翻譯與跨文化交際

內(nèi)容概要

　　全國翻譯碩士專業(yè)學位(MTI)系列教材包括筆譯、口譯、理論、通識和工具書五大系列，是國內(nèi)第一套專門針對MTl學生編寫的專業(yè)教材，具有專業(yè)化、實踐性、應用型的鮮明特色。整套教材以職業(yè)翻譯技能訓練為核心，以應用型翻譯理論為指導，配合不同學科領域的專題訓練，旨在完善學習者的翻譯學科知識結(jié)構(gòu)，有效提高學習者口、筆譯實踐能力。
　　本書為全國翻譯碩士專業(yè)學位(MTI)專業(yè)選修課教材。
　　本書從跨文化交際的宏觀層面出發(fā)，重點關注與翻譯學習相關的基礎知識，引導學習者考察漢英兩種語言在跨文化交際中呈現(xiàn)出的差異，尤其是漢英兩種語言系統(tǒng)和文化模式的差異在翻譯過程中所引發(fā)的難點問題，增強對跨文化差異的敏感性，并自覺培養(yǎng)跨文化交際意識與能力。本書具有以下特點：
　　系統(tǒng)闡述了語言、文化與社會的交互作用及其對翻譯可能產(chǎn)生的影響，幫助學習者全面了解和認識語言與文化的內(nèi)在聯(lián)系以及在翻譯過程中可能遇到的跨文化交際問題，為進一步的翻譯學習打下跨文化交際的知識基礎；
　　強調(diào)理論與實踐相結(jié)合，并以學生為中心，通過教師主講、課堂討論、學生專題發(fā)言等環(huán)節(jié)，幫助學習者把跨文化交際中的語言、文化與社會等方面的知識轉(zhuǎn)化成為跨文化交際意識和能力，提高跨文化交際素質(zhì)。

書籍目錄

Part1　翻譯中的跨文化交際因素
Part2　語言與交際
Part3　語言與文化
Part4　語言與社會
Part5　語篇與文化
參考書目

章節(jié)摘錄

　　Perceptual Processes　　Perception can be defined as the internal process by which we select， evaluate， and organize stimuli from the external environment （Samovar & Porter. 1991： 14）. In other words， perception is the conversion of the physical energies of our environment into meaningful experience. To further explore the relationship between perception and culture， a closer look at the issues involved in the above definition will help us gain a better understanding. A basic belief is that people behave as they do because of the ways in which they perceive the world and that these behaviours are learned as part of their cultural experience. It can also be said that our way of selecting， evaluating and organizing the physical stimuli is guided by our culture. Whether in judging beauty or describing snow， we respond to stimuli as we do primarily because our culture has taught us to do so. We tend to notice， reflect on， and respond to those elements in our environment that are important to us. Therefore， it is not difficult to realize that different cultures will have different patterns of social perception， the social aspects of the perceptual process， which is the focus of our discussion in the study of intercultural communication.　　Social perception can be further elaborated as the process by which we construct our unique social realities by attributing meanings to the social objects and events we encounter in our environments. During this process， culture conditions and structures our perceptual processes so that we develop culturally inspired perceptual sets. The belief/value/attitude systems， world view， and social organization of a culture are the three major socio-cultural elements that have a direct influence upon people's perception in the process of developing meanings. When these three elements influence our perceptions and the development of meanings， our individual， subjective aspects of meanings may be changed. For example， we may all agree in objective terms when we see the same thing or the same social entity. However， what the object or event means to us may vary considerably. A typical example is that both an American and a Korean might agree in an objective sense that a particular object is a young dog， but they might disagree completely in their interpretation of the dog. The American might see it as a cute， fluffy， loving， protective pet， however， the Korean might see the dog as something especially fit for the hotpot. It is the American's cultural background that interprets the dog as a pet， and it is the Korean cultural background that regards dog meat as a delicacy. This kind of differences in cultural perception is an extremely important aspect of intercultural communication studies. The following is a further explanation of the three socio-cultural elements.　　Belief/Value/Attitude Systems. Although belief can be a subjective feeling or view of the objective world， the culture to which we belong plays an important role in our belief formation. The subjective view that we hold about the characteristics of certain objects or events is much influenced by our culture. For example， the way we prefer tea or coffee， our interpretation of a news event or even our vision of the world is a part of our individual belief based on our cultural knowledge and experience. Although there are no definite rights or wrongs as far as beliefs are concerned in matters of intercultural communication， we may often trace the source of an individual's belief to his/her cultural background.　　……

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