A Comparative Study of Yan Fu’s Translation Theory and Lederer’s Interpretive Translation Theory

Authors

  • Qiwen Zhang

DOI:

https://doi.org/10.54097/ck2wvq14

Keywords:

Faithfulness, Expressiveness, Elegance, Interpretive Translation Theory, Comparative Study

Abstract

“Faithfulness, expressiveness and elegance” of Yan Fu and interpretive translation theory of Lederer share similar focuses of attention and theoretical requirements, such as conveying the ideas and meanings of the source texts, and pursuing both faithfulness and adaptability to target language readers. Their difference is also significant, which is mainly because of the distinction between Chinese and western culture. By exploring the similarities and differences of these two translation theories, benign conditions can be generated for translators to better understand different translation theories and rationally use translation theories to guide practice.

Downloads

Download data is not yet available.

References

Cheung, Martha P. Y. (2006).“Chinese Discourse on Translation: Tradition and Modernity.” Journal of Translation Studies, 9(1), 29-46.

Hung, E. (2005). Translation and Cultural Change: Studies in History, Norms, and Image-Projected Texts. Amsterdam: John Benjamins Publishing Company.

Lederer, M. (1976). Synecdoche and translation: Study on linguistic application. Paris: Didier Erudition.

Lederer, M. (2001). Modern translation: The Modal Interpretation. Translated by Liu Heping, Beijing: China Foreign Translation Publishing Company.

Seleskovitch, D. , & Lederer, M. (1989). Imperative Translation. Paris: Didier Erudition.

Wang, B.Q. & Wang, J. (2004). A History of Translation Thought in 20th Century China. Tianjin: Nankai University Press.

Wittgenstein, L. (1922). Tractatus Logico-Philosophicus. Translated by C. K. Ogden, London: Kegan Paul.

Downloads

Published

06-01-2024

Issue

Section

Articles

How to Cite

Zhang, Q. (2024). A Comparative Study of Yan Fu’s Translation Theory and Lederer’s Interpretive Translation Theory. Journal of Education and Educational Research, 7(1), 214-217. https://doi.org/10.54097/ck2wvq14