉语法分析框架,从字体与排版的意义及插图的意义两个方面对Winnie-the-Pooh中英文版进行了对比分析,以探索儿童叙事语篇中多模态意义的建构及其翻译问题。研究发现:当儿童文学多模态语篇被翻译之后,其多模态元素可能发生变化,原作中的某种突出性特征在译作中可能由另一种不同的模态进行表达;译作中的插图可能同原作的插图有很大差异,造成这种差异的一个重要影响因素是译文目标读者的年龄和认知水平;由于语言和文化差异,原作中图文共建的意义在译作中可能丧失,需要译者进行创造性的弥补。因此,儿童多模态叙事语篇的译者应有一定的视觉素养和儿童本位的翻译观。

Based on Kress &Van Leeuwen’s visual grammar, this paper conducts a comparative analysis of the English and Chinese versions of the children’s fiction Winnie the Pooh in terms of the meanings of typography and layout, as well as the meanings of pictures within the texts, aiming to explore the interactive and constructive meaning-making process of different modals and their translation strategies in children’s narratives. It is found that the different modals may undergo different degrees of changes through translation, and that the pictures may be transformed so as to meet the comprehension ability of target readers. Also, the interactive meanings of pictures and texts may be lost through translation due to language and cultural differences, therefore, translators of children’s multimodal texts should have some visual literacy and a child-centered translation attitude.