Basil Hatim Lecture Tour
The Taiwan Scene
專題演講
May 20 ~ 23, 2015
Professor Basil Hatim
Author of
Discourse and the Translator
The Translator as Communicator
Teaching and Researching Translation
Translation: An Advance Resource Book
日期
時間
10:00~12:00
講題
The Pragmatic Relevance of
NCUE
Genre: A Concern for Academic
彰師大
Writers and Translators alike - I
2015.5.20 (三)
15:00~17:00
地點
The Pragmatic Relevance of
NTU
Genre: A Concern for Academic
台大
Writers and Translators alike - II
Bi-culturalism: A Goal that is
10:00~12:00
attainable but only if… -I
SCU
東吳
NTNU
2015.5.21 (四)
Bi-culturalism: A Goal that is
14:00~16:00
attainable but only if… -II
台師大
(與輔仁大學跨文
化研究所合辦)
2015.5.22 (五)
10:00~12:00
Pragmatics for the Reflective
FCU
Translator-I
逢甲
CJCU
Pragmatics for the Reflective
15:00~17:00
長榮
Translator-II
Form and Content in the Balance:
2015.5.23 (六)
10:20~11:10
It is Not So Much What We Say; It
is How We Say It
NCUE
彰師大
Basil Hatim’s Seminar on Theory of Translation: The Taiwan Scene
Venue
Date
NCUE
NTU
SCU
NTNU
FCU
CJCU
彰師大
台大
東吳
台師大
逢甲
長榮
3rd Speech
4th Speech
(10:00~12:00)
(14:00~16:00)
5th Speech
6th Speech
(10:00~12:00)
(15:00~17:00
1st speech
2nd Speech
Wed
May 20 (10:00~12:00) (15:00~17:00)
Thu
May 21
Fri
May 22
Sat
Concluding
May 23
Speech
Conf. (10:20~11:10)
Day
指導單位/Supervisors
科技部/Ministry of Science and Technology
教育部/Ministry of Education
承辦單位 Executive Organizer
國立彰化師範大學翻譯研究所/Graduate Institute of Translation and Interpretation
at NCUE
【專題演講摘要】
National Changhua University of Education (NCUE)
Wednesday 20 May 2015
1.1 The Pragmatic Relevance of Genre: A Concern for Academic Writers and
Translators alike-I
This presentation will cater for a combined focus on

Pragmatics as a discipline,

The Cooperative Principle and Relevance as pragmatic principles,

Genre Analysis as a text-linguistic approach to academic reading and writing, & on

Professional translating into or out of, English as a Second or Foreign language.
The presentation will address the challenges faced by

novice academic writers and

translator trainees
in dealing with such commonplace genres as

the Lab Report or

the academic Abstract.
The presentation will demonstrate the need to develop in our learners

not only (socio)linguistic competence, but also

‘textual competence’ as a solid basis for the much sought-after

critical thinking.
The proposals are essentially informed by ‘register’ theory, but the scope is widened to
account for a range of pragmatic phenomena, including

the ideational,

interpersonal and

textual meanings served as part of

what a text means.
Within the hierarchic organization of texts, ‘communicative clues’ will be a focal point in the
discussion of the lexicogrammar and contrastive rhetoric across cultural and linguistic
divides.
These elements of the theory and practice of both translation and academic writing will be
illustrated texts drawn from a variety of literary and non-literary discourse and genre forms.
Basil Hatim
The American University of Sharjah, UAE
May 2015
National Taiwan University (NTU)
Wednesday 20 May 2015
1.2 The Pragmatic Relevance of Genre: A Concern for Academic Writers and
Translators alike-II
This presentation will cater for a combined focus on
-Pragmatics as a discipline,
-The Cooperative Principle and Relevance as pragmatic principles,
-Genre Analysis as a text-linguistic approach to academic reading and writing, & on
-Professional translating into or out of, English as a Second or Foreign language.
The presentation will address the challenges faced by
-novice academic writers and
-translator trainees
in dealing with such commonplace genres as
-the Lab Report or
-the academic Abstract.
The presentation will demonstrate the need to develop in our learners
-not only (socio)linguistic competence, but also
-‘textual competence’ as a solid basis for the much sought-after
-critical thinking.
The proposals are essentially informed by ‘register’ theory, but the scope is widened to
account for a range of pragmatic phenomena, including
-the ideational,
-interpersonal and
-textual meanings served as part of
-what a text means.
Within the hierarchic organization of texts, ‘communicative clues’ will be a focal point in the
discussion of the lexicogrammar and contrastive rhetoric across cultural and linguistic
divides.
These elements of the theory and practice of both translation and academic writing will be
illustrated texts drawn from a variety of literary and non-literary discourse and genre forms.
Basil Hatim
The American University of Sharjah, UAE
May 2015
Soochow University (SCU)
Thursday 21 May 2015
2.1 BI-CULTURALISM: A GOAL THAT IS ATTAINABLE BUT ONLY IF …-I
In any discussion of
-the linguistic and rhetorical norms and of
-how these are dealt with in the theory and practice of language teaching and
-adjacent applied linguistics activities,
*Culture has always been a crucial element.
*Yet, an adequate model of culture seems to be by and large sadly missing to date.
By adequacy in this context we mean the effectiveness with which to deal with the
range of
-linguistic and rhetorical preferences and
-how these invariably compete with one another, both
*within one and the same language (intralingual Register, Text, Genre or Discourse
analysis) and, of course,
*across socio-textual linguistic divides (interlingual Contrastive Rhetoric).
~To facilitate a smooth passage from one set of norms to another (both intra- and
interlingually),
~we need a notion of language and culture that is sufficiently comprehensive and
dynamic.
This must go beyond
-static, atomistic, socio-cultural objects, to encompass
-what we actually do when we engage in a diverse range of
-in order to convey a variety of
socio-textual practices
world-views and perspectives.
Thus, from
-cultural artifacts (kinship terms, modes of dress, etc)
-we need to move on to practices which regulate what we do with words. These
practices subsume
*Register field, tenor and mode, and, at a deeper pragmatic level,
*a variety of ideational, interpersonal and textual meanings.
For this diverse range register values to be properly appreciated, we need to
-move beyond register
-onto ‘texts’ (as home to rhetorical purposes),
-‘genres’ (as conventionalized communicative events) and
-ultimately to various ideological perspectives (the mainstay of ‘discourse’)
These elements of the theory and practice of both translation and academic writing will be
illustrated texts drawn from a variety of literary and non-literary discourse and genre forms.
Basil Hatim
The American University of Sharjah, UAE
May 2015
National Taiwan Normal University (NTNU)
Thursday 21 May 2015
2.2 BI-CULTURALISM: A GOAL THAT IS ATTAINABLE BUT ONLY IF …-II
In any discussion of
-the linguistic and rhetorical norms and of
-how these are dealt with in the theory and practice of language teaching and adjacent
applied linguistics activities,
*Culture has always been a crucial element.
*Yet, an adequate model of culture seems to be by and large sadly missing to date.
By adequacy in this context we mean the effectiveness with which to deal with the
range of
-linguistic and rhetorical preferences and
-how these invariably compete with one another, both
*within one and the same language (intralingual Register, Text, Genre or Discourse
analysis) and, of course,
*across socio-textual linguistic divides (interlingual Contrastive Rhetoric).
~To facilitate a smooth passage from one set of norms to another (both intra- and
interlingually),
~we need a notion of language and culture that is sufficiently comprehensive and
dynamic.
This must go beyond
-static, atomistic, socio-cultural objects, to encompass
-what we actually do when we engage in a diverse range of socio-textual practices
-in order to convey a variety of world-views and perspectives.
Thus, from
-cultural artifacts (kinship terms, modes of dress, etc)
-we need to move on to practices which regulate what we do with words. These
practices subsume
*Register field, tenor and mode, and, at a deeper pragmatic level,
*a variety of ideational, interpersonal and textual meanings.
For this diverse range register values to be properly appreciated, we need to
-move beyond register
-onto ‘texts’ (as home to rhetorical purposes),
-‘genres’ (as conventionalized communicative events) and
-ultimately to various ideological perspectives (the mainstay of ‘discourse’)
These elements of the theory and practice of both translation and academic writing will be
illustrated texts drawn from a variety of literary and non-literary discourse and genre forms.
Basil Hatim
The American University of Sharjah, UAE
May 2015
Feng Chia University (FCU)
Friday 22 May 2015
3.1 PRAGMATICS FOR THE REFLECTIVE TRANSLATOR -I
This presentation on the interaction of text with context focuses on
-the pragmatic subtleties of text construction and reception, and
-the difficulties faced by translators or interpreters in dealing with this particular area
of doing things with words.
A general framework for the pragmatic analysis of language in use is proposed,
informed by
-a deeper understanding the register membership of the text, and perhaps more
significantly,
-an appreciation of the ideational, interpersonal and textual resources at the disposal
of the language user.
*Alongside this register membership issues, an important source of inspiration is
*‘relevance’ or how, within a delicate balance of effort and reward, ‘communicative
clues’ tend to trigger a wide range of values related not only to
~textual register but also, and perhaps more significantly, to
~‘genre’ and ‘discourse’,
~viewed across cultural and linguistic barriers.
Illustrative examples will be drawn from a variety of text types and genres, covering
both literary and non-literary discourse.
Basil Hatim
The American University of Sharjah, UAE
May 2015
Chang Jung University (CJCU)
Friday 22 May 2015
3.2 PRAGMATICS FOR THE REFLECTIVE TRANSLATOR-II
This presentation on the interaction of text with context focuses on
-the pragmatic subtleties of text construction and reception, and
-the difficulties faced by translators or interpreters in dealing with this particular area
of doing things with words.
A general framework for the pragmatic analysis of language in use is proposed,
informed by
-a deeper understanding the register membership of the text, and perhaps more
significantly,
-an appreciation of the ideational, interpersonal and textual resources at the disposal
of the language user.
*Alongside this register membership issues, an important source of inspiration is
*‘relevance’ or how, within a delicate balance of effort and reward, ‘communicative
clues’ tend to trigger a wide range of values related not only to
~textual register but also, and perhaps more significantly, to
~‘genre’ and ‘discourse’,
~viewed across cultural and linguistic barriers.
Illustrative examples will be drawn from a variety of text types and genres, covering
both literary and non-literary discourse.
Basil Hatim
American University of Sharjah, UAE
May 2015
Concluding Speech
National Changhua University of Education (NCUE)
Saturday 23 May 2015
FORM AND CONTENT IN THE BALANCE: IT IS NOT SO MUCH WHAT WE
SAY; IT IS HOW WE SAY IT
In the various applications of linguistics (e.g. translator and interpreter training, the
teaching of Academic Writing) and more purposeful offshoots (e.g. terminology and
specialized translation, ESP), undue emphasis seems to have been placed often on
what is said, with how something is said and with what kind of effect often relegated
to such disciplines as style studies, and dealt with in a rather haphazard, intuitive
manner. This presentation will make a case for the need to fuse the two perspectives
on ‘form’ and ‘content’ and to see ‘effect’ in more rigorous terms within the purview
of Pragmatics. The issue of ‘culture’ is bound to come up in discussions of this kind.
In this presentation, culture is seen not only in terms of artifacts and socio-facts, but
also and more importantly as subsuming a diverse range of so-called ‘mentifacts’ or
socio-textual practices. It will be argued that this perspective is especially relevant for
those translators or academic writers with language backgrounds that do not
necessarily share the same or even similar standards of literacy as those established
for English. Different rhetorical norms are at work in how we pursue a variety of
textual purposes, convey discourse attitudes and operate within the constraints of
genre both in literary and non-literary contexts. These discrepancies become
translation and interpreting issues that the theory and practice of translation must
address in a globalized inter-cultural world that nevertheless resists uniformity.