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Exploring the Norms in the English t...

Gao, Min .

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Exploring the Norms in the English to Chinese Translation of Children's Emotions Books.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Norms in the English to Chinese Translation of Children's Emotions Books./
Author:	Gao, Min .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	258 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
Subject:	Translation studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27664494
ISBN:	9781392528617

Exploring the Norms in the English to Chinese Translation of Children's Emotions Books.
Gao, Min .

Exploring the Norms in the English to Chinese Translation of Children's Emotions Books. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 258 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (Ph.D.)--State University of New York at Binghamton, 2019.

This item must not be sold to any third party vendors.

The paper investigated the norms governing the English to Chinese translation of children's emotions books with preschoolers as the target readership. Children's emotions books, by definition, refer to the children's picture books which aim to teach children the necessary socio-emotional skills. To explore the three kinds of norms put forward by Gideon Toury, a combined research methodology is used for analysis. First, a corpus-based study is conducted to explore the operational norms at the lexical-sentential level. A parallel corpus incorporating 30 English children's emotions books and their Chinese translations was built by using the software like TextEditor, TMXMall, YACSI Chinese Tokenizer, TreeTagger, CLAWS 7, ParaConc and AntConc. Likewise, the same software was used to build a reference corpus including 40 children's picture books originally written in Chinese. Such parameters as the lexical density, the mean length of utterance, the frequency of pronouns and conjunctions, wordlist, etc. in both the source text and the target text were probed into for comparison. The textual analysis was the second methodology employed in the exploration of the norms at the lexical, sentential and textual levels respectively. The translation of the culture-specific words, onomatopoeias, the translation of book titles, etc. were compared for analysis. The initial norms regarding the translators' choices between adequacy and acceptability were revealed through operational norms. Additionally, the exploration of the preliminary norms was investigated at the macro-level by being associated with the socio-cultural contexts. Besides the universal features of the translated literature [nomalization, simplification, explicitation] proposed by the previous research, two extra norms apply to the translation of children's emotions books, while foreignization governing the translation of culture-specific words, implicitation functioning to comply with the linguistic norm of Chinese [parataxis feature], signifying the norm of normalization as well. The operational norms represent the initial norm of acceptability in general. For the preliminary norms, I argue that the hypercentral position of English in the global language system and the Anglo-American cultural hegemony contribute not only to the translation policy but also to the directness of translation. Moreover, the educational policy in China has much to do with the preliminary norms.

ISBN: 9781392528617Subjects--Topical Terms:

3310485
Translation studies.
Subjects--Index Terms:

Children's emotions books

Exploring the Norms in the English to Chinese Translation of Children's Emotions Books.
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500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a The paper investigated the norms governing the English to Chinese translation of children's emotions books with preschoolers as the target readership. Children's emotions books, by definition, refer to the children's picture books which aim to teach children the necessary socio-emotional skills. To explore the three kinds of norms put forward by Gideon Toury, a combined research methodology is used for analysis. First, a corpus-based study is conducted to explore the operational norms at the lexical-sentential level. A parallel corpus incorporating 30 English children's emotions books and their Chinese translations was built by using the software like TextEditor, TMXMall, YACSI Chinese Tokenizer, TreeTagger, CLAWS 7, ParaConc and AntConc. Likewise, the same software was used to build a reference corpus including 40 children's picture books originally written in Chinese. Such parameters as the lexical density, the mean length of utterance, the frequency of pronouns and conjunctions, wordlist, etc. in both the source text and the target text were probed into for comparison. The textual analysis was the second methodology employed in the exploration of the norms at the lexical, sentential and textual levels respectively. The translation of the culture-specific words, onomatopoeias, the translation of book titles, etc. were compared for analysis. The initial norms regarding the translators' choices between adequacy and acceptability were revealed through operational norms. Additionally, the exploration of the preliminary norms was investigated at the macro-level by being associated with the socio-cultural contexts. Besides the universal features of the translated literature [nomalization, simplification, explicitation] proposed by the previous research, two extra norms apply to the translation of children's emotions books, while foreignization governing the translation of culture-specific words, implicitation functioning to comply with the linguistic norm of Chinese [parataxis feature], signifying the norm of normalization as well. The operational norms represent the initial norm of acceptability in general. For the preliminary norms, I argue that the hypercentral position of English in the global language system and the Anglo-American cultural hegemony contribute not only to the translation policy but also to the directness of translation. Moreover, the educational policy in China has much to do with the preliminary norms.
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