从信息论的角度看翻译中的冗余等值

冗余是语言的一种普遍现象,是言语交际能够顺利进行的一个重要保障。翻译是一种语际交际,从信息论的角度讲,翻译是用信息代替信息。翻译的任务之一,便是调整原语中本属适度的冗余成分,做到原语与目的语在冗余度上等值,这也是“动态对等”的一个重要方面。     

浅谈尤金·奈达的“功能对等”和德国功能派“目的论”的差异性

在当今翻译界,尤金·奈达和德国功能派无人不知无人不晓。作为著名的美国语学派翻译大师,其关于翻译的"功能对等"核心理论更是影响深远。然而,"功能对等"和德国功能派翻译理论的奠基理论——"目的论"既有相似之处,也有不同之处。对这两种翻译理论的比较研究,在两者相似性的基础上,着重谈二者的相异性,说明后者在一定程度上克服了前者的缺陷,拓宽了翻译研究视角,是对前者的重大突破和重要补充。     

Policy and evidence: a critical analysis of the Year 1 Phonics Screening Check in England

“This paper aims to present a critical analysis of the Year 1 Phonics Screening Check (PSC), with special focus on the relationship between the UK Department for Education's policy‐making and the evidence considered in the process of developing and evaluating the PSC. The reports from the in‐house Standards and Testing Agency and from commissioned external organisations with limited remits have been analysed, with emphasis on how the screening check findings have been used in DfE decision‐making. My conclusion is that the department has overestimated both the validity and the reliability of the check: partly because important sources of measurement error have not been explored, and partly because the available evidence has not been analysed in sufficient depth — or perhaps simply been ignored by the department. The whole phonics screening check seems to be the product of policy‐based evidence, rather than evidence‐based policy‐making. This has, in my view, seriously undermined the value of the PSC as a screening instrument, and one must wonder whether it is ‘fit for purpose’.     

翻译中文化信息的传递——颜色词英汉互译技巧探究

语言中的颜色词丰富多彩,且与社会文化有着密切的联系,具有深刻的文化内涵。由于英汉两个民族在文化上差异较大,同一颜色词在这两种语言中所表达出的文化内涵有时相去甚远。因而颜色词成为跨文化交际的一个误点,也成为英汉互译中的一个难点。本文拟从英汉颜色词所反映出的文化差异入手,分析这些文化差异对颜色词翻译的影响,强调了在翻译中准确传递文化信息的重要性,并试图探究翻译英汉颜色词的技巧。     

HSK（改进版）[中级]的构想效度研究

本文通过对HSK（改进版）[中级]的三份主试卷进行因素分析,认为HSK（改进版）[中级]主试卷考查了综合运用语言的一般能力,较好地体现了HSK的改进理念,符合语言能力本身的特点和语言测验的发展趋势,具有较高的构想效度。     

Muscle Soreness Following Resistance Exercise With and Without Eccentric Contractions

The present study reported on translating the Exercise Identity Scale (EIS: Anderson &; Cychosz, 1994) into Greek and examining its psychometric properties and cross-cultural validity based on U.S. individuals' EIS responses. Using four samples comprising 33, 103, and 647 Greek individuals, including exercisers and nonexercisers, and a similar sample comprising 800 U.S. individuals, the concurrent validity, factor structure, internal reliability, test-retest reliability, external validity, gender invariance, and cross-cultural validity of the EIS responses were examined using confirmatory factor analytical procedures. The results supported the concurrent validity, an adequate unidimensional factor structure for the translated EIS and the internal reliability and test-retest reliability over a 6-week interval. Further, cross-gender configural, partial metric, partial strong factorial, and partial strict factorial invariance and cross-cultural configural and partial metric invariance supported the cross-cultural equivalence of the EIS versions. Moreover, the external validity of the translated EIS responses was also supported. Overall, the findings supported the validity of the exercise identity construct outside North American boundaries and the EIS items' equivalence, providing initial evidence for its cross-cultural applicability.     

Development and initial validation of an instrument to assess the motivational qualities of music in exercise and sport: The Brunel Music Rating Inventory

Equivocal results of the psychophysical effects of music have been explained in part by the insensitivity of researchers to important personal and situational variables when selecting music. The aim of the present study was to operationalize a conceptual framework for the prediction of psychophysical responses to music into a music rating inventory to assess the motivational qualities of music in exercise and sport environments. An initial item pool was developed and administered to 334 aerobics instructors. Exploratory factor analysis produced a 13-item, four-factor structure (association, musicality, cultural impact and rhythm response), which accounted for 59.2% of the variance. This model demonstrated acceptable fit indices when tested using confirmatory factor analysis on 314 exercise-to-music participants, and was better than an alternative two-factor model. When cross-validated using multisample confirmatory factor analysis, the model also showed an acceptable fit overall, although some invariance in the rhythm response factor was evident that can be attributed to the exclusive use of synchronous music by aerobics instructors. The Brunel Music Rating Inventory appears to be a valid and reliable tool for both researchers and practitioners to assess the motivational qualities of music in exercise and sport environments.     

Constructing validity arguments for test combinations

The argument-based approach to validation has been widely adopted in validation theory. However, this approach aims to validate the intended interpretation and use of a single test or assessment. This article proposes an extension of the argument-based approach for validation of multiple tests. This extension is illustrated with the validation of a competency assessment program (CAP). This CAP was validated in collaboration with a quality manager of an educational program. In this case study, it became apparent that this approach fosters an in-depth evaluation of the assessment program and that the approach appears suitable for validation efforts of competency assessment programs. The approach guides validation research from a more general perspective, but also guides more detailed validation efforts.     

汉语称谓语的语用功能与英译

交际过程中使用的称谓语，除表示对交际对象的直接称呼或他称称谓外，还往往蕴含着亲呢、警告、威胁、戏谐或讽刺等言外之意，或表示尊敬、提出请求、传达喜恶等话中之情。因此，称谓语的翻译必须准确反映被称谓者的身份，表达称谓者的情感，传达称谓者的语气和原语称谓的语体风格。     

Development and validation of the sources of parental anxiety in children’s education scale

Parental anxiety in children’s education is closely related to children’s developmental and educational outcomes. The current study reported the development and validation of a self-report instrument to evaluate the Sources of Parental Anxiety in Children’s Education (SPACEs). Qualitative analyses suggested that the construct of parental anxiety in children’s education was multidimensional, representing learning performance anxiety, educational environment anxiety, educational input anxiety, and educational outcome anxiety as four primary sources. The results from exploratory and confirmatory factor analyses supported this four-factor structure comprising 17 items to capture this multidimensional construct. The scale also demonstrated adequate internal consistencies, convergent validity, discriminant validity, criterion-related validity, and test-retest reliability. A series of multi-group tests across age, locality, and children’s grades provided evidence of measurement invariance. Overall, the SPACE scale appear to be a reliable and valid tool to measure educational anxiety in parents in the Chinese context.