Abstract

Categorization,asanimportanttheoryincognitivelinguistics,referstohumans1mentalprocessofclassificationunderinteractionofobjectiveelementsandsubjectivepsychology.

Withprofoundpsychologicalbasis,categorizationhascertaintheoreticalandpracticalvaluetotranslationstudy.TakingShuihuzhuananditstwoEnglishversionsascorpusdata,thisthesisintendstostudylexicalre-categorizationandtranslationfromtheperspectiveofcontemporarycategorizationtheory.

DatingbacktoClassicalTheoryputforwardbyAristotle,prototypicalcategorytheoryisgraduallymoldedinthedevelopmentofcategorizationwiththepoint-makingsuchas“familyresemblance”and“foci”.Prototypicalcategorizationtheoryholdsthatthereexistsaprototypeineachkindofcategory.

Therearethreelevelsofcategory:basiclevelcategory,subordinatelevelcategory,andsuperordinatelevelcategory.Comparedwiththeothertwolevels,basiclevelcategorygetsarelativelycentralposition,whichismorecommoninourperceptionalprocess.

Basedonthenotionclaimedbycognitivelinguiststhatwordshavecognitiveandpsychologicalfoundation,thenatureofwordstranslationisaprocesscontainingtheswitchingofcognitivecategoriesbetweenlanguages.DrawingmaterialsfromShuihuzhuananditsEnglishversionsrespectivelybyPearlBuckandDent-Yang,thisthesismainlystudiesthetransferoflexicalcategoryinEnglishandChinese.Lexicalcategoryinthethesisprincipallyincludesthreetypes:generalcategorylikecolorterms,soundimitation,unitterms,actions;culture-specificcategoryasecologicalculture,materialculture,socialculture,religiouscultureandlinguisticculture;andalsocategoryextension,containingmetaphorandmetonymy.Inadditiontothese,lexicalcategorycanbeusedasatextualcohesivedevice.Langacker'sS,TscanningmodelisreferredtoexplainthefourtranslationoutcomesofPearlBuckandDent-Yang,whichcanbeconcludedas:S>T（overtranslaion）；S

ThethesishasstudiedthetranslationdifferenceofthelexicalcategoriesbetweenDent-Yang'sworkandPearlBuck'sbasedonthequalitativeandquantitativecomparison.TheoutcomeshowsthatPearlBuckhasdonearelativelybetterjobintermsofthelexicalcategoriestranslationwithhigherfrequencyofequivalenttranslationandlowerfrequencyofovertranslationandundertranslation.However,therearecertaininadequaciesinBuck'stranslationwithahigherfrequencyofmistranslationandnon-translation.Thedifferenceresultsaremainlyduetothedifferentunderstandingstothesourcetextandthedifferenttranslationstrategies'adoption.

ABSTRACT

ThisinterpretationreportisconcernedwiththeEnglish-ChinesesimultaneousinterpretationprogramoftheattributiveclausesinBarackObama's2013StateoftheUnionAddress.Ittargetstoimprovetheauthor'spracticalskillsofinterpretation.

BarackObama's2013StateoftheUnionAddressisapersonalpoliticaladdresswithformallanguageandpersonalpresentationstyle.Inthepresentation,Obamausedmanyattributiveclausestogiveinformation.However,theattributiveclausesareverydifficultforsimultaneousinterpretation.BecauseofthehugedifferencesinlinguisticstructuresbetweenChineseandEnglish,itistoughforinterpreterstofinishinterpretationandmaintainlogicregularitysimultaneously.Indetail,itisdifficulttotranslatetheverylongattributiveclausesintoadjectives.Anditistoughforinterpreterstotranslatetheattributiveclauseslocatedinthemiddleofthesentenceaswellastheattributiveclausesattheendofthesentence,whichcostsmuchtimeinsimultaneousinterpretationandmayinfluencetheinterpretationofthefollowingtext.

AccordingtoPeterNewmark,semantictranslationattemptstorender,ascloselyasthesemanticandsyntacticstructuresofthesecondlanguageallows,theexactcontextualmeaningoftheoriginal（Newmark,1982:41）。ThisreportadoptsPeterNewmark'sTheoryofSemanticTranslationtoovercomethedifferentstructuresbetweentwolanguagesandinterpretthewholeinformationcontainedintheoriginaltext.Itputsforwardfourmethodsforattributiveclausesinterpretation:segmentationonce,segmentationtwice,syntacticlinearityandsynthesization.So,theinterpretersdon'thavetotranslatethelinguisticstructureandensurethefollowingtextwillbeinterpreted.

ThisprogramexploresthesimultaneousinterpretationmethodsforattributiveclausesinBarackObama!s2013StateoftheUnionAddress,pointingoutthedifficultiesandmethodsofattributiveclausesinterpretation,whichmayimprovetheauthor'sabilityofinterpretationandhelpotherinterpreterstodealwithsimilardifficultiesinthefuture.

Abstract

BasedontheframeworkofBandura'ssociallearningtheoryandEdwardT.Hall'sinter?culturalcommunicationcompetencetheory,thisthesisdiscussesthepotentialeffectofindividual'scognitivecultural,behaviouralandenvironmentalaspectsoninter-culturalcommunication,postulatingculturalintelligence（CQ）asakeydriverofculturaladaptationandteamperformancesamongculturallydiversestudents.

Throughoutanempiricalcasestudyof7post-graduateprogrammesatImperialCollegeBusinessSchool,thethesisobserves,investigatesandanalyses322internationalparticipantsinseven-monthtime.Drawingupon5differentcomponents,i.e.,self-efficacy,contactapproach,culturalintelligence,diversityandteamperformances,4setsofmeasurementitemsprovingbyresearchersinrelevantfieldswereadoptedtoassessandcomparethepotentialimpactoftargetgroup'scognitive,motivationalandbehaviouralCQchangesthroughoutexperimentaleducationovertime,aswellastheireffectsonteamcollaborationandperformance.SPSSisadoptedtojustifythevalidityandreliabilityofcollecteddata,whileapathmapanalysishasbeengeneratedwithcoefficients,varianceandcorrelationsexplainedindetails.

Thefivehypotheseshavebeenjustified,illustrating3significantfindings:Self-efficacyandcontacttheoriesarepositivelyconnectedwithculturalintelligencedevelopment;Cognitiveandmotivationalculturalintelligencearedirectlyrelatedtopositiveteamperformances;whilebehaviouralculturalintelligenceisconnectedwithteamperformancethroughthemediationofperceivedteam-efficacy;Culturallydiversestudentteamscannotperformaswellasculturallyhomogeneousteamsattheinitialstage,buttheperformancegrowthrateandlong-termcompetitiveadvantageareeventuallygreaterthanlessdiverseteamswiththehelpofculturalintelligence.Theresultcanhavetwo-foldimplications.Forstudents,learningculturaldifferencesandimprovinglanguagecapabilityisfarfromenoughtoworkefficientlyinculturallydiversecontact,newskillsandcontactapproachshouldalsobeacquiredforbothculturaladaptationandcommunication.Foreducators,suchexperientialeducationasImperialCollegeBusinessSchoolisworthfollowingsinceitmightworkbetterandmoreefficientinstudents'culturalintelligencedevelopmentthanthetraditionalknowledgebasedculturaleducation.Limitationoftheanalysisaswellassuggestionsforfurtherstudyisalsodiscussedinthefinalpart.

Abstract

MiddlemarchisarepresentativeworkofGeorgeEliot'smaturenovels,connectingthepreviousRomantictraditionwithmodernnovelinthehistoryofEnglishliteratureandhasarousedinterpretationsandanalysesfromdifferentangles.Withthesubtitleofprovincialstudy,VictorianwomenandwomenquestionsreflectedinEliot'sMiddlemarchcannotbeneglected.AlthoughsomescholarshavealreadystudiedMiddlemarchfromthefeministperspective,aconcentratedstudyonVictorianwomenandwomenquestionsaswellasGeorgeEliot'sdistinctfeministviewsasreflectedinthenovelisstillneeded.ThisthesisconcentratesonVictorianwomenrepresentedbyDorotheaandtheirwomenquestionsasresearchobjectsviatheemploymentofElaineShowalter'sgynocritictheory.Firstly,accordingtothetheoriesofthethreephasesoffemalewritingproposedbyShowalter,thethesisfocusesonthefirstphasethefemininephaserepresentedbyEliot.Bystudyingonfemininecharacters,malecharactersandwritingfeaturesinthisphase,thetextintendstodigoutthewritingtraditionoffemininewriters.Secondly,bythehelpofEliot'sbiographyandletters,thethesisdefineswomenquestionsinMiddlemarchasproblemsfemininecharactersencounterinthepatriarchal-dominantfamily,thepatriarchal-controllingcommunityandtheisosexualgroup.Thestudyonthesequestions,moreover,iscarriedoutbycombiningtwoimportantideasproposedbyEliot~sympathyandself-development.ConcentratingontherepresentativeVictorianwomanDorotheaasourresearchtarget,thestudyintendstoexaminethefiinctionsandlimitationsoftheaforesaidtwoideasviatheanalysisofDorothea'schangeandgrowthinhertwomarriages,inMiddlemarchcommunityaswellasintheisosexualgroupofVictorianwomen.Afteradeepstudyofthenovel,thethesiscomestotheconclusionthatEliotisnotaradicalrevolutionistonwomenquestions.HerfeminineideaofsympathyrepresentsVictorianwomen'spositiveattitudestotacklingwomenquestions,whichdoesnotrefertomartyrdombutenablesfemininecharacterstomakeself-sacrificesoastoimprovetheirself-awareness.Whenitcomestowomen'sself-development,she,affectedbythecontemporaryVictorianideas,isconfinedtotheawakeningoffeminineconsciousness.

AlthoughVictorianwomenlikeDorotheahavetheirfemininevoicesheardinthenovel,theirself-developmentisstillsuppressedbythepatriarchalauthority,whichreflectsEliot'spessimisticoutlookonanoverallself-developmentofVictorianwomen.