And it is no doubt that one of the most focal points of these studies is thetranslation of the novel’s stream-of-consciousness style,with Zohreh and Hossein(2012)examining its transferability into Farsi,particularly the challenges oftranslating free indirect discourse.Pawłucka(2018)explored the language andliterary techniques used to express stream of consciousness in Mrs.Dalloway andcompared it with the Polish translation from the cognitive perspective,morespecifically,based on dimensions of imagery.
2.2 Previous Studies on Narratology and Translation
2.2.1 Studies abroad
Extant researches abroad primarily focus on theoretical investigations intonarrative communication patterns and the translation applications of narrativeelements such as narrative voice,perspective,and style.In the realm of appliedanalytical research,scholars have developed distinct research models.Theirprimary task is to analyze,based on various narrative elements,the strategies andlanguage choices employed by translators during the translation process.Additionally,they explore the impact of these translation transformations on thenarrative elements,aiming to reveal the reasons behind deviations in narrativeeffects.
Narrative communication is one of the important elements first attractedscholar’s attention:Chatman(1980：147-150)proposed an influential frameworkfor narrative communication,including real authors,implied authors,narrators,narratees,implied readers,and real readers.In translation studies,foreign scholarshave focused on the role and influence of translators in narrative communication.Schiavi(1996)introduced a translation narrative communication framework,emphasizing the role of translators throughout the process.However,O’Sullivan (2003)pointed out that Schiavi’s framework does not fully explain the impact ofimplied translators on the implied readers in the target language,leading to theproposal of the communication model of narrative texts in translation,based onthe narrative communication characteristics of children’s literature translations.She also suggested that differentiating various types of implied translators in thetranslation helps identify changes at the level of narrative communication centeredaround the translating subject—the translator.
Chapter 3 Theoretical Foundation .................16
3.1 A Brief Introduction to Narratology Theory ................16
3.2 Focalization.................... 17
3.3 Speech Presentation .............18
Chapter 4 A Narratological Analysis on the Chinese Translations of Mrs.Dalloway...............23
4.1 Presentations of Focalization.................23
4.1.1 Presentations of Internal Focalization .................23
4.1.2 Presentations of Other Forms of Focalization ...................29
Conclusion...................69
Chapter 4 A Narratological Analysis on the ChineseTranslations of Mrs.Dalloway
4.1 Presentations of Focalization
The transition of focalization within Mrs.Dalloway is nuanced and complex,involving shifts from internal intuitions and emotions of characters to descriptionsof external events and settings.(Adel&Jassim,2009)When evaluating translations,it is crucial to observe whether the translator can maintain this transition’s fluidityand multidimensionality while preserving the text’s coherence and depth andkeeping accuracy in psychological depiction.
4.1.1 Presentations of Internal Focalization
Example 1:
He would be back from India one of these days,June or July,she forgot which,for his letters were awfully dull;(1)it was his sayings one remembered;his eyes,hispocket-knife,his smile,his grumpiness and,when millions of things had utterlyvanished—how strange it was!—(2)a few sayings like this about cabbages.(Woolf,2016:4)
但他说的话却能够让人记住，还有他的眼睛、他的小刀、他的微笑、他的火爆脾气，还有……成千上万桩往事都已忘得干干净净——真是不可思议！——却偏偏记住了卷心菜之类的只言片语。（姜向明，2019：2）
但他说过的话她倒是还记得。他的眼神、他的笑容、他的折叠刀，还有他的坏脾气，多少往事早已烟
