＼l㈣唑必原创性声明本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研究所取得的成果。除文中已经注明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的科研成果。对本文的研究作出重要贡献的个人和集体，均已在文中以明确方式标明。本声明的法律责任由本人承担。学位论文作者：弓钦奔乞尿日期：。kJ多年6月易El学位论文使用授权声明本人在导师指导下完成的论文及相关的职务作品，知识产权归属郑州大学。根据郑州大学有关保留、使用学位论文的规定，同意学校保留或向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅；本人授权郑州大学可以将本学位论文的全部或部分编入有关数据库进行检索，可以采用影印、缩印或者其他复制手段保存论文和汇编本学位论文。本人离校后发表、使用学位论文或与该学位论文直接相关的学术论文或成果时，第一署名单位仍然为郑州大学。保密论文在解密后应遵守此规定。学位论文作者：亏良孝苞俞日期：山，多年6月6日
摘要摘要二十一世纪翻译研究向着纵深与宽广的领域持续迈进，跨学科趋势继续扩大。文学翻译中古典著作的翻译研究仍为众多学者所关注。《儒林外史》常与《红楼梦》并举，被称为中国古典小说的巅峰之作。杨宪益、戴乃迭合译的TheScholars是迄今为止唯一的《儒林外史》英文全译本。其译文流畅而精确，能够传达原著的风格。互文性理论强调一个文本在另一个文本中的再现。自1969年朱丽娅·克里斯蒂娃基于索绪尔的符号学和巴赫金的文本对话理论提出互文性的概念以来，不同学者对其进行了发展完善。哈蒂姆和梅森将之引入翻译领域，对翻译理论和翻译实践产生了重要影响。哈蒂姆和梅森将把互文性看作所有文本的基本特性。翻译本质上是一种互文活动。互文指涉的翻译过程主要涉及三个步骤：识别源语文本中的互文符号；联接源语互文符号与前文本，前文本与目的语互文符号(在此过程中根据三维语境理论衡量互文指涉的信息、意图及符号状况)；将目的语互文符号编码。为探析互文性在翻译过程中的转移以及互文翻译的规律，论文以哈蒂姆和梅森的互文翻译理论为指导，以杨氏夫妇的英译本为研究对象，从显性互文性和成构互文性两个方面对《儒林外史》中存在的互文现象及其翻译进行了分析和探讨。论文旨在探索互文性理论影响下译者是如何进行翻译实践的，并试图在杨宪益夫妇的翻译实践上总结互文翻译的原则。分析表明，在互文性理论观照下，译者在翻译互文成分时通过衡量互文指涉的符号状况来进行选择，并通过优先保留互文指涉的意图，实现互文指涉的转移，而互文指涉的信息状况并不总能得到保留。最后，通过对杨氏夫妇《儒林外史》的翻译实践的分析，论文总结了互文翻译的三条原则。论文共分六个部分：引文部分简要介绍了本文的研究背景、研究目的、研究问题及研究意义。第一章为文献综述。分别从语言学视角、功能派视角、文化视角以及其它角度阐述了《儒林外史》英译本的研究状况，并在此基础上分析了以往研究的不足之处，以及本研究的重要性。
摘要第二章为理论框架。在简要回顾互文性理论的源起与发展的基础上，着重介绍了互文性的分类以及互文翻译的过程。第三章为文本分析。依照显性互文性和成构互文性的分类方法，分析了《儒林外史》中的互文现象及其翻译过程中互文性的转移。第四章基于杨氏夫妇在《儒林外史》翻译实践中所采用的方法，尝试总结了互文翻译的三条原则：保留原作者意图，重构互文语境，保持译文简洁。最后的结语部分对论文的研究结果及实践意义进行了总结，同时也指出了论文研究中所存在的不足之外，以及对将来研究的启示。关键词：《儒林外史》；显性互文性；成构互文性H
AbstractInthe21nCentury,translationstudiesaremovingforwardtoadeeperandbroaderfieldandtheinterdisciplinarytrendofthemalecontinuouslyexpanding．StudiesonthetranslationofclassicsarestillofthetopconcernbynUlTIerOusscholarsamongthoseofliterarytranslation．TheScholarsisknownasonepeakworkofChineseclassicalnovelsasADreamofRedMansions．TheEnglishversion，whichistranslatedbyYangxianyiandGladysYang,istheonlycompleteversionbynOW．Thetranslationissmooth,accurateandcapableofconveyingthe．styleoftheoriginalwork．Intertextualityreferstotherepresentofatextinanothertext．SincethetermisproposedbyJuliaKristeva,intertextualityisdevelopedbymanyscholarsfromdifferentang|es．AfterithasbeenintroducedintothefieldoftranslationstudiesbyHatim&Mason,thetheoryofintertextualityexertedgreatinfluenceontranslationtheoryandpra,ctice．AccordingtoHatim&Mason,intertextualityisseentobeanessentialconditionofalltexts．ThetranslatingprocessofintertextualreferencefromSTt0TTshouldmainlyinvolvethreeprocedures：Firstly,therecognitionofanintertextualsignalinSLhosttext；Secondly,linkingupagivensignalwithitspre-text，oragivenpro-textwithitssignal，inwhichtheinformationalstatus，intentionalstatusandsemioticstatusofareferenceshouldbeassessedaccordingtothetheoryofthree-dimensionsofcontexts；Thirdly,encodingtheTLintertextualsignalsinTLhosttext．Inordertoexplorethetransferofintertextualreferenceandtofigureouttheprinciplesforintertextualtranslation，theintertextualelementsandⅡleirtranslationinTheScholarsareanalyzedfromtheaspectsofmanifestintcrtextualityandconstitutiveintertextualityaccordingtoHatim&Mason’Stheory．Basedontheanalysis，itisshownthattheintcntionalityandsemioticstatusofareferencealepreservedinmostconditions，whiletheinformationalstatusisnotalwayspreserved．III
-_●___--_-_-●_--●__-______-_____---I_l_--_●_●-●-_____________________________●____-__-______-___________I__________●__--_●。。’———一一Thetranslatorsputpriorityontheintentionalityoftheintertextualreference，andtrytheirbesttopreserveasmoresemioticstatusaspossibleintheprocessoftranslatingintcrtextualelements，throughwhichtheintertextualityoftheoriginaltextiswelltransferredintherendition．Inaddition，threeprinciplesofintcrtextualtranslationaresummarizedbasedontheanalysisofthetranslatingpracticebyMr．&Mrs．Yang．Thewholethesisinvolvessixparts．Theresearchbackground，researchpurpose，researchquestionsandresearchsignificanceofthisthesisaleintroducedinthefirstpartIntroduction．ChapterOneisaboutliteraturereview,inwhichsomestudiesOiltheEnglishversionof刀lPScholarsfromthelinguisticperspective，functionalisttheory,culturalperspectiveandsomeothersarereviewed．Basedonthereview,thelimitationsofthepreviousstudiesandthenecessityofthepresentstudyarepointedout．ChapterTwointroducestheoriginanddevelopmentoftheintertextualitytheory,andillustratesthetypologyofintertextualityandtheprocessofintertextualtranslation,whichtogetherformedthetheoreticalframeworkofthisthesis．ChapterTb嗽involvestheanalysisoftherecognitionandtransferofintertextualreferencein刃踣Scholarsaccordingtothecategorizationsofmanifestandconstitutiveintertextuality．InChapterFour,basedontheanalysisofMr．andMrs．Yang’stranslationpractice，theauthorofthisthesissumsupthreeprinciplesofintertextualtranslation,whicharepreservationoftheoriginalauthor’sintention,reconstitutionofintertextualcontextandconcisenessofthetargettext．InthelastpartConclusion，thesignificantfindingsofthisstudyaresummarized．Furthermore，thelimitationsandtheimplicationofthisstudyareoffered勰well．KeyWords：TheScholars；manifestintertextuality；constitutiveintertextualit3r,IV
ContcntsContentsAbstract(inChinese)．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．IAbstract(inEnglish)．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．HIIntroduction．．．．．．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．】【O．1ResearchBackground⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯10j2ResearchPurpose⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯30．3ResearchQuestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯40．4ResearchSignificance⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．5ChapterOneLiteratureReview．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．．⋯．．．．．．．．．．．．．61．1PreviousStudiesontheTranslationofTheScholars⋯⋯⋯⋯⋯⋯⋯⋯．⋯．⋯⋯⋯．61．2LimitationsofPreviousStudies⋯．⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．⋯⋯．．101．3NecessityoftheStudy⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11ChapterTwoTheoreticalFramework．．．．．．⋯⋯．．．．．．．．．．．．⋯．．．．．．．．．．．．．．⋯．．．．．．．．．．．122．1AnOverviewofIntertextuality⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．122．2IntertextualityandTranslation⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．15ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextuality．．．．．．．⋯．．．．．．．．．．⋯．．．．．．．．．．．．⋯．⋯．．．．．．．．．．．⋯．．．．．．．．．．．．213．1ManifestIntertextualityandItsTransferinTheScholars⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯213．2ConstitutiveIntertextualityandItsTransferinTheScholars⋯⋯⋯⋯⋯⋯⋯⋯．35ChapterFourPrinciplesofIntertextualTranslationinTheScholars．．．．．．．454．1PreservationoftheOriginalAuthor’sIntention⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯45V
●___-___---_-_l-_____-_-●_-●__-___●-_-_-__________________-_---__-___--____I___--__________________-_-_———————————————一。一4．2ReconstitutionofIntertextualContext⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．494．3ConcisenessoftheTargetText⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．514．4Summary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．54Conclusion⋯．．．．⋯⋯⋯⋯⋯．．．．．．．．．．⋯．．．．．．．．．⋯．．⋯．．．．．⋯．⋯⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．565．1SignificantFindingsoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯．．．：⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯565．2LimitationsoftheStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯575．3ImplificationofthisStudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯58Bibliography．．．．．．⋯⋯．⋯⋯．．．．．．．．．．⋯．⋯．．．．．．．．．⋯．．．．．．．．⋯．．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．．．．59Acknowledgements⋯．⋯．．．⋯．．．．．．⋯．．．．．．．．．．．．．．．．．．．．．．．．⋯．．⋯．⋯．．．．．．．．．．．．．．．．．．．．．．．．62AbouttheAuthor．⋯⋯⋯．．．．．．．．．．．．．．⋯．．．．．．．．．⋯．．．．．．．．．．⋯．⋯．⋯．．．．．．．．．．．．．．．．．．．．．．．．．．63VI
Introduction0．1ResearchBackgroundInthe21nCentury,translationstudiesaremovingforwardtoadeeperandbroaderfieldandtheinterdisciplinarytrendofthemarecontinuouslyexpanding．StudiesonthetranslationofclassicsarestillofthetopcDncernbynuIIlerOUSscholarsamongthoseofliterarytranslation．TheScholars,writtenbyWuJingzi，isoneofthebestsatiricalnovelsinChineseliteraryhistory．IthasbeentakenasamilestoneinthedevelopmentoftheChinesesatiricalnovelsandthefirstonewhichreflectsthelireandthoughtsofthefeudalsocietyintheChineseliterature．Theb00l【iSfamousfor“itsvividdescriptionoftheactivitiesandmentaloutlookofthescholars，intellectualsandofficials’’(ZhangAifang,2011：1)inthelateperiodoftheChinesefeudalsociety．Itis“characterizedbybeingalengthynovelbutsimilartoshortstoriesinstructure'’，whichhasnoprotagonistorplotrunningthroughthewholestory,‘‘castigatingtheerrorsofthetimeoutofunselfishmotives，sorrowwithharmony,andelegancewithmuchsatireintheartofirony'’(ZhangXiaoyan,2009：2)．Thisnovel，describingallkindsoftheintellectual，givesUSafulllandscapeofthelasttimeofthefeudalsociety．Throughtherealisticdescriptionofthesescholars’lifeandthought,itrevealstheseverespiritual，moral，andculturalcrisisandexploresthecureofit．(LiHanqiu,2009：8)Itisfullofpolitics，history,culture,aesthetics，andtheetiquettesinQingDynasty．InTheScholars，whichtakesWuJingzitenyearstofinish，abouttwohundredcharactersandⅡleirlivesaredepictedandportrayed，especiallyvarioustypesofintellectuals．Itveritablydepictstheupanddowns，goodandpoor,gainandlossoftheintellectualsintheKangxiandQianlongregionperiods．Allofthecharactersinthisnovelmayhavetheirownprototypesinthattime．Inordertoavoidpersecutionsfromthegovernment，thebackgroundissetintoMingDynastyandthetimespanlastedforalmost240years．Asanintellectualgrownupinafamilyofscholars，the
IntroductionauthordirectlyorindirectlyaddedmostofhisexperiencesinTheScholars，whichreproducesthedailylifeandspiritoftheintellectualsandofficialsduringthelaterperiodoffeudalsociety．Thefirstdraftofmanuscriptattractsattentionandgetsmglllypraiseafteritsappearance．However,thereisnoblock-printededitionatthattime，untilaftertenyearsofhisdeathandthisfirstdraftlose．Sinceitspublication,Theschot口rShasattractedextensiveacademieinterestinChina．Thoughsomescholarsarecriticalofitsplotsanddialogueswhichslavishlyfollowedthepredecessors，thegreatnessofTheScholarsisgraduallyunderstoodbycontemporaryChinesereaders，inaddition,itisbecomingmoreandmorevaluableabroad，asitissaidintheEncyclopediaBritannica(1980：1342)：“TheScholarsisawell．knownsatiricalliteralwork．Thisnovel，cent6redonthedissipationinthefeudalsociety,iscomposedofmanyshortstories．Itsdepictionsoftheplotsandpersonalitiesarewellabovethosebypreviousnovelists．”TheScholars，、析ⅡIitsgrandnarrativestructure,uniquetopics，richconnotationsandspecialartistictechniques，exertsgreatinfluenceforthelattergenerations．(WangNengjie，2009：3—4)ThestudyonTheScholarsinChinahaslastedforabout250years．(ChenMeilin，1994：641)Anditwastranslatedintomanyforei印languages，includingEnglish,French,Russian,German，Japanese，Romanian,Korean,andVietnamese．AsfortheEn西ishversionsofthisgreatnovel，manyfamoustranslatorsincludingGeChuangui，XuChenping,WangJizhenandChangHsin-ChanghavemadecontributiontothetranslationofsomegivenchaptersofTheScholarssince1939．However,theyjusttranslatedpartofthework．Andin1957，BeijingForeignLanguagePresspublishedthecompletelytranslatedversion．Thisonlycompleteversionbynow,translatedbyYangXianyiandhiswifeGladysYang，theChinesefamoustranslatorandhiswife，coversallthefifty-fivechapterswrittenbyWuJingzi．ItmakesquiteastirinthecircleoftranslationthroughouttheworldandmakesgreatcontributiontothespreadanddevelopmentofChineseculture．ChenMeilin(1994：683)praisedthat‘‘thetranslationissmooth,accurateandcapableofconveyingthestyleoftheoriginalwork”．ItprovidestheforeignersafulllandscapetoviewandunderstandthespecialChinesecultureandliteraturelaidinTheScholars．Therefore，TheScholarsanditsEn．glishversionaleworthcarefulstudying,2
Introductiondiscussingandanalyzing，eveninnowadays．Intertextuality,originatedfromtheLatinword‘'Intertexto”，isatermfirstproposedanddevelopedbyJuliaKristeva,theFrenchsemiotistanddeconstructionistwhogotinspirationfromthethe,onesofSwisslinguistFerdinanddeSaussure’SlansignsystemandRussianliterarytheoristM．M．Bakhtin’Sdialogismandpolyphony．Intertexmalityistheway‘‘inwhichtheproductionandreceptionofagiventextdependsupontheparticipants’knowledgeofothertexts’’(Beaugrande&Dressier,1981"182)．Itistosay,thetextwearereadingisnotonlyatextwithinitsownclosedsystem，butiscomposedofmanyothertextsthroughquotations，references，allusionsandvariousinfluencesofotherslinguisticallyorliterarily．Sincethe’conceptwasproposed，manyliterarycriticsbegantouseittosubverttheimportanceoftheoriginalauthorandthestablemeaningofthetext．Manypost-structuraliststriedalottotheapplicationtotranslationstudies，astranslationinvolvestwoprocesses：thedecodingofthesourcetextandtheencodingofthetargettext．Sointhelightofintertextualitytheory,translationisanintertextualactivity,whichinvolvesthetransferofintertextualreferencefromtheSOUrcelanguagetothetargetlanguage．Duetothefactthatworksofliteraturearebuiltonthebasisoftraditions，systemsandcodesestablishedbypreviousliteraryworks，thestudyonthetranslationofliteraryworksfromtheperspectiveofintertextualitywillbeofgreatimportance，particularlyonthatoftheliteraryworkslikeTheScholars．Inthisthesis，thetranslatedversionofTheScholarsbyYangXianyiandhiswifeGladysYang，whichistheonlycompleteEnglishtranslationofthisnovelbynow,willbestudiedinadescriptiveway．TheusedversionofTheScholarsistheChineso-EnglishversionfromtheseriesofLibraryofChineseClassicspublishedbyHunanPeople’SPublishingHouseandForeignLanguagesPressin1999，whichincluding55chapters，omittedthelastchapterwrittenbyananonymouswriter．Theapproachofdescriptivetranslationstudieswillbeused，whichpointstoaninterestintranslationasitactuallyOccurs，aspartofculturalhistory,anditalsoseeksinsightintothephenomenonandimpactoftranslation．(Hermans，2004：7-9)0．2ResearchPurpose3
IntroductionUndertheinfluenceoftheinterdisciplinarytrend，manyscholarsappliedthetheoryofintertextualityintranslationstudiesinrecentyears．ThoughTheScholarsisofgreatreputationinthehistoryofChineseliterature，therearenostudiesOilthetranslationofTheScholarsfloratheperspectiveofintertextualitybynOW．Astranslationisanintertextualactivity,thestudyofthetransferoftheintertextualreferenceintheprocessoftranslatingintertextualelementsinTheScholarswillbehelpfultotheapplicationofintertextualitytheoryintranslationstudiesandtheexplorationoftheimpliedrulesofintertextualtranslation．ThepurposeofthisstudyistoexplorethetransferofintertextualreferenceintheprocessoftranslatingtheintertextualelementsinTheScholarsbyadoptingtheintertextualitytranslationtheoryofHatim&Mason,whichisofdifferentperspectivefrompreviousstudies．Thisthesisfocusesnotonlyonthemanifestintertextualityexistedinthelexicallevel，butalsoontheconstitutiveintertextualityexistedinthetextuallevel，whichaimstoenrichtheapplicationofintertextualitytheory．ItalsotriestofindsomerulesSOastoprovidesomeinsightsintranslatingintertextualelementsfortranslatorsthroughdiscussingthetranslationpracticebyYangxianyiandGladysYangfromtheperspectiveofintertextuality．0．3ResearchQuestionsIntertextualityseemstobeubiquitousasthemeaningofallthetextsreliesOilthepre-existingtextualnetwork,whichgreatlyimpactsthecomprehensionofthereaders．Intheprocessoftranslation,thetranslatorsidentifywhatisappropriateinparticulardiscoursesandgenresthroughautomaticallyappealingtomeirknowledgeofintertextualtexts．Andtranslationisanintertextualactivitybynature．Nevertheless，intertextualityalwayshidesbetweenthelines，manifestedbyintertextualelements，inwhichtheimpliedmeanings，allusions，cultureandcustomsarereferred．Sothetranslationofintertextualelementsisworthspecialattention．AsoneofthepeakclassicworksinChineseliterature，therearemanyintertextualelementsinTheScholars，whicharemanifestationsofintertextuality．TheYangs’rendition，whichissmooth,accurateandcapableofconveyingthestyleofthe4
Introductionoriginalwork，isworthstudyingfromtheperspectiveofintertextuality．Directedbythetheoreticalframeworkofintertextualitytheory,thisthesistriestoexplorethefollowingthreespecificquestions：(1)WhatintertextualelementsalethereinTheScholars?(2)HowisintertextualreferencetransferredintheprocessoftranslatingintertextualelementsinTheScholars?(3)WhatprinciplesofintertextualtranslationCanbedrawnbasedontheanalysisoftheYangs’translationpractice?0．4ResearchSignificanceAsitissaidbyHuShi，TheScholarsisasatiricalnovel谢吐lnogodsandspirits，neitherheroicpeopleinit,andthecharactersalemainlyscholarscaringaboutofficialjobsandthegovernmentwhichareoutoftheconcernofordinarypeople．Therefore，itisthemostunpopularone00mparedtootherfirst-ratenovels．(ChenMeilin,2002：1)Thisphenomenonreappearseoncemingthestudyonthetranslationofit．ThoughTheScholarsanditstranslationhaveattractedmanyscholars’attention,focusingonitsstructure，language,officialsystem，andthelike,andapplyingmanytranslationandlinguistictheoriestothestudyonthetranslationofTheScholars，theapplicationofintertextualitytheorytoitisstillablank．Thisthesisisasupplementtothepreviousstudies．Firstofall，itisthefirstonewhichappliesintertextualitytheorytothestudyofthetranslationofTheScholarsbyYangxianyiandGladysYang,whichprovidesitanewperspective．Secondly,thisthesisisofexperimentalmeaningfortheapplicationofHatim&Mason’Sintertextualitytranslationtheory．Moreover,basedonthestudyonthetranslationpracticeofTheScholarsfromtheperspectiveofintertextuality,thisthesisattendstofigureoutsomeprinciplesintheprocessesoftranslatingintertextualelements．5
ChapterOneLiteratureReview1．IPreviousStudiesontheTranslationofTheScholarsTheScholars，thesameasTheDreamofRedMansions，iSknownasonepeakworkoftheChineseclassicalnovels．OwingtothehighpraiseinthehistoryofChineseliteratureandthegreatSUCCESSofitsfamoustranslators，theonlycompleteEnglishversiontranslatedbyYangxianyiandhiswifeGladysYang,hasattractedtheattentionofmanyscholarssinceitspublicationin1957byBeijingForeignLanguagePress．Manyscholarsputthelanguagephenomena．takenfromTheScholarsanditsrenditionasmeirresearchobjects．Variousconclusionshavebeendrawnthroughtheapplicationofdifferenttheories．However,thenumberofthearticlesandthesesfocusedonthetranslationofTheScholarsistilltoomuchlessthatofTheDreamofRedMansions．InthearticlesandthethesessubmittedforthedegreeofMasterSOfarinChina,manystudiesernphasizeonthetranslationofculture-specificlinguisticphenomenainTheScholars．ChenLi(2006)studiedthetranslationstrategyofculture-loadedwordsinherthesis．Sheattributedittotheunderstandingabilityofthetranslator,thereceivingcapacityofthereadershipandtoleratingcapacityofthetargetculture．ZhangXiaoyan(2009)focusedonthetranslationofhonorifics．Throughthestudiesonthesespecificlanguageforms，translationmethodsandprinciplesappliedinthetranslationofTheScholarsarediscussed，whichgetthetranslationstudiesfurtherinsuchaspects．Duetothedevelopmentandtheinterdisciplinarytrendoftranslationtheory,manyscholarsstudiedtheEnglishversionofTheScholarsfromdifferentperspective、7Iri廿ltheapplicationofdifferenttheories，whichmakeadifferencetothisthesis．Inthisthesis，mainlythreetypicalperspectivesaresortsouLincludinglinguisticperspective，functionalistperspectiveandculturalperspective．Allstudiesfromtheseperspectivestogetherwiththosefromotherperspectiveswillbediscussedindetailasfollows．6
ChapterOneLiteratureRenew1．1．1LinguisticPerspectiveInearly20也century,Saussureputsforwardgenerallinguistictheory,whichmarkedthebirthofmodernlinguisticsandlaidafoundationforcontemporarytranslationstudieswiththeapplicationoflinguisticapproaches．Afterward，moreandmorescholarsbegantodiscusstranslationproblemsfromtheperspectiveofscientificmodernlinguistics．(XieTianzhen，2008：1)WangLi(2005)studiedtheculturaltermsbyanalyzingdifferentkindsofmeaningmeyembraceonthebasisofLeech’Srecognitionofmeaning．SimilarlybasedonLeech’Stheory,YanHongfu(2007)discussedtherealizationoffaithfulnessintranslation．Inspiteofthelonghistoryoftranslationtheoriesfromlinguisticperspective，itisstillwidelyusedinthestudiesofliterarytranslation．GuoXiaohui(2010)tookthecommongroundofMr．&Mrs．Yang’StranslationthoughtsandPeterNewmark’Ssemanticandcommunicativetranslationtheoryasthetheoreticalbasistostudythetranslationofofficialtitlesin砌eScholars．CongQianqian(2011)exploredthetranslationofmarkedpassivestructuresin刀lPScholarsinlightofNida’Sfunctionalequivalencetheory．Relevancetheory,whichofferspowerfultheoreticalframetoexplaintheact‘‘translation”，isalsousedinthetranslationstudiesofTheScholars．AccordingtoGut’Srelevancetranslationprinciplesandstrategi馏，YangLing(2010)andWhHaijun(2011)analyzedthetranslationofculture-specificwordsintheirtheses．Atthesametime，CuiZhongliang(2011)focusedonthecognitiveprocessofsimiletranslationbasedonRelevance-Adaptationmodel．Inadditiontotheabovementioned，someotherlinguistictheoriesalsogetusedintheresearchesonthetranslationofTheScholars．XuJun(2003，2004)studiedtheChineseandEnglishtextsof刀kScholarsfromthecontext-of-situationandco—textperspectiveaccordingtothetheoryoffunctionallinguistics．PengJing(2010)madeacontrastivestudyon刀lPScholarsanditsEnglishversionanddiscussestheirdifferencesandinfluenceonC-EtranslationintheguidanceofHallidayandHasan’stheoryinherthesis．Undertheprincipleoffunctionalequivalence，Moreover,taken刀leScholarsasresearchobject，LiIlDeci(2007)studiedthepragmaticfunctionsandtranslationofChineseaddressformsfromtheangleofsocio—linguistics．Meanwhile，7
ChapterOneLiteratureRenewGongYubo(2010)analyzeddifferentmeaningoflinguisticsignstakenfromTheScholarsaccordingtosocio-semiotictheory．1．1．2FunctionalistPerspectiveFunctionalisttheorywhichexplorestranslationunderframeworkofactiontheoryandcross-culturetheorysproutsupin1970sandprovidespeopleanewperspectiveoftranslationstudies．TheTargetLanguagetumofitoverthrewtheauthenticstatusoftheoriginaltextandmadethetranslatorsfreefromthefettersofequivalencetheory．Thoughfunctionalisttheoryisfirstusedinthetranslationstudyofcommercialandpoliticaltexts，theapplicationtoliteraryworksgotpeople’sconcerninrecentyears．TakingTheScholarstranslatedbyYangXianyiandhiswifeastheexample，LiXi(2008)appliedSkopostheonetothetranslationstudyofliteraryworks，whichprovidesadescriptiveanalysisoftheapplicationofSkopostheorytoliterarytranslationinthethesis．LiuJing(2008)fromGuangdongUniversityofForeignStudiesalsoputtheuseofSkopostheorieintothetranslationstudyofChineseliteraryworkstakentheentrypointofculturalpresupposition．Sheconcludedthatdifferentstrategiesareofequalimportanceandshouldbeemphasizeddifferentlyaccordingtothespecificpurposeoftranslation．WangXiaoyan(2008)viewedthetranslationofculturalfactorsfromthecombinationofSkopostheorieandsemanticVS．communicativeapproach．ShediscussedthefactorshinderthetransferdngofculturalfactorsaswellasthetranslationstrategiesusedinTheScholarsaccordingtodifferenttypesofthem．Inaddition,ZhangAifang(2011)madeadescriptiveanalysisoftheapplicationofSkopostheorietothetranslationofaddresstermsandidiomsin砀eScholars．1．1．3CulturalPerspectiveInrecentdecades，manyresearchersshiftedtheirfocusfromlanguageconversiontoculturaltransfoITSationintranslationstudiesbothabroadandathome．ZhengYichang(2002)，MaMengchun(2008)andJinWentao(2009)putmeirattentiononculturaldefaultandcompensationstrategiesinthetranslationof砀eScholars．Theycalledontheemphasisonculturaldefaultinclassicliterary8
堡垒璺21竺Q旦!生堑笪苎璺些垦!塑!翌translationtorealizetheintentionofintroducingChinesetraditionalculture．Moreover,Mr．AndMrs．Yang’StranslationprincipleisdiscussedtofindwhetheritisconsistentwiththetheoryofculturaltranslationinMaMengchun’Sthesis．GanWenning(2002)startedfromculturalcontextsandconsideredculturalexchangeinhisthesistostudyhowtobalancebetweenfaithfulnessandacceptabilityintransformingtwoculturalcontexts．ZengQi(2002)fromCentralChinaNormalUniversityfocusedonthetranslationofculture-loadedwordsandexpressionsintheEnglishversionof砀PScholarsinhisthesisin2002．Twoyearslater,hepublishedapaperonForeignLanguageEducationstudiedthetranslationofcommonsayingsandtheireffectsfromtherelevantelementsaffectingtranslationstrategieswimtheapplicationofquantitativeanalysisincollectingandconductingthestatisticsofthecommonsayingsaccordingtothetranslatingmethods．LiuXiaohui(2007)discussedtheinterculturalintentionofYangxianyiandhiswife．HisthesismakesacontrastiveanalysisofculturaltermsinTheScholarsanditsEnglishtranslationbysortingculturaltermsfromfouraspectsincludinggeography,habitsandexperiences，religiOllSbeliefsandsocialandpoliticalsystems．Meanwhile，LiJing(2007)focusedontheeffectoftheemploymentofforeignizationindealingwithculturalinformation．Besides，throughtheanalysisofthetranslationofculture-loadedwordsandexpressions，JiangWen(2007)examinedthetranslationstrategiesusedinTheScholars．SheconcludedthatinordertopreservetheessenceofChineseculture，thetranslatorsadoptforeignizationfirst,domesticationsecond,andfaithfullykeeptheimagesofthesourcelanguage．YangXiongkun(2007)discussedthetranslationstrategiesofChinesetwo-partallegoricalsayingsundertheprincipleofequivalencefromtheperspectiveofculturalcontrastsandcross-culturalcommunicationinhisthesis．ChengRong(2008)fromSuzhouUniversitystudiesthelostandfoundinthetranslationofculture-loadedChinesewordsandexpressionsinTheScholarsfromtheperspectiveofcross-culturalcommunicationtheory．1．1．4OtherPerspectivesApart舶mtheabovementionedperspectives，someothersbasedonthetheoriesofliterarycriticism，philosophyarealsousedinthestudyofTheScholars9
g垒翌!竺Q竺生堑!璺璺竺兰幽!曼anditsEnglishversion．Fromtheperspectiveofwesterncontemporarycriticaltheory,YinZhouhong(2005)analyzedthetranslationofculture-loadedwordsandexpressionsintermsofancientChinesecharacters，sayings，religiOBSexpressionsandsocialcustoms，inordertoexpoundthereasonabilityofforeignizationanddomestication．InPanHuilan’s(2008)thesis，thetheoryofnarratologyisadoptedtoexplorethetransferenceofformaltechniqueofthenovelbyanalyzingtheaspectsofnarrativemoodoftypicalexamplesfrom砀eScholars．ZhangJinhong,(2007)talkedaboutthecriteriaoftranslationtakingthetranslationofimplicativestyle(chunqiubifa)inTheScholarsastheobjectonthebasisofdialectictheory．1．2LimitationsofPreviousStudiesFromthepreviousoverview,wecanseethatmanyscholarsstudiedthetranslationofTheScholarsatthelevelofword，phrase，sentenceandeventext．Theirresearchesonthespecificlinguisticphenomenaandculturaltermsareveryhelpfultothestudyandpracticeofliterarytranslation．TheemploymentofmanydifferenttheorieshasbroadenedthestudyontheEnglishversionofTheScholarsfromdifferentangles．AsalongsatiricnovelofthehighestachievementinthehistoryofChineseliterature，TheScholarsexertedprofoundinfluenceonChineseliteratureaswellasthatoftheworld．TheScholarsanditsEnglishversionareworthdeeperandbroaderresearchfromdifferententrypointsinlightofdifferentcontemporarytheories．InspiteofthegreatfruitspreviousstudiesonTheScholarshaveachieved，therearestillsomelimitationsinthefollowingaspects．First,manystudiesfocusontheequivalenceofsomeobviouspeculiarlinguisticphenomenaatthelexicallevel，suchasculture-specificwords，Chinesetwo—partallegoricalsayings，honorifics，implicativestyleandSOon．Althoughmanydifferentkindsofapproachesareappliedtocategorizethevariousspecificphenomenainthestudies，itisnotenoughtopresentallthephenomenawhichtendtoaffecttheinterculturalcommunicationbetweentheoriginaltextanditstargetlanguagereaders．Second，apartfromtheobviouspeculiarlinguisticelements，someotherlO
elements，whichliebetweenlinesandinvolvegenre，themeandstructure，needpeople’sattention鹪wellif011ewantstotransfertheessenceoftheoriginaltext．Theya∞basedonthenetworkofthecustomsandconventionsdevelopedinotherliteraryworksandexertgreatinfluencetotranslation．Butfewofthem锄．econcernedinpreviousstudies．Lastbutnotleast，thoughthetranslationstrategiesandmethodsofthosephenomenaandelementswhich锄-eofmanyintertextualinformationandplayanimportantroleintheprocessoftranslationa他discussedinpreviousstudies，noguidingprinciplearediscussedfromageneralpointofview．1．3NeeessityofthestudyThoughtheoriesincludingsemantic&communicativetranslationtheory,functionalequivalencetheory,relevancetheory,systematicfunctionallinguistics，sociallinguistics，socialsemioticstheory,CT055-culturalcommunicationtheory,skopostheorieandsomeothersa1．eusedinthetranslationstudiesofTheScholars，theperspectiveisstilllimited，anditisnotenoughtogiveanentirepresentationofthetranslationofTheScholars．Differentfromthepreviousstudies，thisthesisWilladoptintertextualitytheorywhichisthefirsttimeusedinthetranslationstudyofTheScholarsaimingto西Veanewperspectivetoit．Moreover,theanalysisoftheintertextualdementsfrommanifestandconstitutiveaspectsinthisthesiswouldbeasupplementtothestudyofsuchculture-specificphenomenawhichimpacttheeffectoftranslation．Meanwhile,thisthesishopestoenrichthestudyofthetranslationofTheScholarsandget$omocommonrulesintheprocessoftranslatingintertcxtuaidementswhichmaYbehelpfulinthestudiesandpracticesoftranslation．11
ChapterTwoTheoreticalFramework2．1AnOverviewofIntertextualityisatextualtheoryfirstputforwardbytheFrenchscmiotistandtextualtheoristJuliaKristevaintheearly1960sandlaterdevelopedbyRolandBarthes，JacobDerrida,GerardGenetteandMichealRiffaterreetal，thenin仃oducedintothefieldoftranslationbyHatim&IanMasoninthe1990s．Itaimstodiscloseinherentinteractionamongtexts，andemphasizesthemeaningofatextwhichisnotindependentbutcomingfromitsprevioustextsorintertextsaswellasthesystemofthewholesocialculture．nisgenerallyconsideredthatthemostdirectacademicSOUgCesofJuliaKristeva’SconceptofintertextualityareFerdinanddeSaussure’SlansignsystemandtheRussianliterarytheoristM．M．Bakhtin’Sdialogism．ForSaussure(200l：66-67)，alinguisticsignwhichcombinessignified(concept)andsignifier(sound-image)isarbitraryanddifferential，anditsmeaningisnon-referentialandrelational．ThatimpliesnosignhasamoaningofitsownanditexistswithinasystemandproducemeaningthroughⅡleirsimilaritytoanddifferentfromothers．DifferentfromSaussure，Bakhtinadoptsastandpointwhichconcel'nsmoreaboutthesocialcontextswithinwhichwordsareexchanged．Forhim，therelationalnatureofthewordsternsfromtheword’Sexistencewithinspecificsocialsites，socialregistersandmomentsofutteranceandreception．(Allen,2000：11)Hesaidanyutterancerespondstoothers’utterancesthatprecedeit．(Sakhtin,1986：93-4)Inthissenseofothcrness，theconceptofdialogism，together谢th‘'polyphony'’，whichreferstotheexistenceofdialogismbetweentheinvolvedpartners，demonstrate廿leirintertextualnature．Onthebasisoftheirtheories，JuliaKristovausedthecoinedterm‘‘intertextuality'’inheressayWord,Dialogue,andNovelpublishedinTelQuelin1966．Shestates廿lat“anytextisconstructedasamosaicofcitations；anytextistheabsorptionandtransformationofanother'’and‘‘atextisamosaicinanetworkoftexts”．(Kristeva,1980：66)Shereferstothetextsintermsoftwoaxes"ahorizontal12
ChapterTwoTheoreticalFrameworkaxisconnectingtheauthorandreaderofatext，andaverticalaxis，whichconnectsthetexttoothertexts(ibid：69)．Thebasicconceptofhertheoryisthatanytextisnotuniqueanditdependsonothertextsanditisa‘‘tissue'’ofinevitablereferencesandquotationsfromothers．Thusthemeaningofthetextisrestrictednotonlybytextitself,butalsobyitscontextwhichmaybeincludesthewholesocialculture．Aftertheformulationofintertextuality,itisRolandBartheswhopopularizesandexpoundsthisprofoundtheory．Barthesusesittochallengetheroleoftheauthorinproducingmeaningandtheverynatureofliterarymeaningitself．Heannounces‘'thedeathoftheauthor'’and“thebirthofthereader'’，declaringtllat“atext’sunityliesnotinitsoriginbutinitsdestination'’．Thusthefunctionoftheauthor,ashesaysis‘‘t0arrangeandcompilethealwaysalreadywritten,spoken,andreadintoamulti—dimensionalspaceinwhichavarietyofwritings，noneofthemoriginal，blendandclash'’，whilethetext(heretextmeal]sintertexts)is“atissueofquotationsdrawnfromtheinnumerablecentersofculture'’．(Barthes，1977：146)DifferentfromKristevaandBarthes，whosedeploymentofintertextualityischaracteristicallypoststructuralist,GerardGenetteandMichaelRiffaterrebothtakeitasaliterarycritictechnique．Inthissense，intertextualityconcernedbyKristevaandBarthesiscalledmaGTo-intertextualitywhilethatofGenetteandRiffaterreiscalledmicro-intertextuality．Geuetteproposesamoreinclusiveterm‘‘transtextuality'’ratherthan‘‘intertextuality'’toreferto‘‘allthatsetsthetextinarelationship，whetherobviousorconcealed，诵mothertexts．”(Genette，1997：1)Helistsfivesubtypes：intertextuality,paratextuality,metatextuality,hypertextualityandarchitextuality．(ibid：l-8)Hereducesintertextualitytoquotation,plagiarismandallusion,takingitas‘‘arelationshipofco-presencebetweentwotextsoramongseveraltexts’’andtheactualpresenceofonetextwithinanother'’．(Genette，1997a：1-2)MichaelRiffaterreadoptsananti-referentialapproachtointertextuality．Heasserts“thetextrefersnottoobjectsoutsideofitself,buttoaninter-text．Thewordsofthetextsignifynotbyreferringtothings，butbypresupposingothertexts”．(Allen,2000：115)Hedistinguishes‘‘intertexte'’and‘‘intertextuality'’fromperspectiveofstyleandrhetoric．Hebelievesthatliterarytextsa1"onotreferentialbutproduce13
meaningthroughtheirsemioticstructurewhichlinkuptheirindividualwords，phrases，sentences，keyimages，themesandrhetoricaldevices．(Riffaten'e，1993)Duetothedifferentresearchpurposesandinterpretationaboutintertextuality,manyscholarsclassifiedintertextualityfromdifferentangles．MostoftheclassificationsofintertextualiWarebinaryintermsoftheintertextualrelationsofintertexts．BasedonthestudiesofLuoXuanmin(2006)andXiangHong(2011)，mostoftheclassificationsaleillustratedin1Iable1．ThesedifferentcategorizationsprovideUSVariousapproachestostudytheintertextualiWoftexts．ScholarBinaryCategorizationofIntertextualitythedialogicsortofintertextualrelationshorizontalinteaextualitybetweenonetextandthoseprecedeandKristevafollowitinthechainoftexts(p．36)(1986)theintertextualrelationsbetweenatextverticalintertextualityandothertextswhichconstituteitscontexts(ibid)copresentintertextualitytheactualp心sen∞ofatext、析miIlSarnoyaultanothertext(p．36)(2003)thepresenceofatextwithinanotherderivativeintertextualitythroughrepetitionandtransformation(ibid)intertextualitymanifestedwiththel珞eJennystrongintertextualityofexplicitlyintertextualfigures(Allen(1982)2000：112-113)intertextualrelationwhichi8notweakintertextualityforegrounded(ibid)explicitlymarkedintertextualrelationsFaircloughmanifestintertextualityofonetexttoothertexts；(p．104)(1992)configurationofdiscourseconventionsconstitutiveintertextualiWanddiversegenres(ibid)theintertextuallinkwhichactivatesknowledgeandbeliefsystemswellactiveintertextaalitybeyondthetextitself(Hatim&Mason。HatimandMason200l：124)(1990)thepassiveformsofintertextualitywhichmounttolittlemorethanthepassiveintertextualitybasicrequirementthattextsbeinternallycoherent(ibid)
ChapterTwoTheoreticalFrameworkintratexmalitytheinterrelationbetweentheaspectsJiangXiaohuawitllinatext(P．21)(1998)thereferentialrelationshipofintertextsextratextualityinwhichcultureandknowledgestructuresareinvolved(ibid)theintertextualrelationofthetexts，specificintertextualityeachofwhichisattributabletoanXinBinindividualwritingsubjectandpresupposesaaddressee(p．93)(2000)thecurrentorhistoricalrelationsgenericintertextualitybetweengenresortypesofdiscourse(ibid)(AdaptedfromXiangHong2011：15)2．2IntertextualityandTranslationInthelightofintertextuality,theproductionandthereceptionofatextdependuponthenetworkoftexts．Translation,whichinvolvestheunderstandingandinterpreting／deconstructingandreconstructingofthetranslator,isakiIldofintertextualactivitybynature．Hatim&Masonholdsthatintertextualityisthewaywerelatetextualoccurrenc船toeachotherandrecognizethemassignswhichevokewholeareasofOUrprevioustextualexperience．Itprovidesallidealtestinggroundforbasicsemioticnotionsinpracticalpursuitssuchastranslatingandinterpreting．(Hatim&Mason,2001：120-121)ItisonthegroundofHatim&Mason’Sstudy,intertextualityexploredanewworldinthefieldoftranslationstudies．2．2．1ATypologyofIntertextualReferenceAccordingtoHatim＆Mason,aconvenientmethodologicaldeviceforhandlingintertextualitywouldbeahierarchybuildingupfromtheword，phrase，clauseandclausesequence，andreachingthelevelsoftext,discourseandgenre．Inaddition，atypologyofintertextuality,whichrefersto‘therelationⅡlatthetextmaintainswiththosetextswhichhaveprecededit,inspiredit,madeitpossible’(pre-texts)needstobedevelopedandintegratedwithinthedescriptiveframework．(Hatim&Mason，2001：132)TheysummedupSebeok’Scategoriesofintertextsasfollows：15
堡垒呈2坚!塑!垒!竺堡垒!璺!!!璺巴!!竺坐1．Reference,whenonedisclosesone'ssources砂indicatingtitle,chapter,etc．2．Clichd,astereotypedexpressionthathasbecomealmostmeaninglessthroughexcessiveuse．3．Literaryallusion,citingorreferringtoacelebratedwork．4．Self-quotation．5．Conventionalism。anideathathasbecomesource-lessthroughrepeateduse．五Proverb,amaxhnmadeconventionallymemorable．7．Meditation,orputting拥细wordsone'shermeneuticexperienceoftheeffectsofatext．(Hatim＆Mason2001：132)Basedonalladditionalsetofcriteria,Lemke’S(1985)holdsthattherelationshipswhichacommunityestablishesbetweenonegroupoftextsandanothermaybedescribedinanumberofways：1．n缈canbegeneric(withgenremembershipasthebasiccriterion),egreferencetothe'committeemeeting’genre．2．n叫canbethematicortopical,e．g．referencetothebombonHiroshima．3．刀1秒canbestructural,displayingaffinityofform,P．gportmanteauwordssuchasReaganomics．4．Finally,theycanbefuncaonal,coveringsimilarity切termsofgoals,&gwaysofsaying’l’msorry’．tibia：183)Thesecategories，togetherwiththatofSebeok,provideuswimacomprehensivesystemofclassifyingintertextualreferences．However,theboundarylinebetweenthemandthemanifestationformsofintertextualityiSnotclear．(XiangHong2010：52)Inthisthesis，thetypologyofFairclough(1992)whichincludesthetermsofManifestIntertextualityandConstitutiveIntertextualitywillbeusedtoanalyze刀leScholarsanditsEnglishversion．Manifestintertextualityreferstotheexplicitlymarkedintertextualrelationsofonetexttoothertexts：‘‘inmanifestintertextuality,othertextsareexplicitlypresentinthetextunderanalysis；theyare‘manifestly’markedorcuedbyfeaturesonthesurfaceofthetext,suchasquotationmarks”．(Fairclough,1992：104)Itisthecasewherespecificothertextsareovertlydrawnuponwithinatext．Obid：l19)Thereaderscanfigureoutthetracesofothertextsordiscoursesaccordingtothereadingexperienceandsocialcomnlonsense．LuoXuanmin(2006)holdsthatmanifestintertextualitycontainsthemarkswhichCanberelatedtoothertextsbylanguagesegments．Inhisdissertation,hemainlydiscussedfourtypesofmanifestationforms：Quotation，Allusion，Parody,andMixture．AstothetermMixture,whichislikethe16
ChaoterTwoTheoreticalFrameworktermembedding，soundmorelikeexpressingdevices，andc趾betakenplacebythetermCommonSaying(俗语)．(XiangHong,2011：19)Inthisstudy,fourmainmanifestationformsofmanifestintertextualityincludingQuotation,Allusion,CommonSayingandParodywillbediscussed．Constitutiveintertextuality‘‘istheconfigurationofdiscourseconventionsthatgointoitsproduction'’．(Fairclough，1992：104)Itisamatterofhowadiscoursetypeisconstitutedthroughacombinationofelementsofordersofdiscourse．(ibid：l18)Itreferstothataspectofatextwhichincorporatescomplexrelationsithaswithconventionsofdiversegenreordiscoursetypes．(LuoXuanmin,2006：64-65；XinBin2000：92)Constitutiveintertextualityismoreopaquethanmanifestintertextuality,andthereaderhastoactivatethereferencebytracingitbacktoitssource．LuoXuanmin(2006)proposedthatgenre，paradigm,typeandmotiffll'ethefourmanifestationformsofconstitutiveintertextuality．ShaoZhihong(2010)holdsthattheSO—calledconstitutiveintertextualityisinfacttheimplicitextratextuality,whichconsistsofgenre，motiKstructureandfunction．AccordingtoXiangHong(2010)，thoughgenre,paradigmandtypemakedifferencesinstructuralanalysis，practicalapplicationandcommunicativefunctioninLuo’Sdissertation,thedistinctionsbetweenthemareabitvague．Inthisthesis，constitutiveintertextualitywillbeanalyzedfromfouraspects：genericintertextuality,thematicintertextuality,structuralintertextualityandfunctionalintertextuality．2．2．3RecognitionandTransferofIntertextualReferenceHatim&Mason(2001)formedacharttoillustratethetranslatingprocessofintertextualreferencefromSTt0TT(seeFigure2．1)．Accordingtothem，intertextualtranslationshouldmainlyinvolvethreeprocesses：firstly,therecognitionofallintertextualsignalinSL(sourcelanguage)hosttext；secondly,chartingthevariousroutesthroughwhichagivensignallinksupwithitspre-text,oragivenpre-textlinksupwimitssignal；thirdly,encodingtheTLintertextualsignalsinTLhosttext．Whentracetheroutesforrecognizingandtransferringintertextualreferenceintheprocessoftranslating,translatorsfirstencounterintertextualsignals，whichrefertothetangible‘‘elementsoftextwhichtriggertheprocessofintertextualsearch,17
settinginmotiontheactofsemioticprocessing'’．Intertextualsignalscanbeallthesignswhichcanmakeoneappealtoone’Sknowledgeofothertextsautomaticallyinidentifyingwhatisappropriateinparticulardiscoursesandgenres．ItshouldbenotedthatintertextualityisseentobeanessentialconditionofalltextsaccordingtoHatim&Mason(2001：137)．Afterhavingrecognizedtheintertextualsignals，thetranslatorsthenembarkonthevariousroutesthroughwhichagivensignallinksupwithitspre-text(thesourcesfromwhichintcrtextualsignalsaredrawn,towhichtlleyrefer,orbywhichtlleyareinspired)，or,agivenIn'e-textlinksupwithitssignal．(ibid：133)Tracingtheintertextualsignaltoitspro-textinvolvestwosets．AsitisshowninFigure2．1：lsLH。武n蛾lTLl--Io．_tTextl土t—Ti'NT雕)c_LSIoNALvv口rd～‘rI，ll、rrER爬XT—Phr_啪SIoN^Lcl■u∞GIal．1．te，equ刨’∞协，Ct上t—b赢—Xt。l皿一’l上‘一一优T酝IS一211LSetland2word■●nmphn_dbmonrlmcI●u∞_瞳白胛t,lsuwe-●oqm∞●●lxtFigure2．1IntertextualreferencefromSTtoTT(Hatim＆Mason,2001：134)Sot1compriseselementsoftheactuallanguagesystem：word，phrase，clauseandclausesequence，whichare‘‘explicitlypresent'’inanothertext．Sot2includesunitsofasemioticsystem：text(whichiscommunicative，goal-orientedandrealizedindiscourse)，discourse(whichisattitudinalandexpressedingenre)，andgenre(wllichisconventionalandreflectedinsocialoccasions)．(ibid：69-74)Intracinganintertextualsignaltoitspre-text，thesemioticareabeingtraversediswhatwecalledtheintertextualspace．Itisherethetextusersassesstheinformationalstatus，intentionalstatusandsemioticstatusofareference，whichform
堡垒翌坚!里竺!垒塑堡堂呈!塑竺!盟坐thebasisofaninter-semiotictranslationofintertextualreference．(ibid：134-135)Theconceptsofinformationalstatus，intentionalstatusandsemioticstatusarecloselyrelativetoHatim&Mason’Stheoryofthree—dimensionsofcontextsasitisdisplayedinFig．2．2：Figure2．2ThreeDimensionsofContextsTheory(Hatim＆Mason,2001：23矽First,thecommunicativedimensionofcontext,whichinvolvestheanalysisofwhathastakenplace(field)，whohasparticipated(tenor)，andwhatmediumhasbeenselectedforrelayingthemessage(mode)⋯communicativetransaction；second，thepragmaticdimensionofcontext，whichinvolvesthepurposeofcommunicating⋯pragmaticaction；third，thesemioticdimensionofcontext,whichinvolvesthefinalchosensignswhichbuiltthegenreanddiscourseinthesocialculturalcommunicating---semioticinteraction．(ibid：55-75)19
ChapterTwoTheoreticalFrameworkAftertheassessmentofthesemioticstatusoftheintertextualreference，thetranslatorsmoveontotheultimatephase⋯encoding．Astoinwhatproportionsshouldthetranslatorrelayinformationalstatus，intentionalstatusandsemioticstatusofallintertextualreference，inotherwords，theprincipleaimtoevaluatewhichaspectsofthesignaretoberetainedandwhichaspectsmustbejettisonedintheactoftransferringthatsignintoanotherlanguage，ahierarchyofpreferencesisdeveloped：atranslator’Sfirstresponsibilityistotheintertextualreferenceasasemioticconstruct，whichbydefinitioninvolvesintentionality．Bottomofthelistofprioritieswouldthenbetheinformational，denotativestatus．Moreover,Hatim&Masonpresentedasetofproceduresinorderofimportanceasfollows：1．Retainsemioticstatus．2．Retainintentionality．3．Retainlinguisticdeviceswhichupholdcoherence．4．Preserve，ifpossible，theinformationalstatus．5．Preserve，ifpossible，theextra-linguisticstatus．(ibid：136)Itshouldbenotedthatintentionalityliesbehindthechoicesmadewithinfield，modeandtenor(informationalstatus)．Andthesemioticstatusreflectsintheoutcomeofsemioticinteractionconstraintbygenre，discourseandtext,whichcloselyrelatetofield，tenorandmoderespectively．Sothefirstthreeproceduresarebasicinanyrenderingofanintertextualreference．NointertextualreferenceCanbetransferredintoanotherlanguageonthestrengthofitsinformationalpurportalone．Intentionality,whichrelatestothe‘‘function'’ofanintertextualsignal，normallyoutranksinformationcontentsasitisthebasisofthegeneralsemioticdescriptionofagivenreference(Hatim&Mason,2001：137)．
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextuality3．1ManifestIntertextualityandItsTransferinTheScholarsInmanifestintcrtextuality,othertextsareexplicitlypresentinthetextunderanalysis；theyaremanifestlymarkedorcuedbyfeaturesonthesurfaceofthetext．Inthefollowingsections，thefourmanifestationformsofmanifestintertextualityincludingquotation,allusion,comnlonsayingandparodyin刃跑ScholarsanditsEnglishversionwillbeanalyzedunderthelightofintertextualitytranslationtheorybyHatim&Mason．3．1．1RecognitionandTranslationofQuotationisthemostfrequentlyusedformofintertextualapproach．Itistherepetitionofoneexpressionaspartofanotherone，particularlywhenthequotedexpressioniswell-knownorexplicitlyattributedbycitationtoitsoriginalsource．Itisoftenusedtoilluminatethemeaningortosupporttheargumentsoftheworkinwhichitisbeingquoted,topayhomagetotheoriginalworkorauthor,tomaketheuserofthequotationseemwell·read，andtocomplywimcopyrightlaw．LuoXuanmin(2006)discovers廿latthoughdifferentwords---'‘citation'’and“quotation"---areusedintheworksofSamoyault,Hatim,Allen,Orr)andPlett’theyrefertothesamephenomenon．Sebeokconcerns‘'reference'’asone’Sdisclosingofhissourcesbyindicatingtitle，chapter,ctc．(Allen，2001：132)Butinliteraryworks，there’remoreoftenquotationsinthepre-textwithoutindicatingitssoBrce，butidentifiedbyquotationmarks．Sointhisthesis，thetwotermsofquotationandcitationwillbeusedwithoutanydifferencetorefertothedire圮tcitationofwords，phrases，sentencesorparagraphsfromothertextsorthetextitselfwithspecialmarkssuchasquotationmarksorspecialtypingsigns．InTheScholars，therearemanyquotationswhoseindicationortitles，chapterbynotesareomittedandtheunderstandingofthemdependsuponthesharedcultural21
ChapterTh僦AnalysisontheTranslationofTheSchola坶fromthePerspectiveofIntertextualitybackgroundknowledgeofthereaders．Theexistenceofquotationmakesatextpolyphonic，dialogicandintertextual．Asthedifferencesincontexts，aquotationcannotnecessarilybearthesamemeaninginthepresenttextandpre-text．Therefore，thetranslationofquotationsfromsourcetextstotargettextsisnotaneasytask．Aquotationcanbedistinguishedeasilyinatext,fortherearespecialmarks，suchasquotationmarks，italicsorotherspecialarrangementofwords，etc．In砌PScholars，whichdepictedapanoramaofthefeudalsociety,quotationsfrom砀口AnalectsofConfuciusCanalwaysbefoundonthelipsofthecharacters．InEx．1，thesentence“君子成人之美”inquotationmarksisasayingquotedfrom砌PAnalectsofConfucius．YanYuan({论语·颜渊》：“霆王盛厶查差，不成人之恶，小人反是。")(YangBojun,1980：129)，whichc锄beeasilyrecognized．’Examplel：众人一齐道：“叠王盛厶之差。”Theothersrespondedheartily："AfriendinneedisafriendindeedF’(TheScholars，3：58-59)Aftertherecognitionofanintertextualsignal，thetranslatorsshouldtraceittoitslYre-textstoassesstheinformationalstatus，intentionalstatusandsemioticstatusoftheintertextualreference．ThequotationsappearswhenfourbusinessguestofJinYouyu(金有余)(tenor)discussedraisingmoneyforZhouJin(周进)(field)togetthequalificationofattendingtheprefecturalexaminationtofulfillhisdreamofbecominganOmcialinoralform(mode)．Itsfunctionaltenor,"thecategoryusedtodescribewhatlanguageisbeingusedforinthesituation(Hatim&Mason，2001：51)”，istopersuade，whichisalsotheintentionalityofthequotation．Inthepre-textofthequotation,“君子成人之美”issaid(mode)byConfuciustohisdisciples(tenor)totellthemwhatavirtuousmanislike(field)．Asaspeechact,itisdirective，whichseekstoinfluencetextreceiVOI"B’behaviour．舳tothesignschosen,Junzi(君子)andXiaoren(小人)aretwooppositeconceptsinTheAnalects，Junzi(君子)CantriggertheChinesereaders’pre-existknowledgeofthepersonofvirtueorthepersonofrank，whichistherepresentofthefeudalConfucianism．Likewise,“美”(goodness)and“恶”(evil)aretwoopposite
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextualityconceptsaswell．“爱美之心人皆有之”，“美”isalwaysthepursuitofChinesepeople．“成”referstohelpotherssucceedthroughguidance，assistance，awardandencouragement．Byusingthecommendatorytermsof“君子”and“美”，thequotationrealizesitsintentionalitytoinfluencethereceivertobeJunzitohelpothersdogoodthings．Moreover,theuseof“rdpersonperspective，whichshowstheobjectiveattitudeofthespeaker,canalsohelptoachieveitspragmaticuse(intentionality)．Basedontheanalysisofthecontextsofthepresenttextandpre-textfromthecommunicative，pragmaticandsemioticdimensions，thetranslatorsCangetclearassessmentoftheinformationalstatus，intentionalstatusandsemioticstatusoftheintertextualreference．Therendition“Afriendmneedisafriendindeed!”inthetargetlanguagepre-text，isaproverbcanbeusedbyfi'iendsorjuniors(tenor)topersuade(intentionaltenor,pragmaticuse)onehelpone’Sfriendsattheirhardtime(field)．Thepragmaticuseofthisproverbisdirectivetoinfluencepeopletobeall‘‘indeedfriend'’．Thesigns‘‘friend’’，‘‘inneed’’，‘‘indeed’’areofcommendatoryconnotationsinthetargetlanguageas“君子”and“美”areinChinese．Thetranslationalsousedthethirdpersonperspective，andaddedexclamationmarktoenhancetheillocutionaryforceofthetranslation．Therefore,thetranslatorspreservedthesemioticstatusandintentionalityofthe嘶ginalquotationintheprocessoftranslatingthequotation．Buttheinformationalstatus，whichinvolvesthefeaturesoftenor,modeandfield,isnotretainedcompletely．Example2：第三日成服，赵氏定要披麻戴孝，两位舅爷断然不肯，道：“刍丕正则畜丕脑’。你此刻是姊妹了，妹子替姐姐只是带一年孝，穿细布孝衫，用白布孝箍。”Thencwwifeinsistedthatsheshouldwe盯heavymourning，butonhispointtheWangbrothersW@II屯adamant．Inunisontheyquotedoneofthesavin蹈ofConfucius．andwarnedher．"YoumustconformtOetiquette．Nowyoustandintherelationshipofasistertothedeadwoman，andayoungersistermourningforhereldersistershouldonlyWe81"mourningforoneyear⋯f．melinenandawhimclothhead-dress．(TheScholars。5：133-134)
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextuality“名不正则言不顺”iIlEx．2isquotedfromTheAnalects·乃Lu．(《论语·子路》：“名丕匹2．凰4直丕题；言不顺，则事不成。")(YangBojun，1980：133．134)Intheoriginaltext，ConcubineZhao(thenewwife)justhasbeenmadeYahDayu’SwifebeforeMrs．Yahbreathedherlast．Sowhensheinsistedtoweal"heavymourningforMrs．Yah，thesisterofWangRenandWangDe,andtheWangbrothersquotedConfuciussayingtorefuseherinsistence．Fromthecommunicativedimension,thequotationissaidbytheWangbrotherstoConcubineZhao(tenor)torefuseherinsistenceofwearingheavymourning(field)inspokenlanguage(mode)．Asaspeechact,itisalsodirective(pragmaticuse)，whichseekstoinfluenceConcubineZhao'sbehaviour．Initspre-text,itisalsosaid(mode)byConfuciustohisdisciples(tehor)torepresent(pragmaticuse)astatementthat‘‘ifnamesofthingsarenotproperlydefined，wordswillnotcorrespondtofacts⋯(Huangxingtao，1996：442)”(field)．Thesigns“名”(name)，“正”(properandrightrill)，“言”(words)and“顺”(unobstructed)CantriggertheConfuciusculturalknowledgeoftheChinesereaders．theancientChinesestrivefor“出师有名”(haveproperandrightfulseasonsforwagingwars)，and“名”istightlyconnectedwith“正”(rightnessandjustice)．Bycomparingthecontextsofthepresenttextandpro-text,thetranslatorscanfigureoutthechangesandaccommodationsincommunicativeandpragmaticdimensionsintheprocessofreferencebytheoriginalauthor．Inthiscjase,therenditionshowsrespecttothecontextofthepresenttext．Byusingimperativesentence,therendition‘'Youmustconformtoetiquette,’’preservedtheintentionalityoftheoriginalquotation．What’Smore，thetranslatorsadded“quotedoneofthesayingsofConfucius’’and‘'warned”，whichCantriggerthetargetlanguagereaders’pre-existknowledgeaboutthemostfamousChinesesageandclearlyunderstandthetoneofthespeaker．Therenditionadoptedtheperspectiveofsecondperson,whichchangedthetenoroftheoriginalquotation．Thoughthesigns“conform’’and“etiquette'’arenotcorrespondingto“名正言顺”，theyaresignswhichimpliestheorientationofvalueintargetlanguageculture．Fromtheaboveanalysis，itisshownthattheintentionalityandsemioticstatusarepreservedintherendition．However,theinformationalstatusconcerningthefeaturesofmode，fieldandtenoratenotpreserved．
ChapterThreeAnalysisontheTranslationofTheSchelaISfromthePerspectiveofIntertextuality3．1．2RecognitionandTranslationofAllusionAllusionisafigureofspeechthatmakesareferenceto，orarepresentationof,people，place，events，literarywork，myths，orworksofart，eitherdirectlyorbyimplication．M．H．Abrams(2002)definesallusionas“abriefreference，explicitorindirect，toaperson，placeorevent，ortoanotherliteraryworkorpassage”．Itisanothercommonapproachofintertextuality．Allusionsinwritingarereferencestowell-knownpersons，thingsoreventsthatwritersassumearefamiliartotheirreaders．Tllisassumptionisbased011theknowledgeorbeliefthatⅡleirreaderssharewiththemacommonhistorical，culturalandliteraryheritage，whichenablesthereaderstoidentifytheallusionsandtounderstandmeirsignificance．”(FengCuihu玛1995：226)Allusioninvolvestheuniqueliterarystoriesorhistoricalfactsofanation．Thcuseofallusionsmayproduceasimple,concreteandeuphemistictextforareadorwhoisfamiliarwimthetat'gotlanguage．Asamanifestationformofintertextuality,allusionsCanevoketheimpliedmeaningsandthebackgroundstoriesofthem，whichformedlikeanintertextualchain．Iftheallusionsarenotpreservedintheprocessoftranslation，theoriginalmeaningmaynotbewellrelayed．Accordingtothediffereatorigins，allusionscanbedividedintotwokinds，historicalallusionandliteralallusion．Historicalallusionsarebasedontherealpeopleandeventsinhistory,whichmayinvolvecomplexculturalinformation．In砌eScholars，therearemanyallusionsfromhistoryandhistoricfigures．Example3：王冕道：“秦老爹!头翁不知，你是听见我说过的，不见那殷王丕：泄拗的故事么?我是不愿去的。”‘'Thebailiffdoesn’tunderstand,uncle，”saidWangMian，‘'buthaven’tyouheardmotellthestoriesofthetwoancientsageswhorefusedtoseetheirrulers?No，I'mnotgoing．’’(TheScholars，1：14-15)IIlEx．3，DuanGanmu(段干木)andXieLiu(泄柳)sa'veastwointertextualsignalswhichcantriggerthestoriesofthempre-existintheSLreaders’knowledge．HereinTheScholars，thesignalsappearsinthedialogue(mode)betweenWang
Chapternl鹏AnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextualiWMian(王冕)andUncleQin(秦老爹)(tenor)whoaletalkingaboutrefusingthecallofthecountymagistrate(field)．Bytracingtheintertextualsignalstwotheirpre·texts，thetranslatorsrealizethatWangMianconfrontedthesameconditionwiththetwosages．DuanGanmuisapersonfromⅥ，dintheearlyPeriodofWarringStateswhojumpedoverthewalltoavoidacceptingthehighrankofficialpositionawardedbyLordW醯ofWd(魏文侯)．Similarly,XieLiufromLuintheSpringandAutumnPeriodlockedhimselfintorefusetheinterviewofLuMugong(鲁穆公)．(ChertMeilin，2002：8)Bothofthemrefusedtheolivebranchesfromthehi．ghrankofficials．Moreover,astheyaletwofamouspeopleinancienttimes，theirnamesCanbetakenassignsofpersuasiveforce．Asaspeechact,therecommendationofthetworepresentsthatmanysageswouldnotacceptthepositionofofficial，andithelpstoreinforcethecommunicativeforceofsubsequentdenyingofWangMian．Concerningtherealenopre-existingknowledgeaboutDuanGanmuandXieLiufortheTLreaders，Mr．andMrs．Yangchoose“thetwoancientsages’’insteadoftransliteratingthenamesofthetwointheprocessoftranslatingtheallusion．Theword“sage'’isformallyusedtorefertotheverywiseperson,esp．inancienttimes．Atthislevel，theword‘‘sage'’hasthesameintertextualreferencewith‘‘DuanGanmu'’and‘'Xie“u’’．Inordertonarrowdowntheintertextualrangereferredby‘'thetwoancientsages”，thetranslatorsaddedtheattributiveclause“whorefusedtoSeemeirrulers”．Inthisway,thesemioticstatusandintentionalityoftheoriginalintertextualreferencehasbeenpreservedintherendition．Inadditiontohistoricalallusions，therealemanyliteraryallusionsinTheScholars．Literaryallusionsalethecitingandreferringtocelebratedworksinsourcelanguage．Theallusion“赔了夫人又折兵”illEx．4isoriginatedfrom砌PRomanceofThreeKingdoms({：三国演义》)．Example4：那丝客人有些认得，上前说了几句，拍着他的肩头道：“你如今‘赌I去厶区插县’，还是造化哩l”Thebuyernr。ognizodandaccostedhim．‘'You'velostthec4unpai_enandyourwifeintothebargain!”Theyoungmanclappedhisshoulder．“EvenSO，youshouldcountyourselfluckyl”(TheScholam，51：1206·1207)
Asallintertextualsignal，theallusion“赔了夫人又折兵’’canevokethepre-existreadingexperienceintheoriginalreadersmind，whichinvolvesthestoryofZhouYu(周瑜)，amartialofWu(吴)inTheRomanceofThreeKingdoms．InordertocheatLiuBei(刘备)，theleaderofShu(蜀)，crossingOVertheYangziRiverandkidnaphim，ZhouYuencouragedSunQuan(孙权)，theleaderofWu,totakeLiuBeiashislittlebrother-in-law．AfterthemarriageofLiuBeiandSunShangxiang(孙尚香)，LiuBei’SadviserZhugeLiang(诸葛亮)cardedoutaschemeforLiuandmakehimtookhiswifebacktohishomeJingZhou．Meanwhile，LiuBei’SarmyheavilydefeatedthatofZhouYu’S．HereinTheScholars，asilkbuyer(幺幺__客人)WA-qstolenfourpackagesofsilverworthtwohundredtaelsbyawomanwhohehadanightoflovewith．ThenthefourthMr．Feng(凤四老爹)turnedthetheirtraptoⅡleirownusetocapturethewomanandgetbackthelostpackagesofsilver．Soatlast，themangainednothingbutonenightbeencuckoldwhichissimilartotheplotinTheRomanceofThreeKindoms．Fromthecommunicativedimension,itissaid(mode)bythesilkbuyertothewoman’Shusband(tenor)talkingabouthisopiniontowardthewholething(field)．theallusionisofsatiricmoodtothepersonwhoainlstogainprofitbyunfairmeans，butturnsouttosufferdoublelosses，thepragmaticuseofthespeechactisexpressive,whichshowsthespeaker’Ssatiricattitudetowardswhatthewoman’shusbandsuffers．Thesemioticstatusoftheintertextualreferenceshouldbeassessedaswellintheprocessoftraversingtheintertextualspace．Thesign“夫人”originallyreferstothehonorificaddresstothewivesofthegovernorsorsomeofficersinthefeudalsocietyofancientChina,andnowitisusedtoaddressthewivesofothers’andone’Sown．Thesign“兵”isametonymto‘‘wF’，and“折兵”refersto“thelossofthewar'’or‘'beingdefeatedinthewar'’．Intherendition,thetranslatorschose“yourwif．e’’ratherthan“Madame”or“Lady'’，whichiscoordinated埘ⅡlthecommunicativecontextinTheScholars．Andthesigns‘‘campaign’’and‘'bargain'’inthetranslationareofmultiplemeanings：apartfrom“seriesofmilitaryoperations晰thaparticularaim”，“campaign'’isalsousedto
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextualityreferto“seriesofplannedactivitieswithaparticularsocial，commercialorpoliticalaim”，whichisalwaysconnected州tlldarkinsidertrading；‘'bargain”canreferto“thingboughtorsoldforlessthanitsusualprice”．Eventhoughtheforeignreadersknownothingabouttheallusion,thesignschosenintherenditionCantriggerthesamekindofpre—existcognitiveexperienceof“doubleloss”ofthereaders．Inthisway,therenditionpreservedthesemioticstatusoftheoriginalreference，andpreserveditsintentionalitybytransferringthesatiricattitudeofthespeaker．3．1．3RecognitionandTranslationofCommonSayingInChinese,commonsayingcontainsproverbs，Chinesewisecracks(歇后语)，idiomaticphrasesinitsbroadsense．InitsnalTOWs肌se，itonlyreferstothepopularizedandvividstereotypes．Inthisthesis，commonsayingisadoptedinitsbroadsense,whichincludestheformsofproverb，two-partallegoricalsayings，idioms，dialectandslang．Theunderstandingofcommonsayingsmaynotaneasytask，forthefactthat$omeofthemhavehighlycontractedstructuresandtheconnotationscannotbeseenfromtllcirliteralmeanings．Andtheculturalbackgroundknowledgewhichenablesthesourcelanguagereaderstounderstandthemeaningofthecommonsayingsconstitutesastheintertextualpre-text．Hereinthispart,theauthorofthisthesiswouldtakethetranslationofidiomsandtwo-partallegoricalsayingsforexampletotracetheintertextualprocessoftranslation．InTheScholars，idiomsareeverycommonlyusedbytheauthor．Idiomsarethewidely-usedstereotypedexpressionspasseddowninthelong-timeprocessofsocialcommunication．Idiomsarenullleronsandtheyoccurfrequentlyinalllanguages．Chineseidiomshavefixedstructure，formandca僦meanings．Theyalemostlyfour-characterphrasesfromwrittenlanguage．TheuseofidiomsCanmakethelanguagevividandconcise．Astothestrictlanguagestructure,fixedformandmeaningofidioms，thetranslationofidiomsmayhavetroubledmanytranslators．Beforethetranslatorsembarkontheactivityoftranslation，t11eyshouldfirsttracetheintertextualsignaltoitspre-textstoaccesstheinformationalstatus，intentionality,semioticstatusoftheintertextualreference．Let，Stakethetranslationof“老生常谈”inthefollowingtextforinstance．
Example5：这一首词，也是一个耋生堂遮，不过说人生富贵功名，是身外之物，但世人一见了功名，便舍着性命去求他，及至到手之后，味同嚼蜡。Theideaexpressedinthispoemisthecommonplaceonethatinhumanliferiches，rank，Successandfameareexternalthings．MenwiIIrisktheirlivesinthesearchforthem；yetoncetheyhavethemwithintheirgrasp，thetasteisnobetterthanchewedtallow．(TheScholars，l：2-3)Intheaboveexample，theidiom“老生常谈”canbeseenasanintertextualsignal，orasignifier,whichsignifiedalltheinformationintheintertextualchain．Itcarlalsobewrittenas“老生常谭”．Literally,itmeansthecommoncommentsannouncedbyoldscholars，andnowadaysitreferstotheoldclich6accustomedbypeople．WecanfinditsorigininthestoryofRecordsoftheThreeKindoms。GNanLu(《三国志·管辂传》)．(ChertMeilin,2002：2)Ontheoccasionofconsulting90ds，GuanLuadvisedtwohenchmenofCaoCao’Sgrandnephewnottorunamokotherwisetherewillbeextremebadluck．However,thetwohenchmenneglectedhiswordsandsaidwhatGuanLusaidis“老生常谭”(clich6，whichisuselessandeveryoneknows)．Sotheidiomisofderogativesense．ThetextisexcerptedfromtheverybeginningofTheScholars，anditisillustratedtoitsreadersfromtheauthor’Stone(tenor)．Ittellsaboutthemainideaoftheopeningpoemaswellasthebook(field)．Whenitisusedinthetext,theidiomservesasthepredicative，whichmodified“这一首词”(thispoem)，inthesentence．Andtheidiomcantriggerthereaders’storedknowledgeabouttheintertextualreferencetoitsimpliedmeaningandderogativesense．Ithelpstoshowtheauthor’Sderogativetonetotheaccustomedthemeofthepoemwhichtellspeople‘'fiches，rank,SUCCCSSandfameareexternalthings”inhumanlife．Togetherwimthedisjunctivepart“但⋯⋯”，itconstitutestherhetoricaldevicesthatdepressingfirstwhileaimingtoraiseupsomething,whichreflectstheauthor’Sintentionofomphasizingthepoem’Smainidea．Intherenditionofthetext，theidiom“老生常谈"istranslatedinto‘‘commonplace”，whichisanadjectiveoftenusedderogativelytorefertoordinaryornotinteresting(remark，truism，event,topic，etc．)．InEnglish，anadjectivecanbe
usedasattributiveandpredicativegrammatically．Therefore，thetranslationpreservedthesemioticstatusoftheoriginalintertextualsignal，i．e．theidiom“老生常谈”．Andthederogativesenseofthewordhelpstopreservetheintentionalityoftheofi#nalaswell．However,thefixedstructureofidioms，whichareinvolvedintheinformationalstatusoftheoriginalintertextualreference，isnotpreserved．Apartfromthetranslationofidioms，tllatofthetwo-partallegoricalsayingsisgoingtobediscussedinthispart．InTheScholars，therearemanytwo-partallegoricalsayings，whichreflectthespecificculture，languagefeaturesandwitsofanation．Two—partallegoricalsayingisaspecialkindofculture-specificexpressioncomposedbytwopartslinkedalwaysbyadash，ofwhichthefirstpart,alwaysastraightawaysentence，likeafiddle，isdescriptive，whilethesecondpart,sometimesanexplanationortheanswertothefiddle,CalTi懿themessage．AsitispresentedinEx．8，“瘫子掉在井里，捞起也是坐”isatypicaltwo—partallegoricalsaying,whichisveryeasytorecognize．Example6：周进听了这话，自己想：“瘗王控查羞里：捞起也是坐。’有甚亏负我?”‘'Evenifavaralvticfallsintoawell．hecanbenoworseoffthanbeforq．’’thoughtZhouJin．“Itcall’thurtmetogo．”(TheScholars，2：50-51)Thoughthetwoclausesarenotlinkedbyadash,thetwopartsinquotationmarkstogetherformedatwo．partallegoricalsaying．Thefirstpart“瘫子掉进井里"iseasytounderstand．“瘫子”isofthesaDiestructureof“瘸子”(acrippledperson)，“瞎子”(ablindperson)，“聋子”(adeafperson)⋯inChinese．Risacolloquialusagelanguagetodenotethekindofpersonwhoissufferingfromparalysis．Ifareaderwantstounderstandthesayingheshouldfirstknowthecharacteristicsofparalysis．Paralysisreferstotheabatementorlosesofmuscle’Smovementfunction．Sonomatteraparalyticisinawellorontheground，hecanonlysitthere．HereinTheScholars，itissaid(mode)byZhouJintohimself(tenor)tomakeclearthetruth‘‘翻yellifhefallsintoawell，aparalyticonlysitthere'’(field)．Thepragmaticuseofthereferenceistomakeclearhisownsituationandpersuadehimselftoaccepthisbrother-in—lawJinYouyu’Ssuggestionofdoingbusiness、析mhim．Asanintertextual
．．ChapterThreeAnalysisontheTranslationofTheSc—h—o——l——a——r——s———f．．r．—o——m——．．．t．h．．．e．．．P．．．e．．．r．s．．p．．．e．．c．．t．i．．v．．e．．．．o．．f．．．I．．n．．．t．e．．r．．t．e．．x．．．t．．u．．M．．．．i．t．y．．．signal，thetwo。partallegoricalsayingprovidestwoassumptionsofa“瘫子”．whichare“掉在井里”and“捞起”，andthesameconsequenceoft·坐”．Andthesecondpart“捞起也是坐”correspondswiththefollowingconclusiontt有甚亏负我，，bvtheCO—referenceof“瘫子”and“我”．’Ihetwo-partallegoricalsayingistranslatedas“Evenifaparalyticfallsintoawell，hecanbenoworseoffthanbefore”，inwhichtheadverbialclauseofconcessionprovidesthereaderstheassumption,andthefollowingprincipalclausegtvestheoutcomecorrespondingwith“itcan’thurtmetogo”．Sotherenditionpreservedthesemioticstatusoftheoriginal．Astheword‘'paralytic’’referstothesanlekindofpeopleinEnglishas“瘫子”doesinChinese,andthesametruththataparalyticcanonlysittherenomatterwhereheis，thetargetlanguagereadersCanalsounderstandtheconditiondescribedbytheoriginalauthor．Inthisway,therenditionpreservedtheintentionalstatusoftheoriginal．However,thesecondpartoftheoriginaltwo。partallegoricalsayingwhichgivesacomparingassumptionwith“fallinginthewell”，isnotpreservedintherendition．3·1．4RecognitionandTranslationofParodyApartfi,omquotation,allusionandcommonsaying,parodyisalsoacommon-usedintertextualapproach．Parodyrefersto‘'thehumorousorsatidcalimitationofaseriouspieceofliteratureorwriting'’；‘‘aburlesqueimitationofamusicalcomposition'’；“anyhumorous，satirical，orburlesqueimitation．asofape娼。玛event,etc'’．Initsnarrowsense，parodyis‘‘animitationofthestyleofaparticularwriter,artist,orgenrewithdeliberateexaggerationforcomiceffect，．Initsbroadsense,parodyis“theimitativeuseofthewords，style,attitude,toneandideasotanauthormsuchawayastomakethemridiculous”．TheoriginaltextCanbetransformoradaptinanothertextwiththetechniqueofparody．LuoXuanmininsiststhatparodiesc觚bemanifestorconstitu矗ve．Thefoml盯ISarhetoricaldevicewhichfocusesmoreonthecharmofⅡleartwhilethelatt盯focusesontheinnerlinkbetweentheliterarytraditions．(LuoXuanmin,2006：72．73)AccordingtoXiangHong(201o)，thereareparodicwords，parodics∞t％c懿锄dparodictonesduetothedifferentcharacteristicsandformativepatterns．P缸odic
wordsrefertothenonce-wordswhicharecreatedbyreplacingtheoriginalmorphemeswithnewonesintheexistingwords．Parodicsentencesproducewhensomeelementsofsomefamoussentencesorsayingseitherfromdailylifeorliterarywoksalereplaced．nleimitationofafamiliarstyleortoneofwritingbelongstoparodictones．Itshouldbenotedtllatparodictonesbelongtoconstitutiveintertextuality,SOhereinthispartonlyparodicandsentenceswillbediscussed．Therealemanyparodicandsentencesin刀踣Scholars，andsomeoftheirsourcescanbefoundintheoriginaltext,whilesomenot．Table3．1listedsomeexamplesofparodicandsentencesin砀PScholars，whichhopestogivemoredirectcomprehensionotmamtestparody．'-'’n●一●categorySOUI-ceparodychapter寿终正寝疾终正寝5尘土屑金玉屑13Parodic虞美人余美人34小姑娘萧姑娘34呆子乖子44门年愚侄门年愚叔46癞蛤蟆想吃起天鹅肉想天鹅屁吃3Paradic陈芝麻烂谷子陈猫古老鼠6sentences打开天窗说亮话打开板壁讲亮话14一个萝卜一个坑一点水一个泡26。I．able3．1ParodicandsentencesinZheScholarsVⅣllenparodicandsentencesareusedinatext,theintertextualitycallbefoundwithoutpayingmuchmoroeffort．Anditwillrecallthereaders’pre—existingknowledgeandbringaboutacomparativethinkingbetweentheoriginaltextandthepre-textitparodiesintheirminds．SothesignswhichCalltriggertherecognitionoftheintertextualityareintertextualsignals．Andintheprocessoftranslation,thetranslatorsshouldtracetotheirpre-textandassessthesemioticstatusoftheintertextualreference．Forinstance，“疾终正寝”inthetitleofChapter5isaparodicwordoftheidiom“寿终正寝”(one’Slifeendswhenone’sinbed)，inwhichthesign32
ChapterThroeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextuality“寿”(1ife)inⅡleidiomisreplacedby“疾”(illness)asitispresentedinEx．7．Example7：王秀才议立偏房严监生痃终正痘TheWangBrothersDeliberateHowtoMakeaConcubinetheMistressoftheHouse．YanDayuDies．(TheScholars，5：114-lls)Tracingtheparodicwordintoitspre-text，we’llfindthatbothofthewordandtheidiomrefertodie．Inordertoknowwhyitisusedintheparodicwayoftheidiom，thecontextsoftheintertextualreferenceshouldbeanalyzed．Asthetitleof5。thetextCanbeseenasawritten-formed(mode)dialoguebetweentheoriginalauthorandhisreaders(tenor)，inwhichthemainideaofthischapterisdisclosed(field)．Asaspeechact,thefunctionoftheintertextualsignalisrepresentative,i．e．thepragmaticuseoftheintertextualreferenceistoinformthereadersthatYanDayudiesofillnessinthestoryofthischapter．Alloftheabovefactorsinvolvedinthecommunicativecontextandpragmaticcontextdecidethepresentformofthesigns．Duetoitspragmaticuse,thetextshouldbeatypeofchaptertitleoftraditionalChinesenovels，inwhichthestructuresofthetwopartsarealwaysthesame,bothofthemtellsthereaderswho(王秀才；严监生)andwhatwilltheydo(议立偏房：疾终正寝)．However,whenthetextistranslatedintoEnglish,thereisnosuchkindofchaptertitlewitllstrictstructureasitisinChinese．Inordertopreservethesemioticstatus，suchasbeingatitleofachapter,thetranslatorsadoptedthetraditionalformoftitleinEnglish．Becauseofthegreatinformationdisclosedinthefirstpart，fewspacesareleftforthesecondpart,SOthetranslatorschosethegeneralizedword“dies”asthecorrespondingpartof“疾终正寝”．Forthefactthatto“die'’isthecommongroundof“寿终正寝”and“疾终正寝”，therenditionsharedthesameintertextualreferencewiththorn．Butitshouldbenotedthatbytranslatingitinthisway,theinformationaboutthereasonofYanDayu’3death，‘‘illness”，willbelostintherendition．Fromtheaboveanalysis，wecanseethatintheprocessoftranslating33
intertextualelements，theintentionalityandsemioticstatusoftheoriginalsignalwillbepreserved，whiletheinformationalstatuscannotalwaysbepreserved．Buttheintcrtextualreferenceistransferredintherendition．Example8：不要失了你的时了!你自己只觉得中了一个相公，就‘瘥蛤蠛想吃起云鹅囱’来!⋯⋯不三不四，就想云鹅厘吃!趁早收了这心IJustpassingoneexaminationhasmm‘xtyourheadc翘npletely--一you’1"olike垒垃煎tryingtoswallowaswaq!⋯Youlooklikeamonkey,yqtyouwanttObecomeanofficial!Come0frit!(TheScholars．3：68-71)Theabovetextisexcerptedfromthediscoursesaid(mode)byButcherHutohisson-in-lawFanJin(tenor)inChapter3．IthappenedwhenFanJincametohisfather-in-lawButcherHutoborrowmoneytotakepartintheimperialexaminationafterhehasgottheidentityofcandidate．AndButcherHurefusedandwarmed(pragmaticuse)himnottodreamofbecominganofficial(field)．IIlEx．8，“癞蛤蟆想吃天鹅肉”isacommonsayingusuallyusedbyChinesepeopleincolloquiallanguage．T0adandSWanaretwooppositeimageswhichrepresentuglinessandbeautyrespectively,andtheformermovesonthegroundwhilethelatteronthesky．Sothecommonsayingisusedtorefertopeoplewhodon’thavethewitstoknowthemselves，andpersisttoseekforthingstheycouldneverget．Forthefactthatthereisthesamekindofrecognitiontothetwoimages，thereferencetransferseasilyintherendition．Thephrase“天鹅屁”istheparodicformof“天鹅肉”，inwhichthecharacter“肉”wasreplacedby“屁”．1kuseof“天鹅屁’’vividlydisplaysButcherHu’scontemptanddisgusttowardhisson-in·lawFanJin,andhighlightstherudesnobfeaturesofButcherHu．When“就想天鹅屁吃”istranslatedintoEnglish,thereferencetotheprecedingsaying“癞蛤蟆想吃天鹅肉”shouldbepreserved．Takingthecommunicativeandpragmaticcontextsintoac加unt,thetranslatorswouldfindthatthetwosentencesrefertothesfmethinginthetext,whichisFanJin’sdreamofbecominganofficial．Asthesign“肉”intheoriginaltextisomittedintherenditionofthesaying,theparodicword“天鹅屁”lostthe
—C—h—ap—te—r—Th—r—ee—A—n—al—ys—is—ontheTranslationofTheScholarsfromthePerspectiveofIntertextuality—reR：rence．Inordertopreservethecoherenc宅totheprecedingpart，thetranslatorsarenotconstrainttotheparodicformoftheoriginal，buttranslateditas“yetyouwanttobecome强official'，，togetherwiththerestparts，theintentionofwarningispreserved．3．2ConstitutiveIntertextualityandItsTransferinTheScholarsComparedtomanifestintertextuality,constitutiveimca-textualityISmuchmoreopaque，itisnottheconnectionwithspecificintertextualreference，buttheintertextualrelationshipbetweenthepresenttextandpre-textmgenre,theme，s缸1ld眦aIldfunctionintheprocessofr铋ding．Inthefollowingparts，gencrtcintertextuality,thematicintertextuality,structuralintertextualityandfunctionalintertextualityinTheScholarswillbediscussedrespectively．3．2．1RecognitionandTransferofGenericIntertextualityGem．eisarelativelyloosesetofstandardaboutacategoryofanydiscourse咄．panBin,2001)Itisthetermforanycategoryofliteratureorotherformsofart,basedon9Dmesetofstylisticcriteria．Genresareformedbyconventionsthatchangeovertime嬲newgenresareinventedandtheUSesofoldoncsarediscontinued·Makinguseoftheconventionalways，genreexpressesacertainactivityofmscoursewllichc髓suitacataillsocialcontextandmeetthegoaloftheparticipantsof廿lecontext．(Hatim，1997：35．36)Inthisway,genreistheconventionalformmanifestedbylanguage，whichreflectsthegoalandstrategyoftheparticipantsma咖social∞n蹴￡Thediscourseparticipantsinvolvenotonlythecrossingpointsofd扣erselanguagesandculturalbackgrounds，butalsoindifferentcrossingpointsofthesanlelanguageandculture’sculturalbackground．(ibid)Gel崩cintertextualityreferstocurrentorhistoricalrelationsbetweengenresortypesofdiscourse，eachofwhichcanbes嘲aspresupposingacollectiveorakindofadd溺s嘲iIlmeSa'lsethateachtypeofdiscourseismoreorlessmthemonopolyofasocialgroup，aclassorinstitutionanddifferentsocialsectionsareprivilegedbydifferentdiscoursetypes．OfinBin，2000：93)Inthissense，onet强t
mayimitate，absorborechowiththestyleorgenreofanoth01"textandtheintertextualsignalscanonlybeidentifiedondiscourselevel．InTheScholars，manydifferentkindsofgenrescanbefound，suchas诗(poem)，词(poetrywithtunes)，对联(antitheticalcouplet)，招牌(placard)，报贴(officialannouncement)，关文(document)and文书(despatch)．111eUSeofdifferentgenresenrichedtheexpressionofthenovel．Whilereadingatextofapeculiargenre，theusedlanguageandtextuals仃uctllrewouldtriggerthebackgroundknowledgeaboutthissortofgenreinthereaders’minds，whichhelpstoachievethesamekindofcommunicativepurposes．Example9：门斗进了门，见匡太公睡在床上，道了恭喜，把报贴升贴起来。上写道：“撞拯基应扭公匡违望，墓握堂御史堂遵太耋釜取史垂遗县篡=名厶洼。联抖厘箍。查堂坌邋。”ThetwomessengerscongratulatedOldKuang，whowaslyinginbed，andpastedupallannouncem∞tonwhichwaswritten：‘'ThisistOinformyouthatMr．KuangChaorenof跫磐d凼垡当垫毯垒鱼匹出乙jl鼹．坛豳u出毯疆西伍嫩姐lh要listbylh雯imp鲥aI蠡聂姗in盟．”(TheScholais，17：420-421)Example9presentsallofficialannouncementexcerptedfromTheScholaIS．Justasitsnanleimplies，allannouncementisusedtoannounce(pragmaticuse)somebodysomething(field)byaspecialinstitution(tenor)inwrittenform(mode)．Asano街cialannouncementtoinformapersonhavepassedakindofexamination,everyonebeginswith“捷报”(goodnewsreport)，follows“贵府相公／老爷⋯⋯”(thepersonwhopassedtheexamination)，thenthespecificthing,atlasttheinstitutionwhoannouncedit,i．e．themainpartsoftheannouncementinvolvesthetitle，person，affairandannouncer．Moreover,thelanguageusedinanannouncementisformal，conciseandfullofhonourablewordslike“贵府”(yourhonorablefamily)and“讳”(forbiddenword)．Theformatives仃uctureandlanguagefeatureswhichareinvolvedinthesemioticstatusofthereferencecharacterizedthegenreofannouncementinthiscase．Intheprocessoftranslation,thesecharacteristiconformandlanguageshouldbepreservedinordertoretaintheintertextualityofgenre．TheYangsusedonecomplexsentencewithobjectclause，whichCanbedividedinto
ChapterThreeAnalysisontheTranslationofl'heScholarsfromthePerspectiveofIntertextualitythreeparts：‘‘thisistoinformyou’’，‘‘Mr．KuangChaorenofyourhonourablefamily'’，“hasbeenclassedfirstonthelistbytheimperialexaminer'’．Thoughthefourthpartoftheoriginaltext(announcer)iSomitted，thewholesentencehasthesames仃ucturewiththeoriginal，andtheUSeof“Mr．’’and‘'honourable'’conveyedthetoneoftheoriginaltext．Therefore，thesemioticstatusoftheoriginalintertextualreferenceispreservedintheprocessoftranslation,SOastoitsintentionality．However,theinformationinvolvingthetenorandfieldarenotpreservedintherendition．Inthisway,thegenericintertextualityhasbeenwelltransferredinYangs’translation．Example10：两公子打开看，是一幅素纸，上面写着一首七言绝句诗道：“不敢妄为些子事，只因曾读数行书。严霜烈日皆经过，次第春风到草庐。”TheLoubrothersunfoldedthewhitesheetofpaperandreadthefollowinglines：Idarenotdoanythingwrong，BecauseIhavestudiedoldbooks．IhavecomethroughbitterfrostandM逝beat,Andnowthespringbreezeplaysonmythatchedhut(TheScholars，9：240．241)ThetranslationofChineseclassicpoemsisalwaysdiscussedbyscholars，butitisalmostthemostdifficulttaskfortheexistenceofdisciplinedformandrhymeschemeofthepoems．Ex．10excerptedapoemfromTheScholars，whichissaidtobewritten(mode)byYangZhizhong(tenor)toexpresshishigh—heartedthoughtandself-disciplinedsentimenttobeascholar(pragmaticuse)．When“七言绝句诗”ismentioned，thesourcelanguagereaderswouldbearthebackgroundknowledgeabouttheuniquegenre：ApoemwithfourlinesandeachcontainingofsevenChinesecharacters，inaddition,thelinesofevennumberwouldhavethesamerhymescheme．Ithasnotonlythefunctionofexpressingmeaning,butalsothefunctionofentertainment．Allofthesegenericcharacteristicsconstitutethesemioticstatusofthepoem．Inthetranslation，itisexpectedtopreservethesemioticstatusofthepoemasmoreaspossible．BecauseofthedifferencesbetweenChineseandEnglishaswellastheirliteraryconventions，itisimpossibletopreserveallthecharacteristicsofthe37
original．TheYangs’translateditintheformofEnglishpoems，whichinvolvesfourlines，andthenumbersofwordsineachlineare6，6，9，and10．There&realliteratedwordslike‘‘dare’’and‘‘do’’，‘'biRer'’，‘'blaze'’and‘'beat’’inthetranslation．Moreover,thoughtheevenlinesofthetranslationdon’thavethesamerhyme，thelasttwolinesaleallendedinthesound‘‘／t／'’．AsthesamefunctionofpoemsinbomChineseandEnglish，therenditioncanalsoexpressthesamekindofsentiment私theoriginal．Therefore，therenditionpreservedthesemioticstatusandtheintentionalityoftheintertextualreference，anditechoesthegenericintertextualityoftheoriginaltext．3．2．2RecognitionandTransferofThematicIntertextualityIncontemporaryliterarystudies，themereferstothecentraltopic，subject,orconceptofaliteraryorartisticwok．Itisthemainbodyandcoreofitscontent，whattheauthoristryingtopointout．XinBin(2001)holdsthatthemecanbecombinedinanystoryandappearindifferenttextsoraseriesoftexts．Thematicintertextualityreferstotheintertextualreferencetoacertaintheme，whichCanaroBseone’simaginationandactivatetherelevantaspectsofthetheme．I．七Ynkethinkeverydiscoursepartiallyreconstructsorinterconnectswithoneormore，smallorlargethemeforms．TheitemsandsemanticrelationshipofthethemeCanbereflectedbyvocabularyandgrammarstructure，aswellastherhetoricstyleandthesemanticstructureofgenre．(XinBin,2010：36)Thematicmtertextualityplaysaveryimportantroleinthetranslatingprocessofliteraryworks．Therecognitionofthethemewillthusleadtothereaders’understandingofthesource-textwriter’sintentioninhiswriting．Let’StakethetranslationofthetitleofchapteroneinTheScholarsforexample．(Ex．11)Inordertotranslateitproperly,thetranslatorsshouldfirstunderstandthemeaningofthetitle．AccordingtoChenMeilin(2002)，“楔子"isusedtoleadtothemainbodyofthenovel，and“敷陈”meatL．qtonarrate，stateorexplain．Yi(义)hasmanyconnotativemeaningsindictionary．Itusuallyreferstotheprincipleoractionwhichisconformingtojusticeorrightnesswhenitismentioned8．8akindofvirtue．Apartfromthemoralcategory,itcanalsorefertomeaningorthecontentpeoplelearnedfi'omthings，such勰“意义”，“含义”and“大义”．Andthecorrespondingpart
ChapterThreeAnalysis011theTranslationofTheScholarsfromthePerspec——tiveo．．．．．f．．．．．．．．．I．n．．t．．．e．．．．．．．r．．．．．t．．．．e．．．．．．．x．．．．．．．t．．．．u．．．．．．．．a．．．．．．．1．．．．i．．．．t．—y—of‘‘大义’’ins仃uc嘶is‘‘全文”，whichmeansthefulltext．Thereforethephrase“大义”intheoriginaltextCanbeunderstoodaseitherthekindofmoralprincipleorthemainideaandcontentofthenovel．Example1l：说楔子敷陈太竖借名流隐括全文hI、釉ichanIntroductoryStoryofaGoodScholarPoill纽theMoraloftheBook(TheScholars，1：2—3)AfterConfuciusputforwardthefivevirtue3ofRen(仁)，Zhi(智)，Li(礼)，Ⅵ(义)，XJn(信)，YihasbecomeaconstantthemeforChinesepeoplenomatterinreallifeorliteraryworks．ThereisthestoryofWdShique(卫石碚)whoplacerightcousnessabovefamilyloyaltyandthatofWenTianxiang(文天祥)whomeethisdeath、析Ⅱlgreatcomposureinhistory．Inaddition,Yiisalwaystakenasmeirthemeintheworksofliterature，suchasSevenHeroesandFiveGallants(《七侠五义》)，OutlawsoftheMarsh(《水浒传》)，砀PDeerandtheCauldron(《鹿鼎记》)，etc．WhenYi(义)isdiscussed,allofthestoriesofthisthemewouldappearinthe50urcelanguagereaders’minds．Inadditiontothis，thethemeiscorrespondingtothetwoimportantplotswhichareworthnoticinginone．OneisthatthePrinceofWuconsultedWangMian(王冕)，agoodscholar,howtowintheloveoftherebelledpeople，WangMiansuggestedhimto‘'usegoodnessandj瑚ticetowinthepeople”(以仁义服人)．Thesecondiswhenhereadtherulesforthecivilserviceexaminations，whichrequiredthecandidatesonlytowrite朋妇essays(八股文)ontheConfucianclassics，WangMiancriticizeditwouldmakethescholarslookdownon‘'realscholarshipandcorrectbchaviour'’(文行出处)．Moreover,allthestoriesofthenovelaredisclosedaroundthepursuitoffame,rankandwealthofthescholarswhichiscontradictorytowhatWangMianpursues．Throughthiskindofcontradiction,theauthorsatirizedthescholarsofthattime．Forinstance，WangHuiCE惠)whois900datpunishingtheordinarypeopleiscalled
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextuality-“theablestofficerinJiangxi”(Chapter8)．MaChunshang(马纯上)saidevenConfuciusintheirdayswouldbepreparingfortheexaminationsinsteadofcultivatinghismoralcharacter(Chapter13)．WhenitistranslatedintoEnglish，theYangs’chosetheword‘'moral’’insteadof‘'mainidea'’or‘‘virtue'’．Accordingtoexplanationinthedictionary,‘'moral’’asacountablenouncanrefertopracticallessonthatastory,aneventoranexperienceteaches；standardsofbehaviourorprinciplesoffightandwrong．Intherendition‘‘themoralofthebook'’，moralcanbeunderstoodasthepracticallessonofthebook,atthesalTletime，itcanalsoremindthereaderstheprinciplesofrightandwrongtalkinginthebook．Inthiscase，thesemioticstatusoftheoriginalismagicallypreservedintherendition,SO鹤totheintentionofgeneralizing"thechaptercorrespondingtothethemevi(义)．Theword‘'moral”canserveasanintertextualsignalwhichwouldtriggerthesamekindofinformationstoredinthetargetlanguagereaders’mindsthroughthetransferofthematicintertextuality．3．2．3RecognitionandTransferofStructuralIntertextualityApartfromtheabovementionedkindsofintertextuality,thereCanbeastructuralrelationshipbetweenatextandothertextswhich‘'displayingaffinityofform'’．(Hatim&Mason,2001"133)Structuralintertextualityreferstotheintertextualsignalssharingsomesimilarityinstructure．Accordingtothedifferentlevelsoftheform，structuralintertextualityhasdifferentmanifestations．ProfessorShaoZhihong(2010)summarizedthestructuralintertextualityindifferentlevels(ProfessorShaoholdsthattheSO—calledconstitutiveintertextualityisinfacttheimplicitextratextuality,SOstructuralintertextualityiscalledstructuralextratextualityinhiswork．)Atthewordlevel，thereisanalogy,noncewordsandfour-character灿einChinese；atthesentencelevel，thereisvariationofidiomsandsentence-imitating；atthetextlevel，structuralintertextualitymaylieinwriting-imitatingandwritingstructure．ProfessorShao(2010)holdsthatparodyisthemosttypicalexampleofstructuralintertextuality．Asitismentionedbeforein3．2．4，parodyCanbemanifestorconstitutive，andconstitutiveparodyemphasizesontheinnerlinkwiththeliterary40
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextualitytraditions，andinteractswithgenreandtheme．(LuoXuanmin，2006：73)Manyscholarsdiscussedabouttheimitatingformsin砌PScholars，throughwhichthenovelachieveditseffectofirony．Forexample，intheportrmtofYangZhizhong(杨执中)，imitatingtracescaD_befoundintheplotstructurearrangementwiththatin刀lPRomanceofThreeKindoms(《三国演义》)．(ChenWeishao，1999：28—29)AndtheplotstructureofTheScholarsandthatofTheRomanceofThreeKindomsarecomparedinTable3．2．TheScholarsTheRomanceofThreeKindomsAppearanceYangwasintroducedbyZhouJifu．ZhugewasintroducedbyXuShu．(Chapter9)(Chapter36)The1nvisitTheLousmetawoodcutterLiuBeiheardtheson2ofaplowman，andfinoldCl-onehardofhearingmetthedoor-boyandZhuge’SfriendCui(ibid)Zhouping(Chapter37)The2*dvisitTheLousmetawaterchesmutsellin2LiuBeimettwoofZhuge’sfriendsand蛰QYwhogavetheLousapaperofhisfather-in-law．(ibid)Yang’Stmem(ibid)The3一visitTheLoushaddinner谢tllYang。andLiutalkedaboutpoliticalbusinesswimin访tehimtotheirhouse．Zhugeandinvitedhimtohelp．(Chapterl1)(Chapter38)Table3．2StructuralintertextualitybetweenTheScholarsandTheRomanceofThreeKindomsFromTable3．2，wecaneasilySeethesimilarityofthetwonovelsintheirplotstructure．YangZhizhongandtheLous(娄氏兄弟)inTheScholarsarecomparedtoZhugeLiang(诸葛亮)andLiuBei(文lJ备)respecfively．TheplotstructureoftheLousinvitingYangtotheirhomeisaparodytotheplotthatLiuBeivisitedthethatchedcollagethreetimestoaskforZhuge’Shelp．Ⅵ／'hentheoriginaltextisreadby80urcelanguagereaderswhohavereadTheRomanceofThreeKindoms，tllcywouldcomparethedescriptioninTheScholarswiⅡlthatinThreeKindoms．BoththeLousandLiuBeimetpeoplearoundYangandZhugebeforetheymeetthefightperson．HoweverthepeoplearoundZhugeareallofpleasingaddressandgracefulbearing；whilearoundYangthereis“alloldcrone'’with‘‘hardhearing'’．41
ChapterThroeAnalysisontheTranslationofTheSchela坶fromthePerspectiveofIntertextuality111eLousgainapoemwrittenbyYangisaparodytoLiuBeihearingsongswrittenbyZhuge．ButthefactistheSO—calledYang’Spoemisactuallyplagiarizedfromsomeoneelse．BythestructuralintertextualitywithThereIOndoms，thereaderscanrealizetheauthor’SsatiricaltonetotheSO-calledhermitYangZhizhong．Moreover,itisalsoapungentironytotheLouswhodreamofbecomingcelebritiesbyimitatingthefamouspeopleinancienttimessuchastheLordofMengChangtomakeofferingtodistinguishedpeople．"哂／'henthetextistranslatedintoEnglish,theimagesof‘‘woodcutter'’，‘‘oldcrone'’，‘'boy'’and‘'poem”，whichhelpthestructuralreferencetoThreeKindoms，arealltransferredfaithfully．Astothethreevisits，theYangsreproducedtheplotstruch_lI'ein砌PScholarsaswell．SowecansaytheYangshavepreservedthestructuralintcrtextualityoftheoriginalinmeirtranslation．However,astheimplicitnessofconstitutiveintertextuality,thereadersonlyCanfigureoutthestructuralintertextualitybasedontheirpre-existingknowledgeaboutThreeKindomsthroughtherecognitionofthesimilarplotstructure，whichmaybeimpossibleformostofthetargetlanguagereaders．3．2．4RecognitionandTransferofFunctionalIntertextualiWFunctionalintertextualityCovers“similarityintermsofgoals'’．(Hatim＆Mason，2001：133)Itemphasizesonthesimilarityoncommunicativemotivationandobjective．Itiscloselyrelatedtospeechactfromthepragmaticview．ItissimilartothetermtypeinLuoXuannmin’Sdissertation，whichbearingtheinter-disciplinarynature，andcloselyrelatedtocommunicativefunction．(XiangHong，2010：100-101)IntheclassicChinesenovelssuchasOutlawsoftheMarsh，TheRomanceofThreeKdndoms，AJourneytotheWest,ADreamofReaMansions，andSanyanandErpai(《三言二拍》)intheMingandQingdynasties，formulaicexpressionsarealwaysusedatthebeginningandtheendofeachchapter．AsanovelwrittenintheQingDynasty,TheScholarshasthesamecharacteristicswitllotherclassicChinesenovelsoftheMingandQingdynasties．Intheconcludingmarkersentences，theexpressionslike“有分教”，“正是”，and“毕竟／未知／不知00000且听下回分解”a他usuallyused．Theyareconversationsbetweentheoriginalauthorandhistarget42
ChapterThreeAnalysisontheTranslationofTheScholarsfromthePerspectiveofIntertextualityreaders(tenor)bythewrittenwordsonthepaper(mode)．Thoughdifferentformulaicexpressiomareusedindifferentnovels，theyareofthesamefunctions，whicharetoprovidehintsforthedevelopmentofplot，toarOUSethecuriosityofthereadersandleadtothenextchapter(pragmaticuse)．Therefore，thesimilarityintermsoftheirgoalsformedtheexistenceoffunctionalintertextualitybetweentheconcludingsentences．InTheScholars，exceptforthefirstandlastchapters，theconcludingsentencesofallthechaptersbegin谢m“只因’’and“有分教”，andend谢tll“未知／毕竟／不知”and“且听下回分解”．Whenthe砥ginaltextisread，thesigns“只因”，“有分教”，“未知⋯⋯如何”and“且听下回分解”wouldserveasintertextualsignalswhichcantriggerthepre-existingreadingexperienceofthereadersandhelptoarousemeirwillingoffurtherreading(pragmatic璐e)．Example12：基因这：厦，直盆熬：一舅海疆蹬，．．忽然际姜蟠蝠=j．．签发凑瘟L．竟摄蔗玩悬且曼。圭纽周．进性命垒旦衄，旦咂工回盆鲣。ButtOknowwhetherZhouJinrecoveredornot，YO坠mustre丛tthenextchapter,．(TheScholars，2：52-53)Ex．12istheendingof2．Thischapterdepictedthepoverty-strickenconditionofZhouJin,anditendswhenheknockedhisheadagainstthedeskoftheexaminationcell．Intheprocessoftracingtheintertextualsignalstothepre-text,thetranslatorswouldasSeSSthesemioticstatusofthereference．Asitispresentedintheexample，theendingcanbedividedintothreepartsaccordingtotheirdifferentfunctions：thephrasebegins谢m“只因”isaconnectinglinkbetweentheprecedingandthefollowingtext；thecoupletafter“有分教”isareferentialhinttothefollowingplot；andthelastsentenceisarhetoricalquestion,whichinvolvestheraisingofaquestionanditssolution．Whenitistaken丛akindofcommunicationbetweentheauthorandhisreaders，alloftheaboveinformationbelongstothefield．Anditaimstoarousethereader’Scuriositytoreadmoreofthenovel．Itshouldbenotedthat,nomattergivinghintsorleavingquestionstothereaders，themostimportantfunctionoftheendingistoarousethefBrtherreadingofthereaders．43
WhellthetextistranslatedintoEnglish，notallinformationoftheonginaltextispreserved．AsitisdisplayedinEx．12，thetranslationoftheendingonlyinvolvedthelastpart，andthesecondtwoparts“只因⋯⋯”and“有分教⋯⋯”areallomittedbythetranslators．NotonlyChapter2，butalloftheconcludingsentencesofTheScholarsaretranslatedinthisway．ThoughthebigchangetOtheoriginaltext，theexpressions‘'buttoknow’’and‘‘youmustreadthenextchapter'’inthetranslationpreservedtheformofrhetodcalquestioninthelastpart．Intheintertextualknowledgenetworkofthetargetlanguagereaders，itcanalsoarousetheircuriosityandwillingtofurtherreading．Inthisway,thetranslationpreservedthesemioticstatusandintentionalstatusoftheoriginal．Andthetranslationisofthesamefunctionwithotherconcludingsentences，i．e．thehavetransferredthefunctional’intertextualityoftheoriginal．
ChapterFourPrinciplesofIntertexmalTranslationin刀leScho肠艚FourPrinciplesofIntertextualTranslationinTheScholarsInthepreviouschapter,intcttextualreferenceanditstransferinTheScholarsarediscussedindetailfromtheaspectsofmanifestintertextualityandconstitutiveintertextuality．IntheprocessoftranslatingintertextualelementsinTheScholars，thesemioticstatusandintentionalityofintertextualreferencearepreservedinmostconditions，buttheinformationalstatusisnot．However,aSthecognitivegapbetweenthetextandthetargetlanguagereaders，someinformationarepreservedbythetranslatorswhilesomeothersnotwhentranslatingintertextualdements．Inthispart，theauthorofthisthesishopestofindsomeprinciplesofintertextualtranslationbasedupontheanalysisoftheYangs’translationpracticeofTheScholars．4．1PreservationoftheOriginalAuthor’sIntentionAccordingtoHatimandMason，whentheintertextualspaceiStraversedintracingallintertextualsignaltoitspre-text,thetextusersassesstheinformationalstatus，intentionalstatusandinformationalstatusofanintertextualsignal．Raimstoevaluatewhichaspectsofthesignaletoberetainedandwhichaspectsmustbejettisonedintheactoftransferringthatsignintoanotherlanguage．Intentionality,whichrelatestothe“function'’ofanintertextualsignal，normallyoutranksinformationcontentasitisthebasisofthegeneralsemioticdescriptionofagivenreference．(Hatim＆Mason，2002：134-136)Anintertextualelementmayhavedifferentemphasesindifferentcontexts，whichreflectthedifferentintentionsoftheoriginalauthorwhileapplyingintertextualelementsinhiswork．Linguistssummarizesomebroadclassificationsofthebasicfunctionsoflanguage．(HuZhuanglin，2001：10-17)Thefunctionoreffectanintertextualelementexertedtothesourcelanguagereadersbearsthesubtleintentionsoftheoriginalauthor．Generallyspeaking,theintentionofusinganintertextualreferencemayinvolvetheaspectsofinformationandemotion．Theintentionoftheoriginalauthor45
ChapterFourPrinciplesofIIltertextualTranslationin刀ieScho肠船maybeperceivedadequatelyonlywithinoverallinteractionofthecontextsofthepretextandpresenttext．Intheprocessoftranslatinganintertoxtualelement，itisnotalwaysfeasibletopreserveitssemioticstatus，intentionalstatusandinformativestatusatthesametime．Therefore，thetranslatorsshouldperceivetheintentionoftheoriginalauthorandassessthesemioticstatus，linguisticdevices，informationalstatusandlinguisticstatusoftheintertextualelementaccordingtointentionoftheoriginalauthor．Andtheevaluationwillaffectthepreservationoftheaspectsoftheintertextualelement,andsomebasicdecisionsthetranslatorswouldmakeinthetranslatingprocess，SOastothetranslationstrategiesandmethodsmeychose．Intheca$e’studyofTheScholars，theYangs’translationgivesfullconsiderationoftheoriginalauthor’Sintentionofusingintertextualdements．Theypreservedtheintentionalstatusoftheintertextualsignals，andusedtheapproachesofliteraltranslationand丘∞translationflexiblyintheprocessoftransferringintertextualelementsbasedonthecontext，whichrevealedtheoriginalauthor’Sintention．Let’StakethetranslationoftheconllnonsayinginEx．13forinstance．ItisoriginatedfromavernacularwritingnamedQuanXuePoem({劝学诗》)byEmperorZhenzonginSongDynasty,whichaimstoadviseandencourageamantostudyhardtobecomeanofficialandfulfillhisdreamoffame，wealthandbeauty．Betweenthelinesofthepoem，thereliesthefactthatstudyingfortheimperialexaminationstobecomeailofficialisthebestwayforpeopleinfeudalsociety．Theimagesof“黄金屋”，“千钟粟”and“颜如玉”agethesymbolsofabundantwealth,fertilelandandbeautifulwifeandconcubines．Example13：古语道得好：‘墨主自直黄金屋：盘虫自直王鲑墓：盘生自直豳翅玉。’Astheproverbsays：．Therearegoldenmansiorffinstudy：therearebushelsofriceandbeautifulwomen．．(TheScholars，15：384—385)Whenthetranslatorsevaluatethesemioticstatusofthecommonsaying,廿Icyshouldfirstfigureouttheintentionsoftheoriginalauthor．Accordingtothecontext,
ChapterFourPrinciplesofIntertextualTranslationin17lPScholarsthesayingissaidbyMaChunshang(马纯上)，whoisafamouseditorforpakuessays，topersuadeKuangChaoren(匡超人)tostudyhardforpassingtheofficialexamination．Bycomparingthecontextsofthepre-textandthepresenttext，theintentionofusingtheintertextualdementinvolvestwoaspects，theemotiveonepersuadingothers；andtheinformativeone，whichistoinformthelistenerstudyingfortheimperialexaminationstobecomeanofficialisagoodwaytogetwealth，landsandbeauties．Strictlyspeaking，thecommonsayingdoesn’tbelongtothecategoryofproverb．However,inordertopreservetheemotiveaspectoftheauthor’Sintention，thetranslatorsused‘'proverb”，whichCanrecallthepre-existingcognitiveexperienceofthetargetlanguagereadersanderlhan∞thepersuasiveforceofthetext．Inaddition,thetranslatorspreservedtheimagesof“黄金屋”，“千钟粟”and“颜如玉”，andtranslatedthemliterallyas‘‘goldenmansions)’，‘'bushelsofrico'’and‘'beautifulwomen)’．Asto“书中自有”，whosecorrespondingexpressionis‘'thereis／are⋯inbooks’’inEnglish,thetranslatorsadapteditas‘‘thereis／are．．．instudy'’，whichfaithfullyembodiedtheinformativeintentionoftheoriginalauthor．111eabovementionedexampleillustratesthepreservationoftheoriginalauthor’SintentionfrommanifestaspectintheYangs’rendition．Thenthethesiswillmoveontotheconstitutiveaspect．Constitutiveintertextualityisputontheheightofdiscourseortext,concominggenre，theme，strut,mtreandfunction．Andthepreservingoftheoriginalauthor’Sintentionliesintheprocessingofgenreandstructure．Ex．14isapyramidpoemin硒eScholars．ItissaidbyMciJiu(梅玫)atthetableofdiningZhouJin(周进)whenZhouwasinvitedtobetheschoolteacherinavillagenamedXueMarket．Atthattime，ZhouWasanoldcandidatewhoonlyqualifiedfortlleprefecturalexamination(老童生)，whileMeiWasanewscholarwhopassedtheprefecturalexamination(新秀才)．Whentheytwometeachother,MeithenewscholarspokeandbehavedsarcasticallytowardtheoldcandidateZhou．DuetoZhou’sfasting,Meimentionedtheabovepoem姻ajoketomakefunofhim，throughwhichthereaders咖figureouttheoriginalauthor’Sironyandsatiretothescholarswhoonlycareaboutpassingexaminationswithouttheirmoralvirtues．From47
theanalysisofcontext,it’sobviousthatintentionofpoemistomockZhouJin，whichdependsmainlyonrecreationalfunctionofpoeticgenre．Example14：呆，秀才，吃长斋，胡须满腮，经书不揭开，纸笔自己安排，明年不请我自来。AFoolishscholar,FastedSOlong纷乃iskerscoveredhischeeks；NeglectingtOstudyclassics，HeleRpenandPaperaside．He’11C0mewithoutbeinginvitedneXtyear．Themostobviousgenericfeatureofpoemliesinitspeculiarstructure．Apyramidpoemalwaysbegins、析thoneChinesecharacter,andnumberofcharactersincreaseslinebylineuntilitreachesseventh．Thereisrhymeschemeateverylineoreveryalternateline．Inprocessoftranslating,thoughrhymeschemeisnotpreserved，thetranslatorspreservedpeculiarstructureofpoemstrictly．Atwordlevel，thetranslatorskeepinlinewimoriginaltext．Bypreservingintentionoforiginalauthor)thetranslationpreservedconstitutiveintertextualityliesinpoem．Anditcangetsameeffecttotargetlanguagereadersasoriginaltexttosourc宅languagereaders．Therefore，inactoftransferringintertextualelements，thefirstprincipleWecandrawfromYangs’translationof刀leScholarsistopreserveintentionoforiginalauthor．48
堡垒璺旦!竺!竺坚!!巴垒巳!竺21望!竺!圣坐璺!!!坚兰!呈!!竺坐!丝垒丝211翌4．2ReconstitutionofIntertextualContextIt’Safactthatnoneoftheliteraryworksisproducedfortheforei印readers．TheyalecomposedforthesourcelanguagereaderswhosharethesRmeculturalbackgroundinformationwiththeauthor．铎协翱anintertextualelementisusedinatext，theimpliedmeaning，contextandtoneofthepre-textwouldbeallattheendoftheintertextualchain,linkedbytheintertextualsignal，i．e．anintertextualsignalwouldserveasasignifier,whichsignifiedtheimpliedmeaning，thepre-contextandthetone．111esourcelanguagereaderscanunderstandtheauthorbyactivatingtherelativememoriesoftlleircognitiveexperienceandbackgroundknowledgetoreproducetherelativeintertextualcontextandsupplementtheculturaldefaultfactors．However,theculturalbackgroundknowledgesharedbytheauthorandtheSLreadersareoutofthetargetlanguagereaders’storage．Inordertomaketheauthor’Sintentiontangibleandunderstandablebythetargetlanguagereaders，thetranslatorsshouldtrytobuildabridgebetweenthesourcetextandthetargetlanguagereaderstosupplementtheculturaldefaultbyreconstitutingtheintertextualcontexts，inwhichtheimpliedmeaning,pre-contextandtoneattheotherendoftheintertextualchainbecomedistinctandovert．Inthetranslationof砀PScholars，thetranslatorsalwaysbearinmindtheacceptancelevelofthetargetlanguagereaders．Theyadoptedmanytranslationmethodssuchasparaphrase,annotationandamplificationtohelpreconstitutingtheintertextualcontextsofsomeintertextualelements．Paraphraseis‘'byfarthemostcommonwayoftranslatingidiomswhenamatchcannotbefoundinthetargetlanguageorwhenitseemsinappropriatetoi180idiomaticlanguageinthetargettextbecauseofdifferencesinstylisticpreferencesofthesourceandtargetlanguages”(Baker1992：74，qtd．inXiangHong,2010：162-167)．Infact，itisacommon—usedwayoftranslatingmanifestintertextualelements，suchasquotations，allusionsandcommonsayingsin乃eScholars．Example15：方才有几个教亲，共备了五十斤牛肉，请出一位老师夫来求我，说是要断尽了，他们就没有饭吃，求我略松宽些，叫做‘瞒上丕瞒王’，⋯⋯JustnowseveralMoslemsgotanoldmantobringmefi衄carriesofbeefandtOplead49
ChapterFourPrinciplesofIntertextualTranslationinTheScholarswithmesayingthatifIstopthesaleofbeeftheywillbeforcedoutofbusiness；andbeggingmetobemorelenient．Theywantme，infact,垃sh丛l堑Y曼Y盟!Q自匹il!璺gal—transa—ction．(TheScholars，4：106-107)Thephrase“瞒上不瞒下”iflEx．15，isquotedfi'omanotherliteraryworknamedGuanChangXianXingyi(《官场现形记》)．Thereaderscantracebacktotheidiom“欺上瞒下”tounderstandthequotation．Intheidiom，“上”canrefertoone’ssuperiorandhigherauthoritiesand“下”referstoone’Sinferior．Theidiomisalwaysusedtodescribetheofficialswhotrytogainthetrustofhissuperiorbyfalsificationwhileconcealingthetruthfromhissubordinateandinferior．Asavariantof“欺上瞒下”，thequotation’Simpliedmeaningisobvioustothesourcaglanguagereaders．V丹lerlthequotationistranslatedintoEnglish,thetranslatorsdirectlyrevealeditsimpliedmeaningtothetargetlanguagereadersbyparaphrasingitas‘‘shutmyeyestoanillegaltransaction,whichcanhelpdrawingtheTLreadersintotheintertextualcontextandmakethemunderstandtheoriginalauthor’Smeaningclearly．Example16：娄公子过了月余，弟兄在家，不胜诧异。想到越互直敦皇，心里觉得杨执中想是高绝的学问，更加可敬。‘饧锄overamonthhadpassed,theLoubrotherscouldnothelpfeelingsomewhatastonished．However,theycalledt0mindthestoryofYueShiful．andwereconvincedthatLicentiateYangmustbeagreatscholarofthesametype．《：。△塾垒虹监Ql鱼曼墨丝熊垡Qi迤thethirdcenturyB．C．TheministerYanYingrc墨曼ucdhimfromgaol：butYueShifudidnotthanktheminister：)(TheSchola船，9：230—231)Inadditiontoparaphrase，annotationisanothercommon-usedmethodoftranslatingmanifestintertextualelements．Forexample,“越石甫故事”illEx．20isanhistoricalallusion．InTheScholars，YangZhizhongWasimprisonedbecauseofmissingsilverwhilekeepingashop．ThentheLousrescuedhimfromthejail，butYangwaskeptinthedarkanddidn’tcometothankthem．Inthiscase，theintertextualsignal“越石甫故事”Canmakethesourc宅languagereaderstriggerthebackgroundknowledgeaboutYueShifu’Sfamousdoe&，andcapturethesubtleironicintentionoftheoriginalauthorbycomparingthereasonsthatYueShifuand
ChapterFourPrinciplesofIntertextualTranslationinTheScholarsYangZhizhongdon’tcometothanktherescuer．However,theunspokenstoryabouttheYueShifu，whichformedtheintertextualcontext，isoutofthetargetlanguagereaders’cognition．Inordertomaketheauthor’SintentionunderstandablebytheTLreaders，theYangsadoptedthemethodoftransliterationplusannotationtopreservetheintertextualsignalandreconstitutetheintertextualcontextforthetargetlanguagereaders．Intheactofrevealingthecovertintertextualcontexttothetargetlanguagereaders，theYangsusedthetranslationmethodofamplificationaswell．Forinstance，thehistoricalallusion“段干木、泄柳”wasrenderedas‘'thetwoancientsageswhorefusedtos∞theirrulers”(seeEx．3)．Byamplifyingtheculturaland’semanticinformationof“段干木、泄柳”，therenditionrepresentstheoriginaldefaultedinformationwithinthetextandreconstitutetheintertextualcontextomittedintheoriginaltext,whichenablethetargetlanguagereaderstoformacoherentunderstandingoftheimpliedmeaningofthetext．Likewise，intheprocessoftransferringthequotation“名不正则言不顺”inEx．2，thetranslatorsaddedtheexplanatorywords‘‘quotedoneofthesayingsofConfucius，andwarnedher．．．’’torealizetheintentionoftheoriginalauthor．4．3ConcisenessoftheTargetTextIntertextualityisaubiquitousphenomenonthatexistsinliteraryworks．ThcdefaultoftheintertextualinformationsharedbytheauthorandtheSOUFC：elanguagereaderscanmakethetextconcise．AsthelawsoftranslationproposedbyTytler‘'thestyleandmannerofwritingshouldbeofthesamecharacter谢tllthatoftheoriginal”，thetargettextisexpectedtobeconcise,whichisonecharacteristicoftheoriginaltext．Therefore，thetranslatorsareexpectedtoabandontheredundantelementsonthepremiseofpreservingtheoriginalauthor’Sintentionintheactofintcrtextualtranslation．Asthefactthatthecomprehensionofanintertextualelementdependsonthepre-existbackgroundknowledgeofthereaders，thesystematictendenciesintheinteractionofstoredworld-knowledgeandtext-presentedknowledgesummedupby5l
ChapterFourPrinciplesofIntertextualTranslationinTheScholarsR．deBeaugrandeandWolfganDressier(1981)mayhavegreathelpinthestudyofintertextualtranslation．1．Text．presentedknowledgeisprivilegedinunderstandingandrecallifitmashespatternsofstoredknowledge．2．Text-presentedknowledgeisprivilegedifitisattachabletothemainentriesofanappliedglobalpattern，suchasal昏ame，schema，plan，orscript．3．Text-presentedknowledgeisalteredtoproducealⅪttermatchwithpatternsofstoredknowledge．4．Distinctelementsoftext-presentedknowledgeb∞omeconflatedorconfusedwitheachotheriftheya他closelyassociatedinstoredknowledge．5．Text-presentedknowledgedecaysandb∞omcsunrecoverableifitisdesignatedaccidentalorvariableinworldknowledge．6．Additions，modifications，andchangesperformedviaspreadingactivationorinferencingbec．,onleindistinguishablefromtext-presentedknowledge．(RdeBeaugrandeandWolfganDr髂ster,1981：202-204)IntheactoftranslatingtheintertextualdementsinTheScholars，thetranslatorsadoptedmanytranslationmethodswhichhelptomakethetargettextconcise，includingsubstitution,combinationandgeneralization．Substitutionisacommon-usedtranslationmethodwhichinvolvesreplacinganitemorexpressionwithatarget-languageitemwhichdoesnothavethesamepropositionalmeaningbutislikelytohaveasimilarimpactonthetargetreaders．AccordingtothefirsttendencysummedupbyBeaugrandeandDressier,thetranslatorsshouldfirstchooseitemsOrexpressionswhichmatchthetargetlanguagereaders’patternsofstoredknowledgeintheactoftransferringintertextualelements．Example17：四公子向三公子道：“穷乡僻壤有这样读书君子，却被守钱奴如此凌虐，足令人壑筮i生冠!⋯⋯”“Brother!”exclaimedLouZan．‘'Tothinkthatthispoor,out-of-the-wayplaceshouldprodu∞suchascholar,yetheshouldbevictimizedbyamiser!Isn’titenoughtomake—yourblo—odboil?⋯”(TheScholars，9：224—225)Intheaboveexample，“怒发冲冠”is眦idiomwhichisoftenusedinliteraryworks．ItliterallymcallSsomeoneisSOangrythathishairraised／lifteduphishat．52
ChapterFourPrinciplesofIntertextualTranslationin11heSchol口，．s111eoriginofthisidiomcanbetracedtoZhuang乃(《庄子》)and鼬f历(《史记》)．ItisalsothebeginningofaveryfamouspoembyYueFei(岳飞)，aChineseofficialwhohascompleteloyaltytohissovereign．SotheChinesereadersCaneasilyrecalltheimageofYueFeiwhoisinfuryfortheexistenceofinjustice．WhenitistranslatedintoEnglish，thetranslatorschosethepre-existingEnglishexpression‘‘makeonesbloodboil’’whichisalsousedtodescribetheconditionofextremeangry．Inthiscase，thetargetlanguagereadersCanalsoeasilyrecalltheirstoredknowledgeasthesourcelanguagereadersdo．Therenditionsavedthetroubleofgivingunnecessarydetailsandpreservedtheconcisenessoftheoriginaltext．Becauseoftheinfluenceofclassicliteraryworks，therearemanykindsofstereotypedexpressionsinChinese．Theymayinvolvetwoparalleledpartswhichsharethesamemeaning、)lrimeachother．Forexample，inEx．18b0Ⅱ1thesoundand8e118ematchinthetwopartsof“沉鱼落雁之容”and“闭月羞花之貌”，andnleyareofthesameconnotativemeaning．InthisCase，thetranslationmethodofcombinationisneededtomakethetargettextconcise．Example18：此时鲁小姐卸了浓装，换几件雅淡衣服，蘧公孙举眼细看，真有沉鱼落雁之奎，闭且羞花之蕴。BythistimeMissLuhadchangedoutofherceremonialdressintoanordinarygown。andwhenQulookedathercloselyhesawthatherbeautywouldputtheflowerstoshame．(TheScholars，10：264-265)“沉鱼落雁”and“闭月羞花”involvesthehistoricalallusionsaboutthefourancientbeautiesinChina．“沉鱼”isaboutthestoryofXiShi(西施)，whoisSObeautifulthatthefishsinktothebottomoftheriverwhentheysawXiShiwashingthegauze．“落雁”tellsaboutthestoryofWangZhaojun(．：王昭君)whoisSObeautifultomakethewildgooseforgettofly．“闭月”and“羞花”involvethestoriesofDiaoChan(貂蝉)andYangYuhuan(杨玉环)respectively．However,whentheexpressionistransferredintoEnglish,itneedstoomanywordstomakethetargetlanguagereaderscompletelyunderstandthehistoricalallusions．However,thesebackgroundinformationsharedbytheauthorandsourcelanguagereadersareoutofthetarget53
ChapterF0urPrinciplesofIntcrtextualTranslationiIl77IeScho肠府languagereaders’storage．Baringthefifthtendencyinmind，itisnotnecessarytopresenta11thedetailsintherendition．Sothetranslatorsusedthemethodofcombination，andonlytheallusionof“羞花”ispreservedintherendition．Apartfromtheabovementionedtranslationmethods，generalizationisalsousedintheprocessoftransferringintertextualdementsinTheScholars．AccordingtoHereyandHiggins(1992)，generalizingtranslationorgen酣alizationreferstothesituationwheretargetlanguageusesanexpressionwhichiswiderandlessspecificthanthesourcelanguageexpressionittranslates，andtheybelievegeneralizingtranslationisacceptableiftargetlanguagehasnosuitablealternative，oriftheomitteddetailmaybegleanedfromthetargettextcontextorisjustnotimportant．(Hervey&Higgins1992：95，qtd．inShuttlewoRh&Cowie2004：67)Example19：老太太迎着出来，见儿子不疯，蛊丛丢隆。Theoldladycallleouttogreetthem，andwasov鲥oycdtofindherSOilnolongermad．(TheScholars，3：80—81)IIlEx．19，theidiom“喜从天降”literallymeansone’ShappinesswassounexpectedasthoughithaddroppeddownfromHeaven．Thetranslatorsdidnotpresentthedenotativemeaningoftheidiomword-by-word，butrendereditinto"overjoyed”，whichisusedtodescribesomeoneisfilledwithgroathappiness．Thoughtheanalogyisomitted，theimpliedmeaningoftheoriginaltexthasbeenexpressedintherendition．Moreover,theusingofgeneralizingtranslationmakesthetargettext勰conciseastheoriginal．4．4SummaryThischaptersummarizedthreeprinciplesoftranslatingintertextualdementsappliedinTheScholarsbasedonthetranslationstrategiesandmethodsadoptedbyMr．andMrs．Yang．AccordingtoHatim&Mason，theintentionalitywhichrelatestothe“function”ofanintertextualsignal，normallyoutranksinformationcontent鹳itisthebasisofthegeneralsemioticdescriptionofagivenreference．Inorderto
preservetheintentionalityofanintertextualelement，thetranslatorsshouldfirsttheintentionoftheoriginalauthor,whichcanbeperceivedbycomparingthecontextsofthepresenttextandthepre-text．Andthefirstprinciplewoulds豇'veasthebasicpointintheprocessofintertextualtranslation．ThesecondprinciplemainlyconceffTlaboutthereceptiveconditionofthetargetlanguagereaders．Astothefacttllattheintertextualinformationomittedintheon#naltextareoutofthestorageofthetargetlanguagereaders，thetranslatorswouldserveasabridgetolinktheoriginalauthor’Sintentionandthetargetlanguagereaders’receptionbyreconstitutingtheintertextualcontextwhichinvolvestheintertextualinformationnecessaryforthereaderstounderstandtheoriginalauthor．Themirdprincipleisasupplementtotheabovetwoprinciples．Onthepremiseofpreservingtheintentionoftheoriginalauthor,itisnotalwayseffectiveforthetranslatorstoreconstitutetheintertextualcontext．Sometimes，theexcessivepresentationofdetailswouldmakethereadersconfusion．Andthereisalsotheconditiont11atanintertextualelementistoodifficulttotranslate，oritneedstoomanyeffortsforthetargetlanguagereaderstounderstandifitistranslated．Inthiscase，thethirdprinciplecouldhe岫intranslatingintertextualelements．55
ConclusionInprecedingchapters，thisthesisanalyzedtheintertextualelementsandtheirtranslationinTheScholarsfromtheaspectsofmanifestintertextualityandconstitutiveintertextuality．BasedontheanalysisofthetranslationpracticebyMr．andMrs．Yang,theauthorofthisthesissumsupthreeprinciplesofintertextualtranslation．Itshouldbenotedthatastheresearchisbasedonanumberofcasestudiesandathoroughillustrationoftheprinciples，theconclusionofthisthesisisdescriptiveratherthanprescriptive．Inthischapter,thesignificantfindingsofthisstudywillbesummarized．Furthermore，thelimitationsofthisstudywillbediscussedandsomeimplicationsforthefurtherresearchwillbepresentedaswell．5．1SignificantFindingsoftheStudyTheScholarsisknownasoneofthepeakworksofChineseclassicalnovels．1nheEnglishversiontranslatedbyYangXianyiandGladysYangis“smooth,accurateandcapableofconveyingthestyleoftheoriginalwork'’．Itattractedthestudiesofmanyscholarsfromdifferentangles．However,itisthefirsttimetheEnglishversionofTheScholarsisstudiedfromtheperspectiveofintertextuality．Byadoptingthetheoryofintertextuality,thisthesisexploresanewangleforthetranslationstudyofTheScholars．Basedontheanalysisinpreviouschapters，thesignificantfindingsofthisstudyCanbeconcludedasfollows：Firstly,therearemanifestintertextualelementsincludingquotations，allusions，commonsayingsandparodies，andconstitutiveintertextualelementsinvolvinggenericintertextuality,thematicintertextuality,structuralintertextualityandfunctionalintertextualityinTheScholars．Thoughtheyaddmanydifficultiestothetranslationwork，theintertextualreferenceliesinintertextualelementsiSwelltransferredintheYangs’rendition．Thoughnotallaspectsoftheintertextualelementsarepreserved，theintentionalityandsemioticstatusarepreservedinmostconditions．Itisnotalwayspossibletopreservethesemioticstatus，informational56
Conclusionstatus，andintentionalstatusofanintertextualsignalatthesametimeintheprocessoftransferringintertextualelements．TheYangsputpriorityontheintentionalityoftheintertextualreference，andtrytheirbesttopreserve弱moreaspectsaspossibleintheprocessoftranslatingintertextualelements，throughwhichtheintertextualityoftheoriginaltextiswelltransferredintherendition．Secondly,threeprinciplesofintertextualtranslationaredrawnbasedontheanalysisofthetranslatingpracticebytheYangs，whicharepreservationoftheoriginalauthor’Sintention，reconstitutingoftheintertextualcontextsandconcisenessofthetargettext．Intheprocessoftransferringintertextualelements，theYangsusedtheapproachesofliteraltranslationandfreetranslationflexiblybasedonthecontext，whichhelptorevealtheintentionoftheoriginalauthor．Moreover,theYangsadoptedmanytranslationmethodssuchasparaphrase，annotationandamplificationtohelpreconstitutingtheintertextualcontextsofsomeintertextualdements．Andthetranslationmethodincludingsubstitution,combinationandgeneralizationarealsousedintheactoftranslatingtheintertextualelementsinTheScholars，whichhelptomakethetargettextconcise．5．2LimitationsoftheStudyThoughmanyendeavorshavebeenmade,therearesomelimitationsinthisthesisforthelackoftimeandthelimitedknowledgeoftheauthor,whichCanbesummarizedasfollowings：Firstly,asthelimitationofthespace，onlysomeoftheintertextualelementsandtheirtranslationin砀PScholarsarestudiedinthisthesis，andifmoreexamples啪bestudied，theresultsofthestudymightbemoreconvincingandreliable．Secondly,fortheauthorofthisthesispaidattentiontotheintertextualityanditstransferintheprocessoftranslatingsomespecialintertextualelements，theapplicationoftheconsequencewouldbelimited．Thirdly,inthisthesis，thetypologyofmanifestandconstitutiveintertextuality,whichconcelllthemanifestationofintertextuality,isadoptedbytheauthor,buttheprinciplesoftranslatingdifferentintertextualelementsbasedondifferentintertextual57
Conclusionknowledgenetworkagenotexplored．5．3ImplicationsofThisStudyInthisthesis，thetranslationofintertextualelementsinTheScholarshasbeenstudied，basedonwhichsomeprinciplesforintertextualtranslationaresummarized．Accordingtotheexistenceofabovementionedlimitations，thisthesisishopedtooffersomeimplicationstofutureresearch．Firstly,asthisthesisprovidesanewperspectivetothetranslationstudyof刀18Scholars，itmayinspirefurthel"studiesfocusedonquotation，allusion，cDmmonsayingandparodyfromtheperspectiveofintertextu．ality,andongenericintertextuality,thematicintertextuality,structuralintertextualityandfunctionalintertextuality．Secondly,asitismentionedinthepreviouspart，theangleoftheclassificationofintertextualityislimitedinthisthesis，anditshouldbehelpfultoexploretheprincipleofintertextualtranslation，ifsomeonecouldstudytheregulartrendoftranslatingdifferentintertextualelementsbasedondifferentknowledgenetworks．Moreover,弱theintertextualreferenceistransferredintheprocessoftranslating,itmaybehelpfultostudytheintertextualitybetweentheoriginalanditsrendition．Andthestrengthoftheintertextualitymaybepreserveddifferentlyindifferentconditionsastheinteractionwithtargetlanguagecontextandtargetlanguagereaders’reception．ToresearchtheunderlyingcausesandrulesofthechangesinthestrengthofintertextualitymaydisclosethehiddenprincipleinthetranslationofTheScholars．58
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AcknowledgementsInthispart，1wouldlikeexpressmyprofoundgratitudetothosewhohelpmeintheprocessofcomposingthisthesis．First，1wouldexpressmydeepestthankstomysupervisor,ProfessorZhangJunpin,whohasofferedmeprofessionalguidance，insightfulcriticismandpatientinstructions，withoutwhichitcouldbeneverpossibleformetocompletethethesis．Second，IamsincerelygratefultoProfessorWangXiansheng,ProfessorXuJinfeng,ProfessorYeDingguoandProfessorLiuBangli，whohasalsoprovidedmeinsightfulandenlighteninginstru,ctions．Finally,1wanttoexpressmyheartfeltthankstomyhelpingclassmatesandsupportingfamily．Intheprocessofwriting,myclassmatesQinDandan，WenXiaoting,WeiYing,WangChunmciandmylovelyroommatesgavemelotsofadvic圯sandencouragements．
个人简历一、个人简历张艳余，女，汉族，1985年3月15日出生。2005年3月至2007年1月就读于河南师范大学外语学院；专业：英语，获学士学位。2010年9月至2013年6月就读于郑州大学外语学院；专业：英语语言文学；方向；文学翻译，将于2013年6月获得文学硕士学位。二、发表论文1．张艳余．“从谚语看中美文化价值取向的差异”．大观周刊：2011(9)：114-If52．张艳余．“归去乡关何处是——空间视域下中扬克人生悲剧的形成一．剑南文学：2011(5)：189
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