This analysis study compare three Chinese translation versions of the Hamlet (by William Shakespeare) Act III, Scene IV (excerpt: from “Enter Queen” to “Exit ghost”). These three versions are translated by Lin Tongji in 1982, Peng Jingxi in 2001 and Zhu Sheunghao in 1994. In here, different translation will have total diverse from each other. Analyzing which version is better from its translation style, equivalence, vocabulary and Xindaya, etc. In the following section, the analysis will divided into five parts. First, I will briefly introduce the content of the play. Second, using the Homles ‘map’ of translation studies to illustrate and explain the differentiation between three versions. Next, analyzing the usage of free translation and …show more content…
For Lin and Zhu, they were both Chinese while Peng was raised in Taiwan. According to the Holmes map, area-restricted and text-type restricted theories can be applied in this case. Although three versions are in Chinese, but the vocabulary usages, lexical considerations and connectors are differ from their own. The prime reason of these contrast come from the culture difference. Hyperion was translated into太陽神by Lin and Zhu while Peng translated as日神. Perhaps it is just a minor difference from three versions, but how they present can completely show …show more content…
Lin has translated it in sense-for-sense way which is“是甚麼魔鬼哄你喝下了這口迷魂湯?”, “迷魂湯” means the one’s behavior or saying bewitch another one. Although the presentation method is not word-for-word translated, the primal function of this sentence in English version is equivalent. If the original message is not largely affected, it would not be a major problems in translation. Also, the target text is literary polished and easily adapted to the taste of the Chinese public either. In Zhu’s version, it was translated into “那麼是甚麼魔鬼蒙住了你的眼睛,把你這樣欺騙呢?” and in Peng’s translation, it is “是哪個惡魔這樣矇住您的眼睛欺騙您?. Their translation is slightly different from each other, still we can see they adopted the method of literal translation which is rendering adhering closely to source-language syntax. Comparing to the translation provided by Lin, it is more straight-forward but less authentic in target
It can be used to divert the reader. It can also be indicated that the configuration is an important feature in short stories. Both authors used symbols to support reading. These symbols will help readers have a better understanding of the story. However, both stories are different, regarding having love and the absence of love.
Both are the same because they are both types of figurative languages. Another similar
Your father has just passed away and your best friend is off to college. To make matters worse your mother remarries extremely fast to your uncle. In the midst of all this, you find yourself lost and and confused. Just like Hamlet was in his soliloquy to be or not to be. Hamlet’s father's ghost appears and ask to avenge his death.
A person’s true colors are seen when they come across times of great challenges and conflict, “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.” ~Martin Luther King. This quote best fits the plots of Shakespeare’s Hamlet and William Golding’s Lord of the Flies. In Hamlet, Prince Hamlet struggles to keep himself sane while acting insane to avenge his father murder. In the Lord of the Flies, Ralph and Piggy try to keep peace and order on the island while jack resorts to complete savagery.
Collins uses description to create a setting. As you can see both texts have different craft moves, nonetheless they are still very similar when
Everyone has to deal with loss and Shakespeare understood that within his play Hamlet. Throughout the play Hamlet is dealing with the loss of his father, in fact he gives several soliloquies about it. Perhaps the most famous soliloquy given is the one from Act III, scene i. Hamlet begins with the famous line, “To be, or not to be, that is the question:”(1). Although there are many literary devices used within this excerpt, the most prominent are syntax, diction, and imagery, and Shakespeare creatively uses each to portray Hamlet’s state of mind. At first the sentences are short and contradicting, hinting towards instability, just within the use of syntax.
Act 1, Scene 1: “Let us impart what we have seen tonight Unto young Hamlet, for, upon my life, This spirit, dumb to us, will speak to him” (Crowther 16). I think this quote really sets up things for the next act, and the rest of the play. The ghost would not talk to them, so they decided to tell Hamlet about the ghost because they felt it would talk to him. This sets up Hamlet to discover the ghost who is his late father, and learn about his murder. Act 1, Scene 2: “Together with all forms, moods, shapes of grief, That can denote me truly” (Crowther 24).
1) In Hamlet, pouring poison in a person’s ear had both a literal and symbolic significance. The literal meaning is that they are telling lies to people in order to deceive them. They are pouring poison or “poisonous” words into that person’s ear. The symbolic meaning of pouring poison in a person’s ear can be associated with the symbolic meaning of the snake in the story of Adam and Eve where the snake lures Eve in through lies. The characters in Hamlet were misled in the same way because they had poison poured into their ears.
In Act II Scene 2, as Hamlet berates himself for his irresoluteness and cowardice and contemplates vengeance for his father, the concluding soliloquy vividly portrays Hamlet’s transition from irritation to insanity. Shakespeare extensively utilizes analogies and carefully chosen diction and syntax to dramatize the state of uneasiness in Hamlet’s conflicted mind. Shakespeare makes both direct and indirect comparisons and contrasts throughout the soliloquy. For instance, Hamlet’s remarks about the player makes a clear illustration of their subtle similarities and differences to the readers. The imaginary situation in which the player had Hamlet’s “motive and cue for passion” demonstrates that the player, who would be able to “make mad the guilty and appall the free,” is not only keen on, but also subliminally excellent at the art of acting (II.2.520-524).
The author uses different languages to describe and present different people. He has also used language to show different
And lastly, they differ in style of writing and plot development. First, the two authors differ in character development. This element is essential since it provides the reader an implicit or explicit descriptions of all the characters.
The illusion of death has wondered and astonished many for years. This doesn 't exclude the fantastic author Shakespeare. Throughout the play, Shakespeare focuses on death and how society glorifies it. He often uses metaphor and analogy in order to make death seem more welcoming. Turmoil and confusion can internally destroy any country.
Over the course of Hamlet, many of the main characters engage in role play as a mechanism to achieve their own interests. Prince Hamlet is one of these characters, and his act proves to be one of the most important aspects of the play. Throughout the play, role-play (especially Hamlet’s) significantly affects the plot, and ultimately strains the relationships between several characters. Hamlet is among one of the most important characters to engage in role play. In act one, scene 5, shortly after being told that Claudius killed his father, Hamlet tells Horatio and Marcellus that he plans to feign madness, and he says, “As I, perchance, hereafter shall think meet to put an antic disposition
Williams Shakespeare is recognized as the greatest English writer. One of his best works ever written is “Hamlet”, which is the most complex, confusing, and frequently performed play. The extreme complexity of the main character – prince Hamlet in this play contributes to its popularity until today. “Hamlet is supposedly the most quoted figure in Western culture after Jesus, maybe the most charismatic too” (Bloom 384). In the most famous revenge tragedy, his biggest weakness that he procrastinates completing his revenge for his father’s death by killing the murderer.
CHAPTER I Background and Purpose 1.1. Introduction For a long time, translation has been a controversial issue on whether it can be an instructional tool in language learning classrooms or not. From the beginning of the twentieth century, there has been several arguments against using translation as a language teaching tool. Translation as a language learning activity was considered as being unsuitable within the context of foreign language learning (Brown, 2002).