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.

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.

This paper offers a critical analysis of the reinterpretation of female authority in William Shakespeare’s The Merchant of Venice by exploring the role of Portia and her transformation in early Chinese translations. First, it provides a brief survey of recent interpretations of Portia’s role in The Merchant to familiarize the reader with current debates and the different readings. The objective is to present a concrete understanding of Shakespeare’s intentions regarding sexual dynamics in order to assess how these elements were recontextualized in Chinese translations for specific cultural purposes. Next, the paper examines the first Chinese translations of the play to determine how faithfully they preserved the original portrayal of female characters. Finally, this paper analyzes Bao Tianxiao’s adaptation, The Lawyeress, considering how deviations from Shakespeare’s original text reflected evolving attitudes toward sexual equality in early twentieth century China and contributed to the creation of a uniquely feminist reading of Portia’s character.

In 1952, Everyman’s Literature, a literary periodical, was established in Hong Kong. The present scholarship contends that the periodical was financially supported by the US, and the literary translations in the periodical were an inseparable part of the American translation scheme in the 1950s Hong Kong. In fact, Everyman’s Literature did not directly receive the financial support, therefore its translations were not political tools. Instead, the editor Huang Sicheng brilliantly orchestrated the translations to show and promote his literary ideas. Referring to the sources that have been barely broached, this article scrutinizes Huang’s reading history, explores his acquisition of the knowledge of literature, and further discusses the impact of his knowledge system on the choice of the translated texts in Everyman’s Literature. With the perspective of reading history, the paper hopes to open up a new analytical path for the study on the mainland literati in Hong Kong.

Wu Tao was an important and mysterious translator in the translation field during the period of the late Qing Dynasty. He only has a few works published, but his translation style is too unique to be neglected. Through chronologically arranging all his existing works, and closely comparing and analyzing them with their Japanese originals, this paper summarizes three important factors that constitute the unique style of Wu Tao’s translation: the incorporation of various elements such as Japanese original typesetting and even punctuation into the translated texts; simulating and recreating the “breathing of the text,” i.e., to imitate the breaking up of the original Japanese sentences as much as possible; maintaining the exact order of the Chinese words. This paper holds that Wu Tao’s translation strategy can be regarded as a practical form of the “translation” method of word-translating, but it does not stop there. This kind of translation method is a product stem from the unique historical situation when the literati in the late Qing Dynasty encountered the Meiji Japanese writing style. It also opens a new possibility for the modern transformation of the vernacular style.

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.

As a newly born area of research, the interpreting studies are now attracting increasing attention in various fields at home and abroad. Some similarities between interpreting studies in China and those in other countries can be demonstrated in historical stages, research characteristics, and problems and confusion. And interpreting studies at home and abroad also differ greatly in research topics, research focus, methodology, theorizing, and researchers’ identity, which can be attributed to such factors as social setting, research mechanism, academic tradition, and research purpose. The present analyses will generate some strategic considerations in guiding principles, research scope, and methodology for the healthy growth of interpreting research in China.

Fidelity and expressiveness are the two key prerequisites for the translation of legal documents. Accurately and idiomatically rendering the original source-language information into the target language is the liability and responsibility of a translator undertaking the legal documents’ translation. However, the official English translation of The Law of the People’s Republic of China on Enterprise Bankruptcy, published by the China Legal Publishing House, does not seem to adhere to the aforementioned essential criteria, fidelity and expressiveness, for the English version of this law contains many problems such as misspelled and misprinted letters and words, unidiomatic expressions, incorrect grammar and awkward sentence structures, overtranslation and undertranslation, and others, ostensibly because the translator lacks a sense of responsibility, has poor English writing skills, and is ignorant of legal jargon. The appearance of all of these problems in the English translation of this law undermines the effects of the global publicity of the original law’s content, which is of worldwide significance. The author of this article therefore believes that the original law deserves a better, more accurate English translation.

Frederick Tsai (1918-2004) was a famous essayist and translator in Hong Kong. He was one of the few local translators who were also translation teachers, literary translation scholars, and literary translation critics. In a translation career spanning over forty years, he translated over twenty books and around sixty poems and short stories published in literary journals. His translations are widely acknowledged as both idiomatically accurate and faithful. In addition to performing translations, Tsai published four books on translation studies, in which he strongly advocated a sense of Chineseness in Chinese translation— to employ the existing Chinese structures, phrases, and so on as far as possible to avoid translationese. His books have been well received and are deemed essential introductory reading in practical translation. As much as Tsai is a luminary in the field of translation, not much academic attention, if any at all, has been paid to him as a person, to his Chinese translations, and to his achievements as a translator. This essay unearths Tsai’s life as a translator, serving as a preliminary step in investigating his translation career and achievements.

This article introduces Foucault’s power/discourse theory and discusses its application to feminism and translation studies. This article also argues that the female power that is embodied in the feminist source text can be strengthened or weakened by the work undertaken by translators in the translation process.

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.

This article will demonstrate and illustrate the way in which Franz Kafka’s Die Verwandlung has been translated from English into Thai by using two different translation methods: literal translation and free translation. The criteria used in the selection of these translated works being: 1) Recent translations of a classical work by Franz Kafka; 2) Translation into Thai from an English version; 3) Each version employing a different method of translation. Under these criteria the version translated by Dolasit Kombangkom (2006) and that of Montri Phumie (2001) have been selected. The analytical comparison focuses mainly on three aspects: the translation process, the rendering of Kafka’s stylistics, and the choices of equivalents of the cultural settings.

This article outlines the development of a linguistic tool designed to facilitate translation from French to Spanish and Spanish to French. The elaboration of this tool was informed by a comparative study of phraseology in two French- speaking areas, Québec in Canada (FQ) and metropolitan France (FF). The possible meanings on the French-speaking “stage” led us to analyze and construct a corpus of three categories of expressions which present difficulties in the translation process due to their opacity and possible polysemous dimension. The three categories are: expressions with a double figurative meaning (in FF and FQ); expressions with a literal meaning in FF and a figurative one in FQ and finally, expressions specific to Québec, that is to say syntagms with a figurative sense only in FQ.

In this paper, an attempt is made to link the deployment of translation strategies in the target text with the act of conceptual mediation at the cognitive level. Data are drawn from how alien sources are translated from and into Chinese. It is argued that conceptual mediation in terms of processing economy is related to how a strategy might be deployed. In this respect, source deletion is the most economical but its outcome the least desirable for translation. On the other hand, substitution is the least economical but could preserve both the imagery and underlying concept of the source. Trans-coding and paraphrasing stand in between, with the former preserving the imagery and the latter the underlying concept. The statistics from four translated texts is in agreement with this processing economy conceivable at the cognitive level.

Science fiction films, with their unique features of speculative and science-based delineation of futuristic phenomena, mesmerize the audience to an unpredictable world. Subtitle translation of such films undergoes an inferential process to recover the communicative intention of the directors and makes manifest to the audience a set of assumptions by means of various stimuli. This paper adopts a relevance theory approach to investigate an optimally relevant subtitle translation of science fiction films, using Minority Report — one of the top science fiction films in the 21st century — as a case study, with the aids of conversation analysis and protocol analysis of two episodes of the film. Verbal reports of 99 subjects from two groups of potential translators, consisting of 73 students from Hong Kong and 26 students from Beijing, who have attended media translation courses and with some subtitle translation knowledge, were analysed. Supporting examples are also retrieved from the movie script, the TV subtitles in Hong Kong, as well as the two versions on DVD with traditional and simplified Chinese subtitles.

Ezra Pound’s translation theory is otherwise known as the “Theory of luminous details.” The present paper elaborates on the composition and connotation of “luminous details” as well as their theoretical underpinnings, artistic representations and aesthetic effects in reference to the Chinese-English translation of Cathay from perspectives of intertextuality, pregnant moment, dramatization, transformation of beauty into charm and significant form. It aims to shed light on Ezra Pound’s art of poetic translation on the one hand and to unveil the value and significance of the “theory of luminous details” to literary translation and across-the-cultural communications on the other.

The Commercial Press, established over a century ago, has witnessed great cultural changes take place in China and its books have had a profound effect on modern Chinese culture. Since the early 20th century, the Commercial Press has published a host of translated literary works, which have contributed greatly to the development of Chinese translated literature. This paper first attempts to define the translated literary works published by the Commercial Press in the early 20th century, and then analyzes them within three categories of translation approaches. Next, the relationship between these approaches and patronage types is investigated. The research shows that patronage types and translation approaches work together to promote the transformation of Chinese translated literature to achieve its modern outlook.

互文性是文學批評、語言學和翻譯研究的新課題,主要有顯性互文性和成構互文性兩大類。本文討論的糅雜是顯性互文性的一種形式,出現在辭彙層面,是過去的和現在的語彙的交織融匯,給人以似曾相識的印象。但糅雜與顯性互文性的其他形式如引用、鑲嵌不一樣,其用據通常無法考證,而後者則可以根據讀者／譯者的閱讀經驗而追本溯源。由於糅雜的語彙內涵更加豐富,更加耐人尋味,所以需要更多的創造性閱讀。本文以杜甫「秋興」詩八首之一為藍本,取W.J.B.Fletcher,吳鈞陶,Cranmer-Byng的翻譯為例,分析糅雜在其中的運用和表現。文章指出,在顯性互文性中,糅雜最難翻譯。為了在譯文中體現糅雜所包蘊的豐富意象,譯者需要細心品味原文,進行創作性的閱讀,在目的語中找出同質的語彙,得體地表現在譯文之中。惟有這樣,詩歌翻譯才能做到「達」和「美」。