Metaphor translation has been a matter of concern in translation studies because its interlinguistic transfer can be impeded by cross-cultural and crosslinguistic differences. Since the inception of Conceptual Metaphor Theory (CMT), which focuses on the conceptual structure of metaphorical language, a range of studies have emerged to investigate metaphor translation from a cognitive perspective, presenting an eclectic mix of research questions and methodologies. This paper is targeted at illustrating what the cognitive approach has offered to translation studies by providing a critical overview of recent research in metaphor translation from a cognitive perspective. It is pointed out that cognitive theory can get to the heart of metaphor, an essential cognitive device for meaning-making, as well as translation, a cognitive activity. Illustrations from the literature show that a cognitive approach can account for in-depth conceptual transfer in the analysis of product- and process-oriented metaphor translation. The cognitive approach also provides important insights into translation as cross- cultural communication by offering a redefinition of culture. Within this context, the paper provides multilingual illustrations while paying special attention to translation between culturally-distant languages, e.g., English-Chinese and French-Chinese translation. Lastly, it is argued that there is potential in combining cognitive theory with translation theories such as Descriptive Translation Studies and the Interpretive Theory of Translation.

本文旨在重新詮釋莎士比亞作品《威尼斯商人》中的女性權力,探 索其中人物波西亞扮演的角色,以及人物在早期漢語譯本中的轉 化。首先,本文將概述近年學界如何詮釋波西亞在劇中扮演的角 色,闡述當前學術辯論走向和作品的不同解讀,以具體了解莎士比 亞描繪兩性互動的意圖,評估這些元素在漢語譯本中,如何為了特 定的文化目的而被重新詮釋,切合中國語境需要。其次,本文會評 估劇作的早期漢語譯本,以及譯文在重構原著女性角色描寫時的忠 實程度。最後,本文會分析包天笑的改編作《女律師》,並從觀察 此譯本對原文的偏離如何反映中國二十世紀初對兩性平等的態度演 變,並說明譯本如何有助從女性主義角度解讀波西亞的角色。

The Taiwanese government has formulated a policy to develop the society to be bilingual (Chinese and English), and all information relevant to foreigners’ lives should be available in English. This descriptive study aims to discuss the feasibility of the policy and make recommendations from the perspectives of institutional translation and translation policy, with special reference to translation quality control. The European Commission is taken as a reference case. In the first part, the documentation method is employed. In the second, the article samples eighteen websites of the central government of Taiwan for bilingualization in checking with the performance indicator set in the Blueprint of the policy as a comparative content analysis. Two bilingual texts from two websites are selected to evaluate the translation quality using genre analysis and the functionalist approach. Given the future volume and scale of government translation, more resources are called for, while the professionalization of the industry and a quality assurance (QA) system are recommended.

During the Cold War, Hong Kong occupied a pivotal role as a bridge between the Free World and the Communist World, making it crucial for the United States (U.S.) to counter the spread of communist ideologies. Literary translation emerged as a significant avenue for advancing U.S. foreign-policy objectives by winning over the hearts and minds of audiences worldwide. Consequently, the prevalence of U.S.- commissioned literary translations in Hong Kong became a crucial aspect of Cold War dynamics. Existing scholarly research has primarily focused on the financial support provided by the U.S. to intellectuals involved in literary translations, while overlooking the nuanced perspectives and attitudes of these intellectuals toward such funding. This paper seeks to address this gap by examining the attitudes and reactions of local intellectuals towards financial assistance from the U.S., using Platitude Press (Renren chubanshe 人人出版社) as a case study. It argues that the relationship between the U.S. and local intellectuals during the Cold War era was not one-sided but rather interactive, leading to a more complex and multifaceted history of Cold War activities in Hong Kong.

吳檮是清末民初翻譯界一名重要且神秘的翻譯家。他的譯作不多, 但譯文風格獨特,且具有相當代表性。本文通過對其所有現存作品 及其日文原本的梳理、比照與分析,歸納出構成吳檮譯本獨特文體 風格的三個重要因素：對日文原文排版乃至標點符號等各要素的搬用;「移轉原文呼吸」的斷句方式的借用;盡可能照搬言文一致文 體中漢字語詞的排列形式,並以填充的方式從中生成一個新的文 本。筆者認為,吳檮的翻譯策略或可視為循字迻譯的「對譯」法的 一種實踐形態,但又不止於此。這種「對譯」法是清末文人與日本 言文一致書寫語體相遇這一獨特歷史境遇下的產物,且它更於無形 中開啟了白話文體現代轉型的一種新的可能。

在「人類世」的語境下動物能動性的翻譯工作面臨新挑戰,特別是人類中心主義向後人類中心主義的認知轉型,提供了實現與動物主體更細膩倫理共感的機遇。本文以「生態翻譯」、「生態語言學」與「敘事動物行為學」等生態取向理論為框架,考察厄內斯特．湯普森．西頓的動物故事集《我所知道的野生動物》（1898）的中文譯本中動物行為、社會規範與家庭價值觀的呈現方式。文章重點分析原作及譯本中擬人化傾向與動物能動性的互動關係,主張在寫實動物故事等類似文本的翻譯中採用生態翻譯方法。該方法避免將動物簡單塑造成自動化的人類文化產物,而是通過解析和揭示原文本中所蘊含的動物能動性,或從該文類旨趣推演其能動性。最後,本文提出若干翻譯策略,將動物能動性定位為生態翻譯實踐之不可或缺要素。

1960年代上半期的中國高校文科教材編譯工作,為著「調整」方針而發生和展開,對實現教育「調整」發揮了重要作用。在選題規劃上,它貫徹了「調整」中的教育正規化、獨立自主和聯繫實際的思路。在編譯實踐上,它發揮了「調整」中舉國體制的優勢,與原創教材編寫展開良性互動,形成了紮實的學風,培養了一批年輕人才,並團結了舊知識份子老教師。但由於「調整」的局限性,它同樣存在好大喜功、急功近利,以及思想不夠解放等問題。隨著「調整」階段的結束,教材編譯也逐步走向衰落,直到改革開放之後重新啟動。

1952年,文學刊物《人人文學》在香港誕生。目前學界認為《人人文學》由美國出資創辦,刊物中的文學翻譯也因而被認為是1950年代美國在港翻譯計劃的一環。事實上,《人人文學》並未直接接受美方支持,所以其翻譯活動不是政治宣傳的工具,而是編者黃思騁文學思想的體現。本文使用一些學界鮮少討論的材料,梳理黃思騁的閱讀史,分析其文學知識的建構,並在此基礎上討論他的文學知識如何影響《人人文學》的翻譯選材。希望閱讀史的研究方法可以為研究香港的南來文人提供新路徑。

This essay discusses the Amadis in Translation digital project (http://amadis.newtfire.org), which applies TEI XML encoding to Robert Southey’s 1806 translation Amadis of Gaul, comparing it to Southey’s source, the 1547 Sevilla edition of Garci Rodríquez de Montalvo’s Amadís de Gaula. The project uses computational methods to align the source at the clause level rather than word-by-word, reflecting the radical compressions and changes Southey made to the source. The essay uses the alignment tables generated by the project to assess Southey’s use of emotion in a set of sample chapters. Contrary to what the aesthetics of the Romantic era might have led us to believe, the data show that Southey dampened the use of emotion in the source text, potentially for reasons of taste or national and cultural identity. Our digital project illustrates how computational analysis of translations can revise commonsense predictions about texts and make comparisons between translations precise and quantifiable.

In this article, the author examines the prefacing of the translation of Wu Zhuoliu’s Orphan of Asia in relation to the notion of Orientalism, first exploring the rewriting of prefaces as a type of Orientalism, by studying the differences between the Chinese and English introductory paratexts. The author questions whether scholars can move away from this prefacing system that produces uneven knowledge. Orientalism, as defined by Edward Said (1978a, 3), is “a Western style for dominating, restructuring, and having authority over the Orient.” Said’s argument extends beyond his original focus of the Middle East as Oriental. For scholars of East Asian studies, Orientalism is also a familiar term. In Dru C. Gladney’s (1994, 94) discussion of national representation in China, the term “oriental Orientalism” is coined to address internal Orientalism. This examination of Orphan of Asia demonstrates how preface writing is a powerful producer of knowledge, and the author argues that Orientalist notions are intermingled within the practice of preface writing. Because Orphan of Asia has multiple translations, it has multiple introductions as well. Hence, it is meaningful to examine these texts and the treatment of the original introductions. It is especially noteworthy that the two former Chinese editions of the classic include a translation of the original Japanese preface and a rewritten Chinese preface, while the English edition presents a new foreword. These trilingual paratexts serve as primary texts, which are taken from the Chinese (1977)1 and the English (2006) renditions.

The study of effective and innovative translation pedagogy has been drawing increasing attention in recent years, but the training of adaptive and elastic competence is somewhat overlooked. This study investigates the importance of strategic translation through the theoretical lens of Verschueren’s (1998) Adaptation Theory. The analysis is based on a case study of the 2001 Sino-American Hainan airplane collision crisis, and in particular the pivotal role of different versions of the American “two sorries” letter in facilitating the resolution. It highlights the need to incorporate language adaptation and the interests of all parties in a translation. This study argues that translation is a negotiable and adaptable process, influenced by both overt and covert components, and that this process should be reflected in translation education by fostering the ability to get behind the text to cater to the interests of all interested parties: that is, to cultivate adaptive and elastic competence. The findings suggest that a realistic, balanced, and robust account of adaptation and elasticity is needed for effective translation education.

It is widely believed in the field of translation studies that explicitation is one of the universals of translation. As Blum-Kulka (2001) and Baker (1996) depicted, all translated texts exhibit a higher degree of explicitness than nontranslated target-language texts of a comparable type. Moreover, as noted by Blum-Kulka (2001), translated texts are cohesively more explicit than nontranslated texts. Numerous studies done in the field of translation studies have proved this long-standing stance. These studies include Baker and Olohan (2000) and Papai (2001), just to name a few. However, very few studies have shown the proportion of each cohesive marker’s level of explicitness to the total level of explicitness of a text. This study is an attempt to show which cohesive markers, according to Halliday’s notion of cohesion in English, tend to be more explicit and which cohesive markers tend to be less explicit in the translated texts. In order to carry out the study, a corpus of over 85,000 words was chosen. All of the instances of cohesive markers, that is, ellipses, substitutions, and conjunctions, were identified in the original texts. After that, the ways in which the translators encountered these cohesive markers were studied. Finally, it is reported that the cohesive markers do not behave the same when undergoing the process of explicitation. The results of the present study suggest that conjunctions tend to be more explicit in translated texts than other cohesive markers in English to Persian translation.

口譯研究是一個新興的研究領域,在國內外正引起不同領域人員的 持續關注。中外口譯研究的相同之處主要表現在共同的發展歷程、 相近的研究特點、類似的難題和困惑等方面;同時,在研究主題、 研究焦點、實施方法、理論構建、研究人員等方面,中外口譯研究 又存在著明顯差異,而且也可以從社會環境、研究環境與機制、學 術傳統、研究價值取向等方面探究其形成原因。基於上述分析,在 指導原則、研究範圍、方法學等環節上,中國口譯研究應該有更明 確的發展戰略,以保證口譯研究的健康發展。

精準是法律文書行文用詞的靈魂。在翻譯法律文書的過程中,譯者有義務和責任將原文本中的內容和形式精確地傳譯入目的語。然而,筆者發現,作為一部重要的法律文書,《中華人民共和國企業 破產法》的英譯文卻存在大量的行文措辭不佳、單詞拼寫、字母大小寫、語法和句法錯誤以及用語不專業等諸多缺憾。本文作者通過舉例說明該法英譯文中存在的種種問題,指出譯者的工作責任心不強、英語行文能力不佳和缺乏必要的相關比較法學知識是造成上述錯誤的主要原因,作者同時也指出,作為單一語言國家,中國缺乏對翻譯市場與譯文質量的監控也是中國目前各種文本英文翻譯（包括法律文本翻譯）常出錯的重要原因。

蔡思果（1918 – 2004）是當代散文家、翻譯家,聲名籍甚。在四十 多年的翻譯生涯裏,翻譯了書籍二十餘本,短篇故事、單篇散文、 詩歌共約六十篇,成績斐然。其翻譯妥貼而地道,甚具口碑。翻譯之餘,也研究翻譯。他以純正中文為骨幹的翻譯觀膾炙人口。 他部分討論翻譯的專著,數十年來重印不絕。此外,蔡氏也是翻譯老師、文學翻譯批評家。思果雖然在中文譯壇名重望隆,至今卻未有專文探討其翻譯事業、評析其翻譯作品。本文將考諸載籍,爬疏其翻譯生涯,以對其翻譯事業作初步探研。

本文介紹福柯的話語權力理論,論述理論如何影響並運用到女性主義及翻譯中。文章也探析話語權力與女性主義寫作及翻譯的聯繫, 並指出女性主義寫作表現女性話語權,而在女性主義寫作的翻譯中,翻譯可以用來傳遞和強調女性話語權,也可以用來維護男性話語權。

In view of the rising level of interest among students and professional translators in localization, a decision was taken in 2007 to transform the current course unit of the Imperial College London translation master’s on localization into a standalone e-learning course. The aim of this article is to describe the process of setting up this course and to provide a report on the early stages of its existence following its launch in January 2009. It is hoped that the author’s experiences will prove to be of use to anyone considering designing such a course and show how both academia and the localization industry may be able to draw benefits from such an initiative.

This article reviews the teaching of computer-aided translation as a course at Beihang University for the past eight years. The course is the first of its kind in universities of Mainland China. Integration of theory and practice is stressed in the process. Its components include the history of machine translation and computer-aided translation, principles of computer-aided translation research and development, translation aids of various types, corpora and computer-aided translation, terminology and termbanks, alignment and translation memory, and other aspects of interest. Based on the students’ feedback, this course helps them to learn more about the application of computer technology in translation theory and practice, broaden their vision, and enhance their employability and marketability upon graduation. The author hopes to exchange ideas with scholars and teachers in the field so that this course can be improved and offered at more universities.

This chapter traces the history of machine translation (MT) from the pioneers to the latest research on corpus-based systems. In the early systems of the 1950s and 1960s, rule-based approaches dominated in MT projects, particularly in the United States and the Soviet Union. Early enthusiasm was followed by disillusionment when expected results failed to materialize, giving rise to the ALPAC report in the mid-1960s, which effectively ended most research funding for the next decade. However, in the 1980s MT research was revived with new approaches (mainly so-called “transfer” systems, but also knowledge- based and interlingual systems) and the first operational systems in large corporations and in institutions such as the European Communities. During the 1990s, however, researchers turned to statistical methods, using the increasingly available large bilingual corpora (original texts and their human translations). In the past decade, corpus-based approaches (example-based methods and particularly statistical machine translation) have dominated MT research. Since 1990, there has also been an ever-greater adoption of systems and translation tools by large corporations and institutions and an increasing use of online MT systems by the general public.

This article discusses a model for teaching SDL Trados to graduate students. The model aims to engage students in its attempt to simulate real-life situations where TM systems may find utility. It involves evolving exercises that combine the most prominent features of SDL Trados 2007 to allow students to quickly build up a TM that can be used to handle various translation tasks. The article also discusses a model for evaluation of student performance. The focus in this article is on SDL Trados 2007, but the model can be adapted for use with Trados Studio 2009 and later versions as well.

This article looks at the process whereby a new curriculum for the teaching of translation technology was introduced at The Chinese University of Hong Kong, using the translation project course as a case study to reveal the good results of such a change. Training of translation technology is offered in various forms, with the academic environment as the most formal and comprehensive. The first part of this article gives an account of the experience of running the Master of Arts in Computer-Aided Translation program from 2002 to 2008, while the second part of this article describes the experience of actually teaching the translation project course, including the system used for the project and the texts the students used in the course.

The greatest difference between automatic machine translation (MT) systems and computer-aided translation (CAT) systems is that the latter are dominated by users. With the rapid development of statistics-based machine translation (SBMT) technology, more and more SBMT algorithms are being introduced to CAT systems, such as in Project TT2 (TransType2). In principle, MT algorithms can assist in the efficient production of a target text. However, recent evaluations of the TT2 have shown that they decrease the productivity of most translators who use it. In this presentation, the author analyzes the reasons for this and proposes a user-adaptive framework that consists of a text alignment module, a matching module, and a sentence complete module. The author shows that this framework has the potential to turn an SBMT-based CAT system into a help rather than a hindrance to a translator.

So far, fully automatic machine translation has not been able to produce satisfactory translation. To fulfill the actual needs of translation, people have to rely on the technology of computer-aided translation (CAT). In this article, the authors describe their work on building CAT models and developing CAT tools for translating Chinese scientific monographs. The authors’ work differs from general-purpose CAT modeling and development since they believe a monograph- oriented CAT system should model the whole process of translating monographs and should offers help during the entire workflow. In order to get a better understanding of the language characteristics of Chinese scientific monographs and to better model the workflow, the authors have chosen a Chinese monograph in the domain of computational linguistics as a case study, which they have been trying to translate into English and Korean with the help of the tools proposed. The authors also show the results they have obtained from this particular case.

In this article, the machine translation (MT) tools that have been developed in the University of Macau, with a focus on the languages of Portuguese and Chinese, are presented. These systems, acting as translation tools, can be used to better manage the workflow of professional translators and are used as facilities for teaching courses. MT, as the chosen theme in this article, like many other fields, has its theoretical (methodological) and practical parts. For teaching computer science students, the MT systems can be used to illustrate problems in language analysis at different levels, especially the different methodologies to the development of a new MT system, while for translation students they can be used to demonstrate how computers work, what MT can and cannot do, and how to master these tools in their translation workflow. This article focuses on discussing the underlying architecture, components, and methodologies of the developed MT systems and its use for teaching purposes.

With technologies becoming more widely and firmly established in the language industries, translator education programs must produce graduates who are knowledgeable about and comfortable with today’s translation tools. How then can translator education programs meet future translators’ and employers’ needs with limited time and resources? One strategy is to adopt a more holistic approach, which seeks to integrate tool use across different elements of the program, including within “core” technology courses, in practical translation and other courses, and as part of independent study activities. Achieving this goal, however, is not without challenges, and it requires an investment of time and effort on the part of both educators and students. In 2007, a new translation technology education initiative was launched at the University of Ottawa’s School of Translation and Interpretation (UO-STI). This initiative is centered around the Collection of Electronic Resources in Translation Technologies (CERTT) project. Motivated by a desire to improve the way in which technology- related knowledge and skills are taught to translators, the CERTT team has developed a framework to assist educators and students in exploring and using a range of over thirty computer tools and resources for translators. This centralized collection of tutorials, exercises, corpora, sample files for use with tools, and other related resources is currently being integrated into LinguisTech, which is an online portal and translator’s toolbox intended to supply information and access to a range of language technologies to translation students across Canada, as well as to certain other users. This article describes some key challenges associated with teaching translation technologies and presents the underlying philosophy and framework of the CERTT project, explaining how CERTT seeks to address them. It also briefly reports on the experience of the first four years of teaching with CERTT at UO-STI.

This article is inspired by some teaching approaches adopted in the MA course in Computer-Assisted Translation at the University of Leeds. One of its essential practices is to require the students to conduct multilingual translation projects and play different functional roles as if they were working in the translation industry. When project management skills are implemented in both teaching and assessment, some aspects are recognized as worthy of further exploration. The discussion focuses on the issues of (1) project structure, (2) teamwork, (3) choice of tools, (4) technical features, and (5) functions of project materials. While providing some answers to the above questions and revealing thoughts on these aspects, this article aims to argue that classroom projects are effectively capable of preparing comprehensive skills for students and also searches for new approaches that can encourage students to learn creative ways of dealing with complicated situations in order to meet challenges in the translation industry’s real world.

Peking University started to offer a master’s program in computer- aided translation in 2007. This program is designed to enhance existing professional experiences and education to meet new standards of language services and career goals, adding information technology components to traditional translation training that fits the students to the changing requirements of their future jobs. This article focuses on the authors’ thinking regarding CAT education and curriculum development. The problems and difficulties they faced in organizing and managing courses and accommodating specific academic needs of students of different backgrounds are also discussed.

This article is a personal reflection on designing a computer-aided translation course for English majors at Sun Yat-sen University in China. Having settled on the use of Yaxin as a teaching system, the contents, methods and assessment schemes for the course began to take shape. Despite its application-oriented approach, the course also introduces the concepts and ideas of computer-aided translation to students.

Responding to technological change, translation education needs to give graduates not only the ability to use the technology, but also the frame through which to understand such change. From the vantage point of research at the overlap of technologies with the profession, this article focuses on two themes every program should consider as translation faces the next decade: First, training in computer-aided translation is a must; the demand for translation is growing, but mostly within the localization slice of the language market. Second, outsourcing and offshoring trends, web-based and user-driven processes, and advances in machine translation are pushing the price per word down and deskilling the profession, and trainees need to be aware of this; building up a successful career in translation now involves either finding a niche or finding a hub, meaning expanding the skills beyond linguistic transfer and gaining expertise in adjacent fields such as source text authoring, quality assurance, or globalization consultancy (the forward-thinking theme).

“Computers will never replace translators, but translators who use computers will replace translators who don’t.” Translation technology is thus no longer an option but a necessity in translators’ education. Meanwhile, technology has provided new opportunities to transform teaching and learning by individualizing and customizing education. Hence, it is only natural to ride the wave of new educational technology to enhance the teaching of translation technology. This article aims to explore the impact of e-learning on translation pedagogy in the context of Singapore. Initially, a number of problems with teaching translation technology, particularly, computer-aided translation (CAT) tools, in the conventional classroom are considered. It is proposed that blended e-learning may help to solve some of the problems and facilitate the teaching and learning. The author then relates her experience in designing a blended e-course for teaching CAT, summarizing it with the acronym RACE (R = resistance to the project, A = anxiety in the initial stage, C = confidence gained in the process, and E = excitement upon completion). The article demonstrates how the teaching of CAT can be made lively and engaging through e-learning. It finally examines the practical issues in implementation and evaluates the effectiveness of the new approach in achieving learning outcomes.

Research emphasizing the communicative aspect of conference interpretation has led to preliminary conclusions that change the understanding of the interpreter’s role and redefines her job. This not only has implications for teaching interpretation, specifically for which aspects are emphasized during training, but also for teaching and learning in general. Focusing on the importance of structures and relationships beyond content alone encourages both discipline and flexibility, both in interpreting and more broadly in education. Two important contributions confirm the direction of this research: on the one hand, texts dealing with general semantics which focus on the evaluative capacity fundamental for human interaction; and on the other, the latest and most promising findings in neurosciences that throw open the doors for human development and its evolution. In brief, combining general semantics with dynamic cognitive sciences generates a flexible mind-frame and a constructive disciplined attitude which have proven to be useful both to train interpreters and to foster richer dialogues and healthier interaction in any context. Anyone who wants to work as a conference interpreter should incorporate these practices with their linguistic and cultural understanding.