英文と日本語訳の正確性について
- アメリカ人はすぐに返事するか相手を遮るという考えがあるため、英文と日本語訳は異なるルールを持つ可能性がある。
- 異なるターンテイキングのルールが存在するため、英語を学ぶ学生には積極的に発言することを促している。
- 英文と日本語訳の正確性を確認するために、文化的な見地からも考慮する必要がある。
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英文と日本語訳があります。日本語訳は正しいですか？
But this phenomenon also arises from the fact that Americans assume that anyone who has anything to say will respond immdiately, or will even interrupt others before the other person is finished. There are simply different sets of rules for turn-taking. Therefore, one of the first things I say to my students studying culturally appropriate ways of speaking English is "Say something. Speak up and speak out. And do it quickly." 和訳 しかしこの現象は，何か言いたい事がある人はすぐに返事するか相手が話し終える前に話を遮ったりさえするものとアメリカ人は考えているという事実にも起因する．ターンテイキングの為の単に違う物差しが存在する．そのため，文化的見地から適切な英語を話す方法を学んでいる学生たちに，私が一番初めに言う事のひとつは，「何か言いなさい．声に出して遠慮せず言いなさい．思ったらすぐに」だ．
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以下のとおりお答えします。素晴らしい訳文だと思います。ぜひ変更することをお勧めしたいのは１つだけ（turn-takingの訳）です。 ＞But this phenomenon also arises from the fact that Americans assume that anyone who has anything to say will respond immdiately, or will even interrupt others before the other person is finished. There are simply different sets of rules for turn-taking. Therefore, one of the first things I say to my students studying culturally appropriate ways of speaking English is "Say something. Speak up and speak out. And do it quickly." ＞しかしこの現象は，何か言いたい事がある人はすぐに返事するか相手が話し終える前に話を遮ったりさえするものとアメリカ人は考えているという事実にも起因する．ターンテイキングの為の単に違う物差しが存在する．そのため，文化的見地から適切な英語を話す方法を学んでいる学生たちに，私が一番初めに言う事のひとつは，「何か言いなさい．声に出して遠慮せず言いなさい．思ったらすぐに」だ． ★Americans assume that anyone who has anything to say will respond immdiately, or will even interrupt others before the other person is finished.：「何か言いたいことがある人はすぐに対応するものだとか、相手が話し終る前に遮ることさえあるものだとアメリカ人は考える」。アメリカ人の習慣を述べているくだりですので「～するものだ」というような訳語をあてがいました。また、お訳の「さえ」の使い方がやや不自然な感じです。 ★There are simply different sets of rules for turn-taking. ：「（それは）ただ、発話交代のための違う物差しが存在する、ということなのです」。simply は「ただ、ということです」とでもすれば、より自然な日本語に感じます。turn-takingは「発話交代」という対訳語がありますので、ぜひそれを使いましょう。 ★Speak up and speak out. And do it quickly. ：「遠慮をせずに大声で言いなさい。そして、それを素早くやりなさい」。お訳のままでも問題ないと思いますが、特に後半の文は100% 原文に即して訳せますね。 ⇒しかしこの現象は、何か言いたいことがある人はすぐに対応するものだとか、相手が話し終る前に遮ることさえあるものだ、とアメリカ人は考えるという事実にも起因します。それはただ、発話交代のための異なる物差しが存在する、ということなのです。そのため、文化的見地から適切な英語を話す方法を学んでいる学生たちに、私が最初に言うことのひとつは、「何か言いなさい。遠慮をせずに大声で言いなさい。そして、それを素早くやりなさい」ということです。
関連するQ&A
- 英文と日本語訳があります。和訳は正しいですか？
Children who are unable to respond quickly are placed in a real quandary, since they are often too shy to respond and are, at the same time, afraid that the teacher will scold them if they do not say anything. Looking back now, that is probably the reason that Sten, my Swedish classmate in second grade, filled his light blue eyes with tears every time the teacher called on him, even though he could speak English quite well. 和訳 しばしばあまりに内気なので答えることが出来ず、同時に、何も言わないなら先生が叱るだろうことを恐れているので、すばやく答えることができない子供たちは、現実の苦難に直面させられることになる。今振り返って見て、たぶんそういう理由だったのだ、２年生のスウェーデン人の私のクラスメートが、先生が彼に回答を要求するたびに明るい青色の目を涙でいっぱいにしていたのは。たとえ彼が上手く英語を喋ることができなかったにせよ、だ。
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- 英文の日本語訳をお願いします
意味はだいたいわかるのですが、訳すとなるのと上手に訳せません。 どなたか分かりやすい日本語に訳していただけないでしょうか。 １）１）They say that men have more responsiblities than women : a make the important family decisions, and therefore it is right for men to be paid more. ２）If women are encouraged by equal pay to take full-time jobs, they will be unable to do the things they are best at doing : making a comfortable home and bringing up children.They will have to give up their traditional position in society. ３）This is exactly what they want to give up, the women who disagree say. They want to escape from the limited place which society expects them to fill, and to have freedom to choose between a career or home life, or a mixture of the two. それから、下の文の最後のほうの being are のようなbe動詞が続いている文は初めて見た気がするのですが、どういう風に訳せばよいのでしょうか？ They point out that the meaning of this sentence was "all human beings are created equal." 質問が多くてすみません。 １つでも教えていただけたら助かります。
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So, why is this story so important to Americans? First of all, the story is about the challenge and excitement of a child disobeying a parent`s command, and destroying something treasured by that parent. Moreover, this act of youthful rebellion is committed by George Washington, the "Father of His Country." In this sense, the act is a symbolic one. The child disobeying and defying his father can be seen to represent the young America breaking with the older authority of Europe and, in particular, the English King. The second reason that this story is important to Americans reflects another symbolic meaning of cutting down a tree: the act of civilizing the wilderness. On their arrival in the New York, the trees had to be cut, the great forests leveled, in order to make civilized land out of the wilderness: to clear the land for planting crops; to build cabins; to get fuel for warmth and cooking; and to make fences for protection. Thus the tree-cutting hatchet is the essential tool for ( 1 ). Lastly, while the story of George Washington describes the act of a young revolutionary, it is significant to Americans that this act is done innocently and honestly. "Run to my arms, you dearest boy," cries his father, and with this sign of love the Revolution is given the approval of the parent. In this way, the story fulfills the wish of every rebellious child: that the gesture of independence will be respected, and that the child will be able to enjoy its act of rebellion without losing ( 2 ). ・（１）に入る３語の語句を同じ段階から抜き出してください。 ・（２）に入る適切なものを選んでください。 (1)its father`s love (2)its social relationships (3)its independence (4)its pride
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- 英文と日本語訳があります。和訳は正しいですか？
"Don't just sit there, say something!" The importance of speaking up, and doing so promptly, is drummed into American children from an early age. In the United States, students are expected to raise their hands to volunteer an answer or opinion. What the student says may not be what the teacher expects, or may even be wrong. American teachers feel it is better to say something rather than nothing at all. If a child does not say anything, the teacher will assume he has nothing to say or may not even be listening or thinking. 英文翻訳 「そこに座っているだけではいけません、何か言いなさい。」 大きな声で自分の意見を話すこと、そして素早く行動することの重要性は、幼いころからアメリカの子供たちにたたき込まれている。アメリカでは学生は自発的に答え意見を述べるために手を挙げることが期待される。学生が言うことが教師が期待する内容でなくとも、たとえ間違っていてもかまわない。アメリカ人の教師たちは全く答えないよりは何か言うのがましだと感じる。もし子供が何も言わないなら、教師はその子は何も言うことがない、または聞いてもいないし考えてさえいないのだろうと思うだろう。
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Prior to Sykes's departure to meet Russian Foreign Minister Sergey Sazonov in Petrograd on 27 February 1916, Sykes was approached with a plan by Samuel in the form of a memorandum which Sykes thought prudent to commit to memory and then destroy. He also suggested to Samuel that if Belgium should assume the administration of Palestine it might be more acceptable to France as an alternative to the international administration which France wanted and the Zionists did not. Of the boundaries marked on a map attached to the memorandum he wrote: "By excluding Hebron and the East of the Jordan there is less to discuss with the Moslems, as the Mosque of Omar then becomes the only matter of vital importance to discuss with them and further does away with any contact with the bedouins, who never cross the river except on business. I imagine that the principal object of Zionism is the realization of the ideal of an existing centre of nationality rather than boundaries or extent of territory. The moment I return I will let you know how things stand at Pd."
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Let them get on with this job in the way that seems most sensible to them,with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one's life is nonsence in a world as complicated and rapidly changing as ours. Anxious parents and teachers say,゛But suppose they fail to learn something essential,something they will need to get on in the world?" Don't worry! If it is essential,they will go out into the world and learn it.
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