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本文借鉴雅克·拉康区分的四类话语(主人话语、学院话语、分析家话语、癔症话语)以探讨翻译规范教学的一种新方法。吉登·图里的规范理论显然根植于主人话语,这不足为奇,因为大多数关于翻译的传统思维均不加批判地内化了支配思想。丹尼尔·西蒙尼于1998年在对图里的规范理论进行批评时指出,翻译具有许多规范,而为了确定以何种规范支配自己当前的工作,职业译者往往必须对所接受的翻译任务的本质进行批判性思考,这属于学院话语的范畴。如何使学生从不假思索地服从大多数传统理论采用的主人话语转向学院话语提倡而又是现代翻译市场所要求的那种批判性思维?本文认为教师必须通过援用分析家话语,引导学生从主人话语阶段经由癔症话语阶段而过渡到学院话语。
This article draws on four types of discourse (master discourse, college discourse, analyst discourse, hysterical discourse) that Jacques Lacan distinguishes to explore a new method of translational normative teaching. It is not surprising that Guidan Turley’s normative theories are clearly rooted in the masters’ discourse, as most traditional thinking about translation internalizes the dominant ideology uncritically. Daniel Simone, in his criticism of the normative theory in Figureuri in 1998, pointed out that translation has many norms and that in order to determine which norms governed his current work, it is often necessary for professional translators to study the nature of the translation tasks accepted Critical thinking, which belongs to the scope of college discourse. How to make students turn from masters discourse that most traditional theories adopt without thinking thought to the college discourse advocate but the kind of critical thinking that the modern translation market demanded? This paper argues that teachers must guide the students from the masters discourse stage Transition to college discourse through the Hysteria discourse phase.