浅谈典籍英译两次翻译转换过程中译者的选择与适应

译者在翻译中国古代典籍的过程中,实际上经历了两次连续的翻译阶段。首先是从古代汉语到现代汉语的语内翻译,其次是从现代汉语到英语的语际翻译。本文在对这两次翻译过程转换的论述的基础上,对翻译过程中译者的选择与适应进行探讨,并联系具体的典籍翻译作品,以期加深大家对典籍翻译活动的认识。     

探讨指示语的语用含义

指示语来源于希腊,指的是任何语言形式用于完成这一"指向",它是用来对当前上下文进行信息编码。指示功能是由那些正式话语的性质所决定,在沟通行为的某些话语中发挥作用,本文从人称指示语,时间指示语,地点指示语,语篇指示语和社会指示语的语用含义进行探讨。     

词的内涵意义探讨

词的内涵意义是基于概念之上的意义,它总能引发出一种甚至多种联想:同一个词的内涵意义因人、因时、因文化而异,有的甚至大相径庭。因此,要准确地把握词的内涵意义需结合多种因素。另一方面,词的内涵意义的表现方式也复杂多样,而最常见的是与一些修辞手段的结合,从而取得特殊的修辞效果。     

词义引申造成古今字的变化情况

古今字,是传统训诂学的术语,它反映的是同字异义的现象。研究古今字,有利于深入理解汉语词义的发展,并且能够更好地理解古代典籍中字词的意思。本文将重点讨论词义引申造成古字与今字的变化,同时也指出简化字的一点弊端。了解古今字有利于我们更好地把握古代汉语。     

Word learning: An ERP investigation of word experience effects on recognition and word processing

Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context.     

词义的民族性

词义的民族性是指词义中所融进的民族个性.词义的民族性主要体现在:不同语言中的“特有词“体现了不同民族的特有社会文化与民族心理文化;反映同一客观事物的词语,在不同的语言中会因不同民族的文化因素,社会习俗而产生不同的意义内容和表达形式;表达同一类现实现象的词义在不同的语言中各有自己的派生和引申历程,呈现出不同的民族特点;色彩词、数词、动植物的象征义、比喻义无不渗透着民族的文化心理,蕴涵着各民族丰富而深刻的文化风情.     

谈词义的模糊性问题

模糊语言学研究在我国方兴未艾,有一些问题尚待解决,本基于查德的模糊集合论,提出模糊词义的定义,即词的标志范圈界限不明确,并从主客体与语言符号三方互动、词义的本质、语言与思堆的关系、言语交际的需要几方面进一步分析词义模糊性的产生原因。     

汉语构词研究与语言信息处理

汉语构词研究与中文信息处理关系密切,同时中文信息处理对汉语构词研究也提出了更高更进一步的要求。     

Automatic item generation of probability word problems

Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems based on templates that allow for the generation of word problems involving different topics from probability theory. It was tested in a pilot study with N = 146 German university students. The items show a good fit to the Rasch model. Item difficulties can be explained by the Linear Logistic Test Model (LLTM) and by the random-effects LLTM. The practical implications of these findings for future test development in the assessment of probability competencies are also discussed.     

英汉词义变迁比较

从英汉词义变迁的角度出发,通过对英汉两种语言各自词义变迁的分析,以历时的方法,就词义变迁的结果、原因、途径进行介绍,再进行英汉词义变迁的比较,最后得出结论.     

在麻城方言里“在”表示进行体时的特殊格式

在麻城方言里在作为副词表示进行体,与现代汉语普通话中在表示进行体相比,有其特殊格式。在还可以用作动态助词放在句末,与麻城方言里的两个常用的助词倒、地一起,配合形成多种独特的进行体格式。     

The role of reading comprehension in word meaning acquisition during reading

The purpose of this study was to explore the influence of reading comprehension on the acquisition of word meanings from context and to compare it to the effects of local context characteristics, such as proximity and directness of context clues. The study also examined the effects of prior topic and enabling concept knowledge. Sixth-grade students were pretested on their knowledge of target vocabulary from two expository passages appropriate for their grade and reading level. The students were then familiarized with selected main concepts from one passage and, subsequently, read both experimental passages. Half of the target words appeared in an informative context, while the rest appeared in an less-informative context. A comprehension test and a vocabulary posttest followed the reading of each passage. Hierarchical Regression analyses indicated that reading comprehension level and prior main concept knowledge facilitated vocabulary learning from context. In comparison, the effect of presence or absence of informative context clues was not significant. These findings, underline the need for a reconceptualization of context to take into account the mental representation that readers construct in addition to the printed text that surrounds an unfamiliar word.     

Reorganizing the lexicon by learning a new word: Japanese children's interpretation of the meaning of a new word for a familiar artifact

This research investigated how children interpret the meaning of a new word associated with a familiar artifact. The existing literature has shown that syntactic form-class information plays an important role in making this kind of inference. However, this information is not available to Japanese children, because Japanese language does not have a grammatical distinction between count nouns and mass nouns, proper nouns and common nouns, or singular and plural. In Study 1, 12 three-year-old monolingual Japanese children were tested to examine whether they interpreted a new noun associated with a familiar artifact to be a material name or a new label for the object. They interpreted the new word as a new category label for the object, rather than as a name for the material. How children related the new category to the old familiar one was then examined in Studies 2 and 3. The results of Study 2, in which 24 three-year-olds participated, showed that children could flexibly shift between two interpretations using shape information. When the named object had a typical shape for the familiar category, they mapped the new word to a subordinate category. In contrast, when the shape of the named object was atypical, they mapped the new word to a new category that was mutually exclusive to the familiar category by excluding the named object from the familiar category. In Study 3, 12 three-year-olds were tested to examine relative importance of shape and functional information in this inference process. The results of the three studies suggest that children flexibly recruit clues from multiple sources, but the cluesare weighed in hierarchical order so that they can determine the single most plausible solution in a given situation when different clues suggest different solutions.     

分析词义引申应扩展到语素

汉语单音节词引申情况复杂,最能反映词义引申情况,当它变成语素构成合成词时,仍能反映词义引申发展,不成词语素的引申义也颇能反映词义引申变化;与英语词引申义对比,语素能与英语词相对应。因此,分析词义引申应扩展到语素。     

法中不同民族文化背景下动物词汇意义对比

法国文化主要受海洋文化的影响,而中国传统文化则主要受农业文化的影响。语言是文化的载体,在此文化背景下,法语和中文中的同样的词汇,其指代意义有诸多不同,这些不同尤其体现在动物词汇中。     

Influence of word meaning on the acquisition of a reading vocabulary in second-grade children

The acquisition of a reading vocabulary for abstract and concrete words was examined in 62 second-grade children. Words had been learned as part of a basal reader program or as part of outside reading. Word recognition speed and reading accuracy were examined for abstract and concrete words using lexical decision and word naming tasks. The size of the concreteness effect was similar for both processing tasks. In neither task did concreteness influence reaction times, but abstract words were read with less accuracy than concrete words in both tasks. Further, these concreteness effects in reading accuracy were larger for words that were part of a basal reading program than for words acquired during free reading. We conclude that word meaning influences the entry of words at a time when children are developing a sizeable reading vocabulary.     

The influence of cognitive factors on guesses about the meaning of English word groups and phrases

During the English language learning, it is common for Chinese students to have to guess the meaning of new word groups or phrases. The guessing ability may be related to the cognitive sameness and differences between Chinese and English people. In order to validate this hypothesis, the author carded out a research by having students doing test papers. Finally the result of the research proved the hypothesis.phrase     

The effect of systematic training in elaboration on word meaning and prose comprehension in poor readers

This paper reports two interrelated, exploratory training studies to promote word knowledge and textual comprehension through elaboration in poor readers compared with their controls. The results suggest that systematic, sustained in situ training helped these poor readers, although both the training approaches and stimulus materials would need refinement. The study was assisted in part by the Social Sciences and Humanities Research Council of Canada with SSHRCC research grants Nos. 410-87-0058 and 410-89-0128 awarded to Che Kan Leong.     

Influence of eye gaze on spoken word processing: an ERP study with infants

Eye gaze is an important communicative signal, both as mutual eye contact and as referential gaze to objects. To examine whether attention to speech versus nonspeech stimuli in 4- to 5-month-olds (n=15) varies as a function of eye gaze, event-related brain potentials were used. Faces with mutual or averted gaze were presented in combination with forward- or backward-spoken words. Infants rapidly processed gaze and spoken words in combination. A late Slow Wave suggests an interaction of the 2 factors, separating backward-spoken word+direct gaze from all other conditions. An additional experiment (n=15) extended the results to referential gaze. The current findings suggest that interactions between visual and auditory cues are present early in infancy.