闵晨希

【Abstract】Based on the comparative study of the essay Of Studies by Francis Bacon and IPad User Manual and their renditions respectively， this essay discusses and analyzes the strategies and procedures each adopted in translating literary and non-literary texts from the perspective of functionalist theory.

【Key words】Literary Translation； Non-literary Translation； Functionalist Theory

Analysis of Strategies and Procedures Employed in Translating Literary and Non-literary Texts from the Perspective of Functionalist Theory

1. Introduction

1.1 Purpose

Countries are more interdependent with increasing exchanges in fields like economy and culture. Qualified translation is thus needed to bridge the gaps between languages and cultures. Although theories and principles are available to help narrow such gaps， specific methods may differ in dealing with various types of texts. This essay therefore explores the correspondent strategies and procedures adopted in literary and non-literary texts based on two case studies from the perspective of Functionalist Theories.

1.2 Structure

This essay is composed of three parts including the introduction and the conclusion. The introduction discusses the significance， purpose and the layout of the essay. The main body compares the source text （ST） and target text （TT） of two different text-type extracts by analyzing the features of each type， identifying and discussing non-equivalences and the coping strategies； Back translation （BT） is provided where necessary. The conclusion summarizes the essay with findings and reflection.

2. Comparative Analysis of the Texts

This part compares the ST and TT of two types of texts， and discusses the strategies employed accordingly.

2.1 Case One

This section compares the essay Of Studies by Francis Bacon and a renowned rendition by Wang Zuoliang. Francis Bacon is known for terse expression and epigrammatic brevity. According to Reiss （1971/2000）， the ST， a special kind of prose， is inherently endowed with expressive function. It also has informative and operative functions by discussing reasons and methods of study and persuading readers to study. The translator so focuses on the logics of ST， thus ensuring the desired response from TT readers with forceful reasoning.

E.g. ST： “Studies serve for delight， for ornament， and for ability.”

TT： “讀书足以怡情，足以傅彩，足以长才。”

This sentence includes three parallel prepositional phrases “for delight”， “for ornament” and “for ability” to explain the functions of reading. “The author uses the aesthetic dimension of language” （Reiss 1977/1989：108-9）， TT therefore should deliver the message without sacrificing the beauty of the form. The desired TT is made possible by using paralleled modifying phrases. The only difference lies in the part of speech—prepositional phrases in ST and verb-object phrases in TT. On the one hand， verb-object phrases are more frequently used in Chinese； on the other hand， such phrases in TT offer compensation of ST， making it easier to understand. Just as “parallelism”， rhythm also demands realization in TT. The paralleled nouns in ST are rhymed words with the shared sound “t”， and the word “彩” （literally means color） and “才” （literally means ability/aptitude） in TT are also rhymed with the same Chinese pinyin pronunciation “cai”. It can be inferred that this translation is loyal to the ST in terms of meaning and structure； furthermore taking into consideration the habits of TT readers.

E.g. ST： “They perfect nature （a）， and are perfected by experience （b）： for natural abilities are like natural plants， that need pruning by study （c）； and studies themselves do give forth directions too much at large （d）， except they be bounded in experience （e）.”

TT： “讀书补天然之不足，经验又补读书之不足，盖天生才干犹如自然花草，读书然后知如何修剪移接；而书中所示，如不以经验范之，则又大而无当。”

The ST is divided into 5 segments. （a） and （b） share the same subject “They”， which relates to the theme “studies”. （c）， （d） and （e） offer detailed explanations of （a） and （b）. The conjunctional word “for” in （c） indicates the reason； “and” in （d） refers to another reason； “except”， finally （e） shows an exception. This compound sentence employs cohesive devices such as reference， ellipsis and conjunctions to indicate the logics as well as to avoid repetitions. As links are realized through the context in Chinese rather than cohesive devices， the translator adopts domestication strategy and procedures like addition and compensation to ensure a natural flow of TT； otherwise the TT receiver could find it difficult to read if all the cohesive devices are retained through literal translation.

2.2 Case Two

This section focuses on the translation of electronic product instruction by a comparative analysis of the iPad User Guide for IOS 6.1 software （original edition）， and its official rendition in Chinese. According to Houses scheme for analyzing and comparing ST and TT （House， 1997：108）， this guide talks about the iPad using guidelines that are written by the Apple Inc. for its current and potential customers. The guide aims to provide users with the device information such as functions and usages， and appeal to potential customers with cutting-edge features. The function of this this text， according to Reiss （1971/2000）， is informative as well as operative. Additionally， from Peter Newmark （1981）， the translation of inserts is literal， mechanical， automatic and humdrum， and its intention is the same with that of the ST author. Word-for-word equivalence could thus be found at lexical level. The strategy of literal translation could therefore be employed. The cases below discuss various procedures adopted when literal translation alone is not sufficient.

E.g. ST TT BT

7 iPad Overview 7 iPad 概览 7 iPad Overview

11 SIM card tray 10 SIM 卡托架 11 SIM card tray

15 Using iCloud 14 使用iCloud 14 Using iCloud

When translating words like “iPad” “SIM” and “iCloud”， transference is employed when there is no existing concept in Chinese culture and language， or such English concepts are already widely accepted and even used by Chinese people. Under such circumstances， the translator simply transmits ST words into the TT without translation. In this case， foreign elements are retained and introduced to target readers.

E.g. ST TT BT

14 Setting up mail and other accounts 14 設立邮件帐户和其他帐户 14 Setting up mail account and other accounts

Translation procedures like addition are also adopted. The BT of “setting up mail and other accounts” shows that the translator add category word “帐户（account）” just after “mail” to inform the users that “mail” refers to “mail account”. Such amplification makes it easier and more comfortable for target readers to read and comprehend.

E.g. ST TT BT

18 Chapter3： Basics 17 第3 章：基本功能 17Chapter3：Basic functions

The translator interprets the abstract noun “basics” in a specific way as “基本功能（basic functions）”， which illustrates that translators have certain degrees of freedom in rephrasing to help ensure a desired response from target readers.

This case also indicates that factors at extra-linguistic level should be taken into consideration. For example， the page number before each item： “Chapter 3： Basics” is on Page 18， and the Chinese one is on Page 17. This is not problematic， but it reminds translators to take into consideration the number of words in the rendition when a specific layout is expected. For example， if APPLE Inc. requires a user guide with paralleled bilingual texts， the translator would employ expansion or contraction so as to meet certain format requirements without sacrificing the fidelity and coherence.

3. Conclusion

This essay has explored the translation strategies and procedures employed in dealing with different types of texts. The findings and reflections are summarized as follows：

1） Each text frequently has more than one function， requiring translator to identify the functions， and distinguish the dominant from others， then choose the methods suggested by functionalists.

2） The analysis and discussion above indicate that functionalist theories are feasible and effective in dealing with various types of texts from English to Chinese.

3） It is reasonable to state that the comparative study of ST and TT proves great to study， apply theory and to learn from the best.

References：

[1]Munday，Jeremy（2012）Introducing Translation Studies，Theories and applications，London and New york：Routledege.

[2]Peter Newmark（1981）Approaches to Translation，Oxford and New York：Pergamon.

[3]Reiss，Katharina（1971/2000）Translation Criticism：the Potentials and Limitations translated by Erroll F.Rhodes，Manchester：St Jerome and American Bible Society.

[4]Reiss，Katharina（1977/1989）‘Text types，translation types and translation assessment，translated by Andrew Chesterman，in Andrew Chesterman（ed.）Readings in Translation Theory，Helsinki： Finn Lectura.