텍스트의 기능과 어린이의 인지능력을 고려한 그림동화 번역전략
Translation Strategies of Illustrated Fairy Tales Based on the Text’s Functions and Children’s Cognitive Competence
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In translation studies, the strategies for translating illustrated fairy tales have been typically defined as follows: 1) long and complicated sentences must be divided into simpler sentences 2) the implicated meaning must be clarified 3) onomatopoeia or mimetic words must be used in the target text 4) and the form of sentences need to be changed by making a declarative an interrogative or exclamatory sentence. However, these have been criticized by experts in the field of early childhood education who claim that changes related to the general rules for translation are unnecessary as fairy tales or children’s books are literary works used to improve children’s cognitive competence. Therefore, the aim of this study is to derive a new set of translation strategies for illustrated fairy tales or children’s books that consider the functions of a given text and opportunities for children’s cognitive development. According to this investigation, good translation for children will be accomplished by 1) determining the narrator’s voice based on formal or informal language and the narrator’s relationship to the reader 2) deciding the level of formality based on a character’s position within the social hierarchy 3) translating a letter’s size and the arrangement of letters 4) using domesticating or foreignizing strategies appropriately 5) selecting sensible and concrete words or expressions 6) avoiding preference for short and simple structured sentences 7) choosing a variety of vocabulary related to colors 8) using onomatopoeia and mimetic words appropriately 9) avoiding clarification 10) restraining from converting declarative sentences 11) and ensuring translated expressions correspond to the picture on the original text. This study is of particular use to translate materials with illustration for children.
Abstract
In translation studies, the strategies for translating illustrated fairy tales have been typically defined as follows: 1) long and complicated sentences must be divided into simpler sentences 2) the implicated meaning must be clarified 3) onomatopoeia or mimetic words must be used in the target text 4) and the form of sentences need to be changed by making a declarative an interrogative or exclamatory sentence. However, these have been criticized by experts in the field of early childhood education who claim that changes related to the general rules for translation are unnecessary as fairy tales or children’s books are literary works used to improve children’s cognitive competence. Therefore, the aim of this study is to derive a new set of translation strategies for illustrated fairy tales or children’s books that consider the functions of a given text and opportunities for children’s cognitive development. According to this investigation, good translation for children will be accomplished by 1) determining the narrator’s voice based on formal or informal language and the narrator’s relationship to the reader 2) deciding the level of formality based on a character’s position within the social hierarchy 3) translating a letter’s size and the arrangement of letters 4) using domesticating or foreignizing strategies appropriately 5) selecting sensible and concrete words or expressions 6) avoiding preference for short and simple structured sentences 7) choosing a variety of vocabulary related to colors 8) using onomatopoeia and mimetic words appropriately 9) avoiding clarification 10) restraining from converting declarative sentences 11) and ensuring translated expressions correspond to the picture on the original text. This study is of particular use to translate materials with illustration for children.
참고문헌 (25)
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