Картушина Е.А.

Пожидаева Е.В.

Научный перевод: теория и практика

(Учебное пособие по английскому языку для аспирантов и магистрантов филологических специальностей)

Москва 2017

Introduction

This textbook is for the students who write English academic essays or articles and prepare reports on their research. In general for those who wish to be introduced to the key concepts of academic English.

It aims to guide students through the writing process to produce well-organized, adequately developed abstracts and essays or research reports as well as to speak about their field of interest in English.

This textbook aims to strengthen students’ skills in and knowledge of English in order to facilitate their research as well as academic studies.

It focuses on increasing students’ knowledge of English grammar and on developing their academic reading skills. Additionally, students are encouraged to expand their academic vocabulary range. They also get involved in translation as a means of introducing students to the lively community of research and cultivating students’ awareness of the scientific style.

Введение

Данное пособие предназначено для аспирантов и магистрантов филологических специальностей, а также для студентов старших курсов. Содержание данного учебного пособия предполагает изучение основных принципов научного перевода с английского языка на русский.

Другая цель, которую преследовали авторы при разработке пособия, — расширение вокабуляра, распознание и использование фраз и клише научного стиля английского языка.

Учебное пособие состоит из двух частей. В первой части учебного пособия собраны основные правила реферирования и перевода научных статей.

Во второй части данного учебного пособия указаны основные принципы предпереводческого анализа текста, подобраны газетные статьи для письменного перевода с английского на русский.

Part I. Translation and Rendering. Academic Papers.

Introduction

Proficiency in academic English is based on the knowledge of scientific style rules. Some dos and don’ts may facilitate the understanding and the feeling for the style. They are introduced in the section below.

Don't:

1) use French lines ( – ) for items in a list or to indicate speech. In lists use numbers (1, 2, 3), letters (A, B, C), or black balls—“bullets” ().

2) put quotation marks «». Quoted oral or written words in English take quotation marks: “Help!” or ‘Help!’

3) copy or write identical lines in one text. Paraphrase them.

4) use both spellings, choose either that of the US or the UK style.

5) imitate the often out-dated style of the professors or of journal articles published many years ago. Nowadays, style is evolving due to widening democracy and globalization, and also increased printing costs.

6) translate. Of course, you can use your own language to take notes and write outlines. But word-for-word translation causes interference. As a result your speech/paper gets awkward, unclear, and full of errors.

7) use pompous or rare words.

8) give both title and degree(s). Omit one of these, unless forced (as on page one of the thesis) to use both. Professor Timo Koponen, Ph.D (wrong)

PhD Carol Norris (wrong). In English degrees never precede names.

9) use contractions. It’s a very urgent issue…(wrong)

10) use future, choose present/past tense forms. This paper will examine …or this research will…(wrong) - This paper examines/has examined/examined…

11) use emotive or visual words. Unemployment is terrible (wrong). - Unemployment is problematic / damaging.

12) use phrasal verbs, use one word verbs. The numbers went up (wrong). - The numbers rose.

Do:

1. FOCUS

Every sentence should present its background information first: WHO, WHERE, WHEN (+HOW, WHY). Then end-focus on the WHAT. Most important is the end: the new information.

"The result may be excellent, as shown by our study" re-write with end-focus: "As shown by our study, the result may be excellent."

1. Use more active verbs.

Re-write the sample again and put it into active voice "Our study shows that the result may be excellent."

2. COHESION

Your paper should be well-structured. Each item should be classified.

1. paragraph = an often-indented unit usually covering one major point. 2. section = such as Introduction, Methods, Results, Discussion. 3. chapter = a long portion of a book, comprising many pages.

The different parts are to be linked together by means of connectives.

4. remove any useless or extra word/information. Be precise.

Avoid vague «so».

So X occurred (wrong) (thus/therefore?) or It was so fast (How fast?) (wrong).

Avoid vague adjectives like "very" and "many." Try to quantify your findings with specific numbers or conditions that offer comparisons.

Many interlocutors participated…(wrong) How many?

7) master the terminology and phraseology specific to a field, regular reading of the relevant literature is necessary for this. Read more linguistic papers in journals to get a feeling for the style.

8) remember the KISS Rule: “Keep it Short and Simple”.

Clarity and readability are above all. To avoid ambiguity check connotations in an English-to-English dictionary.

9) avoid personal pronouns like "I" or "we."

My study…or I write about... (wrong)

10) Make sure that you use appropriate vocabulary. Remember that scientific English is quite a different register from spoken English. For first drafts, use common verbs (“to be / have / get / find out”); then be more specific.

Create your Academic Word List. Each time you come across a scientific word write it out and search for the family of words. Make a list of such words.

Simple version: analyse - analysis - analytical – analytically

Full version:

analyse

analysed

analyser

analysers

analyses

analysing

analysis

analyst

analysts

analytic

analytical

analytically

analyze

analyzed

analyzes

analyzing

Besides the family of the word you may add word combinations. Below are the search results for «approach» in a dictionary. What do they mean?

Упражнение 1

Перефразируйте выражения. Приведите примеры, как можно их использовать, говоря о/ об (Вашем) исследовании.

1. softly-softly approach

2. the approach of something

3. stop-go approach/policies etc

4. adopt an approach/policy/attitude etc

5. cost-benefit analysis/study/approach

6. laissez-faire attitude/approach etc

7 take/treat/approach something lightly

Упражнение 2

Найдите и выпишите из словаря выражения с указанными словами. Придумайте примеры, которые иллюстрируют, как их можно использовать в предложении:

approach

assume

concept

interpret

research

experiment

study

Упражнение 3

Выберите слова, относящиеся к формальному стилю.

1. They had loads of/a great deal of work to finish.

2. It was extremely/really difficult. 3. The college was big/large. 4. They got/achieved high marks in the test.

5. Her manager/boss was helpful. 6. It was slightly/a bit worrying. 7. They raised a number of issues/things. 8. The room was massive/spacious. 9. The results were great/impressive. 10.They collected materials/stuff for the experiment.

Упражнение 4

Что скрывается за этими сокращениями? Восстановите слова.

1. This won’t be a problem. 2. It can’t be changed. 3. There’ll be many opportunities. 4. It’s solid proof. 5. It’s been the situation for some time. 6. He’d passed the course. 7. He’d be a doctor if he could choose. 8. They’ll make several changes, e.g. increasing prices and lowering charges.

9. Increasing prices, lowering charges etc. will hopefully solve the problem.

10. She applied to work in the home of the film industry, i.e. Hollywood.

Упражнение 5

Соедините фразовые глаголы, характерные для устной речи, с их эквивалентами, характерными для формального стиля.

1. Find out 2. Turn down (e.g. an offer)

3. Put up with 4. Talk about 5. Stick to (e.g. rules) 6. Set up 7. Put off 8. Get rid of 9. Cut down 10.Go up

A Rise B Investigate/Discover C Follow D Discuss/Analyse E Eliminate F Reject G Tolerate H Establish I Delay J Reduce

Упражнение 6

Добавьте в предложения наречия. Если стоит знак (+), требуется усиление значения; если (-) - ослабление. e.g. Smoking kills people. (+) Smoking definitely kills people.

1. Learning a foreign language makes students more open-minded. (-)

2. Learning a language takes time. (+) 3. Qualifications are useful. (+) 4. Qualifications are useful. (-)

5. Democracy is not the best political system. (-)

6. The evidence was weak. (+) 7. The unemployment rate rose. (-) 8. The unemployment rate rose. (+)

9. The professor was on time. (-)

10.Cheating is wrong. (+)