2. Переведите словосочетания, учитывая своеобразие членения внешнего мира в сознании носителей различных ­языков:

1) to navigate life;

2) food refugee;

3) expressive interests;

4) traumatic event;

5) public tears;

6) to derail a peace process;

7) bread-and-butter issue;

8) early next week;

9) day in, day out;

10) educational drive;

11) seed capital;

12) spent shot;

13) hard-headed pragmatism;

14) half-hearted friend;

15) to take the lead.

Занятие 4.

Основные виды перевода

Подготовьте краткие сообщения о разных видах перевода. Для подготовки сообщений рекомендуется использовать учебное пособие Мирам Г.Э. «Профессия: переводчик». – Киев, 2000.

1. Жанры и разновидности перевода. С. 68—81.

2. Синхронный перевод. С. 81—101.

3. Последовательный перевод. С. 101—116.

4. Письменный перевод. С. 117—130.

5. Автоматизация перевода. С. 130—144.

Занятие 5

Основные концепции лингвистической теории перевода

1. Выполните переводческий анализ текста. Переведите текст на русский язык письменно.

YOUNG MINDS FORCE-FED WITH INDIGESTIBLE TEXTS

As the commissars of political correctness on the left and the fundamentalist sentries of morality on the right have clamped down on the education system, more and more subjects, words and ideas have become taboo. According to Diane Ravitch’s fiercely argued new book, “The Language Police”, the following are just some of the things students аren’t supposed to find in their textbooks or tests:

Mickey Mouse and Stuart Little (because mice, along with rats, roaches, snakes and lice, are considered to be upsetting to children).

Stories or pictures showing a mother cooking dinner for her children, or a black family living in a city neighborhood (because such images are thought to purvey gender or racial stereotypes).

Dinosaurs (because they suggest the controversial subject of evolution).

Tales set in jungles, forests, mountains or by the sea (because such settings are believed to display “a regional bias”).

Narratives involving angry, loud-mouthed characters, quarreling parents or disobedient children (because such emotions are not “uplifting”).

Owls are out because some cultures associate them with death. Mentions of birthdays are to be avoided because some children do not have birthday parties. Images or descriptions of a mother showing shock or fear are to be replaced by depictions of both parents “expressing the same facial emotions”.

Mentions of cakes, candy, doughnuts, French fries and coffee should be dropped in favor of references to more healthful foods like cooked beans, yogurt and enriched whole-grain breads. And of course words like brotherhood, fraternity, heroine, snowman, swarthy, crazy, senile and polo are banned because they could be upsetting to women, to certain ethnic groups, to people with mental disabilities, old people or, it would seem, to people who do not play polo.

In “The Language Police”, Ms. Ravitch — a historian of education at New York University — provides an impassioned examination of how right-wing and left-wing pressure groups have succeeded in sanitizing textbooks and tests, how educational publishers have conspired in this censorship, and how this development over the last three decades is eviscerating the teaching of literature and history.

Michiko Kakutani, New York Times, April 29, 2003