模因与互文:文学翻译教学视野解蔽  

作　　者：关海鸥[1] 胡玲[1] 

机构地区：[1]吉林大学公共外语教育学院,吉林长春130012

出　　处：《高教学刊》2019年第8期102-104,共3页Journal of Higher Education

基　　金：吉林省社会科学基金项目"模因与互文视域下的文学翻译理论研究"(编号:2013B66)

摘　　要：传统的文学翻译教学以传授翻译技巧为主旨,单纯语言层面的能指-所指转换将整个翻译活动囿于狭隘的孤立文本之中。互文性理论则将文本视为翻译活动的初始入口,从而建立了文本多元阐释的广阔共时空间;关注文化传承与传递的模因理论则从历时角度揭示了话语流传与语言传播的规律。两者的有机结合打破了传统翻译教学的视野蔽障,其对社会、文化、历史、作者、译者、读者、原作、译作等进行多元关注的思维角度以及对文化传承的动态融合,都为翻译教学提供了理论上与实践上的指导意义。The traditional literary translation teaching is mainly about imparting translation skills. The simple linguistic level of the signifier--the conversion refers to the entire translation activity in a narrow and isolated text. Intertextuality theory regards text as the initial entrance of translation activities, thus establishing a broad synchronic space for multi-dimensional interpretation of texts;memetics theory focusing on cultural inheritance and transmission reveals the laws of discourse circulation and language transmission from a diachronic perspective. The organic combination of the two breaks the barriers of traditional translation teaching. Its perspective on the diversity of society, culture, history, authors, translators, readers, original works, translations, etc., and the dynamic integration of cultural inheritance are all Translation teaching provides theoretical and practical guidance.

关 键 词：模因论 互文性 文学翻译教学 

分 类 号：G642[文化科学—高等教育学]