英国留学生硕士毕业论文范文参考-Annotations

英国留学生硕士毕业论文范文参考-Annotations

 

1. Transposition

ST 9-11, TT 6-8   

With this have come expectations that graduates from these programs will enjoy smooth transitions into professional practice. 与此同时，人们也开始期待那些高等教育项目培养出来的毕业生将会经历向专业实践的顺利过渡

In Source Text, “expectations” as a noun is the object of the sentence with an appositive clause, which actually plays the role of a subject. If “expectations” is translated into Chinese as a noun, the expression of the sentence is not idiomatic. Therefore, the strategy of transposition, which means “that a change of one part of speech for another without changing the sense” (Munday, 2008:57) can be adopted here. In Target Text “expectations” is translated into a verb without changing the sense. By doing so, the Chinese sentence becomes idiomatic and more acceptable.

 

 

2. Conversion: parts of speech

ST 11-14, TT 8-10

Aligned with these expectations is an educational emphasis on providing students with access to and engagement in authentic instances of practice, and an expectation that these will be effectively integrated within higher education programs. 与这些期待相对应，高等教育英国论文开始注重为学生提供接触和参与真正的实践案例的机会，并期望这些案例能有效地整合到高等教育培养项目中去。

In Source Text, the noun phrase “an educational emphasis” is followed by a pretty long adjunct element, which is not conventional in Chinese. If it is translated literally, it would be difficult for Chinese readers to comprehend. Hence, the conversing of parts of speech is employed here by changing the noun phrase (“an educational emphasis”) into a noun (“高等教育”) as the subject plus a verb (“注重”) as the predicate. As Liu argues, “词性转换既是一种译词法，又是一种句法变通手段，而后者往往是由于前者的变通而实现的”(Liu, 1999:175)As a result of the conversing of parts of speech, the syntactic structure of the whole sentence has changed.

 

 

3. Restructuring

ST 24-26, TT 17-18

Across many advanced industrial economies, there is a shift in the emphasis within university programs towards those that are primarily concerned with the preparation for specific occupations, and away from the liberal arts (Lomas 1997). 在许多发达的工业经济体系中，大学培养项目的重点开始由关注人文学科转向关注特定职业人才的培养(洛马斯 1997)。

In Chinese, “there be” structure with a long adjunct element is quite uncommon and need to be restructured in order to be well-formed. In Target Text, “emphasis” is changed to function as the subject, while the noun phrase “shift……towards” is changed to be a verb phrase. (“由……转向……”) 

 Thus, without changing the information focus of the sentence, it is made more conventional in Chinese.

 

 

4. Conversion: the passive voice 

ST 31-33, TT 21-22

That is, graduates are expected to have the capacities to engage immediately and effectively in the professional setting where they secure employment. 也就是说，人们期望毕业生有能力迅速、有效地融入专业环境，并保证工作稳定。

This is a passive sentence in Source Text. In passive clauses, “the subject is the affected entity, and the agent may or may not be specified” (Baker, 1992, P102). Although scientific and technical writing in English relies heavily on passive structures, languages which have a category of voice do not always use the passive with the same frequency(Baker, 1992:103). In Chinese, the frequency of using passive structures is much lower than in English. The passive sentence in Source Text is translated into an active sentence with an uncertain agent(“人们”) to be in accordance with conventions in Chinese.

 

 

5. Cohesion：Demonstrative Pronoun

ST 34-37, TT 23-25

They have been long exercised by the North American co-op movement, through its provision of extensive periods of workplace placements (e.g. internships), and also through practicums in such courses as medicine, nursing and physiotherapy（Boud and Solomon 2001）.北美的带薪实习活动长期以来就在践行大学培养实践性人才的目的，他们长期地提供工作场所的配置（例如：实习）；也会设置诸如医学、护理、理疗等的实习课。

Unlike English, which tends to rely heavily on pronominal reference in tracing participants(Baker, 1992:183), Chinese generally seems to favour more lexical repetition as cohesive devices. Hence, in Target Text, the pronoun “they” is translated into what it points to（即“大学培养实践性人才的目的”）.

 

 

6. Modulation   

ST 54-57, TT 38-40

Moreover, the capacities for professional work go beyond technical knowledge or ways of knowing (e.g. Artistotle’s concept of techne or applied science [Stevenson 1994]), and are associated with the exercise of critical facilities within domains of occupational practice. 

而且，专业性工作所需要的能力不仅仅局限于专业知识或认知方式（如：亚里士多德的“技艺”或“应用科学”概念[Stevenson 1994]），而是与职业实践领域内的临界设施的运用相联系的。

Modulation is used to defined “a variation through a change of viewpoint, of perspective and very often of category of thought”（Newmark 1988:88）. When translating “go beyond”, the perspective is shifted to satisfy Chinese conventions – from the positive viewpoint to the negative one (“不仅仅局限于”).

 

 

7. Conversion: Nominalisation

ST57-60, TT 40-42

Hence, there are important and urgent issues associated with understanding, identifying and utilising the educational worth of authentic experiences, and proposing how the integration of these experiences might best proceed within university courses8. 因此，我们在如何理解、识别和利用从真实经验取得的教育价值以及如何能够将这些经验最好地融入已有的大学课程等方面还存在许多重要并且急迫的问题。 Nominalisations, the noun forms of verbs including gerund, are frequently used in academic writings to change the focus from on actions to on objects or concepts. Newmark (1988:85) also argues that“the gerund is the most neglected of all translator’s transpositions”. However, in Chinese verbs are frequently used. Sometimes translating gerund in English into verb phrase in Chinese can achieve more smoothness in reading and understanding. Therefore, “understanding, identifying and utilising the educational worth” is translated into “理解、识别和利用……教育价值”.

 

 

8. Conversion: the passive voice

ST62-63, TT 45-46

Offered here is a perspective from learning and curriculum theory about such a progression. 本文是从这一进程的认知和课程理论的视角论述的。

The passive voice is frequently used in English technical texts to secure the objectiveness and the concision of the discussion, while sentences which begin with the passive voice of a verb are rather unconventional in Chinese. When translating, a proper subject (“本文”) is added to make the Chinese version smooth.

 

 

9. Combination: punctuation

ST 67-69, TT 49-50

This circumstance would serve few interests: certainly not those of the graduates, the settings in which they practice, nor their occupation or the nation. 这种状况无论是对于毕业生，他们的实践环境、还是对他们的职业工作或对整个国家，几乎都没有带来任何好处。

In this sentence, the explanatory elements following the colon are separated from the main clause. In Chinese, this kind of separation will cause unnecessary loss of the sense of wholeness. As Ye proposes, “…有时译者要合并语言成分，因为合在一起更符合中文的习惯，更顺畅” (Ye 2008:85)。 Hence, in the Target Text, the explanatory elements are combined with the main clause to achieve the sense of wholeness and fluency.

 

 

10. Paraphrasing: Terminology

ST69-73, TT 50-52

Yet, educational provisions need to offer more than the rehearsal of existing critical educational perspectives on the development of specific occupational practices, and offer contributions to understand how such critical perspectives can be utilised for the productive purposes of learners and community. 但是，教育课程需要提供的不仅仅是重复现有的关于特定职业实践发展的批判性视角，而且还应该为理解这些批判性视角如何用来实现学习者和社会的目的做出贡献。

According to the Longman Dictionary of Contemporary English, the definition of “provision” used as a plural is the “food, drink, and other supplies, especially for a journey” (2004:1319). The term “provisions” can be used in many fields. The literally equivalent of “educational provisions” (i.e. 教育供给) is quite unidiomatic. In the field of higher education, the word “provisions” can be paraphrased as “curricula” (i.e. 教育课程in Chinese).#p#分页标题#e#

 

 

11. The use of “it”

ST100-102, TT 72-73

Hence, it is important to understand the kinds of knowledge that need to be learnt for individuals to identify and realise their vocations. 因此，理解个人确定并实现其职业理想所需学习各种不同的知识是非常重要的。

In English technical writing, the use of ‘it’ as an empty subject is common employed to avoid lengthy subject. The logical subject is “to understand the kinds of knowledge that need to be learnt for individuals to identify and realise their vocations”. Therefore, when translating the “it is … to do…” structure, the lengthy infinitive phrase is brought forward to act as the subject.

 

 

12. Amplification

ST103-106, TT 73-76

However, where it is, this knowledge includes the domain-specific conceptual, procedural and dispositional knowledge associated with occupations, and the development of the capacities to use that knowledge effectively and strategically in particular practice settings. 然而，在针对某个特定职业的教育之中，这种知识包括了与职业相关的针对其领域的概念性知识、程序性知识和倾向性知识，以及在特定实践背景下有效地、策略性地运用此种知识的能力的培养。

In Source Text, “occupationally specific” after “where it is” is omitted. This omission may cause difficulty for Chinese readers to fully understand the meaning of the sentence. Xu proposes, “为了准确地传达出原文的信息，译者往往需要对译文作一些增添或删减，把原文中隐含的一些东西适当增补出来，以便于读者理解.”(2005: p64) Hence, what is omitted in Source Text is put into the Target Text (i.e“针对某个特定职业的”).

 

 

13. Restructuring: parenthesis

ST114-116, TT 82-83

These kinds of knowledge can also, and perhaps optimally, be learnt through experiences in practice settings and through authentic experiences. 这些知识也能够从实践情景和真实体验中习得，而且也许这种方式是最合适的。

The parenthesis, “and perhaps optimally”, is an adverbial structure used to express the author’s judgment. As Xu proposes, “一些副词的插入结构，特别是用于表示说话者的判断、猜测之类的词语，在翻译成汉语时需要另起一句。”(2005, p64). This translation strategy is adopted to translate it as a separate clause（i.e.“而且也许这种方式是最合适的”）.

 

 

14. Superordinate and Hyponym

In all, it is proposed that, to secure the educational worth of these experiences, particular curriculum and pedagogic responses are needed prior to, during and after students’ engagement in practice-based learning experiences, in order to maximise their contributions and integrate those experiences. 总之，本文提出，为了确保这些学习经验的教育意义，无论学生从学习基于实践经验的课程之初，过程中以及学习后，学校都要提供特定的课程并选择相应的教学方法，从而产生最大的作用并整合这些经验资源。

On the lexical level, one English word may have multiple meanings, while Chinese words tend to express more specific meaning. Hyponyms are words that are the specific examples of a general word, a superordinate. According to the definition of Longman Dictionary of Contemporary English (2004:547), experience is the “knowledge or skill that you gain from doing a job or activity, or the process of doing this”. However, in the Source Text, the experiences refer to learning experiences in practice and academic settings. When translating, the “experiences” is specified into “学习经验”.

 

 

15. Omission

ST127-130, TT 91-92

Consequently, the means to secure a rich integration of practice-based experiences into higher education programs requires a particular set of couplings of pedagogy, curriculum and personal epistemologies. 因此，为了确保基于实践经验和高等教育项目全面整合，就要有一套相互联系的特定的教学法、课程及个人认识论。

In Source Text, “the means” is followed by an infinitive phrase to modify it. However, if it is translated into Chinese, it seems to be unnecessary and redundant. Therefore, the strategy of omission is employed to make the target translation more concise and readable. The reason why omission is employed lies in that “该词的意思已经融入其他词中，不必再用一个专门的词来表达了”(Ye 2008, p77).

 

 

16. Reversing the original sequence

ST202-205, TT 145-147

This alignment is essential given the effortful process of construction of the kinds of knowledge required for demanding and complex occupations, such as those exercised by the professions. 考虑到一些要求很高的复杂工作，如那些专业人员所做的工作，所必需的各种知识的建构过程需要付出巨大的努力，这种一致性是必不可少的。

In this sentence, the adverbial element introduced by “given” comes behind the main clause. However, in Chinese, it is conventional that the adverbial elements are placed before the main clause. “由于英汉不同的造句结构和表达习惯，翻译有时需要打破原文的句式结构，对译文进行结构调整，以符合汉语的表达习惯”(Xu 2005, p67) Hence, the original sequence is reversed in Target Text.

 

 

17. Restructuring and conversion：“there be” structure

ST225-230, TT 162-165

Indeed, there is growing and broadly based interest in the need to maintain competence throughout working life, with governments and employers (Organisation for Economic Cooperation and Development 2000), as well as workers themselves, being concerned that they have the capacities to meet new occupational challenges and resist redundancy in their working knowledge (i.e. the lifelong learning agenda [Field 2000]). 实际上，政府和雇主开始日益广泛地关注在整个工作生涯中保持工作能力的需要（经济合作与发展组织 2000），工作者本身也是一样，时刻关心他们是否有能力迎接新的工作挑战并防止他们的工作知识过时（即终身学习计划[Field 2000]）。

The sentence as a whole is a “there be” structure with a lengthy adjunct element. When translated into Chinese, it needs to be restructured in order to be conventional. Therefore, the whole sentence in Target Text is changed into a SVO (Subject + Verb + Object) structure. In addition, the strategy of transposition is employed： the attributive “growing” is changed to function as an adverbial（“日益”）, while the noun “interest” is changed to be a verb（“关注”）. By doing so, it is made more acceptable in Chinese，without changing the information conveyed.

 

 

18. Parenthesis

ST237-240, TT 169-172

 Through two decades of focused inquiry into what constitutes expert performance, largely within cognitive psychology, but not restricted to it, an understanding of the kinds of knowledge required for effective occupational practice (i.e. expertise) has been developed. 经过20年的对专家表现构成的集中研究（主要是在认知心理学领域，但并不仅限于此），人们已经对有效的职业实践（即专业技能）所需要的各种知识有所了解。

In the Source Text，a parenthesis （largely within cognitive psychology, but not restricted to it） stands separate from the main clause. When translated into Chinese, the parenthesis can cause a sense of unsmoothness in reading. In order to gain fluency in target language, it is better to put the parenthesis into brackets，serving as a further explanation.

 

 

19. Restructuring: attributive elements

ST270-272, TT 194-195

These are the domain-specific procedures, concepts and values required to be a doctor, hairdresser, plumber, vacuum-cleaning sales person or lighthouse keeper. 这些就是作为一个医生、美发师、水管工、吸尘器销售员或灯塔看守人所必需的专门的程序、概念和价值。

In English, attributive phrases and clauses usually follow the words being modifies, whereas in Chinese, attributive elements always precede the words being modified. To conform to conventions of expression in Chinese，the postpositional modifying element in Source Text, “required to be a doctor, hairdresser, plumber, vacuum-cleaning sales person or lighthouse keeper” was placed before the predicative, “程序、概念和价值”. 

 

 

20. Componential analysis：Nominalisation

ST272-276, TT 195-198

In addition, there is the particular set of concepts, procedures and dispositions that are required for effective practice: that is, the requirements of the particular circumstances in which doctoring, hairdressing, plumbing, vacuum-cleaning and lighthouse keeping are practised (Billett 2001a). 此外，还有有效实践所必需的特定的一套概念、程序和布置：即，医生、美发师、水管工、吸尘器销售员或灯塔看守人在从事其实践活动的特定环境下的要求(Billett 2001a)。#p#分页标题#e#

In Source Text, the gerunds such as doctoring, hairdressing indicates the process of doctors’ or hairdressers’ practice. There is no such word-formation in Chinese. According to Newmark (1988:90), componential analysis is “the splitting up of a lexical unit into its sense components”. This strategy is employed here to convey the meaning of both sense components of doctoring (i.e. doctor- and –ing), for instance.

References

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Bolinger, D. & Sears, A. D. (1968). Aspects of Language. New York: Harcount Brace Jovanovich, Inc.

Liu, Miqing. (1999). Contemporary Translation Theories. Beijing: China Translation & Publishing Corporation.

Munday, J. (2008). Introducing Translation Studies: Theories and Applications. 2nd ed. London: Routledge.

Newmark, P. (1988). A Textbook of Translation. Hertfordshire: Prentice Hall.

Xu, Jianping. (2005). A Practical Course of English-Chinese and Chinese-English Translation. 2nd ed. Beijing: Tsinghua University Press.

Ye, Zinan.(2008). Advanced Course in English-Chinese Translation. 2nd ed. Beijing: Tsinghua University Press.

Longman Dictionary of Contemporary English. 4th ed. Beijing: Foreign Language Teaching and Research Press.