翻译与偏误的相关理论概括
翻译理论基础知识
1.1.1 翻译的定义
To reveal the fundamental characteristics of translation, various theoretical works have provided diverse definitions of the concept For instance, one definition states that "translation is the accurate and complete expression of what has been conveyed in one language, unified in content and form, into another language." Another perspective describes translation as the process of transforming the spoken or written products of one language into another while maintaining the original meaning Additionally, it is noted that translation involves replacing the text material of one language with equivalent text material in another language.
Dịch thuật là hoạt động ngôn ngữ nhằm tái hiện một cách chính xác và đầy đủ nội dung tư tưởng được diễn đạt bằng một ngôn ngữ khác.
Translation involves representing the meaning of one language's written text using an appropriate expression in another language This process is essential for effective communication across different languages.
1.1.2 翻译的分类
翻译是一个笼统的概念，可以由不同的角度，分成多种类型：
Translation can be broadly categorized into two main types based on the languages involved: intralingual translation and interlingual translation Intralingual translation refers to the translation between different varieties of the same language, such as the translation between ancient and modern Chinese, or among various Chinese dialects, as well as translations within Vietnamese.
1 赵玉兰，《越汉翻译教程》，北京大学出版社，2002，第 1 项。
Interlingual translation refers to the translation between different languages, specifically the conversion of native language texts into foreign language texts and vice versa This process is often influenced by the significant differences in cultural customs, linguistic systems, and semantic frameworks that exist between languages Therefore, the term "translation" typically pertains to interlingual translation in a general sense.
Translation can be categorized into two main types: interpretation and translation Interpretation is further divided into two basic methods: consecutive interpretation, also known as ad-hoc translation, which is used in settings such as conferences, speeches, business negotiations, academic discussions, and tours, where the interpreter translates after the speaker has completed a portion or all of their remarks; and simultaneous interpretation, typically employed in large formal meetings, where interpreters use specialized equipment to translate continuously while listening On the other hand, translation refers to written translation, commonly applied to literature, social sciences, and scientific documents It benefits from less time pressure compared to interpretation, allowing for careful consideration, but it demands higher and stricter standards.
Translation can be categorized into five main styles based on the type of material: practical, scientific, argumentative, journalistic, and artistic Each category encompasses various subtypes, each with distinct characteristics The practical style includes documents such as announcements, notices, regulations, advertisements, contracts, and letters, which require a standardized format and clear, precise language The scientific style covers technical writings, reports, and product descriptions, demanding accuracy and adherence to professional standards The argumentative style comprises social science papers and research reports, emphasizing logical clarity and formal language The journalistic style includes news reports, commentaries, and features, necessitating correct formatting, clear semantics, and vivid word choices Lastly, the artistic style refers to literary works like novels, essays, poetry, and dramas, requiring translations that are accurate, expressive, and stylistically rich.
Translation can be categorized based on processing methods into several types: full translation, partial translation, excerpt translation, compilation, and paraphrasing Full translation involves the translator rendering the original text verbatim without any omissions Partial translation allows for selective omissions while maintaining the overall integrity of the original content Excerpt translation focuses on extracting the main ideas or specific sections of the original text as needed.
Translation involves summarizing the core elements or content of the original work Compilation refers to the process where the translator edits and processes related information from one or more texts to create a comprehensive interpretation Paraphrasing is the most flexible approach, allowing the translator to convey the main ideas of the original text without adhering strictly to its format or language An objective introduction of the original content is termed a summary, while the inclusion of the translator's own viewpoints is referred to as a critique.
1.1.3 翻译的过程
Translation activities generally consist of three stages: understanding, expression, and revision The understanding stage involves reading and comprehending the source text, as a thorough and accurate grasp of the original content and characteristics is essential for faithful expression in Chinese This understanding process can be approached through three methods: analyzing the language itself, including phonetic units, sentence structure, rhetorical techniques, and the stylistic elements of the original text; considering contextual connections at the sentence, discourse, and paragraph levels; and utilizing background knowledge, specialized information, general knowledge, and sound logic The expression stage requires the translator to select appropriate means of expression in the target language to restate the understood content The quality of this expression depends not only on the depth of the translator's comprehension of the original text but also on their proficiency in Chinese Additionally, while translators may be proficient in their native language (Vietnamese), they often rely on various reference tools to accurately convey common phrases The revision stage involves meticulously comparing the original text with the translation to ensure fidelity, accuracy in word choice, and fluency in language.
1.1.4 翻译的标准
Translation standards serve as essential criteria for evaluating the quality of translations and guide translators in their efforts to enhance their skills Beginners in translation often lack awareness of their translation quality By establishing practical translation standards, translators can regularly assess and measure their work, which significantly aids in gradually improving their translation techniques and overall quality.
为了确立翻译标准，让我们首先对翻译的对象（原作）加以分析。
Every original work is a harmonious blend of content and form The content encompasses the facts, explanations, descriptions, and the author's thoughts, viewpoints, and emotions In contrast, the form refers to the language used to express this content, including vocabulary, grammar, and rhetorical devices When translating, it is essential to accurately convey the original work's ideas while transforming its linguistic form into a fluent and coherent translation.
In summary, we can distill the standards of translation to the following: accurately and completely convey the original work's ideas and writing style using fluent and coherent target language.
Accuracy and fluency in translation are closely intertwined To achieve an accurate translation, it must also be fluent; a disjointed translation cannot effectively convey the original's thoughts and style Conversely, a fluent translation that fails to accurately express the original meaning is merely a re-creation rather than a true translation It is essential to avoid two pitfalls: first, being overly rigid to the original text, which can lead to awkward translations that do not align with the norms of the target language; second, focusing solely on fluency at the expense of the original meaning, resulting in distortions or deviations from the source material Therefore, translators should strive to maintain the essence of the original while adhering to the linguistic standards of the target language, and be flexible in their expressions when necessary, ensuring that the translation is both faithful and smooth.
偏误理论概括
1.2.1 偏误和偏误分析概念
Errors in language learning refer to the discrepancies between the forms used by learners and the standard forms of the target language during communication These gaps manifest across various aspects of language.
2 赵玉兰，《越汉翻译教程》，北京大学出版社，2002，第 17 项。
3 赵玉兰，《越汉翻译教程》，北京大学出版社，2002，第 18 项。
Errors in language use by second language learners can manifest at various levels, including orthographic, phonetic, lexical, discourse, and pragmatic aspects These deviations from the target language occur unconsciously and are characterized by systematic and patterned mistakes that reflect the speaker's language proficiency Such errors are indicative of the learner's overall linguistic competence.
"Bias" differs from what is commonly referred to as "error." While errors are occasional and random, such as slips of the tongue, they can occur even in one's native language In contrast, biases are prevalent and systematic among language learners Only through repeated correction of these biases can learners gradually align their use of a foreign language with its standard form.
1.2.1.2 偏误分析的概念
Error analysis involves systematically examining the errors learners make while acquiring a second language It studies the sources of these errors to reveal the learner's interlanguage system, thereby enhancing our understanding of the processes and patterns involved in second language acquisition (Liu Xun, 2008)
1.2.2 偏误的分类
The primary purpose of error analysis is to systematically describe learners' language systems and enhance the understanding of the language learning process by identifying patterns and generalities Error classification can be approached from these two perspectives, while some also consider errors from a communicative standpoint for further distinction.
1.2.2.1 从学习者语言系统的角度对偏误进行的分类
S P Corder （1973）区分了三种偏误： 形成系统前的偏误，系统的 偏误及系统后的偏误。
A common practice in error analysis involves comparing learners' language with the target language Dagneaux et al (1998) utilized a computational corpus approach to establish a comprehensive framework for this analysis This framework encompasses seven main categories: form, grammar, lexical grammar, vocabulary, register, and lexical redundancy/deficiency/order.
Styles can be further divided into smaller subcategories based on research needs, allowing for the addition or removal of these subcategories as required.
1.2.2.2 从学习过程和策略的角度对偏误进行的分类
跟偏误有关的学习策略主要有“过度泛化”、“迁移”和“简化”三种。
Overgeneralization occurs when rules are applied beyond their intended scope, leading to incorrect conclusions and predictions While generalization is a common learning strategy, particularly in language acquisition, it can result in overgeneralization when exceptions to the rules are overlooked or when rules from one category are incorrectly applied to another In essence, overgeneralization stems from an incomplete understanding of the rules.
Migration and overgeneralization both involve the application of existing knowledge to address new situations The key distinction lies in their focus: overgeneralization utilizes knowledge of the target language, while migration relies on knowledge from the native language.
Language often contains superfluous elements that are not essential for conveying meaning, leading learners to frequently simplify their expressions.
1.2.3 偏误分析对语言教学的应用
Error analysis in language learning is systematic and reflective of an individual's language development, playing a crucial role in foreign language teaching From a teacher's perspective, it provides insights into students' proficiency levels and stages of language acquisition Additionally, it helps educators understand how students learn the target language and their learning strategies For students, error analysis allows for better evaluation of their hypotheses regarding language rules Furthermore, it serves as a vital foundation for curriculum development, especially in teaching Mandarin as a second language, which often involves diverse backgrounds and cultural contexts, making targeted material creation challenging.
Classroom instruction should emphasize the proactive role of teachers Textbook development must allow sufficient flexibility for educators, enabling them to adapt and supplement teaching content and exercises based on the specific needs of their students.
S.P Corder 的偏误分析理论提出后，已经改变了人们对第二语言学习 过程中所产生的偏误的态度。偏误分析理论是以认知心理学为基础的。 认知 心理学认为，第二语言学习是一个创造新的语言系统的过程。学习者有意识 地对他所使用的目的语形式做出假设，然后去试验——就是他说出或写出的 话，经过实验发现偏误，再修正他的假设，再试验，再找出偏误，再修正。 这样循环反复，他的假设不断接近第二语言的标准形式。由此可知，在学习 过程中，学生的假设本身就包含了存在偏误的可能性，在他们的试验中出现 偏误是难免的。因此，教师应该允许学生出现偏误，要鼓励学生大胆试验—
In summary, S P Corder's theory of error analysis offers valuable insights for Chinese language educators It is essential to correct students' errors to prevent them from becoming permanent fixtures However, corrections should prioritize the severity and type of errors, distinguishing between global and local, serious and general, as well as systematic and occasional errors While addressing mistakes is important, it should not discourage students or hinder their communication, as this may lead to avoidance strategies, which are also considered errors Furthermore, during the analysis of students' errors, it is crucial not to focus excessively on their mistakes, as this can overshadow their correct performances A comprehensive evaluation of students' expressions and comprehension is necessary for effective teaching.
Errors are inevitable in the process of learning a second language, and students at the Chinese Department of Hue University of Foreign Languages often encounter mistakes during translation Error analysis plays a significant role in foreign language teaching, and over the past 20 years, substantial progress has been made in this area However, there has been limited focus on the study of translation issues within error analysis, and previous research has not primarily approached the topic from a translation perspective.
顺化外国语大学中文系的学生翻译时常见的偏误
对顺化外国语大学中文系学生的翻译能力的调查
Errors are inevitable in the process of learning a second language, and students at the Chinese Department of Hue University of Foreign Languages often encounter mistakes during translation Therefore, analyzing these errors from a translation perspective is essential Prior to analyzing the errors that students make when translating from Vietnamese to Chinese, I conducted a small survey.
本人对顺化外国语大学中文系的 63 名学生进行调查。因为在不同的阶 段，学生翻译内容的难度是不同的，所以本人把调查的对象分成两组： 第一 组包括一年级和二年级的 28 名学生；第二组组包括三年级和四年级的 35 名 学生。
To enhance the understanding of the translation abilities of students in the Chinese Department at Hue University of Foreign Languages, I employed a questionnaire survey method I provided two separate questionnaires, labeled "Questionnaire A" and "Questionnaire B," to two distinct groups of students, asking them to respond to the questions posed Each questionnaire consists of two sections: one focusing on translating Chinese into Vietnamese and the other on translating Vietnamese into Chinese, with varying levels of translation difficulty (for detailed content, please refer to Appendix 1).
录 2）。学生完成问卷后，本人根据翻译标准来检查了学生的译文是否正确。
The survey, despite a limited number of participating students, reveals several key points regarding translation challenges Students face more difficulties when translating Vietnamese to Chinese compared to Chinese to Vietnamese While some students can accurately translate from Chinese to Vietnamese, their ability to translate from Vietnamese to Chinese is significantly weaker The analysis of the questionnaire indicates that there are fewer mistranslated sentences in the Chinese-to-Vietnamese translations, whereas the Vietnamese-to-Chinese translations contain a substantial number of errors.
This article explores the reasons behind the more frequent incorrect translations observed when translating Vietnamese to Chinese compared to the reverse Drawing on personal experience, the author conducts a detailed analysis of the errors made by students at Hue University of Foreign Languages during the Vietnamese-to-Chinese translation process The article categorizes these errors to identify their causes and proposes suitable solutions.
顺化外国语大学中文系的学生越译汉时常见的偏误分析
Translation standards can be summarized as the accurate and complete expression of the original work's ideas and writing style in fluent target language In other words, a precise translation must meet two criteria: first, the language of the translation should be smooth and coherent; second, the translation must remain faithful to the original text, aligning with its ideas and stylistic elements.
In the book "Research on Second Language Acquisition," edited by Wang Jianqin, three methods for categorizing errors in language learning are identified The first method, "surface feature classification," involves describing and categorizing learners' errors based on the target language's categories The second method, "surface strategy classification," focuses on the ways in which learners produce errors The third method, proposed by Corder in 1974, categorizes learners' errors into three types: "pre-systematic errors," "systematic errors," and "post-systematic errors."
Based on foundational knowledge of translation theory and the collected error data, I classified the mistakes made by students from the Chinese Department at Thua Thien Hue University during Vietnamese to Chinese translation into four main categories: omission, addition, misuse, and misordering.
2.2.1 顺化外国语大学中文系一年级和二年级的学生越译汉时常见的 偏误分析
Students at this stage, due to their limited Chinese proficiency, primarily focus on translating simple sentences and short texts Their inability to accurately and completely express the original ideas stems mainly from formal errors in their translations The specific types of errors encountered are as follows:
"Ommission" refers to errors that occur when one or more elements are left out of words or sentences.
（1）越南语：Tôi học tại trường Đại học Ngoại ngữ, Đại học Huế 2–3 tháng rồi
The incorrect translation of the sentence is: "I have been studying at the Foreign Language University under Hue University for two or three months." The correct translation should be: "I have been studying at the Foreign Language University under Hue University for two or three months."
评析：“天、星期、月、年”是一个表示时段的时间名词系列，其中
In Chinese, terms like "天" (day), "星期" (week), and "年" (year) are considered quantifiable and can directly follow numerals, as in "一天" (one day), "一个星期" (one week), and "一年" (one year) However, "月" (month) is unique in this context; it requires a measure word when used with numerals, such as "一个月" (one month) or "两个月" (two months), and the measure word "个" cannot be omitted Many students are unaware of this peculiarity, leading to errors like "*我在顺化大学下属外国语大学学习两三月了" (I have been studying at the Foreign Language University under Hue University for two or three months), which reflects a mistake in omitting the necessary measure word.
（2）越南语：Chị ấy luôn rất nhiệt tình giúp đỡ em
误译：*她总是很热情帮助我。
正译：她总是很热情地帮助我。
This sentence addresses the use of the structural particle "地" in adverbial phrases In this context, the adjective "热情" (enthusiastic) is modified by the adverb "很" (very), which serves as an adverbial modifier Additionally, it is essential to place the particle before the verb to maintain grammatical coherence.
（3）越南语：Hôm nay chị gái tôi ở nhà cả ngày.
误译：*我姐姐今天一整天在家里。
正译：我姐姐今天一整天都在家里。
In this sentence, "the whole day" is positioned as an adverbial phrase, which should be accompanied by "all" to enhance clarity The emphasis is on the fact that "my sister has been at home all day, not elsewhere."
（4）越南语：Đối với tôi, mẹ là người quan trọng nhất
误译：*对我，妈妈是最重要的人。
正译：对我来说，妈妈是最重要的人。
Analysis: The sentence employs the structure "for ," which serves as an adverbial phrase; however, students often omit this in their usage.
（5）越南语：Cô bé vẽ một bông hoa lên quyển vở của tôi
误译：*她在我的本子画了一朵花。
正译：她在我的本子上画了一朵花。
In Example (5), the student used the preposition "在" to form a prepositional phrase functioning as an adverbial This preposition often appears in the structural format of "在+上/下/中/里 ," highlighting its versatility in sentence construction.
（6）越南语：Thầy giáo Vương là một người rất tốt.
误译：*王老师是一个很好人。
正译：王老师是一个很好的人。
评析：形容词词组作定语时，定语后要加“的”。
（7）越南语：Trường tôi có nhiều giáo viên nước ngoài.
误译：*我学校有多外国老师。
正译：我学校有很多外国老师。
In general, adjectives can directly modify the headword when used as attributive modifiers, often requiring the addition of "的" afterward However, when using "多" as an attributive, it is essential to precede it with "很." The failure of students to grasp this specific rule leads to the common error of omitting "很."
（8）越南语：Em trai tôi viết chữ Hán rất đẹp
误译：*我弟弟写汉字得很好看。
正译：我弟弟写汉字写得很好看。
This sentence features a complement of state When a verb has an object, the structure of a sentence with a state complement follows the format: "verb + object + verb + de + (very) adjective."
"Misapplication" often occurs in specific grammatical forms where a particular component is typically required or must be used; however, when these forms undergo certain changes, that component must not be used Students frequently make errors because they do not understand these conditional changes and continue to use the component, leading to mistakes.
（9）越南语：Chúng tôi đã đi Hồng Kông bằng máy bay
误译：*我们坐了飞机去香港了。
正译：我们坐飞机去香港了。
评析：这个例句是连动句；而在连动句中，第一动词后边不能有了。
（10）越南语：Chính tại đây chúng tôi đã nhìn thấy cô ấy
误译：*我们是在这儿看见了她的。
正译：我们是在这儿看见她的。