。《英漢大詞典》的商榷 作者：張 華
。文學翻譯中的語言與文化問題 作者：張 秀 珍
。錯誤分析在翻譯教學中的應用 作者：陳 獻 忠
。結構分解模式混合語言口譯員訓練課程 作者：陳 聖 傑
。台灣大專應用外語科系口筆譯教學概況與分析 作者：何 慧 玲
。從香港翻譯教學的經驗談翻譯系的設置和發展 作者：金 聖 華
。東漢至東晉外來譯經僧圖表 作者：孔 慧 怡
。變通的藝術：論全方位的翻譯策略 作者：梁 立 堅
。話題 + 評述 VS 主詞 + 述語 英華對比分析與翻譯教學 作者：林 崢 嶸
。循序漸進的同步口譯教學法 作者：吳 敏 嘉
。跨越甲式與乙式拼音的鴻溝：論「通用」拼音 作者：余 伯 泉
。從口譯的職業分類與技術分級談口譯教學 作者：楊 承 淑


《英漢大詞典》的商榷 ▲Top
COMMENTS ON LU GUSUN S ENGLISH-CHINESE DICTIONARY

     英漢辭典不僅是為讀者解惑的工具，更是後起同類辭典的參考藍本，所以資料正確應是辭典的基本要求，雖一字之差，以訛傳訛，也會造成深遠的影響其重要性不容忽視。坊間將eat one’s words(認錯、收回前言)誤譯為「食言」，歷時數十年而未能根絕，是最明顯的例子。《英漢大詞典》是近十年來最重要的英漢辭典之一，並以簡、繁二體在兩岸三地發行，規模恢宏，也深獲好評，唯部分內容仍有商榷餘地。本文從體例、收詞、釋義、註釋、用詞、翻譯等方面提出商討，並針對辭典易地出版的問題提出建議，以就教於方家。

關鍵詞：詞目呼應、體例、語病、成套詞目、成對詞目、兩岸譯名差異。

ABSTRACT

     An English-Chinese dictionary is more than an enlightening tool to the Chinese readers of English. It is also a source of editorial reference for future dictionaries of its kind. Therefore, the smallest mistake in a dictionary may result in long lasting disasters. When one dictionary wrongly translates “eat one’s words” into Chinese as “going back on one’s word,” it takes decades of effort before such a mistake can be totally removed from publications. With this example in mind, it is obvious that correctness in a dictionary cannot be over emphasized.

     As one of the most important English-Chinese dictionaries in the last decade, The English-Chinese Dictionary, with Lu Gusun as editor-in-chief, was made available in three versions: a simplified-Chinese-character version published by Yiwen Publishing House in Shanghai followed by two traditional-Chinese-character versions respectively launched in Taipei and Hong Kong. This ambitious dictionary has earned much applause for its quality and dimensions since its birth; however, there is still room for discussion in terms of its precision and correctness. This paper intends to provide feedback on format, lexical definition, wording and translation problems found in the dictionary, and tries to propose possible means to cater to the special needs of the readers for whom a localized version is provided.

KEY WORDS: correspondence among related lexical entries, faulty wording, set lexical entries, pair lexical entries, difference of translated terms across the Taiwan Strait.


文學翻譯中的語言與文化問題 ▲Top

     本文將以美國詩人愛密麗．狄晶生 (Emily Dickinson) 的詩為範例，研究分析在文學翻譯之際, 尤其是譯詩時可能遭遇的困難。本文首先分析大眾語言與私人語言的差異,，其次探討如何建立起原著中包涵的外在宗教、哲學、社會化等客觀事實,，繼而討論如何透過詩人朦朧隱晦的語言意象，理解詩人的內在情感世界。希望藉此提供文學翻譯的譯事準備，以及超越時空，突破語言與文化障礙的可行方法。

關鍵詞：文學翻譯

ABSTRACT

     The purpose of this article is to investigate the possible problems a translator may encounter in doing literary translation. Several poems written by American poet Emily Dickinson will be discussed in details as a case to demonstrate how a translator may try step by step to overcome the difficulties in comprehending the remote culture and ambiguous language of an individual author.

KEY WORDS: literary translation


錯誤分析在翻譯教學中的應用 ▲Top
How Error Analysis Can be Used in Translation Class

     培養具備偵錯與除錯能力是翻譯人才訓練工作不可缺少的一環。譯者心中如果具有判斷對錯的標準，他就會知道可能的問題所在，知道如何盡量避免錯誤，甚至應該向誰請教。本文從指稱、界定、關係、搭配、選字、變化、語氣、風格、多義性、比喻、基調、原文干擾等各個角度，分析錯誤的翻譯。分析的結果，一方面提供學習者具體的途徑，以建立判斷好壞對錯的標準；另一方面也指出翻譯訓練努力的方向與重點。此外，本文並針對錯誤分析在翻譯教學的應用，提出初步的成果報告。

關鍵詞：翻譯教學、語意表達、格框格位語法、錯誤分析

ABSTRACT

     To equip translators with the abilities to detect and correct errors is one of the major objectives of a translation course. A translator who has the criteria knows where a mistake might take place, how to avoid it, and to ask for help. This paper tries to examine translation errors from different aspects: referential meaning, specificational meaning, relational meaning, collocation, diction, variety, mood, style, ambiguity, figurative meaning, tone, language interference, etc. This is a preliminary study to set up criteria for translation. The results of our analysis, which show students do's and don't's, are themselves valuable teaching materials. .

KEY WORDS: translation instruction meaning representation Case Grammar error analy


結構分解模式混合語言口譯員訓練課程 ▲Top
A Structured Decomposition Model of a Non-Language-Specific Interpreter Training Program

     本文介紹結構分解模式混合語言口譯員訓練課程，在這種訓練裡，教師與學生的工作語不同，共通工作語只有一種，而且學生來自不同的口譯與語言背景。例如 ，Schweda-Nicholson (1984)曾經為美國聯邦調查局設計並教授了一個混合語言口譯課程，學生工作語有八種，英語是教師與學生之間唯一共通工作語。本文第一位作者設計了一個混合語言口譯訓練課程，送交美國西南部一所社區大學審核，獲得該校的許可，在1998年的秋季教授該口譯課程並且在教學時搜集資料完成一項研究計劃，該課程學生分別以日語，韓語，西班牙語為工作語，英語是師生唯一共通工作語，該三名亞洲學生的第二語言是英語，第二位作者是該研究計劃的指導教授也是實驗參與者，本文是該計劃的一部份。結構分解(觀念)模式混合語言口譯訓練計劃是根據兩個前提設計而成： 第一，口譯員訓練課程是按照階層結構排列的訓練項目及次項目組成的，這些項目相互關聯，產生明確結果；第二，口譯技巧是透過熟練特別的訓練項目和次要項目培養出來的，若精通這些訓練項目，則在課程結束之後，便能夠水到渠成地鍜鍊出更整體的口譯能力。

關鍵詞：混合語言口譯訓練，同步口譯訓練，逐步口譯訓練，課程設計，課程評估，會議口譯

ABSTRACT

     This paper introduces the design of a structured decomposition model of a non-language-specific interpreter training (NIT) program. In an NIT program, the instructor and students do not share all the working languages and students come from diverse interpretation and language backgrounds. Schweda-Nicholson (1994), for instance, developed and implemented an NIT program at the FBI for training interpreters of eight languages in the course. English is the only working language that the instructor shared with her students.

     The first author designed an NIT program, submitted it to a community college in the southwestern United States, and obtained approval from the college to implement the program in the fall semester of 1998. Participants consisted of eight bilinguals of English and Spanish, two Japanese and one Korean speakers. The second author served as a participant supervisor. The three Asian participants were ESL learners. This paper is part of that research project.

     The acceptance of two basic assumptions underlies the application of structured decomposition (conceptual modeling) to the NIT program. First, an interpreter-training program comprises hierarchically structured training components and sub-components that interrelate to generate a certain clearly defined outcome. Second, interpretation skills are generated through the development of specific training tasks or subtasks, and a mastery of these tasks builds more global interpretation skills at the completion of the program.

KEY WORDS: non-language-specific interpreter training, mixed language interpreter training, simultaneous interpretation, consecutive interpretation, program design, program evaluation, conference interpretation.


台灣大專應用外語科系口筆譯教學概況與分析 ▲Top

     本論文以問卷調查台灣各大專應用外語科系之口、筆譯教學的概況，分析其師資、課程安排、教學目標與內容、教學的困難、教師需要之協助。並針對口、筆譯市場的需要，各校主、客觀的條件，對各應用外語科系的課程規劃提出具體建議，以解決教學的問題，並避免資源浪費。

關鍵詞：口筆譯、應用外語系、課程規劃、教學

ABSTRACT

     This paper deals with the results of a questionnaire survey on the translation and interpretation courses offered by the applied language departments in universities and colleges in Taiwan. It is found that there is a general lack of teachers' training, clear course objectives, appropriate teaching materials and methods. Moreover, the survey reveals inadequate interaction with the community and clients when translation or interpretation is taught either as a required or selected course. Remedies and pedagogical suggestions are recommended for researchers and teachers toward the end.

KEY WORDS: translation; interpretation; applied languages department; course design for translation and interpretation; pedagogy of translation and interpretation.


從香港翻譯教學的經驗談翻譯系的設置和發展 ▲Top
The Establishment and Development of a Translation Department:
Sharing the Experience of Translation Teaching in Hong Kong

     香港目前有八所政府認可的大專院校，其中七所設有翻譯課程，這些課程都頗具規模，有的是大學本部課程、有的則包括研究院課程。

     香港最早成立翻譯系的院校是中文大學，而講者在該系成立時已任教翻譯。中大翻譯系自設立迄今（1972-1999），已有二十七年歷史，其中遭遇過不少困難，經歷過種種變遷，講者嘗試以親歷其境的經驗，再參照香港其他院校及大陸各地翻譯界的實況，探討一下有關翻譯系設置及發展問題，以求教於台灣翻譯界的朋友。

關鍵詞：翻譯、教學、香港經驗

ABSTRACT

     There are eight recognized universities in Hong Kong, seven of which have set up translation courses. All of these courses are well established; some of them cater to undergraduates, while some of them are designed for both undergraduates and postgraduates.

     The Chinese University of Hong Kong is the first university to establish a translation department in Hong Kong. The speaker is a founding member of that department. In its 27 years (1972-1999), the Department has undergone many changes and faced many challenges. The speaker, with her first hand experience of this Department and her understanding of the situation in other Hong Kong universities and translation circles in the mainland, shares her view with her colleagues in Taiwan about various problems involved in establishing and developing a translation department.

KEY WORDS: Translation, Teaching, Experience in Hong Kong.


東漢至東晉外來譯經僧圖表 ▲Top

     當代研究中國翻譯活動者，很少接觸佛經翻譯的材料，因此對非本土譯者在中國翻譯傳統中所佔的位置也不甚了解。本文以地圖和圖表為媒介，以簡單明瞭的方式介紹中亞譯者在中國翻譯傳統早期所作的貢獻，籍此為對此歷史時期及西域地理並不熟悉的讀者提供一點基礎印象，希望可以帶動研究者對這方面的興趣。

關鍵詞：中亞譯者、佛經翻譯、中國翻譯史

ABSTRACT

     Until now, scholarship in Chinese translation studies has concentrated on the events of the early modern period and the 20th century. The Buddhist translation movement (2nd century to 11th century), which marked the beginnings of culturally-oriented translation activities in China, has received relatively little attention. This article provides basic information in the form of maps and tables about the contribution of non-Chinese translators to the first half of the Buddhist translation movement. Also included is a brief introduction to the role played by monk-translators from the Central Asian oases states from which many of the early translators hailed, as well as the characteristics of this culturally diverse region.

KEY WORDS: Central Asian translators, Buddhist translation, Chinese translation history


變通的藝術：論全方位的翻譯策略 ▲Top

     本文目的在探討翻譯過程中變通藝術的運用。翻譯工作看起來簡單，做起來卻不容易。譯者翻譯時如只知生搬硬套原作，其譯文往往生澀難讀，效果也十分有限。古往今來翻譯作品很多，但只有少數能留存下來，其中關鍵，即在譯者是否懂得變通藝術的運用。在這篇論文裡，筆者將以翻譯家嚴復、喬志高和王大閎的譯作抽樣為例，透過相關理論，嘗試探討其中變通的藝術，包括策略的運用和文字的轉化，提供有關方面作觀摩參考，以期對翻譯品質的提升有所幫助。

ABSTRACT

     This paper aims to explore the art of flexibility in translation. Superficially, rendering is not difficult, but actually, it is far from easy. In case a translator just mechanically exchanges the two different kinds of language when rendering, his work tends to be stiff and clumsy. In human history, numerous translated works have been produced, but only a few are still in existence. The reason for that lies in whether the translator is adept at the art of flexibility in rendering. In this paper, with reference to some relevant theories, three famous Chinese translators' renderings will be selected as samples for exploring the art of flexibility in their renderings, including the use of strategy and the recreative transformation of different kinds of language.


話題 + 評述 VS 主詞 + 述語 英華對比分析與翻譯教學 ▲Top

     翻譯本來就是兩語間的轉換；此兩語間對比的結果對「得意而不忘形」的翻譯所能做出的貢獻以及可以應用到翻譯教學上是不辯而自明的。在此語法包括字句以至於言談篇章的結構，語用以及語意。兩語之間相同的程度越高，翻譯的難度就越低；因此本文擬偏重英華之間明顯相異的文法點闡釋對比分析的結果對翻譯教學可能的供獻。因限於篇幅，本文擬就話題＋評述（Topic-Comment）與主語＋述語（Subject-Predicate）這個文法點加以闡釋，其他的文法點暫不討論。從事翻譯教學、翻譯工作或翻譯研習過程中，我們都感覺到英文句構以主詞加述語為主，可是中文在主詞加述語的微句（micro-sentence）前面常有話題（topic），如碗我已經洗了，這個碗字就是微句我已經洗了的話題，而碗我已經洗了就構成話題加評述的宏句（macro-sentence）。譯為I’ve already washed the dishes而不逐字譯為Dishes I have washed，可見重組是必要的。又如這棟房子，坐北朝南，冬暖夏涼，這棟房子即此句的話題，可譯為Facing the south, this house is warm in winter and cool in summer. 當然很少譯者會逐字翻譯而不加以重組的，但教學時教師有責任引導學生探討英華句構的不同，進而闡明為何重組是必要的。此項探討可能就翻譯此句型找出翻譯的方法。

關鍵詞：話題(主題)、對比分析、話題化、翻譯教學、受詞話題化、宏句、評述、微句、主詞、倒裝、述語(謂語

ABSTRACT

     Since translation is the conversion between two languages, it is self- explanatory that the results of contrastive analysis of grammars can have a great deal of contributions to translation education and translation per se for both of which to take good care of not only meaning but also form. Grammar in this paper includes morpho-syntactic and discourse structures, meaning or semantics as well as pragmatics. As translators all know, the more similar in structures and functions between the two languages involved, the more easy they are to translate. Emphasis therefore will be put on analyzing the differences and applying the results to translation.

     Concentration will be on the grammar points of topic-comment and subject-predicate constructions. Both students and teachers of translation as well as translators may have sensed that the typical structure of English sentences is subject followed by predicate(micro-sentence), while Chinese often has a topic before the micro-sentence; for example, 碗我已經洗了, in which 碗 is the topic of micro-sentence 我已經洗了 which in turn comments on the topic, and the topic being followed by the comment has formed a macro-sentence. Translating this sentence into English involves reorganizing the T-C into the S-P construction as: I have washed the dishes. Another example, 這棟房子，坐北朝南，冬暖夏涼，這棟房子 is the topic of this sentence, and 坐北朝南，冬暖夏涼 comment on the topic.This sentence can be translated as: Facing the south, this house is warm in winter and cool in summer. Although no translator would render it word by word without reorganizing the word order, translation teachers have the obligation of explaining the differences between Chinese and English so as to justify the reason for reorganization. This endeavor, I hope, could find a method of translating these grammar points involving Chinese and English.

KEY WORDS: topic, contrastive analysis, topicalize, teaching translation, topicalized object, macro-sentence, comment, micro-sentence, subject, transposed ; inverted, predicate


循序漸進的同步口譯教學法 ▲Top
A Step by Step Approach to the Teaching of Simultaneous Interpretation

     這篇論文旨在陳述作者在師大翻譯研究所及輔仁大學翻譯學研究所教授「基礎同步口譯」課程所採納的循序漸進的教法及教學理念。此教學法企圖將複雜的同步口譯行為分解成不同的聽、說、理解等動作，依難易度排序，逐一介紹給學生，讓他們熟習，再予以整合。如此可以將學生在初進入口譯廂時所經驗的挫折感降到最低。

關鍵詞：口譯教學，同步口譯

ABSTRACT

     This paper is a description of the step-by-step approach to the teaching of simultaneous interpreting that I have adopted at the interpreters’ training programs at National Taiwan Normal University (GITI) and Fu Jen Catholic University (GITIS). The complicated task of simultaneous interpretation is broken down into more manageable tasks and introduced to the students in a progressive manner. The tasks are sequenced to allow students to assimilate each skill separately before integration. Such an approach aims to prevent students from being traumatized by their first experience in the simultaneous interpretation booth.

KEY WORDS: interpreter training, simultaneous interpreting


跨越甲式與乙式拼音的鴻溝：論「通用」拼音 ▲Top

     台灣拼音問題至少纏結環繞三大困境：1. 注音符號ㄅㄆㄇ與羅馬拼音ABC的歷史糾葛，2.甲式拼音（p,ph）與乙式拼音（b,p）的難題，3.中華人民共和國漢語拼音的國際霸勢與台灣主體性的矛盾。本文檢討這三大困境，尤其討論最棘手的甲式與乙式拼音困境：包括「全甲型」、「全乙型」、「甲乙不通型」、「甲乙相通型」。最後再討論「通用」拼音的五種可能意義。

關鍵字：甲式拼音、乙式拼音、注音符號、羅馬拼音。

ABSTRACT

     There are three complex controversies of romanization in Taiwan : the historic wrinkles between the Phonetic Symbols and romanization, the dilemma between type A pinyin and type B pinyin, the conflict between the worldwide superior complex of the Hanyu Pinyin of the PRC and the sovereignty of Taiwan. This article discusses these three controversies, especially the dilemma between type A pinyin and type B pinyin including "All type A ", "All type B ", "type A and type B incompatibility" and "type A and type B compatibility". Finally, five kinds of meanings of “Tongyong” are discussed

KEY WORDS: type A pinyin, type B pinyin, Phonetic Symbols, romanization

本文初稿「台灣拼音問題的三大困境與前瞻」曾在台大語言所討論會（1999,3,23，10,2）與「台灣母語文化之重生與再建學術研討會」（台南市文化基金會，1999,6,19）報告，本文感謝黃宣範、連金發、鄭良偉、鄭恆雄等專家學者的指教。


從口譯的職業分類與技術分級談口譯教學 ▲Top
A Discussion of the Teaching of Translation

     本文首先探討口譯的職業類別與技術規範，即在職業技能檢定的國際規範與標準之下，如何根據工作目的來定義口譯的職業類別。此外，針對我國「職業訓練法」所規範的技能分級，界定口譯的各種技術，並依照技術的難易程度加以分級，制定工作規範（job specification）。具體的職業類別可以分為：1.導覽口譯、2.工商口譯、3.法庭口譯、4.會議口譯。

     其次，從口譯教學的角度，探討上述工作內涵與各級技術，如何透過課程規劃、教學科目、各科教學內容與教學方法，在翻譯系所中具體實踐。也就是說，針對口譯的工作目標、性質與內容以及口譯所牽涉的言談要素、語言能力、知識領域、譯事技巧、準備條件等加以分類、分級，並具體顯示在各口譯科目的教學規劃之中。

關鍵詞：口譯職業分類、口譯技術分級、 口譯教學內容

ABSTRACT

     The paper first discusses the vocational catalogues and skill specifications of interpretation. The vocational catalogues of interpretation are defined by different working goals, under vocational skill assessments of international criteria. In addition, to cope with the skill classification regulated by the Vocational Training Methodologies of the Republic of China, the paper also classifies various interpretation skills and job specifications according to different levels. The catalogues of interpretation can be classified as follows: escort interpretation, business and industry interpretation, court interpretation, and conference interpretation.

     Second, based on the teaching of interpretation, the dissertation discusses the actual contents of interpretation and the skills it requires. The essay shows how to practically fulfill the goals of teaching interpretation by properly designing courses, subjects, contents, and methods. In other words, the dissertation classifies and defines the goals, nature, and contents of interpretation, as well as discourse, language abilities, knowledge backgrounds, T&I skills, and preparations that are involved in good interpretation. By properly organizing the teaching of interpretation, the article shows the ways to cultivate a good interpreter.

KEY WORDS: Vocational catalogues of interpretation, skill classifications of interpretation, the teaching contents of interpretation.

資料提供：臺灣翻譯學學會

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