翻译中的文学和通过翻译获得的文学:作为教学资源的文学翻译

Letizia Leonardi
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引用次数: 0

摘要

本文是我在第五届 APTIS(翻译和口译研究课程协会)2023 年会议上提交的论文("当今重要的教学")的修订版,该会议的论文集从未出版。随着全球化的发展,需要翻译的书籍数量大幅增加。然而,读者并不总是认可翻译作品,文学翻译家一般也得不到应有的认可。学术界可能要对此负部分责任:一方面,文学翻译确实不像翻译研究这一更广泛领域中的其他主题那样得到讨论;另一方面,虽然翻译文本教学越来越普遍,但翻译文学一般不被视为一门独立的学术学科。为了促进翻译文学在学术界内外更广泛的传播和鉴赏,可以将翻译文学文本系统地引入文学和文学翻译课程。这可以通过编制和使用平行语料库(即源文本和各自译本的集合)来实现。有鉴于此,本文有两个主要目标:解释如何利用平行语料库教授文学和文学翻译课程;展示这种方法在不同层面上可能具有的教学优势。就文学课程而言,它将使学生了解文学翻译背后的生产机制及其在更广泛的文学体系中的相关性。就文学翻译课程而言,它可能是理论与实践之间的折中,是学术环境中以研究为导向的环境与出版业中以商业为导向的环境之间的折中。这项研究是通过审查教学实践和文学文本翻译教学环境进行的。论文最后指出,这种以语料库为基础的教学方法可能会在学术界之外产生一些积极的影响:它不仅有助于广大公众更广泛地欣赏翻译文学文本,还能促进人们更广泛地认识到文学翻译者在塑造和构建外国文学中的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Literature in and through Translation: Literary Translation as a Pedagogical Resource
This article is the revised version of the paper that I presented at the 5th APTIS (Association of Programmes in Translation and Interpreting Studies) 2023 conference (“The teaching and learning that matter today”), whose proceedings were never published. As a result of globalisation, the number of books requiring translation considerably increased. Nevertheless, readers do not always acknowledge translations as such, and literary translators do not generally obtain the recognition they deserve. Academia may be partly responsible for that: on the one side, indeed, literary translation is not as discussed as other topics within the broader field of Translation Studies; on the other, whilst teaching texts in translation is becoming increasingly common, translated literature is not generally considered as an academic discipline on its own. To promote a wider circulation and appreciation of translated literature in and beyond academia, translated literary texts could be systematically introduced into the curricula of courses in literature and literary translation. This could be achieved through the compilation and use of parallel corpora, namely collections of source texts and respective translations. In this light, this paper has two main objectives: explaining how courses in literature and literary translation could be taught using parallel corpora; showcasing the pedagogical advantages that such an approach may have on different levels. As for courses in literature it would provide students with an understanding of the mechanisms behind the production of literary translations and their relevance within the broader literary system. On what concerns courses in literary translation, it may represent a compromise between theory and practice, and between the research-orientated environment of academic settings and the commercially-orientated publishing industry. The study was conducted through the review of pedagogical practices and contexts where literary texts are taught in translation. The paper concludes with the observation that this corpus-based teaching approach may have some positive repercussions outside academia: it would not only contribute to a broader appreciation of translated literary texts among the general public but also foster a broader recognition of the role of the literary translator in shaping and constructing foreign literature.
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