浅析《红楼梦》章回目录的维语翻译

《红楼梦》早在20世纪70年代就已经翻译成维吾尔文,并且深受维吾尔族读者的喜爱。本文试从章回目录的翻译入手,从一个侧面解析维译本的翻译技巧。

论汉语谚语的维语翻译

从汉语谚语的定义出发,对汉语谚语的特点、结构以及将其翻译为维语的方法等方面进行了初步分析及探讨,并举实例加以佐证。

《水浒传》称谓语维语翻译中的音意兼译法

称谓语是人们由于亲属和别的方面的相互关系,正确使用和翻译称谓语能够促进个民族之间的了解,具有很大的意义,《水浒传》里的称谓语及其复杂,及维语翻译方法极其丰富,其中比较特殊的是音意兼译法,本文简单描述水浒传维语翻译中的音意兼译法现象。

探究式理论在汉维翻译中的应用——以《红楼梦》为例

本文简要叙述了探究式理论的内涵、特点、一般模式和过程,重点叙述了探究式理论运用到汉维翻译中的方法和过程。本论文的研究有利于在实践中为汉维翻译模式提供参考,有效地提高汉维翻译的效率。便于今后能更好地进行汉维语学习,培养汉族群众对维语的学习兴趣,维族同胞对汉语的学习热情,提高在校学生学习双语的能力,为以后的汉维翻译奠定基础。

汉语成语维译中的等值原则

长期以来,等值原则是人们不断追求的翻译目标。成语作为一个民族文化的浓缩,具有本民族独特的文化内涵。成语翻译并非易事,汉维两种语言具有各自悠久的历史,其历史、地理、宗教信仰、生活习俗等方面均存在着显著差异,如何让其他民族的学习者体会到汉语成语的精妙,达到与汉民族学习者同样的感受,这是汉语成语翻译的关键所在。本文试图在等值翻译理论指导下,来探讨汉语成语在维吾尔语中的翻译。

校园流行语及其维译

近两年,社会上出现了许多形形色色的流行语,并很快进入到校园的每一个角落,成为青年学生最喜欢的口头语。为科学的开展学生思想教育工作,缩短与青年学生之间的距离(思想、感情、语言),本文结合工作就校园流行语及其翻译谈几点粗浅看法。

On the Generation of Davidson＇s Theory of Meaning

Established on the framework of Frege＇s philosophy of language, with the help of Tarlski in the development on the innovation oftheory of truth （including methodology level）, Davidson explained the concept of meaning in the process of language Ibrmation with the interpretation and characterization of＂the formalization of axis＂ which was Developing from ＂t refers to x＂ to ＂s means m ＂, then to＂ s means that p＂, then to ＂ （T） s is T if and only ifp＂. After a series of ideas conversion on the restructuring and improvement, Davidson finally created an innovative view of meaning on the holistic level. In order to realize the meaning of language itself as the axis, with Tarski＇s theory of truth as the transmission fulcrum, with natural language translation and interpretation as the actual operation range, he has run the theory of meaning as the understanding, interpretation and action picture of people dealing with events arranged in a crisscross pattern world.

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The study aimed to reveal the effectiveness of the integration between some constructive learning strategies in teaching a unit of the English language course to collect translation skills, using grammar, and the acquisition of critical thinking skills for intermediate third grade students in Mecca. Also, it aimed to acknowledge the statistical differences between the modified averages for the study sample groups degrees in the dimensional collecting of grammar and translation skills at the knowledge of the grammar level and using it, and at the macro level for collecting translation and grammar skills after adjusting the old collecting, as well as the knowledge of the statistical differences between the modified averages for the study sample groups in the total telemetric for the critical thinking skills after adjusting the old collecting. To achieve the study objectives, the researcher used the semi-experimental method that had several experimental groups （four groups）, and applied it to a sample of intermediate third-grade students in the city of Makkah （99 students） in teaching the unit of the English language course, which is （Healthy Eating） in the second semester in 2011/2012. After using the appropriate statistical methods, the study came to a result that there are no statistically significant differences in the old implementation for the test of skills of academic achievement of grammar, translation, and critical thinking skills, and that there are statistically significant differences in the new implementation due to the four strategies. According to the results of the study, the researcher recommended a number of recommendations including： the necessity to focus on the constructive theory in teaching English language skills, the importance of expanding the use of the suggested integrative oriented and its development in the field of English language teaching, to hold an intensive training courses for teachers of the English language to train them on using the suggested integrative strategy, the emphasis on the importance of the curriculum activities which focus on the integration between the constructive learning strategies, the importance of expanding of scientific research in the field of integrative strategies, and the development of synthesis methods that combine two strategies or more.

The impact of thinking differences between English and Chinese on translation

Translation is not only a language activity, but also a thinking activity, which involves the conversion of the two languages, and the language is both a thinking tool and the result of thinking. Language and thought are closely related, and they are both interacting and interdependent. Different thinking determines that the expression of both English and Chinese on the same topic is also different. Through the relationship between language and thought, standing on a higher philosophical point of thinking, we can investigate the effect of the differences between English and Chinese translation. The translator can pay more attention to the difference＇ s impact of translation, which assure a higher accuracy of the translation.

Mgr Gordana Ljubicic on Translation

The job of a translator is not an easy one. Very often, when translating from one language to another, the translator is faced with a lot of difficulties. The difficulties arise from the non-parallel structures of different languages, but there are other reasons, too. Although the translator is, in most cases, familiar with the grammar and syntax of the source-language, the problems arise when it comes to words. New words are produced every day in many different ways. Some of these new coinages acquire the status of the regular words of the English vocabulary, but some disappear with the changing of the situation for which they were invented. Very often, these new words are highly imaginative and clever products, but the problem for the translator is how to translate them. Is it possible to find an equivalent in the Serbian language for every newly invented word？ Is it possible to translate word for word？ And what is the role of a translator in that process？

Laszlo Marton＇s Three Short Novels as a Translational Challenge

This paper deals with the problems encountered while translating the book of short novels M. L., a gyilkos （The Murderer L. M.）, written by the contemporary Hungarian author Lazlo Marton （b. 1959）. One of the most important reasons why the translator of this book （who also happens to be the author of this paper） has chosen to translate into Serbian this particular book, and not some other, more famous work of Marton, lies in the thematic, geocultural, and historical parallels with the Serbian context, which form the main fabular line of these short stories. The other, from the perspective of this paper, even more relevant reason for this translational choice can be found in the non-everyday challenge that Marton＇s hardly translatable style and language pose to the translator. This kind of a situation almost requires that the translator sacrifices formal fidelity to the original text and tries to find more creative solutions; in other words, it suggests choosing the principle of the so-called dynamic equivalence over the formal equivalence principle. In this respect, a special problem is the need to translate the so-called ＂talking names＂, a narrative trick with a great tradition in Hungarian literature. The aim of this paper is to try to answer, with the use of a representative corpus of examples, the following question： Is it possible and where can we draw limits in this author-translation related field of play, and what should be the level of consistency allowed to the translator, i.e., to what extent can he/she become the ＂coauthor＂of the translated work？

汉语常见易混词的辨析及其维译

汉语中有许多词义易混淆、难分辨的词语。它们大多音同而意义不同,在使用中如不能正确运用,就会出现语意表达不准确甚至与原意相违背的情况。笔者选择了部分有代表性的常见易混词,以帮助学生初步了解并在实际中正确运用这些易混词,并探讨了其在维吾尔语语境中的翻译。