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Реферирование и аннотирование. Реферативный перевод. Учебное пособие

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V. Реферативный перевод
Реферативный перевод представляет собой наиболее сложный вид аналитико-синтетической переработки исходного текста и относится к неполным видам перевода. Осуществляемая при этом речемыслительная деятельность состоит из двух процессов – перевода и реферирования. Причем на первом этапе осмысления и понимания отдельных языковых единиц и текста в целом доминирующим является процесс реферирования. При этом в памяти переводчика создается целостное мыслительное образование – основа будущего вторичного текста. Затем следует этап формирования вторичного текста, когда начинает функционировать процесс перевода. Другими словами, реферативный перевод – разновидность перевода при которой происходит сжатие основного содержания исходного текста на одном языке средствами другого, переводящего языка. С одной стороны, реферативный перевод представляет собой форму реферирования и смысловую редукцию текста. С другой стороны, он подходит под определение перевода как передачи информации, содержащейся в определённом произведении, средствами другого языка. Таким образом, текст реферативного перевода – это своего рода трансдукт (семантическая свертка), который не сохраняет языковой формы исходного текста, а только его основное содержание. Переводчик выступает уже не в качестве обычного перекодировщика, а в роли профессионального коммуникатора, который создает свой текст. Как и при реферировании, реферативный перевод предполагает выборочный подход к определению исходного уровня компонентов содержания ИТ. В ходе вычленения основного смысла коммуникативных блоков более высокого уровня, чем предложение, наравне с отдельными словами и словосочетаниями могут опускаться целые предложения и абзацы.
Особенности реферирования иностранных источников
Начиная работу над рефератом, переводчик должен прежде всего правильно выбрать вид будущего реферата и наиболее целесообразный способ охвата первоисточника. Важное значение имеет информативность реферативных переводов. Нельзя допустить, чтобы реферат был подменен развернутой аннотацией, как это часто происходит при реферировании иностранных источников. Необходимо передать не только то, о чем написана работа, но и сущность основных идей оригинала, содержащихся в нем методов, результатов, рекомендаций и предложений. Поэтому переводчик должен хорошо разбираться в вопросах соответствующей области знания и уметь выявлять наиболее информативные элементы текста.
Процесс работы над текстом первоисточника складывается из нескольких этапов:
ознакомительное (ориентирующее) чтение, в результате которого
решается вопрос о целесообразности реферирования иностранного материала. На
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этом этапе переводчик просматривает заглавие, введение, обобщения, выводы. Затем он бегло читает текст и определяет научно-практическую значимость и информационную новизну источника. Ключевые слова, содержащиеся в заглавии, введении, рубриках оглавления, выводах создают содержательную установку, активизирующую в дальнейшем процесс осмысления текста;
подбор энциклопедических, отраслевых словарей, справочной и
специальной литературы, которые могут помочь переводчику в дальнейшей работе над текстом;
анализ вида первоисточника и выбор аспектной схемы изложения
материала в будущем реферативном тексте (общий план изложения, план изложения отраслевой методики реферирования и т.д.);
изучающее чтение текста. Переводчик в данном случае не делает
полного письменного перевода текста. Мысленное декодирование иноязычного текста происходит под влиянием установки на реферативный анализ. Необходимость выделения аспектов, обозначенных в плане изложения, активизирует мыслительную деятельность референта и придает ей поисковый характер;
разбивка текста на смысловые блоки (разметка текста с помощью
удобных для референта-переводчика обозначений).
конструирование (синтез) новых высказываний на родном языке, в
краткой лаконичной форме передающих основное смысловое содержание каждого смыслового блока;
запись фрагментов перевода, полученных в результате
вышеописанных преобразований, в последовательности, заданной планом изложения;
критическое сравнение текстов реферата и первоисточника с
позиции потребителя и внесение в случае необходимости изменений и дополнений в текст реферата;
оформление и редактирование реферата, когда переводчик должен
придерживаться наиболее распространенной структуры, состоящей из трех элементов:
- заголовочной части (библиографическое описание первоисточника);
- собственно реферативной части, передающей основное смысловое содержание первоисточника;
- справочного аппарата (индекс, рубрикационный шифр, информация
о таблицах, чертежах, графиках, иллюстрациях и т.д., примечания переводчика, фамилия переводчика или название организации, сделавшей перевод).
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VI. Задания для самостоятельной работы
Чтобы применить на практике полученные теоретические знания по составлению вторичного текста, можно рекомендовать следующие задания и упражнения, подводящие к аннотированию и реферированию:
прочитайте исходный текст; разделите его на смысловые части (подтемы); найдите и отметьте абзацы, содержащие конкретную (важную)
информацию;
определите количество фактов, излагаемых в тексте; найдите в каждом абзаце главную, основную информацию и
дополнительную/ разъяснительную;
выделите ключевые слова и фрагменты в каждом отмеченном по степени
информативности абзаце;
изложите основные положения текста в виде плана; обобщите информацию, содержащуюся в абзаце или в нескольких
предложениях в одно предложение;
опустите все вводные предложения в абзаце, вводные слова в предложении
и описательные (придаточные) предложения;
используйте объемные слова вместо описаний или придаточных
предложений;
опустите все повторы и примеры, кроме фактов (или данных), в которых
заключена значимая информация;
выполните смысловые и синтаксические трансформации; обобщите материал; составьте вторичный текст.
В заключении студенты зачитывают свои вторичные тексты, обсуждаются сильные и слабые стороны каждого текста и совместно с преподавателем отмечается работа, наилучшим образом соответствующая требованиям составления реферата и/или аннотации.
Задание 1. Прочитайте отрывок из текста “Globalization and its critics”. Порядок следования абзацев нарушен, изменив его, вы получите связный текст. Аргументируйте свои действия.
A. To its fiercest critics, globalization, the march of international capitalism, is a force for oppression, exploitation and justice. The rage that drove terrorists to commit their crime was in part, it is argued, a response to that. At the very least, it is suggested, terrorism thrives on poverty – and international capitalism, the protesters say, thrives on poverty too. B. The anti-globalists have lately drown tacit support from a broad range of public opinion. As a result, they have been, and are likely to remain, politically influential. At a time such as this, sorting through issues of political economy may seem very far
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removed from that matters. In one sense it is. But when many in the West are contemplating their future with new foreboding, it is important to understand why the skeptics are wrong; why economic integration is a force for good; and why globalization, far from being the greatest cause of poverty, is its only cure. C. Globalization is the tendency for the world economy to work as one unit, led by large international companies doing business all over the world. Some of the things that led by globalization are the ending of trade barriers, the free movement of capital, cheap transport, and the increased use of electronic systems of communication such as Internet.
(From: US Trade Representative, national trade. Estimate report
on Foreign Trade Barriers)
Задание 2. Прочитайте статью. Порядок следования абзацев нарушен, изменив его, вы получите связный текст. Аргументируйте свои действия.
JUST PRICE
1. What was meant by a "just price" has changed from time to time and from place to place. In the Middle Ages, authorities who set prices said that a just price was one based on the labor and materials needed to produce an item. Labor was given a certain value according to the income needed to supply the necessities of life for a family. Thus the price of bread was set according to the price of ingredients, plus a certain markup ' so that the baker would have enough left over to support his or her family. To charge more would be greedy, it was believed; it would be taking advantage of others.
2. The Medieval Church taught that taking advantage of people in need was a deadly sin. In times of flood or famine, for example, the demand for bread would increase in the marketplace. But authorities would allow the price of bread to rise only enough to cover the increased cost of production. The seller was not to take undue advantage of the situation
3. In a market system the price of something is determined trough the interaction of supply and demand. When did this system for setting prices begin? This is not an easy question to answer.
4. Bakers soon asked that the tables be reversed. What if a load of flour was destroyed when the wagon tipped over while fording a stream? Could the price of this misfortune be passed on to the consumer?
5. Some authorities said no, arguing that such an event was a judgment of God upon an individual. That person would have to bear the "cross." Famine, they said, was a judgment on the whole community, and so prices could be raised as the cost of ingredients went up. Other authorities disagreed. They believed that a "just price" might include a charge for the risk of doing business, such as the loss of a load of flour.
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6. By the 1800s, most Americans had accepted the market price as a just price, an acceptance that is at the heart of the market system today.
7. It was not until the 1700s that some people began to say that prices established in the marketplace were actually more fair than so-called "just prices" set by those in authority. Officials, it was admitted, were often biased or acted in their own selfish interests.
Задание 3. Проанализируйте тексты из заданий 1и 2 с точки зрения наличия в них: а) основной (главной) информации;
б) дополнительной информации;
в) дублирующей информации.
Составьте сокращенные варианты текстов.
Задание 4. Прочитайте текст. Разделите его на абзацы. Озаглавьте текст; выделите подтемы; составьте сокращённый вариант текста. Будьте готовы аргументировать свои действия.
Incentives are rewards and punishments that encourage certain actions and discourage others. Adults praise children to encourage them to take out the trash, wash dishes, or make their beds. Police officers give traffic tickets to discourage people from speeding. Economic incentives are a second characteristic of market systems. Like other types of incentives, economic incentives can be either positive (rewards) or negative (punishments). Positive economic incentives include profits, wages, promotions, and pleasant working conditions. The business that makes products people want at a price they are willing to pay should make a profit. A person who does a job that is in great demand will probably receive a high wage. Negative economic incentives work in the opposite way. The company that produces slide rules for $ 100 each is likely to lose money. Twenty-five years ago, slide rules were the cheapest and easiest way to make quiche mathematical calculations. Today inexpensive pocket calculators are quicker, perform a wider variety of calculations, and are easier to operate. Negative incentives also affect workers. The person can agree to work for less or try to find another job that pays $ 20 an hour. History provides many examples of how negative incentives affect the decisions of workers. At the turn of the century many men worked as blacksmiths.
As the automobile became popular, the need for blacksmiths’ services began to decline
and so did their earnings. Many blacksmiths gradually switched to other occupations. (From: “The Market System”, Ch.2)
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Задание 5. Прочитайте отрывок из книги “The Economic Gulf Between Nations”, Peter Donaldson, BBC Publications, London.
One of the most important problems facing developing countries today is the rapid increase in population. In the last 25 years, the population of the world has doubled. As the developing world has a population growth rate which is twice that of the developed world, most of that population increase has taken place in the proper countries in the world. The main point to be made here is that more and more people are concentrated in those countries, which are least able to provide a living for them… The main reason for the reduction in the death rate in the developing world has been improved public health measures. For example, in Sri Lanka the death rate was halved over ten years by spraying the mosquitoes, which carry malaria. Why is it so easy to cut the death rate in this way and yet so hard to reduce the birth rate? One answer is that public health measures can be very cheap. Anti-malarial spraying is inexpensive. But this is not the important point. For birth control programs to be successful, a change in attitude is required, whereas death control can be achieved autonomously. In other
words, the death rate can be cut without anything else changing… Why is it so difficult to solve the unemployment problems of the developing world?
There are three main reasons. Firstly there is the constant pressure of a rapidly rising population. This problem is made worse in cities by the drift of people from country areas to escape the poverty of rural life. Then there are problems of bad manpower planning. For example, a feature of unemployment in the developing world is the educated unemployed – the lawyers, or arts graduates who have been trained at great expense for jobs which do not exist. The point here is that the manpower plan has not been matched to the production plan. However, the major reason for many countries failing to solve the unemployment problem has been their governments’ preference for large-scale capital-intensive projects, which use up scarce resources and have little impact on unemployment. In fact, by destroying local craft-based industry, such projects may even create further unemployment.
Определите: а) основную (важную) информацию; б) дополнительную информацию; в) дублирующую информацию. В процессе работы обратите особое внимание на выделенные слова и словосочетания; разделите их на 3 группы в зависимости от того, «сигналом» какого рода информации они являются.
Задание 6. Прочитайте текст. Обратите внимание на выделенные слова (средства связи); выберите один из двух предложенных вариантов. Ответы аргументируйте.
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Reliability and Validity
Reliability and validity are key concepts in any form of enquiry.
Reliability is a measure of consistency. Furthermore / For example, if a clock is sometimes fast and sometimes slow, it is unreliable. If a questionnaire produces different results for the same group of people each time it is used, then the questionnaire is unreliable.
Validity is a measure of truth. It is possible for a questionnaire to be highly reliable yet invalid, like a clock which is always ten minutes slow. In contrast / in other words, a clock which is always right provides a valid and reliable measure of time. Similarly, a questionnaire which really measures what it claims to measure is a valid questionnaire. We can assess how valid our questionnaire is by comparing its results with an independent measure. In addition / For instance, if we ask people how often they visit their local theatre and then check the results against ticket sales, we will know how valid our questionnaire is. However / Because independent measures are themselves often unreliable and of low validity. Furthermore / consequently, in many cases there are no independent measures. In other words / However, a “ true” answer does not exist.
Определите: а) какую роль играет название текста и его первое предложение; б) предложения, формулирующие главные (основные) мысли; в) предложения, содержащие дополнительную и дублирующую информацию; г) какое средство связи использовал автор для получения связного текста.
Задание 7. Как вы думаете, о чем говорится в тексте под названием:
Leisure in place of work – a realistic goal?
Прочитайте текст, проанализируйте его структуру и роль выделенных слов. Найдите предложения, содержащие основную (главную) информацию.
The idea that in a post-employment society employment could be largely replaced by leisure activities and that increasing numbers of people could live lives of leisure, is open to serious question from two points of view.
First, many people without employment would resist the idea that they were expected to make no useful contribution, either towards meeting their own needs or towards meeting those of other people, and were merely expected to keep themselves amused and out of trouble. They would resent the sense of uselessness and futility which this would imply, and feel that their lives were condemned to be empty of value and meaning. It is not as if most us today heirs to an aristocratic tradition of cultured leisure we have inherited the protestant work ethic, and the need to feel useful which goes with it.
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Second, many of people still in employment would resent the idea that they were expected to support large numbers of idle drones. The situation would be one in which the employed were perceived as doing all the useful work and the unemployed were seek, on a larger scale and a more permanent basics than today, as making no useful contribution to society. The question of how to finance the leisure of the unemployed in a leisure society would thus be a difficult one. They would need a money income. Thus some extension of today’s unemployment and social security benefits systems would be needed, perhaps going as far as the introduction of GBI (Guaranteed basic Income). But this would be much more difficult to introduce in the context of a society clearly split between workers and non-workers, than in the context of a society in which it was understood that the purpose of the basic income was to give all citizens the freedom to choose their own mix of paid and unpaid work..
Finally, if anything resembling the leisure society did come about, one thing is sure. Many of those at leisure would in fact use their time for useful activities of many
kinds. In other words, they would find ways of working on their own account, to provide useful goods and services for themselves and for one another leisure society would automatically transform itself, at least to some extent, into an ownwork society. In short, the prospect of moving towards a leisure society cannot be accepted as providing realistic solution to the present crisis of unemployment and work.
(From: “Future work” by James Robertson. Gower Publishing Company Ltd)
Задание 8. Дайте развернутые ответы на вопросы по тексту:
1. What is the main idea of the text?
2. What is the writer’s attitude to this problem?
3. What arguments does the writer use?
4. Why does the writer think that it would be difficult to finance the leisure of the
unemployed in a leisure society?
5. What does he think a GBI would be?
6. What kind of society would the writer like?
7. What is the writer’s conclusion?
8. Do you share the writer’s conclusion?
На основе полученных ответов составьте реферат (резюме) текста, используя необходимые конструкции и средства связи.
Задание 9. Прочитайте и сравните тексты реферата-резюме и аннотации с точки зрения их структуры, объема и информативности. Определите, какие грамматические конструкции используются для сообщения о предмете, задачах, методах исследования и полученных результатах. Обратите внимание на то,
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что личный субъект действия в реферате-резюме и аннотации обычно не указывается. Переведите тексты на русский язык, учитывая особенности научного стиля речи английского и русского языков.
Econometric Analysis of the Efficiency of Advertizing:
Case Study of Telecommunication Company
Trutneva E.A.
The article covers applied research results of advertizing influence on key business
indicators estimation through econometrics methods considering Russian data specific. Detailed analysis of advertizing efficiency concept is provided; modern principles of advertizing exposure planning, which perceive advertizing expenditures as an investment aiming at business indicators development are widely discussed. Key steps of methodology are described by the example of a real
telecommunication company operating in Russia. Information sources and different types of surveys carried out on Russian and international markets are overviewed.
(Экономический журнал ВШЭ)
Political Marketing, Partytocracy and the Transformations
of the Political Communication System
Athanasios N. Samaras Sigma Multimedia, Greece
This paper aims to explore cognitive and structural factors that limit the application of marketing principle as the transformations of the political structure, the media structure and in campaigning and electioneering that may facilitate the application of the marketing principle. Partytocracy as a limitation to political marketing is examined in relation to the Greek context. The most important transformation of media structure has been the dominance of media logic. The transformations in campaigning are examined within the context of the American political system. The penetration of the marketing principles in the American framework is related to three interrelated factors: the emergence of the political communication industry, the rise of the political advertising spot (polispot), and the dominance of the candidate-centered campaign model. (Journal of Business and Society)
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Korean Corporate Social Responsibility and Strategic Management
Kwang Soo Kim Fitchburg State College, USA
The international corporations are now face with the new challenge of Corporate Community Relations to their list of management practices. The objective of this article is to examine how Korean corporations do understand the idea Corporate Community Relations practice in their management practice. This article benefits management theory by focusing on the question of how CCR executive principles at different cultures affect the production of managerial values. Moreover, this research provides a guideline for other developing countries in terms of challenges resulting from operating in global environment.
(Journal of Business and Society)
Leading Quantum Organizations: New Skills for Scientific Management
Charlotte D.Shelton John R.Darling
Rockhurst University, USA
The article demonstrates the inadequacy of the traditional management skills of planning, organizing, directing and controlling and discusses their relationship to classical physics. The theory of quantum mechanics is introduced and the quantum paradigm is used as a metaphor for a new type of scientific management. These quantum concepts are translated into a skill set for twenty-first century managers. As managers use these skills, they become authentic change masters, changing themselves and their organizations in depth.
(Journal of Business and Society) Language Ecology in Multilingual Settings
Towards a Theory of Symbolic Competence
CLAIRE KRAMSCH and ANNE WHITESIDE UC Berkeley and City College San Francisco
This paper draws on complexity theory and post-modern sociolinguistics to explore how an ecological approach to language data can illuminate aspects of language use in multilingual environments. We first examine transcripts of exchanges taking place among multilingual individuals in multicultural settings. We briefly review what conversation and discourse analysis can explain about these exchanges. We then build on these analyses, using insights from complexity theory and interactional sociolinguistics. We finally outline the components of a competence in multilingual encounters that has not been sufficiently taken into consideration by applied linguists and that we call ‘symbolic competence’.
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