| This report is based on the English-Chinese translation practice from the first chapter of Service-Learning in Theory and Practice: The Future of Community Engagement In Higher Education,published by Pal-grave Macmillan in 2010.This part systematically clarifies the definition of service-learning,summarizes the previous research on service-learning and expounds the feasibility of developing service-learning in higher education by offering four distinct conceptualizations namely: technical,cultural,political,and anti-foundational.The source text is an academic text,or an informative text according to Newmark’s text type theory.The source text introduces service-learning,a newly introduced concept,which has benefited American higher education and it contains a lot of technical terms in philosophy,pedagogy,psychology,etc.,as well as loose sentences and inanimate-subject sentences,which are also the three biggest difficulties encountered by the translator.Based on Newmark’s text type theory,the author adopts the translation principle of “semantic translation and communicative translation”.Literal translation,free translation,etc.are used to complete the translation of technique terms;addition translation,omission translation,etc.are adopted to translate loose sentences;when tackling inanimate-subject sentences,the translator chooses adverbial structure as subject or no subject in the target text,so as to restore the content of the source text to the maximum extent,convey a newly introduced concept of the source text and realize the communicative function of the academic text.This translation practice report shows that Newmark’s text type theory has a positive guiding role in the translation of academic texts.The translator can combine theory with translation practice as much as possible in the practice process to bring in a more accurate translation.It is hoped to provide certain inspirations and suggestions on the translation of academic text in the future. |
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