谈谈英语教学中的一句多译

中国人学英语，汉译英是必备的语言能力之一，起初，你急于知道某个词语或某句话应该怎样用英语说。随着词汇的积累，英语基本句型的增加以及惯用法知识的积累，你便想知道同一个汉语句子在英语中有多少大致相应的说法。两种语言在翻译上绝对对等的情况（除事物名称外），几乎万中无一，一句说话就算不是要翻译，本身就往往可能有多於一种的理解。所以一句多译是翻译过程中的必经阶段，最後采用的版本则是译员综合思考後的取舍，也是翻译功夫的体现。

“一句多译”作为不可缺少的教学手段，极大地有助于培养学生温故知新，扩大联想，从而建立全方位的综合思维能力。

在初中英语教学中，如何运用一句多译方法呢？这里，我结合多年初中英语教学工作，谈谈我的做法与体会。

比如，新钻石项链花了他们三万六千法郎。就有如下译法：

It tookthemthirty-sixthousand francs to buy the new diamond necklace.

It cost them 36.000francs to buy the new diamond necklace

They paid 36 thousand francs for the new diamond necklace

The new diamond necklace cost them 36thousand francs.

The new diamone necklace that they bought was worth36 thousand francs.

The new diamond necklace(which) they bought was worthy of 36.000 francs.

上述各句若作适当的语法和词汇调整，还会产生许多语言相同的新句子。

一句多译实在是启迪思维，活用句型词汇的好办法。

例：我们走过好几个村庄才到达那个工厂。

将中学生所学的句型、词汇用上，这个句子的译法更多。

We didn’t reach the factory until we had passed through several villages.

若将didn’t改为did not,将reach换为get to 或arrive at，将the改为that，将until改为till，将several改为some或a few，可以将这个中文句子写成64个完全相同的英文句子。

We got to that factory only after we (had)passed through several villages.

同理，又可写出32个英文句子，还有强调句型：

It was only after we (had)passed several villages that we arrived at the factory.

同理，又可以写出32个英文句子。还有倒装句型：

Only after we(had)passed through several village did we reach the factory.

同理，又可以将此句变为语义相同的16个英文句子。

We reached the factory when we had passed through several villages.

将when引导的时间状语从句提到句首，并作为前面所示的词语替换练飞，可以写出16个语义相同的英文句子。

Having passed through several villages,we arrivde at the factory

We arrived at the factory after having passed through several villages.

同理，又可以变出新的句子。而第二句还可以用after passing thorugh……还可以将介词after引导的短语提到句首。

综上所述，这个中文句子可以译成数个语义相同的英文句子，真是典型的一句多译了。从而拓展我们的思维。

从某种意义上讲，一句多译是翻译练习的另一种形式。运用多种句式表达同一个意思是英语综合运用能力的一种体现。许多学生在英语写作时受汉语负迁移的影响，往往喜欢按字面翻译，容易出现词语搭配不当、词性不分、句子结构不严密等问题。一句多译有助于学生体会和理解词汇的内涵与外延，训练学生思维的灵活性，最大限度地调动他们头脑中储备的词汇、句型和语法知识，是培养英语写作能力的有效途径。常采用的练习方式有：

1. 运用同义词语。如“她被哈佛大学录取了。”可译为：

(1) She got admitted to Harvard University.

(2) She has been officially enrolled by Harvard University.

(3) She has been accepted by Harvard University.

2. 运用同一词义的不同句式结构。如“看到照片使我想起了童年。”可译为：

(1) When I looked at the picture, I couldn’t help recalling my childhood.

(2) At the sight of the picture, I was reminded of my childhood.

(3) The sight of the picture reminded me of my childhood.

3. 运用简单句与复合句的相互转换。如“我建议我们举行一个英语晚会。”可译为：

(1) I suggest our holding an English evening party.

(2) I suggest that we (should) hold an English evening party.

(3) My suggestion is that we (should) hold an English evening party.

4. 综合运用同义词语与不同句式。如“艰苦的工作使他获得了成功。”可译为：

(1) His hard work led to his success.

(2) His hard work resulted in his success.

(3) His success resulted from his hard work.

(4) He worked very hard; That was why he succeeded.

(5) The reason for his success was that he worked very hard.

(6) The reason why he succeeded was that he worked very hard.

(7) It was because of his hard work that he succeeded.

(8) He succeeded as a result of his hard work.

总之，在初中英语教学中，在指导学生翻译的学习中分析、钻研一句多译，可以大大提高学生对两种语言的进一步理解，从语言构造、语法、文化、用法、逻辑思维等多方面去探讨语言及翻译的课题。在初中英语教学中，我们教师不要轻易放过学生生活中汉译英的练习，其中蕴含着多少培养语言能力的机会。