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Translation and Adaptation in Dissemination of Foreign Literary Works: A Case Study of Robinson Crusoe
Issue:
Volume 6, Issue 5, September 2018
Pages:
140-147
Received:
5 August 2018
Accepted:
10 September 2018
Published:
8 October 2018
Abstract: When investigated in a broader vision, adaptation carried out away from translational act can also contribute to transmission of a foreign text. Based on the presumption that the act of translation moves foreign classics into the periphery of target culture, but far from asserting their finality, the author, supported by the case of Robinson Crusoe, singles out translation (retranslation), and adaptation (adaptive translation and post-translation adaptation) for a study, and attempts to explore how they are related to one another and identify their role in contributing to the transmission of foreign text. It is concluded that besides translation and retranslations, post-translation adaptation contributes more share to transmitting and canonizing a foreign text.
Abstract: When investigated in a broader vision, adaptation carried out away from translational act can also contribute to transmission of a foreign text. Based on the presumption that the act of translation moves foreign classics into the periphery of target culture, but far from asserting their finality, the author, supported by the case of Robinson Crusoe...
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On the Grammatical Status of Le in Mandarin
Issue:
Volume 6, Issue 5, September 2018
Pages:
148-153
Received:
31 July 2018
Accepted:
19 September 2018
Published:
10 October 2018
Abstract: Le is a functional morpheme in Mandarin, which can appear in two places, immediately after the verb (verb-le) or in a sentence-final position (sentence-le). Traditionally, verb-le is often referred to as a perfective aspect marker denoting completion, while sentence-le is generally considered as a sentence final particle which signals a change-of-state meaning. Based on Smith’s aspect theory, which calls the grammatical aspect the viewpoint aspect and the lexical aspect the situation aspect, this paper argues that both les are perfective aspect markers derived from one super-le. Besides, it also compares le with guo, which is another post-verbal perfective aspect marker whose aspectual status has been well-established in the literature, and points out that guo differs from verb-le in that it always denotes the completion of event. It is further argued that the reason why le conveys distinct meanings lies in its position in the sentence. And thus, the conclusion is drawn as: although verb-le and sentence-le denote different meanings, they are essentially the same in terms of the three following aspects: (1) Both of them are perfective aspect viewpoint markers. (2) They have the same temporal interpretations. (3) They show the same variance from guo. Therefore, there is just one le which is a perfective aspect marker. If it is placed after the verb, it will have the terminative reading. If it is in the sentence-final position, it will form a Perfect and have a change-of-state reading. Given such difference, a syntactic representation of le in the clausal structure is proposed, in which verb-le is generated in the AspP lower within vP while sentence-le resides in the AspP adjoined to TP. The reason why guo cannot occur with verb-le is the different aspectual meanings they convey. Guo is concerned with the experience the subject has while sentence-le is about the state change.
Abstract: Le is a functional morpheme in Mandarin, which can appear in two places, immediately after the verb (verb-le) or in a sentence-final position (sentence-le). Traditionally, verb-le is often referred to as a perfective aspect marker denoting completion, while sentence-le is generally considered as a sentence final particle which signals a change-of-s...
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Pragmatics Pattern of Translating Lingnam Culture-Loaded Words and Phrases—Taking English Periodicals of the First Half of 19th Century in China as an Example
Wang Hai,
Wang Haichao,
Zhang Shuo
Issue:
Volume 6, Issue 5, September 2018
Pages:
154-162
Received:
26 June 2018
Accepted:
2 August 2018
Published:
12 October 2018
Abstract: In this essay, we attempt to explore the implication of the pragmatic patterns of Lingnam-culture-loaded words and phrases in the English periodicals translated mostly by protestant missionaries during the 19th century. With a keen interest in Cantonese and Lingnam cultures, foreign dwellers have launched English periodicals, aiming to familiarize their fellowmen with Lingnam’s local customs, and Chinese society in general. Such cultural distinctions embedded in numerous Lingnam-culture-loaded words and phrases have guided mission activities to conduct in local communities. We apply a deep analysis of the first hand missionary periodicals, and argue firstly, protestant missionaries translated Lingnam-culture-loaded words and phrases into English with model “Cantonese Transliteration + Liberal Translation (+ Paratext)”. Secondly, we find that while compiling English-Chinese dictionaries and publishing periodicals, protestant missionaries initially annotate a Cantonese entry by Roman alphabet, then translate it liberally, at times appending paratexts, which comment on cultural difference concerning the terms. In this view, the model of “Cantonese Transliteration + Liberal Translation (+ Paratext)” has been examined as one efficient way to promote Lingnam and Chinese culture into the West. One of methodological significance of this essay is it has systematically analysed the annotation methods prevailed in various foreign periodicals, for instance The Indo-Chinese Gleaner, The Canton Press, The Canton Miscellany, The Chinese Repository and so forth. Also the academic implication of this essay lies in the fact that it firstly has neatened the annotating system of Lingnam-culture-loaded words and phrases, and secondly, is a full endeavour to unpack how the annotation system has been generated and influenced on the transmission of Lingnam and Chinese culture.
Abstract: In this essay, we attempt to explore the implication of the pragmatic patterns of Lingnam-culture-loaded words and phrases in the English periodicals translated mostly by protestant missionaries during the 19th century. With a keen interest in Cantonese and Lingnam cultures, foreign dwellers have launched English periodicals, aiming to familiarize ...
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A Comparative Study of a Multi-Dimension/Multi-Feature Approach Between Chinese Debate and Speech
Liu Yanchun,
Hu Fengguo,
Zhao Yi,
Qiu Le
Issue:
Volume 6, Issue 5, September 2018
Pages:
163-172
Received:
8 August 2018
Accepted:
10 September 2018
Published:
12 October 2018
Abstract: This study compares and analyzes Chinese debate and speech from the perspective of registers, which makes itself significant since it fills the gaps in the field. This paper is based on a self-built corpus and refers in Biber’s Multi-dimension/Multi-feature Approach. The quantitative statistical results show that there are 44 significant differences among the 65 linguistic features of debate and speech registers, and that these feature differences, from the macroscopic view, can be summarized into 8 different dimensions, which, to be specific, are known respectively as Multi-directional Interaction VS Single-directional Communication, Demonstrative VS Narrative, Intense Confrontation VS Deliberate Storytelling, Centralized Focuses VS Dispersing Contents, Precise Expressions VS Diverse Methods of Expressions, Informative VS Affective, Specialized VS Universal, along with Literate Style VS Oral Style. Why there are these linguistic features and dimensional differences between the two registers is also explained. It could be fair to say that this study makes a breakthrough on the basis of Biber’s research which mainly put its focus on linguistic features at the lexical, syntactic perspectives. And that is to advance comparing linguistic features between debate and speech registers to perspectives of phonetics and speeds. Yet it has its deficiency for failing to conduct factor analysis in the process of dimension induction due to the limited volume of text corpus.
Abstract: This study compares and analyzes Chinese debate and speech from the perspective of registers, which makes itself significant since it fills the gaps in the field. This paper is based on a self-built corpus and refers in Biber’s Multi-dimension/Multi-feature Approach. The quantitative statistical results show that there are 44 significant difference...
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Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities
Issue:
Volume 6, Issue 5, September 2018
Pages:
173-185
Received:
17 August 2018
Accepted:
25 September 2018
Published:
25 October 2018
Abstract: Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.
Abstract: Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often f...
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