‫ﻓﺼﻞ ﺍﻭﻝ‬

‫‪Objectives: Presenting a definition on‬‬

‫‪'translation' and discussing the adopted‬‬
‫‪outlook for the purpose of introducing‬‬
‫‪some major issues involved in translation. i‬‬
‫‪u;(Catford, 1965) s + The replacement of‬‬
‫‪textual material in one language by‬‬
‫‪equivalent textual material in another‬‬
‫‪language. 437 (equivalent) Jalas (textual‬‬
‫‪material) alyen (replacement).‬‬

‫ﻣﻤﻠﻮ ﺍﺯ ﺟﺎ ﮔﺮﯼ ﭼﯿﺴﺖ ؟ ﺁﯾﺎ ﻣﺎﯾﮕﯽ ﯾﮑﯽ ﺍﺯ ﻣﺎﻩ ) ‪NOW‬‬

‫‪ ( ( ) Inny us‬ﺑﺎ ﻣﻬﺮ ﻣﻌﺎﺩﻝ ﺁﻥ ﺩﺭ ﺯﺑﺎﻥ ﻣﻔﯿﺪ ) ( ‪toct‬‬
‫‪ ( longa‬ﻫﻢ ﺍﯾﺴﻨﺎ ﻭ ﺑﺪﻭﻥ ﺍﻋﻤﺎﻝ ﺗﻬﺮﺍﻧﯽ ﺩﺭ ﺗﻞ ﺍﻻﻡ ﻣﻦ‬
‫ﺍﻧﺠﺎﻡ ﻣﯽ ﮔﺮﺩ ﻭ ﯾﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﯾﻦ ﺟﺎﻧﮕﯽ ﺩﻭﺭﺕ ﻭ (‬
‫) ‪ ( hmani‬ﻣﻮﺟﺐ ﭘﯿﺪﺍﯾﺶ ﻧﻪ‬
‫ﺑﺮﺍ���������� ﺩﯾﮕﺮ ﺩﺭ ﻧﻈﺎﻡ ﻣﯽ ﺷﻮﺩ‬
‫ﺭﺍ ﻣﻄﺮ ﺍﺯ ﻫﺎﺭﺍ ﭼﯿﺴﺘﺎ ﻣﻬﯿﺎﺭ ﻭ ﻣﺤﮏ ﺍﭘﻦ ﺍﻟﻌﺎﺩﻝ ﮐﺪﺍﻡ‬
‫ﺍﺳﺖ ؟ ﺁﯾﺎ ﺍﻣﺎﺩﺍ ﻭﺻﺒﻮﺭﯼ ‪ ،‬ﺑﺎ ﻣﻌﻨﺎﯼ ﻭ ﻫﺪﺩﻩ ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﻪ‬
‫ﺗﻨﻬﺎﯾﯽ ﻣﻨﺠﺮ ﺑﻪ ﭘﯿﺪﺍﯾﺶ ﻟﻤﺎﺩﺍ ﻣﻮﺭﺩ ﺣﻤﻞ ﻣﺎ ﺑﺸﻮﺩ ﻭ ﺍﮔﺮ‬
‫ﻣﻮﺍﺩ ﻧﻬﺎﺩﯼ ﺍﺳﻦ ﻝ ﺗﻌﺎﻣﻞ ﺑﯿﻦ ﻣﻮﺭﺙ ﻭ ﻣﻌﻤﺎ ﺷﮑﻞ ﻣﯽ‬
‫ﮔﯿﺮﺩ ﺍﯾﻦ ﺍﻣﺮ ﭼﮕﻮﻧﻪ ﺩﺭ ﺟﺮﯾﺎﻥ ﺗﺮﺟﻤﻪ ﻣﺖ ﻣﯿﺎﺩ ؟ ﻣﻨﻈﻮﺭ‬
‫ﺍﺯ ﻣﻌﺎ ‪ ،‬ﻭﺍﻡ ‪ ،‬ﭼﯿﺴﺖ ؟ ﺁﻫﺎ ﻭﻣﻬﻤﺎ ‪ ،‬ﭼﯿﺰﯼ ﺍﺳﺖ ﮐﻪ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﺁﻣﺎﺩﻩ ﻭ ﺑﺶ ﺳﺎﺡ ﺗﻮﺳﻂ ﻣﺘﻦ ﺍﯾﻦ ﻣﺸﮑﻠﻢ ﻭ‬
‫ﻣﺨﺎﻃﺐ ﺭﺩ ﻭ ﺑﺪﺍﻥ ﻣﯽ ﺷﻮﺩ ﻭ ﺑﺎ ﺍﯾﻨﮑﻪ ﺩﺭ ﻓﺮﺍﯾﻨﺪ ‪ .‬ﻋﺎﻣﻞ‬
‫ﺭﺍﯼ ﻣﻦ ﻣﻘﺪﻡ ﻭ ﻣﺤﺎﻃﺐ ﺑﺎﻭﺭ ﻣﯽ ﭘﺎ ﺑﻪ ﻓﺮﺍﯾﻨﺪﯼ ﮐﻪ‬
‫ﻋﻮﺍﻣﻞ ﺑﺴﯿﺎﺭﯼ ﺩﺭ ﻣﯿﻨﯿﺖ ﺑﺎﻓﺘﻦ ﺁﻥ ﻣﻮﺛﺮ ﻫﺴﺘﻨﺪ ‪ .‬ﯾﮑﯽ‬
‫ﺍﺯ ﺭﻭﺷﻦ ﺷﺪﻥ ﭘﺎﺳﺦ ﺳﻮﺍﻻﺕ ﻓﻮﻕ ﻭ ﻫﺮﮔﻮﻧﻪ ﺟﻬﺖ‬
‫ﮔﯿﺮﯼ ﺩﺭ ﻣﻮﺭﺩ ﺁﻧﻬﺎ ﻧﺎﻟﯽ ﺑﻨﺎﯾﯽ ﺩ�� ﺷﻨﺎﺧﺖ ﻣﺎ ﺍﺯ‬
‫ﻣﺎﻫﯿﺖ ﻓﺮﺍﯾﻨﺪ ﺗﺮﺟﻤﻪ ﻭ ﺍﺻﻮﻝ ﺣﺎﮐﻢ ﺑﺮ ﺁﻥ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‬
 ‫ﮐﻼﻣﯽ ﻣﺨﺪﻭﻣﯽ ‪ ،‬ﻣﺘﮑﻠﻢ ﺑﻪ ﻋﻨﻮﺍﻥ ﺍﺳﺘﺎﺩ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ‬
‫ﺧﻄﺎﺏ ﺑﻪ ﮐﻼﺳﯽ ﺑﯿﺎﻥ ﮐﻨﺪ ﻭﺍ ﯾﮏ ﺗﮑﻪ ﮔﻢ ﺑﯿﺎﻭﺭﯾﺪﺍ ﻭ‬
‫ﺍﮔﺮ ﻫﯿﭻ ﯾﮏ ﺍﺯ ﺩﺍﻧﺸﺠﻮﯾﺎﻥ ﮐﻼﺱ ﮐﻪ ﻫﻤﮕﯽ ﺍﻧﮕﻠﯽ ﺭﺳﺎﻥ‬
‫ﻫﺴﺘﻨﺪ ﻣﺘﻮﺟﻪ ﻣﻔﻬﻮﻡ ﺗﻘﺎﺿﺎﯼ ﺍﺳﺒﺎﺀ ﻧﺸﻮﻧﺪ ‪ ،‬ﺷﻤﺎ ﮐﺪﺍﻡ‬
‫ﯾﮏ ﺍﺯ ﻣﺘﺪﻫﺎﯼ ﺯﯾﺮ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﻌﺎﻫﺎ ﺗﺮﺟﻤﻪ ﺍﯼ ﺑﺮﺍﯼ ﻣﻦ‬
‫ﻓﻮﻕ ‪TASK 1 ( a ) Go and bring a piece of‬‬
‫‪chalk ! ( b ) Can you bring a piece of chalk‬‬
‫‪please ? ( c ) Could some one bring a piece‬‬
‫‪of chalk please ! ( d ) Can I ask you to go‬‬
‫‪and bring a piece of chalk please ? ( e ) We‬‬
‫‪don't have any chalk to write . Please bring‬‬
‫‪ a piece of chalk‬ﺑﺮﺍﯼ ﺗﻮﺟﯿﻪ ﭘﺎﺳﺦ ﺻﺤﯿﺢ ﺑﻪ ﺳﺆﺍﻝ‬
‫ﻓﻮﻕ ﺑﻪ ﺑﺤﺜﻬﺎﯼ ﺗﺨﺼﺼﯽ ﺯﯾﺮ ﺗﻮﺟﻪ ﮐﻨﯿﺪ ‪ ۲۰۱‬ﻣﺘﻦ‬
‫) ‪ ( text‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺮﺍﯾﺸﻬﺎﯼ ﻧﻮﯾﻦ ﺩﺭ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ‪ ،‬ﻫﻨﻦ‬
‫ﺯﯾﺎﻧﯽ ) ‪ ( text‬ﺣﺎﻣﻞ ﯾﮏ ﻭ ﭘﻼﻣﻪ ﯾﮏ ﺑﺎﺭ ‪ ،‬ﺑﺎ ﻧﺎﻡ ﺍﻣﺎﺩﻩ‬
‫ﻭﺳﺎﺧﺘﻪ ﻭ ﭘﺮﺩﺍﺧﺘﻪ ﻧﻠﯽ ﻧﯿﺴﺖ ‪ ،‬ﺑﻠﮑﻪ ﻫﺮ ﻣﺘﻦ ﺍﺭﺍﺋﻪ‬
‫ﺩﻫﻨﺪﻩ ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ) ‪ ( discourse proven‬ﻣﯽ ﮐﻨﺪ‬
‫‪ ۳۰۱‬ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ) ‪ ( I course price89‬ﻣﻄﻮﺭ ﺍﺯ‬
‫ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ‪ ،‬ﻓﺮﺍﯾﻨﺪﯼ ﺍﻫﻨﯽ ﭘﯿﺶ ﺯﻣﯿﻨﻪ ﺍﯼ ﺍﺳﺖ ﮐﻪ ﺩﺭ‬
‫ﺁﻥ ﻣﺘﮑﻠﻢ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﮏ ﻫﺪﻑ ( ﺍﺭﺗﺒﺎﻃﯽ ﻣﻌﯿﻦ ﺷﺮﻭﻉ‬
‫ﺑﻪ ﺳﺒﮏ ﻭ ﺳﻨﮕﯿﻦ ﮐﺮﺩﻥ ﮐﻠﯿﻪ ﻋﻮﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ ﻣﻮﻗﻌﯿﺖ‬
‫ﮐﻼﻣﯽ ﻣﺮﺑﻮﻁ ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﺩﺭ ﻣﻮﻗﻌﯿﺖ ﮐﻼﻣﯽ ﻓﻮﻕ ‪،‬‬
‫ﻣﺘﮑﻠﻢ ) ﺍﺳﺘﺎﺩ ﮐﻼﺱ ( ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﮑﻪ ﭘﯿﺎﻡ ﺧﻮﺩﺵ ﺭﺍ ﻃﯽ‬
‫ﻣﻨﯽ ﺑﻪ ﻡ��ﺍﻃﺐ ﻋﺮﺿﻪ ﮐﻨﺪ ﺩﺭ ﺫﻫﻦ ﺧﻮﻩ » ﻣﻮﻗﻌﯿﺖ‬
‫ﮎ��ﺍﻡ « ‪ ،‬ﻭﻣﺨﺎﻃﺐ ‪ ،‬ﻭﻧﻮﻉ ﺍﺭﺗﺒﺎﻁ ﻣﻮﺟﻮﺩ ﺑﯿﻦ ﺧﻮﺩ‬
‫ﻭ ﺍﻭ ‪ » ،‬ﺷﺮﺍﯾﻂ ﺣﺎﮐﻢ ﺑﺮ ﻣﻮﻗﻌﯿﺖ ﮐﻼﻡ « ‪ » ،‬ﻗﺮﺍﺭﺩﺍﺩﻫﺎﯼ‬
‫ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﻓﺮﻫﻨﮕﯽ ﺣﺎﮐﻢ ‪ ،‬ﻭ ﻏﯿﺮﻩ ﺭﺍ ﮐﻪ ﻫﻤﮕﯽ ﺟﺰﻭ‬
‫ﻋﻮﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﻫﺴﺘﻨﺪ ﺩﺭ ﺫﻫﻦ ﺧﻮﺩ‬
‫ﺑﺮﺭﺳﯽ ﻭ ﻧﺘﯿﺠﻪ ﺍﯾﻦ ﺑﺮﺭﺳﯽ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻣﺘﻦ ﺏﻩ‬
 ‫ﻣﺨﺎﻃﺐ ﻋﺮﺿﻪ ﻣﯽ ﮐﻨﺪ ‪ ۴۰۱ .‬ﻣﻌﻨﺎ ) ‪ ( meaning‬ﭘﺲ‬
‫ﻣﻌﻨﺎ ﻭ ﭘﯿﺎﻡ ﭼﯿﺰ ﺍﺯ ﭘﯿﺶ ﺳﺎﺧﺘﻪ ﻭ ﺁﻣﺎﺩﻩ ﺍﯼ ﻧﯽ ‪ ،‬ﻣﺘﻦ ﺑﻪ‬
‫ﻣﺨﺎﻃﺐ ﻋﺮﺿﻪ ﺷﻮﺩ ‪ ،‬ﺑﻠﮑﻪ ﻋﻮﺍﻣﻞ ﺑﺴﯿﺎﺭﯼ ﺍﺯ ﺟﻤﻠﻪ‬
‫ﺁﻧﻬﺎﯾﯽ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﮔﻔﺘﻪ ﺷﺪ ﺩﺭ ﺗﺒﻠﻮﺭ ﺁ�� ﺍﯾﻔﺎﯼ‬
‫ﻥ��ﺵ ﻣﯽ ﮐﻨﻨﺪ ﮐﻪ ﻣﺘﻦ ﺗﻨﻬﺎ ﯾﮑﯽ ﺍﺯ ﺍﯾﻦ ﻋﻮﺍﻣﻞ‬
‫ﺍﺳﺖ ‪ .‬ﻣﺨﺎﻃﺐ ﺏ�� ﺩﺭﯾﺎﻓﺖ ﺗﻦ ﺩﺭ ﺻﻮﺭﺕ ﺁﺷﻨﺎ‬
‫ﺑﻮﺩﻥ ﺑﺎ ﻧﻈﺎﻡ ﻋﻤﻠﮑﺮﺩ ﺍﺟﺰﺍﯼ ﺁﻥ ) ﯾﻌﻨﯽ ﺩﺭ ﺻﻮﺭﺕ ﺗﺴﻠﻂ‬
‫ﺑﻪ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ( ﻋﻮﺍﻣﻞ ﭘﯿﺶ ﺯﻣﯿﻨﻬﺎﯼ ﺣﺎﮐﻢ ﺑﺮ ﻓﺮﺍﯾﻨﺪ‬
‫ﺳﺨﻦ ﺭﺍ ﺷﻨﺎﺳﺎﯾﯽ ﻣﯿﮑﻨﺪ ﻭ ﺍﺯ ﺍﯾﻦ ﺭﺍﻩ ﺑﻪ ﭘﯿﺎﻡ ﻣﻮﺭﺩ ﻧﻈﺮ‬
‫ﻣﺘﮑﻠﻢ ﺩﺳﺖ ﻣﯽ ﺑﺎﯾﺪ ﻋﻤﻞ ﺷﻨﺎﺳﺎﯾﯽ ﻋﻮﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ‬
‫ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﻣﺘﮑﻠﻢ ﺍﺯ ﺳﻮﯼ ﻣﺨﺎﻃﺐ ﺭﺍ ﺑﻪ ﺍﺻﻄﻼﺡ ﺭﻭ‬
‫ﺩﺭﮎ ﻣﻄﻠﺐ ‪ ( comprehension ) ،‬ﭼﻪ ﺑﺴﺎ ﻣﺨﺎﻃﺒﯽ‬
‫ﺑﻪ ﻋﻠﻠﯽ ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﻋﺪﻡ ﺁﺷﻨﺎﯾﯽ ﺑﻪ ﻧﻈﺎﻡ ﻋﻤﻠﮑﺮﺩ ﺍﺟﺮﺍﯼ‬
‫ﻣﺜﻦ ‪ ،‬ﺯﺑﺎﻥ ﻣﺒﺪﺃ ‪ ) ،‬ﯾﺎ ﺑﻪ ﺑﯿﺎﻥ ﺳﺎﺩﻩ ﺗﺮ ﺑﻪ ﻋﻠﺖ ﻋﺪﻡ‬
‫ﺁﺷﻨﺎﯾﯽ ﺑﻪ ﻧﻈﻢ ﺁﻭﺍﯾﯽ ‪ ،‬ﺩﺳﺘﻮﺭﯼ ﻭ ﻣﻌﻨﺎﯾﯽ ﺯﺑﺎﻥ ﻣﺒﺪﺃ (‬
‫ﻧﺘﻮﺍﻧﺪ ﻣﻌﻨﺎﯼ ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﺘﮑﻠﻢ ﺭﺍ ﺩﺭﮎ ﮐﻨﻨﺪ ﻭ ﯾﺎ ﺑﻪ ﻋﻠﺖ‬
‫ﻧﺎﺗﻮﺍﻥ�� ﺩﺭ ﺷﻨﺎ��ﺍﯾﯽ ﺩﻗﯿﻖ ﻉ��ﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ‬
‫ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﻣﺒﺪﺃ ﺑﻪ ﻣﻌﻨﺎﯾﯽ ﻏﯿﺮ ﺍﺯ ﺁﻧﭽﻪ ﻣﺮﺍﺩ ﻣﺘﮑﻠﻢ‬
‫ﺑﻮﺩﻩ ﺍﺳﺖ ﺩﺳﺖ ﯾﺎﺑﺪ ‪ .‬ﻋﻮﺍﻣﻞ ﺑﺴﯿﺎﺭﯼ ﺩﺭ ﺗﺒﻠﻮﺭ ﻣﻌﻨﺎﺑﯽ‬
‫ﯾﮏ ﻣﺘﻦ ﺩﺧﺎﻟﺖ ﺩﺍﺭﻧﺪ ﻭ ﺩﺭ ﺩﺭﮎ ﻣﻄﻠﺐ ﯾﮏ ﻣﺖ « ؛‬
‫ﺷﻨﺎﺳﺎﯾﯽ ﺩﻗﯿﻖ ﺍﯾﻦ ﻋﻮﺍﻣﻞ ﺍﺯ ﺟﺎﻧﺐ ﻣﺨﺎﻃﺐ ‪ ،‬ﮔﺎﻩ‬
‫ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﻌﻨﺎﯼ ﻣﺘﮑﻠﻢ ) ‪ ( Speaker meaning‬ﻭ‬
‫ﻣﻌﻨﺎﯼ ﻣﺨﺎﻃﺐ ) ‪ ( receiver meaning‬ﺑﺎ ﻫﻢ ﺗﻔﺎﻭﺕ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﺩ ﺁﻧﭽﻪ ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﺘﮑﻠﻢ ﺍﺳﺖ ﺑﺎ ﺁﻧﭽﻪ ﮐﻪ‬
‫ﻣﺨﺎﻃﺐ ﺑﺮﺩﺍﺷﺖ ﻣﯽ ﮐﻨﺪ ﻓﺮﻕ ﺩﺍﺷﺘﻪ ﺑﺎﺵﺩ ﻭ ﯾﺎ‬
‫ﻣﺨﺎﻃﺒﺎﻥ ﻣﺨﺘﻠﻒ ﻣﻌﺎﻧﯽ ﻣﺘﻔﺎﻭﺗﯽ ﺭﺍ ﺍﺯ ﯾﮏ ﻣﺘﻦ ﺑﺮﺩﺍﺷﺖ‬
‫ﮐﻨﻨﺪ ‪ .‬ﺍﯾﻦ ﺑﻪ ﺍﯾﻦ ﻭﺍﻗﻌﯿﺖ ﺍﺳﺖ ﮐﻪ ﻋﻮﺍﻣﻞ ﺑﺴﯿﺎﺭﯼ ﺩﺭ‬
‫ﺩﺍﺩﻭﺳﺘﺪﻫﺎﯼ ﺯﺑﺎﻧﯽ ﺣﺎﮐﻢ ﺍﻧﺪ ﮐﻪ ﻣﺘﻮﻥ ﻭ ﺍﺑﺰﺍﺭﻫﺎﯼ ﻧﻈﺎﻡ‬
‫ﺯﺑﺎﻧﯽ ) ﺃﺻﻮﺍﺕ ‪ ،‬ﺩﺳﺘﻮﺭ ﻭ ﻭﺍﮊﮔﺎﻥ ( ﺗﻨﻬﺎ ﯾﮑﯽ ﺍﺯ‬
‫ﺁﻧﻬﺎﺳﺖ ‪ .‬ﻭﻟﯽ ﻣﺘﻦ ��‬
 ‫ﻋﺮﺿﻪ ﮐﻨﻨﺪﻩ ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﻭ ﻋﻮﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ ﺁﻥ ﺍﺳﺖ ﻭ‬
‫ﻫﺮﮔﻮﻧﻪ ﺗﻐﯿﯿﺮﺍﺕ ﺩﺭ ﭼﻨﺪ ﻭ ﭼﻮﻥ ﺁﻥ ﺷﺎﺧﺺ ﺗﻐﯿﯿﺮﺍﺕ ﺩﺭ‬
‫ﻋﻮﺍﻣﻞ ﺳﺨﻦ ﺍﺳﺖ ‪ .‬ﺍﮔﺮ ﻫﺮ ﯾﮏ ﺍﺯ ﺟﻤﻼﺕ ﺫﮐﺮ ﺷﺪﻩ ﺩﺭ‬
‫ﺧﻮﺩﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ) ‪ ( ۱‬ﺭﺍ ﯾﮏ ﻣﺘﻦ ﻓﺮﺽ ﮐﻨﯿﻢ ﺗﻔﺎﻭﺗﻬﺎﯼ‬
‫ﺻﻮﺭﯼ ﻣﻮﺟﻮﺩ ﺩﺭ ﻫﺮ ﮐﺪﺍﻡ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺗﻐﯿﯿﺮﺍﺗﯽ ﺩﺭ‬
‫ﻋﻮﺍﻣﻞ ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﻣﺮﺑﻮﻁ ﺍﺳﺖ ‪ .‬ﺑﻨﺎﺑﺮﺍﯾﻦ ‪ ،‬ﺑﻪ ﺟﺎﯼ‬
‫ﺍﯾﻨﮑﻪ ﺍﯾﻦ ﻣﺘﻨﻬﺎ ﺭﺍ ﻫﻢ ﻣﻌﻨﺎ ‪ ،‬ﻭ ﺗﻔﺎﻭﺗﻬﺎﯼ ﻣﻮﺟﻮﺩ ﺑﯿﻦ ﺁﻧﻬﺎ‬
‫ﺭﺍ ﻣﻨﺤﺼﺮ ﺑﻪ ﺻﻮﺭﺕ ﺑﺪﺍﻧﯿﻢ ﻫﺮ ﮎﺩﺍﻡ ﺍﺯ ﻧﻈﺮ ﭘﯿﺎﻡ ﺭﺳﺎﻧﯽ‬
‫ﻣﺘﻔﺎﻭﺕ ﺍﺯ ﺩﯾﮕﺮﯼ ﺍﺳﺖ ﻭ ﺗﻔﺎﻭﺗﻬﺎﯼ ﺁﻧﻬﺎ ﻣﺘﻌﻠﻖ ﺑﻪ‬
‫ﺗﻐﯿﯿﺮﺍﺗﯽ ﺩﺭ ﻋﻮﺍﻣﻞ ﺣﺎﮐﻢ ﺑﺮ ﻓﺮﺍﯾﻨﺪ ﺳﺨﻦ ﺍﺳﺖ ‪ .‬ﺧﻼﺻﻪ‬
‫ﺍﯾﻨﮑﻪ ﺗﻔﺎﻭﺗﻬﺎﯼ ﺻﻮﺭﯼ ﻭ ﺳﺒﮑﯽ ﺩﺭ ﻧﻈﺎﻡ ﻣﺘﻦ ﺑﯽ ﺗﺄﺛﯿﺮ ﺩﺭ‬
‫ﭘﯿﺎﻡ ﺑﺖ ﻭ ﺑﺮ ﺧﻼﻑ ﺑﺎﻭﺭ ﭘﺎﺭﻩ ﺍﯼ ﺍﺯ ﻣﮑﺎﺗﺐ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ‪،‬‬
‫ﺩﺭ ﺯﺑﺎﻥ ‪ ،‬ﻣﻄﻠﺒﯽ ﺭﺍ ﻧﻤﯽ ﺗﻮﺍﻥ ﻋﻴﻨﺔ ﻭ ﺑﺪﻭﻥ ﺍﯾﻨﮑﻪ ﺗﻐﯿﯿﺮﯼ‬
‫ﺩﺭ ﻣﺤﺘﻮﺍﯼ ﺁﻥ ﺍﯾﺠﺎﺩ ﺷﻮﺩ ﻭ ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮﯼ ‪،‬‬
‫) ‪ ( paraphrasing‬ﺑﯿﺎﻥ ﮐﺮﺩ ﻭ ﻫﺮﮔﻮﻧﻪ ﺗﻐﯿﯿﺮ ﺑﯿﺎﻥ ﯾﺎ‬
‫ﺷﯿﻮﻩ ﺑﯿﺎﻥ ﺍﺑﻌﺎﺩ ﭘﯿﺎﻡ ﻣﺮﺑﻮﻁ ﺭﺍ ﺗﻐﯿﯿﺮ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ‪TASK‬‬
‫‪ 2‬ﺧﻮﺩ ﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪ ۲‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺑﺤﺚ ﻓﻮﻕ ﻭ ﺑﺎ ﺑﺮﺭﺳﯽ‬
‫ﺟﻤﻼﺕ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺩﺭ ) ‪ ( text‬ﺧﻮﺩﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪۱‬‬
‫ﺳﺌﻮﺍﻻﺕ ﺍﻟﻒ ( ﺁﯾﺎ ﻫﻤﻪ ﺟﻤﻼﺕ ﺍﻧﮕﻠﯿﺴﯽ ﺭﺍ ﻣﯽ ﺗﻮﺍﻥ‬
‫ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﺟﻤﻠﻪ ﻓﺎﺭﺳﯽ ﺩﺍﺩﻩ ﺷﺪ ﺑﺎ ﮐﺪﺍﻡ ﯾﮏ ﺍﺭ‬
‫ﺟﻤﻼﺕ ﺍﻧﮕﻠﯿﺴﯽ ﺑﻬﺘﺮﯾﻦ ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﻣﺢ��ﻭﺏ ﻣﯽ‬
‫ﺷﻮﺩ ؟ ��ﺭﺍ ؟ ) ﺝ ( ﺑﺮﺍﯼ ﻫﺮ ﯾﮏ ﺍﺯ ﺟﻤﻼﺕ ﺍﻧﮕﻠﯿﺴﯽ‬
‫ﯾﮏ ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﯽ ﺑﺪﻫﯿﺪ ‪.‬‬

‫ﻓﺼﻞ ﺩﻭﻡ‬
 ‫ﺩﺭ ﺩﺭﺱ ‪ ۱‬ﺑﻪ ﺗﻌﺮﯾﻒ ﻭ ﮐﺖ ﻧﻮﺭﺩ ‪ ،‬ﺑﺮﺍﯼ ﺗﺮﺟﻤﻪ ‪ ،‬ﯾﻌﻨﯽ »‬
‫ﺣﺎﯾﮕﺮﯼ ﻣﻮﺍﺩ ﻣﺶ ﺯﻣﺎﻥ ﻣﺎ ﺑﺎ ﻣﻮﺍﺩ ﻣﺶ ﻣﻌﺎﺩﻝ ﺍﺯ ﺯﺑﺎﻥ‬
‫ﻣﻘﺼﺪ ‪ ،‬ﺍﺷﺎﺭﻩ ﻭ ﭘﺎﺭﻩ ﺍﯼ ﺍﺯ ﻣﺴﺎﺋﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﺣﺲ‬
‫ﺷﺪ ‪ .‬ﺩﺭ ﺍﯾﻦ ﺩﺭﺱ ﻣﮏ ﺩﺗﻮ ﺭﻭﺷﻬﺎﯼ ﻣﺨﺘﻠﻒ ﮐﺎﺭﺑﺮﺩ ﺍﯾﻦ‬
‫ﺭﻭﻧﺪ ﻭ ﺟﺎﯾﮕﺰﯾﻨﯽ ‪ ،‬ﮐﻪ ﻫﺮ ﮐﺪﺍﻡ ﻣﯿﻮﺍﻥ ﻣﯽ ﺗﺮﺟﻤﻪ‬
‫ﻣﺪﺍﻭﺕ ﻣﻨﺠﺮ ﺷﻮﺩ ﺑﺮﺭﺳﯽ ﺧﻮﺍﻫﺪ ﺷﺪ ﻭ ﺟﺎﯾﮕﺰﯾﻨﯽ ( ‪ .‬ﻭ‬
‫ﺯﺑﺎﻥ ﻣﯿﺒﺪﺃ ﺑﺎﻣﻮﺍ ﻭ ��ﻟﻠﯽ ﺣﻤﻠﻪ ﺗﻔﺎﻭ�� ﺩﺭ‬
‫ﺯ��ﺍﻥ ﺩﯾﻮﺍﺭﻫﺎﯼ ﺍﻣﺎ ﻫﺪﻑ ﻣﺘﺮﺣﻢ ﺍﺯ ﺗﺮﺟﻤﻪ ﯾﮏ ﻣﻦ ‪،‬‬
‫ﻣﺤﺎﻃﺐ ﺑﺎ ﺧﻮﺍﻧﺪﻩ ﻣﺘﻦ ﺗﺮﺟﻤﻪ ﻭ ﺗﻮ ﺑﺎ ﺳﺒﺎﻕ ﻣﺘﻦ ﻣﻮﺭﺩ‬
‫ﺗﺮﺟﻤﻪ ) ﮐﻪ ﻫﻤﻪ ﺍﯾﻦ��ﺍ ﺩﺭ ﺩﺭﺳﻬﺎﯼ ﺁﯾﻨﺪﻩ ﺑﻪ ﺗﻔﺼﻞ‬
‫ﻣﻮﺭﺩ ﺡ ﻗﺮﺍﺭ ﺧﻮﺍﻫﺪ ﮔﺮﻓﺖ ( ﻣﻤﮑﻦ ﺟﻬﻨﻬﺎﯼ ﻣﺨﺘﻠﻔﯽ‬
‫ﭘﯿﺪﺍ ﮐﻨﺪ ﻭ ﺩﺭ ﻫﺮ ﻣﻮﺭﺩ ﻣﺤﻮ ﺑﻪ ﭘﯿﺪﺍﯾﺸﯽ ﺗﺮﺟﻤﻪ ﻫﺎﯾﯽ‬
‫ﺑﺸﻮﺩ ﮐﻪ ﻫﺮ ﮐﺪﺍﻡ ﻧﻤﺎﯾﻨﺪﻩ ﺑﺮﺩﺍﺷﺖ ﻣﺘﻔﺎﻭﺗﯽ ﺍﺯ ﺍﻣﺮ ﻭ‬
‫ﺟﺎﯾﮕﺰﯾﻨﯽ ﺑﺎﺷﺪ ﺍﻟﻨﻪ ﻧﻌﺲ ﺑﻬﺘﺮﯾﻦ ﺗﺮﺟﻤﻪ ﺍﺯ ﻣﯿﺎﻥ ﺍﻧﻮﺍﻉ‬
‫ﺗﺮﺟﻤﻪ ﻫﺎﯼ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺯ ﯾﮏ ﻣﺘﻦ ﺗﻨﻬﺎ ﺑﺎﯾﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬
‫ﻋﻮﺍﻣﻞ ﻭ ﻋﻤﻞ ﯾﺎﺩ ﺷﺪﻩ ﺩﺭ ﺑﺎﻻ ﺻﻮﺭﺕ ﺑﮕﯿﺮﺩ ﻭ ﻧﻪ ﺑﻪ‬
‫ﺻﻮﺭﺕ ﺍﻧﺘﺰﺍﻋﯽ ﻭ ﺟﺪﺍ ﺍﺯ ﻫﺪﻑ ﺗﺮﺟﻤﻪ ﯾﮏ ﻣﺘﻦ ﻭ ﻋﻮﺍﻣﻞ‬
‫ﺣﺎﮐﻢ ﺑﺮ ﺁﻥ ‪ .‬ﻗﺒﻞ ﺍﺯ ﺍﯾﻨﮑﻪ ﺑﺤﺚ ﺣﺎﺿﺮ ﺭﺍ ﺍﺩﺍﻣﻪ ﺑﺪﻫﯿﻢ‬
‫ﺍﺑﺘﺪﺍ ﺩﯾﺪﮔﺎﻫﻬﺎﯼ ﭼﻨﺪ ﺻﺎﺣﺒﻨﻈﺮ ��ﯾﮕﺮ ﺩﺭ ﺍﻣﺮ ﺗﺮﺟﻤﻪ‬
‫ﺭﺍ ﺩﺭﺑﺎﺭﻩ ﺍﻧﻮﺍ�� ﺗﺮﺟﻤﻪ ﺑﺮﺭﺳﯽ ﻣﯿﮑﻨﯿﻢ ‪ ۲-۲ .‬ﮐﺖ ﻧﻮﺭﺩ‬
‫ﻭ ﺍﻧﻮﺍﻉ ﺗﺮﺟﻤﻪ ﮐﺖ ﻓﻮﺭﺩ ) ‪ ( Catford ، 1965‬ﺗﺮﺟﻤﻪ ﺭﺍ‬
‫ﺩﺭ ﺳﻪ ﻣﺤﻮﺭ ﺑﻪ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺗﻘﺴﯿﻢ ﻣﯽ ﮐﻨﺪ ‪han‬‬
‫‪ ) partial Current‬ﺍﻟﻒ ( ﻣﯿﺰﺍﻥ ) ‪ ( extent‬ﺗﺮﺟﻤﻪ‬
‫ﯾﻌﻨﯽ ﭼﻪ ﻣﯿﺰﺍﻥ ﺑﺎ ﻣﻘﺪﺍﺭ ﺍﺯ ﻣﺘﻦ ﻣﻮﺭﺩ ﻧﻈﺮ ﺑﻪ ﺯﺑﺎﻥ‬
‫ﻣﻘﺼﺪ ﺗﺮﺟﻤﻪ ﺑﺎ ﺑﺎ ﻣﻮﺍﺩ ﻣﺘﻨﯽ ‪ ،‬ﺁﻥ ﺟﺎﯾﮕﺰﯾﻦ ﻣﯽ ﺷﻮﺩ ‪.‬‬
‫ﺩﺭ ﺍﯾﻦ ﻣﺤﻮﺭ ﺗﺮﺟﻤﻪ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﮐﺎﻣﻞ ) ‪ ( full‬ﻭ ﻏﯿﺮﮐﺎﻣﻞ‬
‫) ‪ ( partial‬ﺗﻘﺴﯿﻢ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺩﺭ ﺗﺮﺟﻤﻪ ﮐﺎﻣﻞ ﮐﻠﯿﻪ‬
‫ﻋﻨﺎﺻﺮ ﻣﺘﻦ ﻣﺒﺪﺃ ﺑﺪﻭﻥ ﺍﺳﺘﺚﻧﺎ ﺑﺎ‬
 ‫ﻋﻨﺎﺻﺮ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺟﺎﯾﮕﺰﯾﻦ ﻣﯽ ﺷﻮﺩ ‪ .‬ﻭﻟﯽ ﺩﺭ ﺗﺮﺟﻤﻪ‬
‫ﻏﯿﺮﮐﺎﻣﻞ ﻗﺴﻤﺘﯽ ﺍﺯ ﻣﺘﻦ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﻭﺟﺎﯾﮕﺰﯾﻦ ‪ ،‬ﺗﺸﺪﻩ‬
‫ﺑﺎﻗﯽ ﻣﯽ ﻣﺎﻧﺪ ‪ .‬ﺍﯾﻦ ﺍﻣﺮ ﻋﻠﻠﯽ ﺍﺯ ﺟﻤﻠﻪ ﻧﻮﻉ ﻣﺘﻦ ﻭ‬
‫ﺿﺮﻭﺭﺗﻬﺎﯼ ﻧﺎﺷﯽ ﺍﺯ ﺁﻥ ﺩﺍﺭﺩ ‪ .‬ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻭﻗﺘﯽ ﻣﺘﺮﺟﻤﯽ‬
‫ﯾﮏ ﮐﺘﺎﺏ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺭﺍ ﺑﻪ ﻓﺎﺭﺳﯽ ﺗﺮﺟﻤﻪ ﻣﯽ‬
‫ﮐﻨﺪ ﺍﺯ ﺁﻧﺠﺎﯾﯽ ﮐﻪ ﻫﺪﻑ ﻣﺘﻦ ﺑﺤﺚ ﺩﺭ ﭼﻨﺪ ﻭ ﭼﻮﻥ ﻧﻈﺎﻡ‬
‫ﺯﯾﺎﻥ ﻣﺠﺒﻮﺭ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﻗﺴﻤﺘﻬﺎﯾﯽ ﺍﺯ ﻣﺘﻦ ﻣﺒﺪﺃ ﻣﺎﻧﻨﺪ‬
‫ﻣﺜﺎﻟﻬﺎﯼ ﻣﺴﺎﺋﻞ ﻣﻮﺭﺩ ﺑﺤﺚ ﺭﺍ ﻋﯿﻨﺎ ﺑﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺑﻪ‬
‫ﻣﺘﻦ ﻓﺎﺭﺳﯽ ﻣﻨﺘﻘﻞ ﺳﺎﺯﺩ ‪.‬‬
‫ﻣﻦ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ) ‪ ( 11‬ﻋﻠﯽ ﺟﻠﺴﻪ ﺍﯼ ﺑﺮ ﺳﺮ ﻣﯿﺰ ﻧﺎﻫﺎﺭ ﺩﺭ‬
‫ﻟﻮﮐﺰﺍﻣﺒﻮﺭﮒ ‪ ۱۲ ،‬ﻣﻮﺍﻓﻘﺖ ﮐﺮﺩﻧﺪ ﺗﺎ ﺩﺭ ﺍﺳﺘﺎﺭ ﺗﺸﮑﯿﻞ ﻭ‬
‫ﺩﺍﺩﮔﺎﻩ ﻧﻮﺭ ﻣﺮﮒ ﺑﺮﺍﯼ ﻣﺤﺎﻛﻤﺔ ﺻﺪﺍﻡ ﺣﺴﯿﻦ ﺑﻪ ﻣﻨﺎﻁ‬
‫ﺟﻨﺎ��ﺍﺕ ﺟﻨﮕﯽ ﻭ ﺩﺍﺩﻡ ﮐﺶ�� ‪ ،‬ﺑﺸﻮﻧﺪ ) ﺏ ( ‪:‬‬
‫ﺳﻄﺢ ) ‪ ( level‬ﺗﻮﺻﯿﻒ ﺯﺑﺎﻧﯽ ﺯﺑﺎﻧﺸﻨﺎﺳﺎﻥ ﺗﻄﺎﻡ ﻫﺮ ﺯﺑﺎ‬
‫ﺭﺍ ﺟﻬﺖ ﺭﺍﺣﺘﯽ ﻭ ﺗﻮﺳﺖ ﻭ ﻫﻤﻪ ‪ ،‬ﻣﻪ ‪ -‬ﺁﻭﺍﺷﻨﺎﺳﯽ‬
‫) ‪ ، ( phonology‬ﮔﻮ ﺍﺯ ﺷﻨﺎﺳﯽ ) ‪morrhol ...‬‬
‫‪st : Translation is a branch of( gtaphology‬‬
‫‪contrastive linguistics Sl : Phonology is the‬‬
‫‪study of the sound system of a language .‬‬
‫) ‪ ( syntar‬ﻭ ﻣﻌﻨﺎﺷﻨﺎﺳﯽ ) ‪ ( emantics‬ﺗﻘﺴﯿﻢ ﻣﯽ‬
‫ﮐﻨﻨﺪ ﻭ ﻫﺮ ﯾﮏ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻃﻮﺭ ﺟﺪﺍﮔﺎﻧﻪ ﻣﻮﺭﺩ ﺑﺮﺭﺳﯽ ﻭ‬
‫ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﻣﯽ ﺩﻫﻨﺪ ‪ .‬ﺩﺭ ﺍﯾﻦ ﻣﺤﻮﺭ ﮐﺖ ﻓﻮﺭﺩ ﺑﻪ ﺩﻭ‬
‫ﻧﻮﻉ ﺗﺮﺟﻤﺔ ﻛﻠﻰ ) ‪ ( total‬ﻭ ﻣﺤﺪﻭﺩ ) ‪( 1estricted‬‬
‫ﺍﺷﺎﺭﻩ ﻣﯽ ﮐﻨﺪ ﺩﺭ ﺗﺮﺟﻤﻪ ﮐﻠﻮ ﻭ ﺗﺮﺟﻤﻪ ﮐﻠﯽ ﺍﻣﺮ ﺟﺎﯾﮕﺰﯾﻨﯽ‬
‫ﻣﺘﻦ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﺩﺭ ﻫﻤﻪ ﺳﻄﻮﺡ ﺍﻋﻤﺎﻝ ﻣﯽ ﺷﻮﺩ ‪ ،‬ﻣﺎﻧﻨﺪ‬
‫ﺗﺮﺟﻤﻪ ﺷﺎﺧﻪ ﺍﯼ ﺍﺯ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﻣﻘﺎﺑﻠﻪ ﺍﯼ ﺍﺳﺖ ‪ no .‬ﺩﺭ‬
‫ﺍﯾﻦ ﺗﺮﺟﻤﻪ ﺭﺳﻢ ﺍﻟﺨﻂ ‪ ،‬ﺁﻭﺍﺷﻨﺎﺳﯽ ‪ ،‬ﻧﺤﻮ ﻭ‬
‫��ﻋﻨﺎﺷﻨﺎ��ﯼ ﺯﺑﺎﻥ ﺍﻧﮕﻞ��ﺳﯽ ﺑﺎ ﺭﺳﻢ ﺍﻟﺨﻂ ‪،‬‬
‫ﺁﻭﺍﺷﻨﺎﺳﯽ ﻧﺤﺮ ﻭ ﻣﻌﻨﺎﺷﻨﺎﺳﯽ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺟﺎﯾﮕﺰﯾﻦ‬
‫ﺷﺪﻩ ﻭ ﻫﯿﭻ ﯼﮎ ﺍﺯ‬
 ‫ﺳﻄﻮﺡ ﺗﻮﺻﯿﻒ ﺯﺑﺎﻧﯽ ﺟﺎﯾﮕﺰﯾﻦ ﻧﺸﺪﻩ ‪ ،‬ﺑﺎﻗﯽ ﻧﻤﺎﻧﺪﻩ‬
‫ﺍﺳﺖ ‪ .‬ﺩﺭ ﺗﺮﺟﻤﻪ ﻣﺤﺪﻭﺩ ﺍﻣﺮ ﺟﺎﯾﮕﺰﯾﻨﯽ ﺩﺭ ﻫﻤﻪ ﺳﻄﻮﺡ‬
‫ﺍﻋﻤﺎﻝ ﻧﻤﯽ ﺷﻮﺩ ‪ ،‬ﻣﺎﻧﻨﺪ ‪ :‬ﻓﻮﻧﻮﻟﻮﮊﯼ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‬
‫ﻣﻄﺎﻟﻌﻪ ﺳﯿﺴﺘﻢ ﺻﻮﺗﯽ ﺯﺑﺎﻥ ‪ TL , :‬ﺁﻭﺍﺷﻨﺎﺳﯽ ﻋﺒﺎﺭﺕ‬
‫ﺍﺳﺖ ﺍﺯ ﻣﻄﺎﻟﻌﺔ ﻧﻈﺎﻡ ﺻﻮﺗﯽ ﺯﺑﺎﻥ ﻧﯿﺎ ‪ 1‬ﻣﻄﺎﻟﻌﻪ ﻧﻄﺎﻡ‬
‫ﺻﻮﺗﯽ ﺯﺑﺎﻥ ﺭﺍ ﺁﻭﺍﺷﻨﺎﺳﯽ ﻣﯽ ﻧﺎﻣﻨﺪ ‪ TL .‬ﻛﻠﻤﺔ ﻣﻌﺎﺩﻝ‬
‫ﻓﺎﺭﺳﯽ ﺑﻪ ﺟﺎﯼ ﻋﻨﺎﺻﺮ ﺍﻧﮕﻠﯿﺴﯽ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻧﺸﺪﻩ ﻭ ﺗﻨﻬﺎ‬
‫ﺗﻠﻔﻆ ﺑﺎ ﺍﺻﻮﻝ ﺁ��ﺍﯾﯽ ﺯﺑﺎﻥ ﺩﺭ ﺗﺮﺟﻤﻪ ) ‪ ( ۱‬ﮐﻠﻤﺎﺕ »‬
‫ﻓﻮﻧﻮﻟﻮﮊﯼ ‪ ،‬ﻭ ﺍﺳﺘﻤﻪ ﺗﺮﺟﻤﻪ ﻣﺤﺪﻭﺩ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﻧﺪ ‪.‬‬
‫ﺯﯾﺮﺍ ﻓﺎﺭﺳﯽ ﺍﯾﻦ ﮐﻠﻤﺎﺕ ﺟﺎﯾﮕﺰﯾﻦ ﺗﻞﻓﻆ ﺁﻧﻬﺎ ﺩﺭ ﺯﺑﺎﻥ‬
‫ﺍﻧﮕﻠﯿﺴﯽ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ ‪ ،‬ﺩﺭ ﺗﺮﺟﻤﻪ ﻓﻮﻕ ﺩﺭ‬
‫ﺳﻄﺢ ﻣﻌﻨﺎﺷﻨﺎﺳﯽ ﺍﻣﺮ ﻭﺟﺎﯾﮕﺰﯾﻨﯽ ﺍﻋﻤﺎﻝ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺩﺭ‬
‫ﺗﺮﺟﻤﻪ ) ‪ ( ۲‬ﮐﻠﻤﺎﺕ ﻓﺎﺭﺳﯽ ﻭﺃﻭﺍﺷﻨﺎﺳﯽ ‪ ،‬ﻭ » ﻧﻈﺎﻡ «‬
‫ﺟﺎﯾﮕﺰﯾﻦ ﮐﻠﻤﺎﺕ ﺍﻧﮕﻠﯿﺴﯽ ‪ :‬ﺕ ‪ ،‬ﺯﯾﺮﺍ ﺍﺣﺴﺎﺱ ﻣﯽ ﺷﻮﺩ‬
‫ﮐﻪ ﺁﺭﺍﯾﺶ ﮐﻠﻤﺎﺕ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺟﻤﻠﻪ ﺍﻧﮕﻠﯿﺴﯽ ﺩﺭ ﻓﺎﺭﺳﯽ‬
‫ﻧﯿﺰ ﺣﻔﻆ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ ‪ ،‬ﺍﻣﺮ ﺟﺎﯾﮕﺰﯾﻨﯽ ﺩﺭ ﺳﻄﺢ‬
‫ﻣﻨﺤﻮ ‪ ،‬ﺩﺭ ﺍﯾﻦ ﺗﺮﺟﻤﻪ ﺍﻋﻤﺎﻝ ﻭ ﺍﺳﺖ ‪ .‬ﺗﺮﺟﻤﺔ ) ‪ ( ۳‬ﯾﮏ‬
‫ﺗﺮﺟﻤﻪ ﮐﻠﯽ ﺍﺳﺖ ﺧﻮﺩ ﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪ ۳‬ﺩﺭ ﺗﺮﺟﻤﻪ ﻫﺎﯼ‬
‫ﺯﯾﺮﻩ ﻧﻮﻉ ﺗﺮﺟﻤﻪ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺭﺍ ﺗﻌﯿﯿﻦ ﮐﻨﯿﺪ ﺷﮕﺮﺩﻫﺎ ‪: TI‬‬
‫ﺩﺭ ﺳﻪ ﺑﺨﺶ ﺑﻌﺪﯼ ‪ ،‬ﺳﻪ ﮐﺎﺭﺑﺮﺩ ﺩﯾﮕﺮ ﺯﻣﺎﻥ ﺣﺎﻝ ﺳﺎﺩﻩ‬
‫��ﮐﺠﺎ ﻋﺮﺿﻪ ﻣﯽ ﺷﻮﺩ ‪TASK 3 SL : In the next‬‬
‫‪three sections we bring together three‬‬
‫‪additional uses of the simple present‬‬
‫‪tense . ( Quirk et al . 1985 ) Sly : The use of‬‬
‫‪the past tense in relation to an immediate‬‬
‫‪situation is illustrated by the sentence : you‬‬
‫‪lock the front door ? Ju bazar Did you‬‬
‫) ‪( Quirk et al 1985‬‬
‫ﺍﻣﺮﻭﺯ ﺑﻪ ﺩﻭ ﻣﻔﻬﻮﻡ ﯾﺎ ﻣﺨﺘﻠﻒ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺭﻭﺩ ‪ ) ( .‬ﺝ (‬
 ‫ﺭﺩﯾﻒ ) ‪ ( rank‬ﺳﺎﺧﺘﻤﺎﻥ ﺯﺑﺎﻧﯽ ﻣﻨﻈﻮﺭ ﺍﺯ ﺭﺩﯾﻒ ‪،‬‬
‫ﺭﺩﯾﻔﻬﺎﯼ ﺳﻠﺴﻠﻪ ﻣﺮﺍﺗﺒﯽ ﺍﺳﺖ ﮐﻪ ﻋﻨﺎﺻﺮ ﺳﺎﺧﺘﻤﺎﻥ ﺯﺑﺎﻧﯽ‬
‫ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﻣﻦ ﺩﺭ ﺁﻧﻬﺎ ﺁﺭﺍﯾﺶ ﻣﯽ ﯾﺎﺑﻨﺪ ‪ .‬ﺩﺭ ﺍﯾﻦ ﺳﻠﺴﻠﻪ‬
‫ﻣﺮﺍﺗﺐ ‪ ،‬ﻋﻨﺎﺻﺮ ﻫﺮ ﺭﺩﯾﻒ ﺍ ﯾﮏ ﯾﺎ ﭼﻨﺪ ﻋﻨﺼﺮ ﺭﺩﯾﻒ‬
‫ﻣﺎﻓﻮﻕ ﺧﻮﺩ ﺕ��ﮐﯿﻞ ﻣﯽ ﺷﻮﺩ ‪ .‬ﭘﺎﯾﯿﻨﺘﺮﯾﻦ ﺭﺩﯾﻒ ﻭ‬
‫ﮐﻠﻤﻪ ‪ ،‬ﻭ ﺑﺎﻻﺗﺮﯾﻦ ﺭﺩﯾﻒ ﻣﺘﻨﻪ ﺍﺳﺖ ‪ .‬ﻣﺘﻦ ﺟﻤﻠﻪ ﺟﻤﻠﻪ‬
‫ﺳﺎﺩﻩ ) ﺑﻨﺪ ( ﻋﺒﺎﺭﺕ ‪text clause complex clause‬‬
‫‪ group word T S‬ﮐﻠﻤﻪ ﮐﺖ ﻓﻮﺭﺩ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺭﺩﯾﻔﻬﺎﯼ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﺯﺑﺎﻧﯽ ‪ ،‬ﺗﺮﺟﻤﻪ ﺭﺍ ﺑﻪ ﺳﻪ ﻧﻮﻉ ﺁﺯﺍﺩ ) ‪( Irec‬‬
‫ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺭﺩﯾﻒ ) ‪ ( rank - bound‬ﻭ ﺗﺤﺖ ﺍﻟﻠﻔﻈﻲ‬
‫) ‪ ( literal‬ﺗﻘﺴﯿﻢ ﻣﯽ ﮐﻨﺪ ﺗﺮﺟﻤﻪ ﺁﺯﺍﺩ ‪ :‬ﺩﺭ ﺗﺮﺟﻤﻪ ﺁﺯﺍﺩ ‪،‬‬
‫ﻣﺘﺮﺟﻢ ﭘﯿﺎﻡ ﻣﺸﻦ ﻣﺒﺪﺃ ﺭﺍ ‪ ،‬ﺻﺮﻑ ﻧﻈﺮ ﺍﺯ ﺁﺭﺍﯾﺶ ﺭﺩﯾﻔﯽ‬
‫ﺯﺑﺎﻥ ﻣﺒﺪﺃ ‪ ،‬ﺑﻪ ﺻﻮﺭﺕ ﺁﺯﺍﺩ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺯﺑﺎﻥ ﻣﻘﺼﺪ‬
‫ﺗﺮﺟﻤﻪ ﻣﯽ ﮐﻨﺪ ‪ .‬ﺁﻧﭽﻪ ﺩﺭ ﺍﯾﻦ ﻧﻮﻉ ﺗﺮﺟﻤﻪ ﻣﻌﯿﺎﺭ ﻗﺮﺍﺭ‬
‫ﻣﯿﮕﯿﺮﺩ ﭘﯿﺎﻡ ﻭ ﻣﻌﻨﺎﯼ ﻣﺘﻦ ﻣﺒﺪﺃ ﺍﺳﺖ ‪ .‬ﻧﻪ ﺗﻌﺪﺍﺩ ﮐﻠﻤﺎﺕ ‪،‬‬
‫ﺟﻤﻼﺕ ‪ ،‬ﻋﺒﺎﺭﺍﺕ ﻭ ﻣﺎﻧﻨﺪ ﺁﻧﻬﺎ ﻣﺘﻦ ﺗﺮﺟﻤﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﺯ‬
‫ﻥ��ﺭ ﺗﻌﺪﺍﺩ ﮐﻠﻤﺎﺕ ‪ ،‬ﺟﻤﻼ�� ﻭ ﻋﺒﺎﺭﺍﺕ ﺑﺎ ﻣﺘﻦ‬
‫ﻣﺒﺪﺃ ﺑﺮﺍﺑﺮ ﻧﺒﺎﺷﺪ ‪ .‬ﺑﻬﺘﺮﯾﻦ ﻣﺜﺎﻝ ﺑﺮﺍﯼ ﺗﺮﺳﯿﻢ ﺍﯾﻦ ﻧﻮﻉ‬
‫ﺗﺮﺟﻤﻪ ‪ ،‬ﻋﺒﺎﺭﺕ ﻓﺎﺭﺳﯽ » ﺧﺪﺍﺣﺎﻓﻈﯽ ﺍﺳﺖ ﮐﻪ ﺑﺪﻭﻥ‬
‫ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺪﺍﺩ ﻭ ﻣﺎﻫﯿﺖ ﺩﺳﺘﻮﺭﯼ ﻭ ﻣﻌﻨﺎﯾﯽ ﮐﻠﻤﺎﺕ‬
‫ﺳﺎﺯﻧﺪﻩ ﺁﻥ ﺩﺭ ﺍﻧﮕﻠﯿﺴﯽ ﺑﻪ ‪ Goodbye‬ﺗﺮﺟﻤﻪ ﻣﯽ ﺷﻮﺩ ‪.‬‬
‫ﺩﺭ ﺍﯾﻦ ﻥ��ﻉ ﺗﺮﺟﻤﻪ ﯾﮏ ﮐﻠﻤﻪ ﻣﺘﻦ ﻣﺒﺪﺃ ﻣﻤﮑﻦ ﺍﺳﺖ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺑﻪ ﯾﮏ ﻋﺒﺎﺭﺕ ﯾﺎ ﺣﺘﯽ ﯾﮏ ﺟﻤﻠﻪ ﺳﺎﺩﻩ ﻭ‬
‫ﯾﺎ ﺑﺮﻋﮑﺲ ﯾﮏ ﻋﺒﺎﺭﺕ ﺑﺎ ﺟﻤﻠﻪ ﺳﺎﺩﻩ ﻣﺘﻦ ﻣﺒﺪﺃ ﺑﻪ ﯾﮏ‬
‫ﮐﻠﻤﻪ ﺩﺭ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺗﺮﺟﻤﻪ ﺷﻮﺩ ‪ .‬ﺗﺮﺟﻤﻪ ﻭﺍﺑﺴﺘﻪ ﺑﻪ‬
‫ﺭﺩﯾﻒ ‪ :‬ﺩﺭ ﺍﯾﻦ ﺗﺮﺟﻤﻪ ﻣﺘﺮﺟﻢ ﺁﺭﺍﯾﺶ ﺭﺩﯾﻔﯽ ﻣﺘﻦ ﻣﺒﺪﺃ ﺭﺍ‬
‫ﺣﻔﻆ ﻭ ﮐﻠﻤﻪ ﺭﺍ ﺑﻪ ﮐﻠﻤﻪ ‪ ،‬ﻋﺒﺎﺭﺕ ﺭﺍ ﺑﻪ ﻋﺒﺎﺭﺕ ‪ ،‬ﺟﻤﻠﻪ ﺭﺍ ﺑﻪ‬
‫ﺟﻤﻠﻪ ﻭ ﺗﺎ ﺁﺧﺮ ﺗﺮﺟﻤﻪ ﻣﯽ ﮐﻨﺪ ‪ .‬ﯾﻌﻨﯽ ﻣﺘﺮﺟﻢ ﺧﻮﺩﺵ ﺭﺍ‬
‫ﻣﻠﺰﻡ ﻣﯽ ﺩﺍﻧﺪ ﺗﺎ ﺭﺩﯾﻒ ﻭ ��ﻗﻮﻟﻪ ﺩﺳﺘﻮﺭﯼ ﺍﺟﺰﺍﯼ‬
‫ﺳﺎﺧﺘﻤﺎﻧﯽ ﻣﺘﻦ ﻣﺒﺪﺃ ﺭﺍ‬
 ‫ﻋﯿﻨﺎ ﺩﺭ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺣﻔﻆ ﮐﻨﺪ ‪ .‬ﺍﯾﻦ ﻧﻮﻉ ﺗﺮﺟﻤﻪ ﮐﻼ ﺑﻪ‬
‫ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ‪ ( word - for - word ) ،‬ﻣﺸﻬﻮﺭ‬
‫ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺍﻟﺒﺘﻪ ﺭﻋﺎﯾﺖ ﺭﺩﯾﻒ ﻋﻨﺎﺻﺮ ﺳﺎﺧﺘﻤﺎﻧﯽ ﺯﺑﺎﻥ‬
‫ﻣﺒﺪﺃ ﺩﺭ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﻫﻤﯿﺸﻪ ﻣﻨﺠﺮ ﺑﻪ ﭘﯿﺪﺍﯾﺶ ﺗﺮﺟﻤﺔ‬
‫ﻧﺎﻣﻘﺒﻮﻝ ﻧﻤﯽ ﺷﻮﺩ ‪ .‬ﭼﻪ ﺑﺴﺎ ﻧﻈﺎﻡ ﺩﻭ ﺯﺑﺎﻥ ﺁﻥ ﻗﺪﺭ ﺑﺎ ﻫﻢ‬
‫ﻫﻤﻮﯾﯽ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﮐﻪ ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ﻣﺎﻧﻌﯽ‬
‫ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﺑﻪ ﻋﻼﻭﻩ ﻫﻤﺎﻥ ﻃﻮﺭ ﮐﻪ ﺑﻌﺪﻫﺎ ﺑﺤﺚ‬
‫ﺧﻮﺍﻫﯿﻢ ﮐﺮﺩ ﺩﺭ ﺗﺮﺟﻤﻪ ﺑﻌﻀﯽ ﺍﻧﻮﺍﻉ ﻣﺘﻮﻥ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬
‫ﻣﺎﻫﯿﺖ ﻭﯾﮋﻩ ﺳﯿﺎﻗﯽ ﻭ ﭖ��ﺍﻣﯽ ﺁﻧﻬﺎ ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ ﺑﻪ‬
‫ﮐﻠﻤﻪ ‪ ،‬ﺑﺎ ﻭﺝ��ﺩ ﺍﯾﻨﮑﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﻡ��ﺟﺮ ﺑﻪ‬
‫ﭘﯿﺪﺍﯾﺶ ﻣﺘﻨﯽ ﻏﯿﺮ ﻣﻌﻤﻮﻝ ﺑﺸﻮﺩ ‪ ،‬ﻏﯿﺮ ﻣﻘﺒﻮﻝ ﺗﻠﻘﯽ ﻧﻤﯽ‬
‫ﺷﻮﺩ ‪ .‬ﺑﺎﯾﺪ ﺍﺿﺎﻓﻪ ﮐﻨﯿﻢ ﮐﻪ ﻣﺒﺎﺩﺍ ﺗﺼﻮﺭ ﺷﻮﺩ ﮐﻪ ﺗﺮﺟﻤﻪ‬
‫ﺁﺯﺍﺩ ﻭ ﺗﺮﺟﻤﻪ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺭﺩﯾﻒ ﺩﺍﺭﺍﯼ ﻣﺮﺭ ﮐﺎﻣﻼ ﻣﺘﻤﺎﯾﺰﯼ‬
‫ﻫﺴﺘﻨﺪ ‪ ،‬ﺑﻠﮑﻪ ﺑﻪ ﻟﺤﺎﻅ ﻋﺪﻡ ﺗﻄﺎﺑﻖ ﻧﻈﺎﻡ ﺯﺑﺎﻧﻬﺎ ﻧﻪ ﻣﯿﺘﻮﺍﻥ‬
‫ﺗﺮﺟﻤﻪ ﺍﯼ ﺻﺪ ﺩﺭ ﺻﺪ ﺁﺯﺍﺩ ﭘﯿﺪﺍ ﮐﺮﺩ ﻭ ﻧﻪ ﺗﺮﺟﻤﻪ ﻣﯽ‬
‫ﺗﻮﺍﻧﺪ ﺻﺪﺩﺭﺻﺪ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺭﺩﯾﻒ ) ﺑﺎ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ (‬
‫ﺑﺎﺷﺪ ‪ .‬ﯾﻌﻨﯽ ﺩﺭ ﯾﮏ ﺗﺮﺟﻤﻪ ﺑﻪ ﺍﺻﻄﻼﺡ ﺁﺯﺍﺩ ﻣﻤﮑﻦ ﺍﺳﺖ‬
‫ﺩﺭ ﭘﺎﺭﻩ ﺍﯼ ﻣﻮﺍﺭﺩ ﻋﻨﺎﺻﺮ ﻣﺘﻦ ﻣﻘﺼﺪ ﺩﺭ ﺑﺮﺧﯽ ﺭﺩﯾﻔﻬﺎﯼ‬
‫ﺳﺎﺧﺘﻤﺎﻧﯽ ﺑﺮ ﻋﻨﺎﺻﺮ ﻣﺘﻦ ﻣﺒﺪﺃ ﻣﻨﻄﺒﻖ ﺑﺎﺷﺪ ﻭ ﺑﺮﻋﮑﺲ ‪.‬‬
‫ﭘﺲ ﺩﺭ ﺗﺮﺟﻤﻪ ﺁﺯﺍﺩ ﯾﮏ ﻣﺘﻦ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﺘﺮﺟﻤﯽ ﻣﺠﺒﻮﺭ‬
‫ﺑﺸﻮﺩ ﺩﺭﺻﺪﯼ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ﻭ ﺩﺭ ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ‬
‫ﻡ��ﺩﺍﺭﯼ ﺁﺯﺍﺩ ﻋﻤﻞ ﮐﻨﺪ ‪ .‬ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﺍﮔﺮ ﺑﺨﻮﺍﻫﯿﻢ‬
‫ﺑﺮﺍﺳﺎﺱ ﻇﺎﻫﺮ ﮐﻠﻤﻪ ﻫﺎ ﻋﺒﺎﺭﺕ » ﺧﺪﺍﺣﺎﻓﻆ ‪ ،‬ﻓﺎﺭﺳﯽ ﺭﺍ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﺻﺪﺩﺭﺻﺪ ﻭ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺭﺩﯾﻒ ‪ ،‬ﭘﺎ ﮐﻠﻤﻪ ﺑﻪ‬
‫ﮐﻠﻤﻪ ‪ ،‬ﺗﺮﺟﻤﻪ ﮐﻨﯿﻢ ﭼﻨﯿﻦ ﺧﻮﺍﻫﺪ ﺷﺪ ‪God protector :‬‬
‫ﮐﻪ ﺩﺭ ﺁﻥ ﻧﻪ ﺗﻨﻬﺎ ﺗﺮﺗﯿﺐ ﮐﻠﻤﺎﺕ ﻣﺘﻦ ﻣﺒﺪﺃ ﺑﻠﮑﻪ ﻣﺎﻫﺒﺖ‬
‫ﻣﻌﻨﺎﯾﯽ ﻭ ﺩﺳﺘﻮﺭﯼ ﺁﻧﻬﺎ ﺩﺭ ﻣﺘﻦ ﻣﻘﺼﺪ ﺣﻔﻆ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬
‫ﺗﺮﺟﻤﻪ ﺗﺤﺖ ﺍﻟﻠﻔﻈﯽ ‪ :‬ﺗﺮﺟﻤﻪ ﺗﺤﺖ ﺍﻟﻠﻔﻈﯽ ﺗﺮﺟﻤﻪ ﺍﯼ‬
‫ﺍﺳﺖ ﮐﻪ ﻣﺘﺮﺟﻢ ﺗﺎ ﺣﺪﻭﺩﯼ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ﻋﻤﻞ ﻣﯽ ﮐﻨﺪ‬
‫ﻭﻟﯽ ﮔﺎﻫﯽ ﺑﺮﺍﯼ ﺏﻫﺘﺮ‬
 ‫ﺭﺳﺎﻧﺪﻥ ﭘﯿﺎﻡ ‪ ،‬ﮐﻠﻤﺎﺕ ﺑﺎ ﻋﻨﺎﺻﺮﯼ ﺑﻪ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺍﺻﺎﻓﻪ‬
‫ﻣﯽ ﮐﻨﺪ ‪ .‬ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻣﯽ ﺗﻮﺍﻥ ﮔﻔﺖ ﺗﺮﺝ��ﻩ ﺗﺤﺖ‬
‫ﺍﻟﻠﻔﻈﻲ ﻋﺒﺎﺭﺕ ﺧﺪﺍﺣﺎﻓﻆ ﺩﺭ ﺍﻧﮕﻞ��ﺳﯽ ‪God‬‬
‫‪ protect you‬ﻣﯽ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺁﻥ ﻣﺘﺮﺟﻢ ﻧﻪ ﺑﻪ ﻃﻮﺭ ﺁﺯﺍﺩ‬
‫ﻭ ﺗﻨﻬﺎ ﺑﺮﺍﺳﺎﺱ ﻧﻘﺶ ﻭ ﺍﺭﺯﺵ ﺍﺭﺗﺒﺎﻃﯽ ﻣﺘﻦ ﻣﺒﺪﺃ ﻋﻤﻞ‬
‫ﮐﺮﺩﻩ ﻭ ﻧﻪ ﮐﻠﻤﺎﺕ ﻣﻦ ﻣﺒﺪﺃ ﺭﺍ ﻋﯿﻨﺎ ﻭ ﺑﺪﻭﻥ ﺩﺧﺎﻟﺖ ﺩﺭ‬
‫ﺭﺩﯾﻒ ﻭ ﻧﻘﺶ ﺩﺳﺘﻮﺭﯼ ﺁﻧﻬﺎ ﺑﻪ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺑﺮﮔﺮﺩﺍﻧﯿﺪﻩ‬
‫ﺍﺳﺖ ‪ ،‬ﺑﻠﮑﻪ » ﺧﺪﺍﺣﺎﻓﻈﯽ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ��ﻋﻞ ﻭ ﮐﻠﻤﺔ ‪,‬‬
‫‪ « Du‬ﺭﺍ ﺑﺮ ﻣﺘﻦ ﻣﺒﺪﺃ ﺍﻓﺰﻭﺩﻩ ﻭ ﺩﺭ ﻧﺘﯿﺠﻪ ﺷﮑﻞ ﻋﺒﺎﺭﺕ‬
‫ﻓﺎﺭﺳﯽ ﺭﺍ ﺑﻪ ﺟﻤﻠﻪ ﺍﻧﮕﻠﯿﺴﯽ ﺗﺮﺟﻤﻪ ﮐﺮﺩﻩ ﺍﺳﺖ ‪.‬‬
‫ﺕﺭﺟﻤﻪ ﭘﯿﺎﻣﯽ ﺗﺮﺟﻤﻪ ﻣﻌﻨﺎﯾﯽ ﻭﺍﺿﺢ ﺍﺳﺖ ﮐﻪ ﺗﺮﺟﻤﻪ‬
‫ﻣﻌﻨﺎﯾﯽ ﭼﻨﯿﻦ ﻣﺘﻨﯽ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﻧﯿﺴﺖ ﻭ‬
‫ﺍﻫﻞ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﻣﻔﻬﻮﻡ ﻭ ﮐﺎﺭﺑﺮﺩﯼ ﻣﻌﺎﺩﻝ ﺑﺎ ﻣﺘﻦ ﺯﺑﺎﻥ‬
‫ﻣﻘﺼﺪ ﻧﺪﺍﺭﺩ ‪ .‬ﻭﻟﯽ ﺍﯾﻦ ﺑﺪﺍﻥ ﻣﻌﻨﺎ ﻧﯿﺴﺖ ﮐﻪ ﺗﺮﺝ��ﻩ‬
‫ﻣﻌﻨﺎﯾﯽ ﮐﻼ ﻭ ﻫﻤﯿﺸﻪ ﻏﻴﺮ ﻣﻖ��ﻭﻝ ﻭ ﻧﺎﻣﻔﻬﻮﻡ ﺍﺳﺖ ‪،‬‬
‫ﺑﻠﮑﻪ ﻣﻘﺒﻮﻟﯿﺖ ﻧﻮﻉ ﺕ��ﺟﻤﻪ ﺍﯼ ﮐﻪ ﻣﺘﺮﺟﻢ ﺑﺮﺍﯼ‬
‫ﺗﺮﺟﻤﻪ ﻣﺘﻨﯽ ﺍﺗﺨﺎﺫ ﻣﯿﮑﻨﺪ ﺑﺴﺘﮕﯽ ﺑﻪ ﻋﻮﺍﻣﻞ ﺯﯾﺎﺩﯼ ﺍﺯ‬
‫ﺟﻤﻠﻪ ﻧﻮﻉ ﻣﺘﻦ ‪ ،‬ﻫﺪﻑ ﺗﺮﺟﻤﻪ ﻭ ﻏﯿﺮﻩ ﺩﺍﺭﺩ ﮐﻪ ﻣﺎ ﺍﯾﻦ‬
‫ﻋﻮﺍﻣﻞ ﺭﺍ ﻣﻔﺼﻼ ﺩﺭ ﺩﺭﺳﻬﺎﯼ ﺁﯾﻨﺪﻩ ﻣﻮﺭﺩ ﺑﺮﺭﺳﯽ ﻭ ﺗﺤﻠﯿﻞ‬
‫ﻗﺮﺍﺭ ﺧﻮﺍﻫﯿﻢ ﺩﺍﺩ ‪ .‬ﺩﺭ ﭘﺎﺭﻩ ﺍﯼ ﺍﺯ ﻣﻮﺍﺭﺩ ﺗﺮﺟﻤﻪ ﻣﻌﻨﺎﯾﯽ «‬
‫ﻣﻘﺒﻮﻟﺘﺮ ﺍﺯ ﺗﺮﺟﻤﻪ ﭘﯿﺎﻣﯽ ﺍﺳﺖ ﻭ ﺩﺭ ﺗﺮﺟﻤﻪ ﺑﺮﺧﯽ ﻣﺘﻮﻥ‬
‫ﺗﺮﺟﻤﻪ ﭘﯿﺎﻣﯽ ﻣﺘﺪﺍﻭﻟﺘﺮ ﺍﺳﺖ ‪ .‬ﺩﺭ ﻣﻮﺭﺩ ﺑﻌﻀﯽ ﻣﺘﻨﻬﺎ‬
‫ﻣﺘﺮﺟﻢ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﺠﺒﻮﺭ ﺷﻮﺩ ﻗﺴﻤﺘﯽ ﺍﺯ ﺁﻥ ﺭﺍ ﺑﻪ‬
‫ﺭﻭﺵ ﺗﺮﺟﻤﻪ ﻣﻌﻨﺎﯾﯽ ﻭ ﻗﺴﻤﺘﯽ ﺩﯾﮕﺮ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﺗﺮﺟﻤﻪ‬
‫ﭘﯿﺎﻣﯽ ﺑﻪ ﺯﺑﺎﻥ ﺩﯾﮕﺮ ﺑﺮﮔﺮﺩﺍﻧﺪ‬
‫‪ ۱-۳‬ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﻫﻤﺎﻥ ﻃﻮﺭﯼ ﮐﻪ ﺩﺭ ﺩﺭﺱ ﺍﻭﻝ‬
‫ﺍﺷﺎﺭﻩ ﮐﺮﺩﯾﻢ ﻭﺍﺣﺪ ﭘﯿﺎﻡ ﻣﺘﻦ ) ‪ ( text‬ﺍﺳﺖ ﻭ ﻫﺮ ﻣﺘﻦ ﺍﺯ‬
‫ﯾﮏ ﯾﺎ ﭼﻨﺪ ﺝ��ﻟﻪ ﺗﺸﮑﯿﻞ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺟﻤﻠﻪ‬
‫} ‪ ( Sentence‬ﺩﺭ ﻭﺍﻗﻊ ﻭﺍ��ﺩ ﻣﺘﻦ ﺍﺳﺖ ﻭ ﻥﻗﺶ‬
‫ﻋﻤﺪﻩ‬
 ‫ﺍﯼ ﺩﺭ ﺍﺭﺍﺋﻪ ﺧﻄﯽ ﻣﺘﻦ ﺍﯾﻔﺎ ﻣﯽ ﮐﻨﺪ ﮐﻪ ﻣﺎ ﺩﺭ ﺟﺎﯼ ﺧﻮﺩ‬
‫ﺩﺭ ﺍﯾﻦ ﺑﺎﺭﻩ ﻣﻔﺼﻼ ﺑﺤﺚ ﺧﻮﺍﻫﯿﻢ ﮐﺮﺩ ‪ .‬ﻫﺮ ﺟﻤﻠﻪ ﺍﯼ ﮐﻪ‬
‫ﺗﻮﺳﻂ ﻣﺘﮑﻠﻢ ﺑﯿﺎﻥ ﻣﯽ ﺷﻮﺩ ﺣﺘﻤﺎ ﺑﻪ ﯾﮏ ﻣﻮﻗﻌﯿﺖ ﻭ‬
‫ﺑﺎﻓﺖ ﺍﺟﺘﻤﺎﻋﯽ ﺗﻌﻠﻖ ﺩﺍﺭﺩ ﻭ ﺑﻪ ﻫﯿﭻ ﻭﺟﻪ ﻧﻤﯽ ﺗﻮﺍﻧﺪ ﺩﺭ‬
‫ﺧﻼ ﺍﺟﺘﻤﺎﻋﯽ ﺑﯿﺎﻥ ﺑﺸﻮﺩ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﺟﻤﻠﻪ ﺯﯾﺮ ﺗﻮﺳﻂ‬
‫ﺍﺳﺘﺎﺩ ﺩﺭ ﮐﻼﺱ ﺩﺭﺱ ﺧﻄﺎﺏ ﺑﻪ ﯾﮑﯽ ﺍﺯ ﺩﺍﻧﺸﺠﻮﯾﺎﻥ‬
‫ﮔﻔﺘﻪ ﻣﯽ ﺷﻮﺩ ‪You haven't done the‬‬
‫‪ ? assignment , have you‬ﻣﯽ ﺗﻮﺍﻥ ﯼ�� ﺳﻠﺴﻠﻪ‬
‫ﻭﯾﮋﮔﯿﻪ��ﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺑﺮﺍﯼ ﺁﻥ ﺫﮐﺮ ﮐﺮﺩ ﺍ�� ﺟﻤﻠﻪ ‪:‬‬
‫ﻣﺘﮑﻠﻢ ﮐﯿﺴﺖ ؟ ﭼﻪ ﺷﻐﻠﯽ ﺩﺍﺭﺩ ؟ ﻣﻘﺎﻡ ﺍﺟﺘﻤﺎﻋﯽ ﻭﯼ‬
‫ﭼﯿﺴﺖ ؟ ﭼﻪ ﻟﺒﺎﺳﯽ ﭘﻮﺷﯿﺪﻩ ﺍﺳﺖ ؟ ﭼﻨﺪ ﺳﺎﻝ ﺩﺍﺭﺩ ؟‬
‫ﭼﻪ ﺍﺭﺗﺒﺎﻃﯽ ﺑﺎ ﻣﺨﺎﻃﺐ ﺩﺍﺭﺩ ؟ ﺩﺍﺭﺍﯼ ﭼﻪ ﺩﯾﺪﮔﺎﻩ‬
‫ﺍﺟﺘﻤﺎﻋﯽ ﺍﯼ ﺍﺳﺖ ؟ ﻣﺨﺎﻃﺐ ﮐﯿﺴﺖ ؟ ﭼﻨﺪ ﺳﺎﻝ ﺩﺍﺭﺩ ؟‬
‫ﻣﺆﻧﺚ ﺍﺳﺖ ﺑﺎ ﻣﺬﻛﺮ ؟ ﺩﺍﻧﺸﺠﻮﯼ ﭼﻪ ﺭﺷﺘﻪ ﻭ ﭼﻪ ﺳﺎﻟﯽ‬
‫ﺍﺳﺖ ؟ ﭼﻪ ﺭﺍﺑﻄﻪ ﺍﯼ ﺑﺎ ﻣﺖ��ﻟﻢ ﺩﺍﺭﺩ ؟ ﭼﻪ ﮐﺴﺎﻧﯽ‬
‫ﺩﺭ ﮎﻻﺱ ﻣﺘﻤﺎﯾﺰ ﺭﺍ ﺗﺸﮑﯿﻞ ﻣﯽ ﺩﻫﻨﺪ ‪ ،‬ﺯﯾﺮﺍ ﺩﺭ ﭼﺎﺭﭼﻮﺏ‬
‫ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺍﯾﻦ ﻭﯾﮋﮔﯿﻬﺎ ﺑﺮﺍﯼ ﺗﺒﻠﻮﺭ ﭘﻴﺎﻡ ﻣﻮﺭﺩ ﻧﻄﺮ‬
‫ﻣﺘﮑﻠﻢ ﻣﺆﺛﺮ ﺍﺳﺖ ﺩﺭ ﺑﺨﺶ ﺑﻌﺪﯼ ﺩﺭﺱ ﺣﺎﺿﺮ ﺍﺭﺗﺒﺎﻁ‬
‫ﺑﺤﺚ ﻓﻮﻕ ﺭﺍ ﺑﺎ ﺗﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﺑﺮﺭﺳﯽ ﺣﻀﻮﺭ ﺩﺍﺭﻧﺪ ؟‬
‫ﺣﺎﺿﺮﺍﻥ ﭼﻪ ﮐﺎﺭ ﻣﯽ ﮐﻨﻨﺪ ؟ ﻣﺨﺎﻃﺐ ﺭ�� ﻣﯽ ﺷﻨﺎﺳﺪ‬
‫ﯾﺎ ﻧﻪ ؟ ﮐﻼﺱ ﺩﺭﺱ ﺍﺯ ﻧﻈﺮ ﻑ��ﺯﯾﮑﯽ ﭼﻪ‬
‫ﻭﯾﮋﮔﯿﻬﺎ��ﯼ ﺩﺍﺭﺩ ؟ ﭼﻨﺪ ﭘﻨﺠﺮﻩ ﺩﺍﺭﺩ ؟ ﺯﻣﺎﻥ ﺍﺩﺍﯼ‬
‫ﺟﻤﻠﻪ ﺷﺐ ﺍﺳﺖ ﺑﺎ ﺭﻭﺯ ﻭ ﺇﻟﻰ ﺁﺧﺮ ‪ ،‬ﻣﯽ ﺗﻮﺍﻥ ﺑﻪ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﺯﯾﺎﺩﯼ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ﻭﻟﯽ ﺁﻧﭽﻪ ﻣﺴﻠﻢ ﺍﺳﺖ ﺍﺯ‬
‫ﻣﯿﺎﻥ ﺍﯾﻦ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﺘﻌﺪﺩ ﺗﻨﻬﺎ ﺗﻌﺪﺍﺩﯼ ﺑﺎ ﺟﻤﻠﻪ ﻓﻮﻕ ﻭ‬
‫ﭘﻴﺎﻡ ﻣﻮﺭﺩ ﻧﻈﺮ ﻣﺸﮑﻠﻢ ﺍﺭﺗﺒﺎﻁ ﭘﯿﺪﺍ ﻣﯽ ﮐﻨﺪ ﻭ ﺩﺭ ﮐﻼﻡ ﻣﻮ‬
‫ﺑﻮﻁ ﻣﺆﺛﺮ ﺍﺳﺖ ‪ .‬ﻭﯾﮋﮔﯿﻬﺎﯾﯽ ﮐﻪ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ ﺑﺮﺍﯼ‬
‫ﺟﻤﻠﻪ ﯾﺎﺩ ﺷﺪﻩ ﺫﮐﺮ ﺷﺪ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ‬
‫) ‪ ( situational features‬ﻧﺎﻣﯿﺪﻩ ﻣﯽ ﺷﻮﺩ ‪.‬‬
‫ﻭﯾﮋﮔﯿﻬﺎﯾﯽ ﮐﻪ ﺩﺭ ﻋﻤﻠﮑﺮﺩ ﯾﮏ ﺟﻤﻠﻪ ﻭ ﺗﺒﻠﻮﺭ ﭘﯿﺎﻡ ﺁﻥ ﻧﻘﺶ‬
 ‫��ﺅﺛﺮ ﺍﯾﻔﺎ ﻣﯽ ﮐﻨﻨﺪ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺖ ﻣﺘﻤﺎﯾﺰ‬
‫) ‪ ( distinctive situational features‬ﺧﻮﺍﻧﺪﻩ ﻣﯽ‬
‫ﺷﻮﺩ ‪ .‬ﮐﺖ ﻓﻮﺭﺩ ) ‪ ( Catford , 1965‬ﺩﺭ ﺗﻮﺻﯿﻒ ﺍﯾﻦ‬
‫ﻭﯾﮋﮔﯿﻬﺎ ﻭ ﺗﻌﺮﯾﻒ ﺗﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻧﻬﺎ ﻣﺜﺎﻟﯽ‬
‫ﺍﺭﺍﺋﻪ ﮐﺮﺩﻩ ﺍﺳﺖ ﮐﻪ ﻣﺎ ﺩﺭ ﺍﯾﻨﺠﺎ ﺑﻪ ﻧﻘﻞ ﺁﻥ ﻣﯽ ﭘﺮﺩﺍﺯﯾﻢ ‪.‬‬
‫ﻭﯼ ﻣﯽ ﮔﻮﯾﺪ ﻣﻮﻗﻌﯿﺘﯽ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﺪ ﮐﻪ ﺩﺭ ﺁﻥ‬
‫ﺩﺧﺘﺮﯼ ﻭﺍﺭﺩ ﺍﺗﺎﻕ ﻣﯽ ﺷﻮﺩ ﻭ ﺟﻤﻠﻪ " ‪ " I've arrived‬ﺭﺍ‬
‫ﺍﺩﺍ ﻡ��ﮐﻨﺪ ‪ .‬ﻣﻮﻗﻌﯿﺖ ﺍﯾﻦ ﺟﻤﻠﻪ ﻣﺎﻧﻨﺪ ﻫﻤﻪ‬
‫ﻣﻮﻗﻌﯿﺘﻬﺎﯼ ﮐﻼﻣﯽ ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﺴﯿﺎﺭ ﭘﯿﭽﯿﺪﻩ ﺑﺎﺷﺪ ‪ .‬ﺯﯾﺮﺍ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﺑﯿﺸﻤﺎﺭﯼ ﺭﺍ ﺑﺮﺍﯼ ﺁﻥ ﻣﯽ ﺗﻮﺍﻥ ﺑﺮﺷﻤﺮﺩ ﻭ ﺑﻪ‬
‫ﺟﺰﺋﯿﺎﺕ ﺑﺴﯿﺎﺭ ﺑﺎﺭﯾﮑﯽ ﺍﺯ ﺟﻤﻠﻪ ﻧﻮﻉ ﻟﺒﺎﺱ ‪ ،‬ﺭﻧﮓ ﻭ ﻃﺮﺡ‬
‫ﺁﻥ ‪ ،‬ﻗﺪ ﻭ ﻗﺎﻣﺖ ﻭ ﺳﺎﯾﺮ ﻭﯾﮋﮔﯽﻫﺎ�� ﻓﯿﺰﯾﮑﯽ ﻭ‬
‫ﺍﻋﺘﻘﺎﺩﯼ ﻣﺘﮑﻠﻢ ﻭ ﺍﻟﻰ ﺁﺧﺮ ﻣﯽ ﺗﻮﺍﻥ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ﻭﻟﯽ‬
‫ﭼﻨﺎﻧﭽﻪ ﺩﺭ ﺑﺎﻻ ‪ .‬ﺍﺷﺎﺭﻩ ﺷﺪﻩ ﻓﻘﻂ ﺗﻌﺪﺍﺩ ﻣﻌﺪﻭﺩﯼ ﺍﺯ ﺍﯾﻦ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺍﺯ ﻧﻈﺮ ﺯﺑﺎﻧﯽ ﻭ ﺩﺭ ﻧﺒﻠﻮﺭ ﭘﯿﺎﻡ ﺟﻤﻌﻪ‬
‫ﺑﺎﺩ ﺍﻟﻒ ( ﻣﺘﮑﻠﻢ ﺗﻨﻬﺎﺳﺖ ﻭ ﺍﯾﻦ ﺍﻣﺮ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﺿﻤﻴﺮ ﺭﺍ‬
‫ﺩﺭ ﻣﻘﺎﺏﻝ ﺳﻄﺎﯾﺮ ﺿﻤﺎﯾﺮ ﻧﻈﯿﺮ ‪ he you ،‬ﻣﻨﻌﮑﺲ ﺍﺳﺖ ‪.‬‬
‫ﺑﻪ ﻋﻤﻞ ﻭﺭﻭﺩﯼ ﺍﺳﺖ ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﺍﻧﺘﺨﺎﺏ ﻋﻨﺼﺮ ﻭﺍﺯﮔﺎﻧﯽ‬
‫‪ adrive‬ﺩﺭ ﻣﻘﺎﺑﻞ ﻋﻨﺎﺻﺮﯼ ﺗﻄﻴﺮ ‪ cat , ، leave ،‬ﺷﺪﻩ‬
‫ﺍﺳﺖ ‪ ) .‬ﺝ ( ﺭﻭﯾﺪﺍﺩ ﻓﻌﻞ ﻣﺮﺑﻮﻁ ��ﻩ ﮔﺬﺷﺘﻪ ﺍﺳﺖ‬
‫) ﺩ ( ﺑﻪ ﻣﻮﻗﻌﯿﺖ ﺟﺎﺭﯼ ﮐﻼﻡ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﺩ ‪ .‬ﺍﯾﻦ ﺩﻭ ﻭﯾﮋﮔﯽ‬
‫ﻫﻤﺰﻣﺎﻥ ﻣﻨﺠﺮ ﺑﻪ ﺍﻧﺘﺨﺎﺏ ﺻﻮﺭﺕ ﻓﻌﻠﻰ ﻣﺎﺿﯽ ﻧﻘﻠﯽ‬
‫) ‪ ( Present Perfect‬ﺷﺪﻩ ﺍﺳﺖ ) ‪non -‬‬
‫‪ ( preterite‬ﺭﺍ ﻣﻮﺟﺐ ﺷﺪﻩ ﺍﺳﺖ ) ﻩ ( ﻣﻮﻗﻌﯿﺖ ﺟﺎﺭﯼ‬
‫ﺩﺭ ﻣﻮﺭﺩ ﺟﻤﻠﻪ ﻓﻮﻕ » ﺣﺎﻟﻪ ﺍﺳﺖ ﮐﻪ ﺍﻧﺘﺨﺎﺏ ﺯﻣﺎﻥ ﻏﯿﺮ‬
‫ﻣﺎﺿﯽ ﻣﺠﻤﻮﻋﻪ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻓﻮﻕ ﺩﺭ ��ﻭﺭﺩ ﺟﻤﻠﻪ ﯾﺎﺩ‬
‫ﺷﺪﻩ ﯾﻌﻦ�� ‪ ' ve arrived‬ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻤﯿﺸﯽ‬
‫ﺧﻮﺍ��ﯾﻢ ﮐﺮﺩ‪.‬‬
‫ﺗﻌﺎﺩﻝ ﺩﺭ ﺗﺮﺟﻤﻪ ﻭ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﭘﺲ ﺍﺯ ‪an ) ۲-۳‬‬
‫‪e arrived ۷‬ﺑﺮﺷﻤﺮﺩﻥ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﻣﺘﻤﺎﯾﺰ ﺟﻤﻠﻪ‬
 ‫ﮐﺖ ﻓﻮﺭﺩ ﺑﻪ ﻣﻌﺎﺩﻝ ﺭﻭﺳﯽ ﺍﯾﻦ ﺟﻤﻠﻪ ﻣﯽ ﭘﺮﺩﺍﺯﺩ ‪ .‬ﯾﻌﻨﯽ‬
‫ﺟﻤﻠﻪ ﺍﯼ ﮐﻪ ﮔﻮﯾﻨﺪﻩ ﺩﻭ ﺯﺑﺎﻧﻪ ﺭﻭﺳﯽ ﻭ ﺍﻧﮕﻠﯿﺴﯽ ﺩﺭ‬
‫ﻣﻮﻗﻌﯿﺖ ﯾﺎﺩ ﺷﺪﻩ ﺑﺮﺍﯼ ﺍﺩﺍﯼ ﭘﯿﺎﻡ ﻣﺸﺎﺑﻪ ﺩﺭ ﺯﺑﺎﻥ ﺭﻭﺳﯽ‬
‫ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺑﺮﺩ ‪ ،‬ﯾﻌﻨﯽ ﺟﻤﻠﺔ ‪ Ja prishla‬ﺭﺍ ﺍﺯ ﻧﻈﺮ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﻣﺘﻤﺎﯾﺰ ﻣﻮﺭﺩ ﺑﺮﺭﺱ�� ﻗﺮﺍﺭ‬
‫ﻣﯿﺪﻫﺪ ‪ .‬ﺟﻤﻠﻪ ﻓﺮﻕ ﺩﺭ ﺯﺑﺎﻥ ﺭﻭﺳﯽ ﻭ ﺩﺭ ﻣﻮﻗﻌﯿﺖ ﯾﺎﺩ‬
‫ﺷﺪﻩ ﺩﺍﺭﺍﯼ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﺘﻤﺎﯾﺰ ﺯﯾﺮ ﺍﺳﺖ ‪ :‬ﺍﻟﻒ ( ﻣﺘﮑﻠﻢ‬
‫ﺗﻨﻬﺎﺳﺖ ‪ .‬ﺍﻧﺘﺨﺎﺏ ﺿﻤﻴﺮ ‪ ) Jan‬ﺩﺭ ﻣﻘﺎﺑﻞ ﺿﻤﺎﯾﺮﯼ‬
‫ﻧﻈﻴﺮ ‪ ، tin ، ami ,‬ﻭ ﻏﻴﺮﻩ ( ) ﺏ ( ﻣﺘﮑﻠﻢ ﻣﺆﻧﺚ ﺍﺳﺖ ‪.‬‬
‫ﺍﻧﺘﺨﺎﺏ ‪ ) prishla‬ﺩﺭ ﻣﻘﺎﺑﻞ ‪ ) ( prishel‬ﺝ ( ﻋﻤﻞ »‬
‫ﻭﺭﻭﺩﯼ ﺍﺳﺖ ‪ ،‬ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ ﺍﻧﺘﺨﺎﺏ ﻓﻌﻞ ﺍﺯ ﻣﺼﺪﺭ ‪priti‬‬
‫) ﺩﺭ ﻣﻘﺎﺑﻞ ‪ ( yiti‬ﺷﺪﻩ ) ﺩ ( ﻋﻤﻞ ﻭﺭﻭﺩ ﺑﺎ ﭘﺎﯼ ﭘﯿﺎﺩﻩ‬
‫ﺻﻮﺭﺕ ﻣﯽ ﮔﯿﺮﺩ ‪ .‬ﺍﻧﺘﺨﺎﺏ ﻓﻌﻞ ‪ ) priti‬ﺩﺭ ﻣﻘﺎﺑﻞ‬
‫‪ ) ( pricsat‬ﻩ ( ﺭﻭﯾﺪﺍﺩ ﻓﻌﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﮔﺬﺷﺘﻪ ﺍﺳﺖ ‪.‬‬
‫ﺍﻧﺘﺨﺎﺏ ﺯﻣﺎﻥ ﻣﺎﺿﯽ ) ﺩﺭ ﻣﻘﺎﺑﻞ ﺣﺎﻝ ﻭ ﻏﯿﺮﻩ ( ) ﻭ ( ﻋﻤﻞ‬
‫ﺩﺭ ﻟﺤﻈﻪ ﻣﻌﻨﯽ ﺗﻤﺎﻡ ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺍﻧﺘﺨﺎﺏ ﺻﻮﺭﺕ ﻓﻌﻠﯽ‬
‫ﮐﺎﻣﻞ ) ﺩﺭ ﻣﻘﺎﺑﻞ ﺻﻮﺭﺕ ﻓﻌﻠﯽ ﻧﺎﻗﺺ ( �� ﺍﮐﻨﻮﻥ ﺍﮔﺮ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺟﻤﻠﻪ ﺍﻧﮕﻞ��ﺳﯽ ﻭ ﻣﻌﺎﺩﻝ‬
‫ﺭﻭﺳﯽ ﺁﻥ ﺭﺍ ﺩﺭ ﻣﻘﺎﺑﻞ ﻫﻢ ﻗﺮﺍﺭ ﺑﺪﻫﯿﻢ ﺑﺎ ﻭﺟﻮﺩ ﺍﯾﻨﮑﻪ‬
‫ﺟﻤﻠﻪ ﺭﻭﺳﯽ ﺑﻪ ﺗﺼﺪﯾﻖ ﮔﻮﯾﻨﺪﮔﺎﻥ ﺩﻭ ﺯﺑﺎﻧﻪ ﺍﻧﮕﻠﯿﺴﯽ ‪-‬‬
‫ﺭﻭﺳﯽ ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﺔ ﮐﺎﻣﻼ ﻣﻘﺒﻮﻟﯽ ﺑﺮﺍﯼ ﺟﻤﻠﻪ ﺍﻧﮕﻠﯿﺴﯽ‬
‫ﯾﺎﺩ ﺷﺪﻩ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ﻭﻟﯽ ﻣﺘﻮﺟﻪ ﻣﯽ ﺷﻮﯾﻢ ﮐﻪ‬
‫ﺍﯾﻦ ﺩﻭ ﺯﺑﺎﻥ ﺍﺯ ﻧﻈﺮ ﺍﻧﺘﺨﺎﺏ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﻣﺘﻤﺎﯾﺰ‬
‫ﺑﺎ ﻫﻢ ‪ ،‬ﻫﻤﺎﻫﻨﮕﯽ ﻧﺪﺍﺭﻧﺪ ﻭ ﻫﺮ ﮐﺪﺍﻡ ﺍﺯ ﺟﻤﻼﺕ ﻣﺠﻤﻮﻋﻪ‬
‫ﺑﻪ ﺧﺼﻮﺻﯽ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﺆﺛﺮ ﺩﺭ ﻫﺮ ﺯﺑﺎﻥ‬
‫ﺍﻧﺘﺨﺎﺏ ﻣﯽ ﮐﻨﺪ ‪. .‬‬
‫ﻣﻼﺣﻈﻪ ﻣﯽ ﺷﻮﺩ ﮐﻪ ﺩﻭ ﺟﻤﻠﻪ ﺭﻭﺳﯽ ﻭ ﺍﻧﮕﻠﯿﺴﯽ ﻓﻮﻕ ﺍﺯ‬
‫ﻣﯿﺎﻥ ﻭ ﺑﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺫﮐﺮ ﺷﺪﻩ ﻓﻘﻂ ﺩﺭ ﺳﻪ ﻭﯾﮋﮔﯽ‬
‫ﻣﺸﺘﺮﮎ ﻫﺴﺘﻨﺪ ‪ .‬ﺩﺭ ﺣﻘﯿﻘﺖ ﻣﻌﺎﺩﻟﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﯼ ﺩﺭ ﺩﻭ‬
‫ﺯﺑﺎﻧﻪ ﺑﻪ ﻋﻠﺖ ﺳﺎﻫﻤﮕﻮﻧﯽ ﻧﻈﺎﻡ ﺯﺑﺎﻧﻬﺎ ﻧﻤﯽ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﻩﻣﻪ‬
 ‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﻣﺸﺘﺮﮎ ﺑﺎﺷﻨﺪ ‪ .‬ﺍﻟﺒﺘﻪ ﺍﯾﺪﻩ ﺍﻝ ﺁﻥ‬
‫ﺍﺳﺖ ﮐﻪ ﺗﻌﺪﺍﺩ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﺸﺘﺮﮎ ﺑﯿﻦ ﯾﮏ ﺟﻤﻠﻪ ﻭ ﻣﻌﺎﺩﻝ‬
‫ﺗﺮﺟﻤﻪ ﺍﯼ ﺁﻥ ﺣﺘﯽ ﺍﻻﻣﮑﺎﻥ ﺑﯿﺸﺘﺮ ﺑﺎﺷﺪ ‪ .‬ﭼﻨﺎﻧﭽﻪ ﮐﺖ‬
‫ﻧﻮﺭﺩ ﺩﺭ ﺍﯾﻦ ﺯﻣﯿﻨﻪ ﻣﯽ ﻧﻮﯾﺴﺪ ‪Presumably , the‬‬
‫‪greater the number of situational features‬‬
‫‪common to the contextual meaning of both‬‬
‫‪SL and TL the better the translation .‬‬
‫) ‪ " ( Catford 1 %‬ﺩﺭ ﭘﺮﺗﻮﯼ ﺍﯾﻦ ﺑﺤﺚ ‪ ،‬ﮐﺖ ﻓﻮﺭﺩ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺭﺍ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﺗﻘﺴﯿﻢ ﻣﯽ ﮐﻨﺪ ‪.‬‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﺯﺑﺎﻧﯽ ‪linguistically relevant ) ،‬‬
‫‪ ( features‬ﻭ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﻧﻘﺸﯽ ) ‪functionally‬‬
‫‪ . ( relevant features‬ﻣﻨﻈﻮﺭ ﺍﺯ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻪ��‬
‫ﺯﺑﺎﻧﯽ ﺁﻧﻬﺎﯾﯽ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﻧﻈﺎﻡ ﯾﮑﯽ ﺍﺯ ﺯﺑﺎﻧﻬﺎ ﻣﺆﺛﺮﻧﺪ ﻭ‬
‫ﻣﻬﻢ ﺷﻤﺮﺩﻩ ﻣﯽ ﺷﻮﻧﺪ ‪ ،‬ﻭﻟﯽ ﺗﺄﺛﯿﺮﯼ ﺑﺮ ﻧﻘﺶ ﺍﺭﺗﺒﺎﻃﯽ‬
‫ﻣﺘﻦ ﻣﺮﺑﻮﻁ ﺩﺭ ﻣﻮﻗﻌﯿﺖ ﺍﺭﺗﺒﺎﻃﯽ ﯾﺎﺩ ﺷﺪﻩ ﻧﺪﺍﺭﻧﺪ ‪،‬‬
‫ﻣﺎﻧﻨﺪ ‪ » :‬ﭘﯿﺎﺩﻩ ﺁﻣﺪﻥ ‪ ،‬ﺑﺎ » ﻣﺆﻧﺚ ﺑﻮﺩﻥ ‪ ،‬ﻣﻨﮕﻠﻢ ﮐﻪ ﺩﺭ‬
‫ﻧﻈﺎﻡ ﺳﺎﺧﺘﻤﺎﻧﯽ ﺯﺑﺎﻥ ﺭﻭﺳﯽ ﻣﻬﻢ ﻭ ﻣﺆﺛﺮﻧﺪ ﻭ ﻣﻨﺠﺮ ﺑﻪ‬
‫ﺍﻧﺘﺨﺎﺑﻬﺎﯼ ﻭﯾﮋﻩ ﺍﯼ ﺍﺯ ﺻﻮﺭﺗﻬﺎﯼ ﺯﺑﺎﻧﯽ ﻣﯽ ﺷﻮﻧﺪ ﻣﺜﻼ‬
‫ﻧﻮﻉ ﻓﻌﻞ ﺩﺭ ﻣﻮﺭﺩ ﭘﯿﺎﺩﻩ ﯾﺎ ﺳﻮﺍﺭﻩ ﺁﻣﺪﻥ ﻭ ﭘﺴﻮﻧﺪ ﻓﻌﻞ‬
‫ﻣﺎﺿﯽ ﺩﺭ ﻣﻮﺭﺩ ﻣﺆﻧﺚ ﺑﻮﺩﻥ ﻣﺘﮑﻠﻢ ( ﻭﻟﯽ ﺍﯾﻦ ﻭﯾﮋﮔﯿﻬﺎ‬
‫ﺗﺄﺛﯿﺮﯼ ﺩﺭ ﻧﻘﺶ ﺍﺭﺗﺒﺎﻃﯽ ﻭ ﭘﯿﺎﻣﯽ ﺟﻤﻠﻪ ﯾﺎﺩ ﺷﺪﻩ ﺩﺭ‬
‫ﻣﻮﻗﻌﯿﺖ ﻣﺮﺑﻮﻁ ﻧﺪﺍﺭﻧﺪ ‪ .‬ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ‬
‫ﻧﻘﺸﯽ ﺗﺄﺛﯿﺮ ﻣﺴﺘﻘﯿﻤﯽ ﺑﺮ ﻧﻘﺶ ﺍﺭ��ﺑﺎﻃﯽ ﻣﺘﻦ ﯾﺎ‬
‫ﺟﻤﻠﻪ ﻣﺮﺑﻮﻁ ﺩﺭ ﻣﻮﻗﻌﯿﺖ ﺍﺭﺗﺒﺎﻃﯽ ﺧﻮﺩ ﺩﺍﺭﺩ ‪ .‬ﻣﺜﻼ‬
‫ﻣﺘﮑﻠﻢ ﺧﻮﺩ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪﻩ ﺭﻭﯾﺪﺍﺩ ﻓﻌﻞ ﺍﺳﺖ ﮐﻪ ﺍﯾﻦ ﺍﻣﺮ‬
‫ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻧﻮﻉ ﺳﻤﯿﺮ ﻓﺎﻋﻠﯽ ﻣﺆﺛﺮ ﺍﺳﺖ ﻭ ﯾﺎ ﺍﯾﻨﮑﻪ ﻋﻤﻞ‬
‫ﻓﻌﻞ ﺩﺭﮔﺬﺷﺘﻪ ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩﻩ ﻭ ﺍﯾﻦ ﺭﻭﯾﺪﺍﺩ ﺩﻭ ﺭﻭﺩﻩ ﺍﺳﺖ‬
‫ﺍﯾﻦ ﻭﯾﮋﮔﯿﻬﺎ ﻫﺮ ﺳﻪ ﺩﺭ ﻣﻮﻗﻌﯿﺖ ﺑﺎﺩ ﺷﺪﻩ ﺑﺮﺍﯼ ﺍﯾﻔﺎﯼ‬
‫ﻧﻘﺶ ﺟﻤﻠﻪ ﻣﺮﺑﻮﻁ ﻣﻬﻢ ﻭ ﻣﺆﺛﺮﻧﺪ ﻭ ﻫﯿﭻﮐﺪﺍﻡ ﺍﺯ ﺍﯾﻨﻬﺎ‬
‫ﻣﻨﺤﺺﺭ‬
 ‫ﺑﻪ ﻧﻈﺎﻡ ﺳﺎﺧﺘﻤﺎﻧﯽ ﯾﮑﯽ ﺍﺯ ﺯﺑﺎﻧﻬﺎﯼ ﺭﻭﺳﯽ ﯾﺎ ﺍﻧﮕﻠﯿﺴﯽ‬
‫ﻧﻤﯽ ﺷﻮﺩ ﺑﻠﮑﻪ ﻻﺯﻣﻪ ﻣﻮﻗﻌﯿﺖ ﺍﺭﺗﺒﺎﻃﯽ ﯾﺎﺩ ﺷﺪﻩ ﺻﺮﻓﻨﻈﺮ‬
‫ﺍﺯ ﻧﻮﻉ ﺯﺑﺎﻥ ﺍﺳﺖ ‪ .‬ﭼﻨﺎﻥ��ﻩ ﮔﻔﺘﻪ ﺷﺪ ﺑﺮﻗﺮﺍﺭﯼ ﺗﻌﺎﺩﻝ‬
‫ﺗﺮﺟﻤﻪ ﺍﯼ ﺍﺯ ﻧﻈﺮ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﺯﺑﺎﻧﯽ ﺑﻪ ﻋﻠﺖ‬
‫ﻧﺎ��ﻣﮕﻮﯼ ﻧﻈﺎﻡ ﺯﺑﺎﻧﻬﺎ ﻫﻤﯿﺸﻪ ﺩﺭ ﺗﺮﺟﻤﻪ ﺑﯿﻦ ﻫﻤﻪ‬
‫ﺯﺑﺎﻧﻬﺎ ﺍﻣﮑﺎﻥ ﭘﺬﯾﺮ ﻧﯿﺴﺖ ‪ ،‬ﺯﯾﺮﺍ ﻧﻈﺎﻡ ﻫﺮ ��ﺑﺎﻥ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﺧﻮﺩﺵ ﺭﺍ ﺩﺍﺭﺩ ﻭ ﺁﻧﭽﻪ ﮐﻪ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﺭﻭﺳﯽ ﻣﻬﻢ ﺷﻤﺮﺩﻩ ﻣﯽ ﺷﻮﺩ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻧﻈﺎﻡ‬
‫ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺟﺎﯾﯽ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﻣﺜﻼ ﻧﻈﺎﻡ ﭘﺴﻮﻧﺪ‬
‫ﻓﻌﻠﯽ ﺯﻣﺎﻥ ﮔﺬﺷﺘﻪ ﺩﺭ ﺯﺑﺎﻥ ﺭﻭﺳﯽ ﺑﯿﻦ ﻣﺆﻧﺚ ﻭ ﻣﺬﮐﺮ‬
‫ﺗﻔﺎﻭﺕ ﻗﺎﺋﻞ ﻣﯽ ﺷﻮﺩ ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﭼﻨﯿﻦ ﺗﻔﺎﻭﺗﯽ ﺩﺭ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻓﻌﻞ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ‪ .‬ﺑﻪ ﻧﻈﺮ‬
‫ﮐﺖ ﻓﻮﺭﺩ ﻣﺘﻦ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﻭ ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﺁﻥ ﺑﺎﯾﺪ ﺩﺭ‬
‫ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﻧﻘﺸﯽ ﻣﺸﺘﺮﮎ ﺑﺎﺷﻨﺪ ﻭﺍﻻ ﺗﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ‬
‫ﺍﯼ ﺑﺮﻗﺮﺍﺭ ﻧﺨﻮﺍﻫﺪ ﺷﺪ " ‪For translation‬‬
‫‪equivalence to occur , both SL and TL text‬‬
‫‪must be relatable to the functionally‬‬
‫‪ " . relevant features of the situation‬ﺩﺭ ﻣﺜﺎﻝ‬
‫ﯾﺎﺩ ﺷﺪﻩ ﻫﺮ ﺩﻭ ﻣﺘﻦ ﻣﺒﺪﺃ ﻭ ﻣﻘﺼﺪ ﺩﺭ ﻫﺮ ﺳﻪ ﻭﯾﮋﮔﯽ ﻣﻬﻢ‬
‫ﻧﻘﺸﯽ ﻣﺸﺘﺮﮎ ﻫﺴﺘﻨﺪ ‪ .‬ﺧﻮﺩ ﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪TASK 8 ۸‬‬
‫) ‪1. Define the following notions : ( a‬‬
‫‪situational features ( b ) distinctive‬‬
‫‪situational features ( C ) linguistically‬‬
‫‪relevant features ( d ) functionally relevant‬‬
‫‪features 2. How do you define a better‬‬
‫‪translation in terms of the situational‬‬
‫‪features ? 3. Describe the condition for‬‬
‫‪establishing translation equivalence in‬‬
‫‪terms of the functionally relevant features‬‬
‫‪ of the situation . ۳-۳۰‬ﺗﺮﺝﻣﻪ‬
 ‫ﭘﺬﯾﺮﯼ ﻭ ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ ﮔﺎﻩ ﺍﺗﻔﺎﻕ ﻣﯿﺎﻓﺘﺪ ﯾﮏ ﻣﺘﻦ ﺍﺯ‬
‫ﺯﺑﺎﻥ ) ﺍﻟﻒ ( ﻓﺎﯾﻞ ﺗﺮﺟﻤﻪ ﺑﻪ ﺯﺑﺎﻥ ) ﺏ ( ﻧﺒﺖ ﮐﺖ ﻓﻮﺭﺩ‬
‫ﺍﯾﻦ ﺣﺎﻟﺖ ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ ﺭﺍ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺗﻘﺴﯿﻢ ﺑﻨﺪﯼ ﻣﯽ‬
‫ﮐﻨﺪ ‪ » :‬ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ ﺯﺑﺎﻧﯽ ‪linguistic ) ،‬‬
‫‪ ( untranslatability‬ﻭ ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ ﻓﺮﻫﻨﮕﯽ‬
‫) ‪ ( cultural untranslatability‬ﻭﯼ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ‬
‫ﭼﺎﺭﭼﻮﺏ ﻭﯾﮋﮒ��ﻫﺎﯼ ﻣﻬﻢ ﺯﺑﺎﻧﯽ ﻭ ﻧﻘﺸﯽ ﻗﺴﻤﺖ‬
‫ﺩﻭﻡ ﺩﺭﺱ ﺣﺎﺿﺮ ( ﺩ ﻣﯽ ﮐﻦﺩ‪.‬‬
‫ﮐﻢ ﯾﮏ ﻣﺘﻦ ﻫﻨﮕﺎﻣﯽ ﺑﻪ ﺯﺑﺎﻥ ﺩﯾﮕﺮ ) ‪( Catford 1965‬‬
‫ﺍﺯ ﻧﻈﺮ ﺯﺑﺎﻧﯽ ﻏﯿﺮ ﻗﺎﺑﻞ ﺗﺮﺟﻤﻪ ﺍﺳﺖ ﮐﻪ ﺍﺯ ﻣﯿﺎﻥ ﻭﯾﮋﮔﯿﻬﺎﯼ‬
‫ﻣﻬﻢ ﺯﺑﺎﻧﯽ ﻣﺘﻦ ﻣﺒﺪﺃ ﯾﮏ ﯾﺎ ﭼﻨﺪ ﻭﯾﮋﮔﯽ ﺟﺰﻭ ﻭﯾﮋﮔﯿﻬﺎﯼ‬
‫ﻣﻬﻢ ﻧﻘﺸﯽ ﻣﻮﻗﻌﯿﺖ ﺍﺭﺗﺒﺎﻁ ﻣﺤﺴﻮﺏ ﺷﻮﺩ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ‬
‫ﺩﺭ ﻣﺘﻦ ﻓﺎﺭﺳﯽ ﺯﯾﺮ ﻣﺮﺟﺎﻥ ﻟﺐ ﻟﻌﻞ ﺗﻮ ﻣﺮ ﺟﺎﻥ ﻣﺮﺍ ﻗﻮﺕ‬
‫ﯾﺎﻗﻮﺕ ﻧﻬﻢ ﻧﺎﻡ ﻟﺐ ﻟﻌﻞ ﺗﻮ ﯾﺎﻗﻮﺕ ﻛﻠﻤﺎﺕ » ﻣﺮﺟﺎﻥ ‪ ،‬ﻭ‬
‫ﺍﻣﺮ ﺟﺎﻥ « ‪ » ،‬ﯾﺎﻗﻮﺕ ‪ ،‬ﻭ » ﯾﺎ ﻗﻮﺕ ‪ ،‬ﺑﺎ ﻫﻢ ﻫﻢ ﺁﻭﺍﯾﯽ‬
‫ﺩﺍﺭﻧﺪ ﻭ ﺗﺸﮑﯿﻞ ﺟﻨﺎﺱ ﻣﯽ ﺩﻫﻨﺪ ‪ .‬ﺍﯾﻦ ﺗﺸﺎﺑﻪ ﺁﻭﺍﯾﯽ ﺑﺎ‬
‫ﺟﻨﺎﺱ ﮐﻪ ﺍﺯ ﻭﯾﮋﮔﯿﻬﺎﯼ ﺁﻭﺍﯾﯽ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﺳﺖ ﺩ��‬
‫ﭼﺎﺭﭼﻮﺏ ﻣﺘﻦ ﺷﻌﺮ ﻓﻮﻕ ﺟﺰﻭ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﻧﻘﺸﯽ‬
‫ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ ‪ ،‬ﺩﺭ ﺍﺩﺍﯼ ﭘﯿﺎﻡ ﻭ‬
‫ﻣﺮﺍﻡ ﺷﺎﻋﺮ ﻣﺆﺛﺮ ﺍﺳﺖ ﻝ��ﺍ ﺑﻪ ﻫﻨﮕﺎﻡ ﺗﺮﺟﻤﻪ‬
‫ﺑﺮﮔﺮﺩﺍﻧﺪﻥ ﺁﻥ ﺑﻪ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ) ﻣﺜﻼ ﺍﻧﮕﻠﯿﺴﯽ ( ﺿﺮﻭﺭﯼ‬
‫ﺍﺳﺖ ﻭﻻ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺮﯾﻒ ﺗﺮﺟﻤﻪ ‪ ،‬ﺍﻣﺮ ﺗﻌﺎﺩﻝ ﻣﻌﻨﺎﯾﯽ‬
‫ﺑﺮﻗﺮﺍﺭ ﻧﺨﻮﺍﻫﺪ ﺷﺪ ‪ .‬ﻭﻟﯽ ﺑﻪ ﻋﻠﺖ ﺗﻔﺎﻭﺕ ﻧﻈﺎﻡ ﺁﻭﺍﯾﯽ ﻭ‬
‫ﻣﻌﻨﺎﯾﯽ ﺯﺑﺎﻧﻬﺎﯼ ﻓﺎﺭﺳﯽ ﻭ ﺍﻧﮕﻠﯿﺴﯽ ﺗﺮﺟﻤﻪ ﺷﻌﺮ ﻓﻮﻕ ﺑﺎ‬
‫ﺣﻔﻆ ﻣﻌﺎﻧﯽ ﻭ ﺗﺼﺎﻭﯾﺮ ﺁﻥ ﻭ ﺭﻋﺎﯾﺖ ﺗﺸﺎﺑﻬﻬﺎﯼ ﺁﻭﺍﯾﯽ ﺑﺎ‬
‫ﺟﻨﺎﺳﻬﺎﯼ ﺁﻥ ﻏﯿﺮﻣﻤﮑﻦ ﺍﺳﺖ ‪ .‬ﺍﯾﻦ ﺣﺎﻟﺖ ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ‬
‫ﺭﺍ ﺗﺮﺟﻤﻪ ﭘﺬﯾﺮﯼ ﺯﺑﺎﻧﯽ ﻣﯽ ﮔﻮﯾﻨﺪ ‪ .‬ﯾﮏ ﻣﺘﻦ ﻫﻨﮕﺎﻣﯽ ﺑﻪ‬
‫ﺯﺑﺎﻥ ﺩﯾﮕﺮ ﺍﺯ ﻧﻈﺮ ﻓﺮﻫﻨﮕﯽ ﻏﯿﺮ ﻗﺎﺑﻞ ﺗﺮﺟﻤﻪ ﺍﺳﺖ ﮐﻪ ﺍﺯ‬
‫ﻣﯿﺎﻥ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﻧﻘﺸﯽ ﻣﺘﻦ ﻣﺒﺪﺃ ﯾﮏ ﯾﺎ ﭼﻨﺪ ﻭﯾﮋﮔﯽ‬
 ‫ﺩﺭ ﻓﺮﻫﻨﮓ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﻣﻮﺟﻮﺩ ﻧﺒﺎﺷﺪ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﻣﺘﺮ‬
‫ﻓﺎﺭﺳﯽ ﺍﻣﺸﺐ ﺩﺭ ﻣﺴﺠﺪ ﺟﺎﻣﻊ ﺷﻬﺮ ﻣﺮﺍﺳﻢ ﺩﻋﺎﯼ ﮐﻤﯿﻞ‬
‫ﺑﺮﮔﺰﺍﺭ ﻣﯽ ﺷﻮﺩ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﺪ ‪ .‬ﭼﻮﻥ ﻣﻔﻬﻮﻡ » ﺩﻋﺎﯼ‬
‫ﮐﻤﯿﻞ ‪ ،‬ﻣﺨﺘﺺ ﻓﺮﻫﻨﮓ ﺍﺳﻼﻣﯽ ﺍﺳﺖ ﻭ ﺍﯾﻦ ﻭﯾﮋﮔﯽ ﺩﺭ‬
‫ﻓﺮﻫﻨﮕﯽ ﮐﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺑﺪﺍﻥ ﻭﺍﺑﺴﺘﻪ ﺍﺳﺖ ﻭﺟﻮﺩ‬
‫ﻧﺪﺍﺭﺩ ﺍﯾﻦ ﻣﺘﻦ ﻏﯿﺮ ﻗﺎﺑﻞ ﺗﺮﺟﻤﻪ ﺍﺳﺖ ‪ .‬ﺍﯾﻦ ﺗﺮﺟﻤﻪ‬
‫ﻧﺎﭘﺬﯾﺮﯼ ﺭﺍ ﺗﺮﺟﻤﻪ ﻧﺎﭘﺬﯾﺮﯼ ﻓﺮﻫﻨﮕﯽ « ﻣﯽ ﻧﺎﻣﻨﺪ‪.‬‬
‫‪ ۱-۲‬ﺯﺏ��ﻧﺸﻨﺎﺳﯽ ﺳﺎﺧﺘﺎﺭﯼ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﻋﻠﻤﯽ ﺍﺳﺖ‬
‫ﮐﻪ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ﻣﺎﻫﯿﺖ ﺭﻓﺘﺎﺭ ﺯﻧﯽ ﻣﯽ ﭘﺮﺩﺍﺯﺩ ‪ .‬ﻣﻄﺎﻟﻌﻪ‬
‫ﺯﺑﺎﻥ ﺗﺎﺭﯾﺨﭽﻪ ﻃﻮﻻﻧﯽ ﺩﺍﺭﺩ ﻭ ﺑﻪ ﭼﻨﺪﯾﻦ ﻫﺰﺍﺭ ﺳﺎﻝ ﻗﺒﻞ‬
‫ﺍﺯ ﻣﯿﻼﺩ ﻣﯽ ﺭﺳﺪ ‪ ،‬ﻭﻟﯽ ﺁﻏﺎﺯ ﺩﻭﺭﺍﻥ ﺟﺪﯾﺪ ﻣﻄﺎﻟﻌﻪ ﺯﺑﺎﻥ ﺑﺎ‬
‫ﻋﻨﻮﺍﻥ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﺑﻪ ﺍﻭﺍﯾﻞ ﻗﺮﻥ ‪ ۲۰‬ﯾﻌﻨﯽ ﺳﺎﻝ ‪۱۹۱۶‬‬
‫ﺑﺮﻣﯽ ﮔﺮﺩﺩ ‪ .‬ﺩﺭ ﺁﻥ ﺳﺎﻝ ﻣﺠﻤﻮﻋﻪ ﯾﺎﺩﺩﺍﺷﺘﻬﺎ ﻭ‬
‫ﺳﺨﻨﺮﺍﻧﺒﻬﺎﯼ ﺯﺑﺎﻧﺸﻨﺎﺱ ﻧﺎﻣﻮﺭ ﺳﻮﯾﯽ ‪Fle Suissure‬‬
‫ﺗﻮﺳﻂ ﺩﺍﻧﺸﺠﻮﯾﺎﺵ ﺑﻌﺪ ﺍﺯ ﻣﺮﮒ ﻭﯼ ﺑﺎ ﻋﻨﻮﺍﻥ ‪Coin de‬‬
‫‪ liraqiirtigate Generale‬ﺑﻪ ﭼﺎﭖ ﺭﺳﯿﺪ ﺳﻮﺳﻮﺭ ﺭﺍ‬
‫ﺑﮕﺬﺍﺭ ﻣﮑﺘﺐ ﺳﺎﺧﺘﺎﺭﯼ ﺩﺭ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﻣﯽ ﺩﺍﻧﻨﺪ ‪ .‬ﺩﺭ‬
‫ﺩﺭﺱ ﺣﺎﺿﺮ ﻣﺎ ﺑﻪ ﺑﺮﺭﺳﯽ ﭘﺎﺭﻫﯽ ﺍﺯ ﺍﻭﻝ ﺯﺑﺮ ۔ ﺑﯽ ﺑﯽ‬
‫ﻣﻜﺘﺐ ﻣﯽ ﭘﺮﺩﺍﺯﯾﻢ ﻭ ﻣﺴﺎﺋﻞ ﺗﺮﺟﻤﻪ ﺭﺍ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﯾﻦ‬
‫ﺍﺻﻮﻝ ﻣﻮﺭﺩ ﺑﺮﺭﺳﯽ ﻗﺮﺍﺭ ﻣﯽ ﺩﻫﯿﻢ‪.‬‬
‫ﺑﺮﺍ��ﺍﺱ ﺍﯾﻦ ﺍﺻﻞ ﻫﺮ ) ‪( Lyons 1977 231-2‬‬
‫ﺯﻣﺎﻥ ﺩﺍﺭﺍﯼ ﻧﻄﺎﻡ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩﯼ ﺍﺳﺖ ﮐﻪ ﻋﻨﺎﺻﺮ ﺁﻥ‬
‫) ﺑﻌﻲ ﻧﻮﻩ ﻛﻠﻤﺎﺕ ﻭ ﻏﯿﺮﻩ ( ﻣﻮﺟﻮﺩﯾﺖ ﻭ ﺍﺭﺯﺵ ﺧﻮﺩﺷﺎﻥ‬
‫ﺭﺍ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺍﯾﻦ ﻣﺎﻩ ﻭ ﺩﺭ ﺭﺍﻩ ﺑﺎ ﺳﺎﯾﺮ ﻋﻤﺪﯼ ﺑﻪ ﺩﺳﺖ‬
‫ﻣﯽ ﺁﻭﺭﻧﺪ ‪ .‬ﺑﻨﺎﺑﺮﺍﯾﻦ ‪ ،‬ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻣﻌﺎﺩﻟﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﯼ ‪،‬‬
‫ﻣﺸﺮﺡ ﻧﻤﯽ ﺗﻮﺍﻧﺪ ﺑﺮﺍﯼ ﻋﻨﺎﺻﺮ ﺭﯾﺎ ۔ ﻣﺒﺪﺍ ﺑﺪﻭﻥ ﺩﺭ ﻧﻈﺮ‬
‫ﮔﺮﻓﺘﻦ ﻧﻈﺎﻡ ﻣﺮﺑﻮﻁ ﻣﻌﺎﺩﻝ ﭘﯿﺪﺍ ﺑﮑﻨﺪ ‪ .‬ﻣﺜﻼ ﻣﺘﺮﺟﻢ ﺑﺮﺍﯼ‬
‫ﻣﻌﺎﺻﺮ ﻭ ﺍﺯﮔﯽ ﻣﺲ ﻣﺒﺪﺍ ﺑﻪ ﺻﻮﺭﺕ ﻣﺠﺮﺍ ﺍﺯ ﻣﻦ ﻭ ﺩﺭ‬
‫ﺧﻼ ﻧﻤﯽ ﺗﻮﺍﻧﺪ ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﺗﻌﯿﯿﻦ ﮐﻨﺪ ‪ ،‬ﺯﯾﺮﺍ ﺁﻧﭽﻪ‬
‫ﺑﺮﺍﯼ‬
 ‫ﻣﺘﺮﺟﻢ ﻣﻬﻢ ﺍﺳﺖ ﻭ ﺍﺭﺯﺵ ﻭ ﻧﻘﺶ ‪ ،‬ﻋﻨﺎﺻﺮ ﺯﻣﺎﻧﯽ ﺍﺳﺖ‬
‫ﺑﻪ ﺻﻮﺭﺕ ﺁﻧﻬﺎ ‪ ،‬ﻭ ﺑﻨﺎ ﺑﻪ ﺍﺻﻞ ﺯﺑﻪ ﺷﺎﺳﯽ ﺳﺎﺧﺘﺎﺭﯼ‬
‫ﺍﺭﺯﺵ ﻋﻨﺎﺻﺮ ﺯﻣﺎﻧﯽ ﺩﺭ ﺩﺍﺧﻞ ﻧﻄﺎﻡ ﺯﺑﺎﻧﯽ ﮐﺸﻮﺭ ﻣﯽ ﺑﺎﯾﺪ‬
‫ﺑﻪ ﺩﺭﺩ ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻭﻗﺘﯽ ﻣﺘﺮﺟﻤﯽ ﺳﺆﺍﻝ ﻣﯽ ﺷﻮﺩ ﮐﻪ‬
‫ﻣﻌﺎﺩﻝ ﻓﻌﻞ ﺍﻧﮕﻠﯿﺴﯽ ‪ o recognite‬ﭼﯿﺖ ‪ ،‬ﺍﺑﺘﺪﺍ ﺑﺎﯾﺪ‬
‫ﻣﻦ ﺑﻬﺎ ﺟﻤﻠﻪ ﺍﯼ ﺭﺍ ﮐﻪ ﺍﯾﻦ ﮐﻠﻤﻪ ﺩﺭ ﺁﻥ ﺑﻪ ﮐﺎﺭ ﺭﻓﺘﻪ ﺍﺳﺖ‬
‫ﺑﺪﻩ ﺳﯽ ﺑﺎ ﺗﻌﯿﯿﻦ ﺍﺭﺯﺵ ﺍﯾﻦ ﻣﻌﺴﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺩﺭ ﻗﺎﻟﺐ ﻣﺘﻦ‬
‫ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﺮﺍﯼ ﺁﻥ ﻣﻌﺎﺩﻝ ﺗﺮﺟﻤﻪ ﺍﯼ ﺗﻌﯿﯿﻦ ﮐﻨﺪ ‪ .‬ﺩﺭ‬
‫ﺟﻤﻼﺕ ﺯﯾﺮ ) ‪I recognized her by her red ( a‬‬
‫‪hat . ( b ) Britain has recognized the new‬‬
‫‪regime . ( c ) He recognized that he was not‬‬
‫‪qualified for the post . ( d ) The firm‬‬
‫‪recognized Tom's outstanding work by‬‬
‫‪ giving him an extra bonus‬ﻓﻌﻞ ‪roccognized‬‬
‫ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﻪ ‪ :‬ﻭﺷﺎﺧﺘﻢ ‪ ،‬ﻭ ﺑﻪ ﺭﺳﻤﯿﺖ ﺷﻨﺎﺧﺘﻪ ‪ ،‬ﻭ ﻗﺒﻮﻝ‬
‫ﮐﺮﺩﻩ ﻭ ﻗﺪﺭﺩﺍﻧﯽ ﮐﺮﺩ ‪ ،‬ﺗﺮﺟﻤﻪ ﻣﯽ ﺷﻮﺩ ﭘﺲ ﻋﻨﺎﺻﺮ ﺯﻣﺎﻧﯽ‬
‫ﺩﺭ ﯾﮏ ﺯﻣﺎﻥ ﻭ ﻋﻨﺎﺻﺮ ﻣﻨﺎﻃﺮﺷﺎﻥ ﺩﺭ ﺯﻣﺎﻥ ﺩﯾﮕﺮ ﺩﺍﺭﺍﯼ‬
‫ﺍﺭﺗﺒﺎﻁ ﯾﮏ ﺑﻪ ﯾﮏ ﻧﯿﺴﺘﻨﺪ ﻭ ﺭﻭﯼ ﺍﯾﻦ ﺍﺻﻞ ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ‬
‫ﺑﻪ ﮐﻠﻤﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻫﻤﻪ ﻣﻮﺍﺭﺩ ﻗﺎﺑﻞ ﻗﺒﻮﻝ ﻧﺒﺎﺷﺪ‪.‬‬
‫ﻣﯽ ﺁﻭﺍﻫﺎ ‪ ،‬ﭘﺮ ﻋﻨﺎﺻﺮ ﻧﺎﺻﺮ ﺯﺑﺎﻥ ﺳﺎﻧﺘﯽ ﻣﺘﻦ ﭼﻪ ﺑﺮﺍﯼ‬
‫ﺍﻧﺸﻨﺎﺳﯽ ﻭﻗﺘﯽ ﺍﺯ ﻣﺘﻦ ﺑﺎ ﮔﺎﻧﯽ ﺩﺭ ‪ ۲۰۲‬ﺗﻤﺎﯾﺰﺍﺕ ﺩﻭﮔﺎﻧﻪ‬
‫ﺳﻮﺳﻮﺭﯼ ﺩﺭ ﻣﻮﺭﺩ ﺗﻮﺻﯿﻒ ﻣﮑﺘﺐ ﺳﺎﺧﺘﺎﺭﯼ ﺯﺑﺎﻥ ‪،‬‬
‫ﺳﻮﺳﻮﺭ ﯾﮏ ﻋﺪﻩ ﺗﻤﺎﯾﺰﺍﺕ ﺩﻭﮔﺎﻧﻪ ﺑﺮﺍﯼ ﺳﺎﺧﺘﻤﺎﻥ ﺯﺑﺎﻥ‬
‫ﻣﻄﺮﺡ ﮐﺮﺩﻩ ﺍﺳﺖ ﮐﻪ ﻣﺎ ﺩﺭ ﺍﯾﻨﺠﺎ ﺑﻪ ﻟﺤﺎﻅ ﺍﻫﻤﯿﺘﯽ ﮐﻪ‬
‫ﺍﯾﻦ ﺗﻤﺎﯾﺰﺍﺕ ﺩﺭ ﺑﺮﺭﺳﯽ ﻣﺴﺎﺋﻞ ﻭ ﻣﺸﮑﻼﺕ ﺗﺮﺟﻤﻪ ﺩﺍﺭﺩ ﺑﻪ‬
‫ﺩﻭ ﺗﻤﺎﯾﺰ ﺩﻭﮔﺎﻧﻪ ﺍﺷﺎﺭﻩ ﻣﯿﮑﻨﯿﻢ ‪ ۴-��-۱‬ﺗﻤﺎﯾﺰ ﺑﯿﻦ‬
‫ﺻﻮﺭﺕ ) ‪ ( form‬ﻭ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ) ‪ ( substance‬ﺩﺭ‬
‫ﺗﺸﺮﯾﺢ ﺍﯾﻦ ﺗﻤﺎﯾﺰ ﺩﻭﮔﺎﻧﻪ ‪ ،‬ﺳﻮﺳﻮﺭ ﺑﻪ ﻣﺜﺎﻝ ﺳﻨﮓ ﻣﺮﻣﺮ ﻭ‬
‫ﻣﺠﺴﻤﻪ ﺍﺳﺒﯽ ﮐﻪ ﺍﺯ ﺁﻥ ﺳﻨﮓ ﺗﺮﺍﺷﯿﺪﻩ ﻣﯽ ﺷﻮﺩ ﺍﺷﺎﺭﻩ‬
‫ﻣﯽ ﮐﻨﺪ ‪.‬‬
 ‫ﺳﻨﮓ ﻣﺮﻣﺮ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﻭ ﻣﺠﺴﻤﻪ ﺻﻮﺭﺕ ﺑﺎ ﺳﺎﺧﺘﺎﺭﯼ‬
‫ﺍﺳﺖ ﮐﻪ ﺑﻪ ﺁﻥ ﺳﻨﮓ ﻣﺮﻣﺮ ﺩﺍﺩﻩ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺩﺭ ﻭﺍﻗﻊ‬
‫ﻣﺠﺴﻤﻪ ﻣﻮﺟﻮﺩﯾﺖ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺗﺤﻤﯿﻞ ﺻﻮﺑﺮ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ‬
‫ﺑﻪ ﺩﺳﺖ ﻣﯽ ﺁﻭﺭﺩ ‪ .‬ﺑﻪ ﮔﻔﺘﻪ ﺳﻮﺳﻮﺭ ﺯﺑﺎﻧﻬﺎ ﻧﯿﺰ ﺩﺭ ﻧﺘﯿﺠﻪ‬
‫ﺗﺤﻤﯿﻞ ﺳﺎﺧﺘﺎﺭ �� ﺻﻮﺭﺕ ﺑﺮ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﻣﻮﺟﻮﺩﯾﺖ‬
‫ﻣﯽ ﯾﺎﺑﻨﺪ ‪ .‬ﻣﻨﺘﻬﺎ ﺩﺭ ﺯﺑﺎﻥ ﺩﻭ ﻧﻮﻉ ﻣﺎﺩﻩ ﺍﻭ��ﯾﻪ ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﺩ ‪ :‬ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﺁﺭﺍﯾﯽ ﻭ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﻓﮑﺮﯼ ‪ ،‬ﺗﺮﮐﯿﺐ‬
‫ﺁﻭﺍﯾﯽ ﻫﺮ ﺻﻮﺭﺕ ﻭﺍﮊﮔﺎﻧﯽ ﺍﺯ ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﺍﺯ ﻭﺍﺟﻬﺎ‬
‫ﺗﺸﮑﯿﻞ ﻣﯽ ﯾﺎﺑﺪ ﮐﻪ ﻫﺮ ﮐﺪﺍﻡ ﺍﺯ ﺁﻧﻬﺎ ﺍﺭﺯﺵ ﻭ ﻣﻮﺟﻮﺩﯾﺖ‬
‫ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺳﺎﺧﺘﺎﺭﯼ ﮐﻪ ﻧﻈﺎﻡ ﺯﺑﺎﻧﯽ ﺑﺮ ﺳﺎﺧﺖ ﺁﻭﺍﯾﯽ ﺑﺎ‬
‫ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﺁﻭﺍﯾﯽ ﺗﺤﻤﯿﻞ ﻣﯽ ﮐﻨﺪ ﺑﻪ ﺩﺳﺖ ﻣﯽ ﺁﻭﺭﻧﺪ ‪.‬‬
‫ﻣﻌﻨﺎﯼ ﻫﺮ ﻭﺍﺣﺪ ﻭﺍﮊﮔﺎﻧﯽ ﻧﯿﺰ ﺍﺯ ﺗﺤﻤﯿﻞ ﺳﺎﺧﺘﺎﺭ ﺑﺮ ﮔﺴﺘﺮﻩ‬
‫ﺑﺎ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ ﻣﻌﻨﺎﯾﯽ ﺣﺎﺻﻞ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪،‬‬
‫ﺗﺮﮐﯿﺐ ﺁﻭﺍﯾﯽ ﭘﯿﺸﯿﻦ ﺑﻪ ﮔﺮﺩ ‪ ،‬ﻣﻨﺠﺮ ﺑﻪ ﭘﯿﺪﺍﯾﺶ ﻭﺍﺝ ﺍﻧﺎﺭ‬
‫ﻣﯽ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺯﺑﺎﻧﺘﻬﺎﯾﯽ ﻧﻈﯿﺮ ﺁﺫﺭﺑﺎﯾﺠﺎﻧﯽ ) ﺍﻧﮕﻮﺭ‬
‫‪ ( urum‬ﻭ ﻗﺮﺍﺗﻪ ) ﺩﺍﻧﺸﮕﺎﻩ ‪ Université‬ﻣﻌﺘﺒﺮ ﻭ ﺩﺍﺭﺍﯼ‬
‫ﺍﺭﺯﺵ ﺍﺳﺖ ‪ ،‬ﻭﻟﯽ ﺩﺭ ﺯﺑﺎ�� ﺍﻧﮕﻠﯿﺴﯽ ﻭ ﻓﺎﺭﺳﯽ‬
‫ﺍﻋﺘﺒﺎﺭﯼ ﻧﺪﺍﺭﺩ ﻭ ﺑﻪ ﮐﺎﺭ ﻧﻤﯽ ﺭﻭﺩ ‪ ،‬ﻭ ﺑﺎ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯾﯽ »‬
‫ﺧﻮﯾﺸﺎﻭﻧﺪﯼ « ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﺪ ﮐﻪ ﻭﺍﺿﺢ ﺍﺳﺖ ﺩﺭ ﻫﻤﻪ‬
‫ﻓﺮﻫﻨﮕﻬﺎ ﻭ ﺟﻮﺍﻣﻊ ﯾﮑﺴﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻣﺎﻧﻨﺪ ‪ :‬ﺩﺍﯾﯽ ‪،‬‬
‫ﻋﻤﻮ ‪ ،‬ﻋﻤﻪ ‪ ، . ،‬ﺧﺎﻟﻪ ‪ ،‬ﺩﺧﺘﺮﻋﻤﻮ ‪ ،‬ﻭ ﻏﯿﺮﻩ ‪ .‬ﻭﻟﯽ ﻧﺤﻮﻩ‬
‫ﺳﺎﺧﺘﺎﺭ ﻭ ﺷﮑﻞ ﺑﺪﯼ ﺍﯾﻦ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯾﯽ ﺩﺭ ﻭﺍﮊﮔﺎﻥ‬
‫ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﻓﺮﻕ ﻣﯽ ﮐﻨﺪ ‪ .‬ﻣﺜﻼ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﯾﮏ‬
‫ﺻﻮﺭﺕ ﺍﻟﻐﻮﻯ ) ‪ ( uncle‬ﺑﺮﺍﯼ ﻋﻤﻮ ﻭ ﺩﺍﯾﯽ ﺑﻪ ﮐﺎﺭ ﻣﯽ‬
‫ﺭﻭﺩ ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺍﺯ ﺩﻭ ﮐﻠﻤﻪ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﯿﮑﻨﻨﺪ ‪.‬‬
‫ﺗﻤﺎﯾﺰ ﺑﯿﻦ ﺭﻭﺍﺑﻂ ﻫﻤﻨﺸﯿﻨﻰ ‪( g ) weather ۲۰۲۰۴‬‬
‫) ‪ ( paradigmatic‬ﻭ ﺟﺎﻧﺸﯿﻨﯽ ) ‪( syntagmatic‬‬
‫ﻋﻨﺎﺻﺮ ﺯﺑﺎﻧﯽ ﺍﯾﻦ ﺗﻤﺎﯾﺰ ﺩﻭﮔﺎﻧﻪ ﺑﻪ ﺭﻭﺍﺑﻂ ﻣﻮﺟﻮﺩ ﺑﯿﻦ‬
‫ﻭﺍﺣﺪﻫﺎﯼ ﻧﻈﺎﻡ ﺯﺑﺎﻧﯽ ﻣﺮﺑﻮﻁ ﻣﯽ ﺷﻮﺩ ﻭ ﺑﻪ ﺩﻭ ﻥﻭﻉ‬
 ‫ﺭﺍﺑﻄﻪ ﺗﻘﺴﯿﻢ ﻣﯽ ﺷﻮﺩ ‪ ،‬ﺭﺍﺑﻄﻪ ﻫﻤﻨﺸﯿﻨﯽ ﻭ ﺭﺍﺑﻄﻪ‬
‫ﺟﺎﻧﺸﯿﻨﯽ ‪ ،‬ﺭﻭﺍﺑﻂ ﻫﻤﻨﺸﯿﻨﯽ ﻣﺒﺎﻥ ﻋﻨﺎﺻﺮ ﺯﺑﺎﻧﯽ ﻋﺒﺎﺭﺕ‬
‫ﺍﻧﺪ ﺍﺯ ﺭﻭﺍﺑﻄﯽ ﮐﻪ ﺩﺭ ﭘﺮﺗﻮ ﺁﻥ ﺑﯿﻦ ﻋﻨﺎﺻﺮ ﻫﻢ ﺭﺩﯾﻒ ﯾﮏ‬
‫ﺳﺎﺯﻩ ) ‪ ( syntagm‬ﺍﺭﺗﺒﺎﻁ ﺑﺮﻗﺮﺍﺭ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ‬
‫ﺩﺭ ﺳﺎﺯﻩ ﻭ ﻣﺪﯾﺮ ﻣﺪﺭﺳﻪ ﻣﺎ ‪ ،‬ﮐﻪ ﯾﮏ ﺳﺎﺯﻩ ﺩﺭ ﺭﺩﯾﻒ ﻭ‬
‫ﻋﺒﺎﺭﺕ « ) ‪ ( Phrase‬ﺍﺳﺖ ﻣﯿﺎﻥ ﻭ ﻣﺪﯾﺮ « ‪ » ،‬ﻣﺪﺭﺳﻪ «‬
‫ﻭ ﻣﺎﻩ ﯾﮏ ﺭﺍﺑﻄﻪ ﻫﻤﻨﺸﯿﻨﯽ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ ‪ .‬ﺍﯾﻦ ﺭﺍﺑﻄﻪ‬
‫ﻫﻤﻨﺸﯿﻨﯽ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﻣﯿﺎﻥ ﮐﻠﻤﺎﺕ ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ ﺳﺎﺯﻩ‬
‫ﺣﺎﮐﻢ ﺍﺳﺖ ‪ ،‬ﺑﻠﮑﻪ ﺩﺭ ﺳﺎﺯﻩ ﻫﺎﯼ ﺁﻭﺍﯾﯽ ﻣﯿﺎﻥ ﻋﻨﺎﺻﺮ‬
‫ﺁﻭﺍﯾﯽ ﺑﺎ ﻭﺍﺟﻬﺎﯼ ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ ﺁﻧﻬﺎ ﻧﯿﺰ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ ‪.‬‬
‫ﻣﺜﻼ ﺩﺭ ﮐﻠﻤﻪ ‪ big‬ﻣﯿﺎﻥ ﻭﺍﺟﻬﺎﯼ ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ ﺁﻥ ﻭ‬
‫ﺭﻭﺷﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﻫﻤﯿﺖ ﭘﯿﺪﺍ ﻣﯽ ﮐﻨﺪ ﺍﯾﻦ ﺍﺳﺖ ﮐﻪ ﺩﺭ‬
‫ﺍﺻﻞ ﺯﯾﺮﺑﻨﺎﯾﯽ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﺳﺎﺧﺘﺎﺭﯼ ﮐﻪ ﺩﺭ ﺑﺎﻻ ﺑﺪﺍﻥ‬
‫ﺍﺷﺎﺭﻩ ﺷﺪ ) ﺹ ‪ ( ۲۸‬ﻣﻤﮑﻦ ﺍﺳﺖ ﺯﺑﺎﻧﻬﺎ ﺍﺯ ﻧﻈﺮ ﺭﻭﺍﺑﻂ‬
‫ﻫﻤﻨﺸﯿﻨﯽ ﺣﺎﮐﻢ ﺑﺮ ﻋﻨﺎﺻﺮ ﺧﻮﺩ ﺑﺎ ﻫﻢ ﺗﻔﺎﻭﺕ ﺩﺍﺷﺘﻪ‬
‫ﺑﺎﺷﻨﺪ ‪ .‬ﻣﺜﻼ ﺩﺭ ﺳﻄﺢ ﺁﻭﺍﯾﯽ ‪ ،‬ﺩﺭ ﻧﻈﺎﻡ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﭼﻨﺪ‬
‫ﻫﻤﺨﻮﺍﻥ « ) ‪ ( consonant‬ﺩﺭ ﺁﻏﺎﺯ ﻫﺠﺎ ﻧﻤﯽ ﺗﻮﺍﻧﺪ ﺑﺎ‬
‫ﯾﮑﺪﯾﮕﺮ ﻫﻤﻨﺸﯿﻨﯽ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺳﺎﺩﻩ ﺗﺮ‬
‫ﺧﻮﺷﻪ ﻫﻤﺨﻮﺍﻧﯽ ﺩﺭ ﻣﻮﺿﻊ ﺁﻏﺎﺯﯾﻦ ﻫﺠﺎ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ‬
‫ﻭﺍﻗﻊ ﻧﻤﯽ ﺷﻮﺩ ‪ .‬ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﭼﻨﯿﻦ‬
‫ﻣﺤﺪﻭﺩﯾﺘﯽ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻭ ﺩﺭ ﮐﻠﻤﺎﺗﯽ ﻧﻈﯿﺮ ‪ string‬ﯾﺎ‬
‫‪ school‬ﺑﻪ ﺗﺮﺗﯿﺐ ﺧﻮﺷﻪ ﻫﺎﯼ ﻫﻤﺨﻮﺍﻧﯽ ‪ str /‬ﻭ ﺩﺭ‬
‫ﺁﻏﺎﺯ ﻫﺠﺎ ﻗﺮ��ﺭ ﻣﯽ ﮔﯿﺮﻧﺪ ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻓﺎﺭﺳﯽ ﺯﺑﺎﻧﺎﻥ‬
‫ﺩﺭ ﺗﻠﻔﻆ ﻏﯿﺮﺩﻗﯿﻖ ﭼﻨﯿﻦ ﮐﻠﻤﺎﺗﯽ ﺑﺎ ﺗﺤﻤﻴﻞ ﻧﻈﺎﻡ ﺁﻭﺍﯾﯽ‬
‫ﺯﺑﺎﻥ ﻣﺎﺩﺭﯼ ﺧﻮﺩ ﺑﺮ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺧﻮﺷﻪ ﻫﺎﯼ ﻫﻤﺨﻮﺍﻧﯽ‬
‫ﻓﻮﻕ ﺭﺍ ﺑﺎ ﺍﻓﺰﻭﺩﻥ ﻭﺍﮐﻪ ﺍﯼ ﺑﻪ ﺁﻏﺎﺯ ﯾﺎ ﻭﺳﻂ ﺁﻧﻬﺎ ﻣﯽ‬
‫ﺷﮑﻨﻨﺪ ﺩﺭ ﺳﻄﺢ ﻭﺍﮊﮔﺎﻧﯽ ﻧﯿﺰ ﺑﺮﺍﯼ ﺍﯾﻦ ﻧﺎﻫﻤﮕﻮﻧﯽ ﺩﺭ‬
‫ﺭﻭﺍﺑﻂ ﻫﻤﻨﺸﯿﻨﯽ ﻣﯽ ﺗﻮﺍﻥ ﻧﻤﻮﻧﻪ ﻫﺎﯼ ﻣﺘﻌﺪﺩﯼ ﺫﮐﺮ ﮐﺮﺩ ‪.‬‬
‫ﺭﻭﺍﺑﻂ ﻫﻤﻨﺸﯿﻨﯽ ﺩﺭ ﺳﻄﺢ ﻭﺍﮊﻩ ﺍﺻﻄﻼﺣﺎ ﺑﻪ ﺭﻭﺍﺑﻂ‬
‫ﻫﻤﺎﯾﺸﯽ‬
‫ﻣﻌﺮﻭﻑ ﺍﺳﺖ ‪( collocational relations ) .‬‬
‫ﻧﺎﻫﻤﮕﻮﻧﯽ ﺍﺣﺘﻤﺎﻟﯽ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺩﺭ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﺑﺎ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﺯﮔﺎﻧﯽ ﺑﻪ ﻇﺎﻫﺮ ﻣﻌﺎﺩﻝ ﺁﻧﻬﺎ ﺩﺭ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﺍﺯ‬
‫ﻧﻈﺮ ﺭﻭﺍﺑﻂ ﻫﻤﺎﯾﺸﯽ ﻣﻨﺠﺮ ﺑﻪ ﻣﺸﮑﻼﺕ ﺑﺴﯿﺎﺭﯼ ﺩﺭ ﺗﺮﺟﻤﻪ‬
‫ﻣﯽ ﺷﻮﺩ ‪ .‬ﻣﺘﺮﺟﻢ ﻻﺯﻡ ﺍﺳﺖ ﺍﯾﻦ ﻧﺎﻫﻤﮕﻮﻧﯿﻬﺎ ﺭﺍ ﺩﺭ ﻧﻈﺮ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻛﻠﻤﺔ ﻭﺣﺎﺫﻕ ‪ ،‬ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ‬
‫ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﺪ ﮐﻪ ﺩﺭ ﻋﺒﺎﺭﺕ » ﭘﺰﺷﮏ ﺣﺎﺫﻕ ‪ ،‬ﺑﻪ ﮐﺎﺭ‬
‫‪ .‬ﻣﯽ ﺭﻭﺩ‬
‫ﻣﻌﺎﺩﻝ ‪ ۳۰۴‬ﺳﺎﺧﺘﺎﺭ ﻣﻌﻨﺎﯾﯽ ) ‪( semantic structure‬‬
‫ﺳﺎﺧﺘﺎﺭ ﻣﻌﻨﺎﯾﯽ ﯾﮏ ﺯﺑﺎﻥ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﺍﻧﻮﺍﻉ ﺩﺍﻧﻪ ﻫﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻣﺎ ﺍﻧﮕﻠﯿﺴﯽ ﭼﻨﯿﻦ ﻋﺒﺎﺭﺗﯽ ﻣﻌﻤﻮﻻ ‪competent‬‬
‫‪ physician‬ﺍﺳﺖ ﻭﻟﯽ ﺑﺎ ﻭﺟﻮﺩﯾﮑﻪ ﻭﺣﺸﯽ‬
‫‪ competent‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻋﺒﺎﺭﺕ ﺍﻧﮕﻠﯿﺴﯽ ﻭ ﻓﺎﺭﺳﯽ‬
‫ﻓﻮﻗﻲ ﻣﻌﺎﺩﻟﺐ ﺗﺮﺟﻤﻪ ﯼ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﺪﻩ ﻭﻟﯽ ﺍﺯ ﻧﻈﺮ‬
‫ﺭﻭﺍﺑﻂ ﻫﻤﺎﯾﺸﯽ ﺑﺎ ﻫﻢ ﻓﺮﻕ ﺩﺍﺭﻧﺪ ‪ .‬ﺯﯾﺮﺍ ﮐﻠﻤﻪ‬
‫‪ competent‬ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﺎ ﻋﻨﺎﺻﺮﻩ ﺍﯼ ﺩﯾﮕﺮﯼ ﺍﺯ ﻗﺒﯿﻞ‬
‫‪ rwyer ، teacher ، manager‬ﺍ ﻫﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ ،‬ﺩﺭ‬
‫ﺣﺎﻟﯽ ﮐﻪ ﻭﺣﺎﺩﻗﯽ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺗﻨﻬﺎ ﺑﺎ ﭘﺰﺷﮏ ‪ ،‬ﺑﺎ »‬
‫ﻃﺒﯿﺐ ﻫﻤﻨﺸﯿﻦ ﻣﯽ ﺷﻮﺩ ﻭ ﺻﻮﺭﺗﻬﺎﯼ ﻣﺎﻧﺪ ﺻﺤﻨﻪ ﺣﺎﻧﻔﻲ‬
‫ﻣﻨﺪ ﻭ ﭘﺖ ﺭﻭﺍﺑﻂ ﺟﺎﻧﺸﯿﻨﯽ ﺣﺎﮐﻢ ﺑﺮ ﻭﺍﺣﺪﻫﺎﯼ ﺯﺑﺎﻥ‬
‫ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ ﺭﻭﺍﺑﻄﯽ ﯾﮏ ﺳﺎﺯﻩ ﻭ ﺳﺎﯾﺮ ﻭﺍﺣﺪﻫﺎﯾﯽ ﮐﻪ‬
‫ﻗﺎﺑﻠﯿﺖ ﺟﺎﻧﺸﯿﻨﯽ ﺑﺎ ﺁﻥ ﻭﺍﺣﺪ ﺭﺍ ﺩﺭ ﺳﺎﺯﻩ ﺩﺍﺭﻧﺪ ﺑﺮﻗﺮﺍﺭ‬
‫ﺍﺳﺖ ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﺩﺭ ﺳﺎﺯﻩ ﻣﺪﯾﺮ ﻣﺪﺭﺳﻪ ﻣﺎﻩ » ﻣﺪﺭﺳﻪ ‪،‬‬
‫ﺑﺎ ﻋﻨﺎﺻﺮﯼ ﺗﻠﮯ ﺑﯿﻤﺎﺭﺳﺘﻪ ﺩﺭﺳﺖ ﺑﻪ ﻫﻤﯿﻦ ﺩﺍﺭﺍﯼ ﺭﺍﺑﻄﻪ‬
‫ﺟﺎﻧﺸﯿﻨﯽ ﺍﺳﺖ ‪ .‬ﺁﻧﭽﻪ ﺩﺭ ﺑﺤﺚ ﺭﻭﺍﺑﻂ ﺟﺎﻧﺸﯿﻨﯽ ﻭ‬
‫ﻫﻤﻨﺸﯿﻨﯽ ﺩ ﺩﺍﺭﺩ ﺍﯾﻦ ﺍﺳﺖ ﮐﻪ ﺳﺎﺧﺖ ﻫﺪﻩ ﻫﻲ ﺯ ﺩﺭ ﻫﺮ‬
‫ﺳﻄﺢ ‪ ،‬ﺑﻪ ﺍﺻﻮﻝ ﺟﺎﻧﺸﯿﻨﯽ ﻭ ﻫﻤﻨﺸﯿﻨﯽ ﺑﺴﺘﮕﯽ ﺩﺍﺭﺩ ‪.‬‬
‫ﻣﺠﻤﻮﻋﻪ ﻭﺍﺣﺪﻫﺎﯾﯽ ﮐﻪ ﺯﻥ ﺟﺎﻧﺸﯿﻨﯽ ﺑﺎ ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ‬
‫ﻭ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﯾﮏ ﻣﻮﺿﻊ ﻗﺮﺍﺭ ﺑﮕﯿﺮﻧﺪ ﺑﺎ ﻣﺠﻤﻮﻋﻪ‬
 ‫ﻭﺍﺣﺪﻫﺎﯾﯽ ﮐﻪ ﺩﺭ ﻣﻮﺿﻊ ﺩﯾﮕﺮﯼ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﻗﺮﺍﺭ ﺑﮕﯿﺮﻧﺪ‬
‫ﺍﺧﺘﻼﻑ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻭﺍﻗﻊ ﺗﻌﻼﻡ ﺯﯾﺒﺎﯾﯽ ﺭﺍ ﺑﯿﺸﺘﺮ ﺑﺎ ﺗﺮﻭﺣﺔ‬
‫ﻓﻮﻕ ﻣﯽ ﺗﻮﺍﻥ ﺗﻮﺻﯿﻒ ﮐﺮﺩ ‪ .‬ﭼﻨﺎﻧﭽﻪ ﺟﺎﻥ ﻻﻭ ﻣﯽ ﻧﻮﯾﺴﺪ‬
‫‪lo - 9 . System To describe a language -‬‬
‫‪system is to specify both the membership‬‬
‫‪of the paradigmatic sets and the‬‬
‫‪possibilities of combination of one set with‬‬
‫‪another in well - formed syntagms .‬‬
‫) ‪ " ( Lyoes 1977.241‬ﻣﯿﺎﻥ ﺍﻋﻀﺎﯼ ﯾﮏ ﻣﺠﻤﻮﻋﻪ‬
‫ﻫﻤﺶ ﺍﻥ ﺭﻭﺍﺑﻂ ﻣﻌﻨﺎﯾﯽ ﻣﯽ ﺗﻮﺍﻧﺪ ﺣﺎﮐﻢ ﺑﺎﺷﻨﺪ ﮐﻪ ﺷﺎﯾﯽ‬
‫ﺑﺎ ﺍﯾﻦ ﺭﻭﺍﺑﻂ ﺑﺮﺍﯼ ﻣﺘﺮﺟﻢ ﺿﺮﻭﺭﯼ ﺍﺳﺖ ‪ .‬ﺯﯾﺮﺍ ﻫﺮ ﮔﻮﻧﻪ‬
‫ﺗﻐﯿﯿﺮ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﯾﮑﯽ ﺍﺯ ﺍﻋﻀﺎﯼ ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﻣﻨﺠﺮ ﺑﻪ‬
‫ﺗﻐﯿﯿﺮ ﺩﺭ ﺳﺎﺧﺘﺎﺭ ﺍﻃﻼﻋﺎﺗﯽ ﻭ ﻣﻌﺘﺎﯾﯽ ﺳﺎﺯﻩ ﻣﺮﺑﻮﻁ ﻣﯽ‬
‫ﺷﻮﺩ ﺍﻋﻀﺎﯼ ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﻫﻤﻨﺸﯿﻨﯽ ﺑﺎ ﺍﯾﻨﮑﻪ ﺍﺯ ﻧﻈﺮ‬
‫ﮐﺎﺭﺑﺮﺩ ﺩﺭ ﯾﮏ ﺳﺎﺯﻩ ﺑﺎ ﻫﻢ ﻣﺮﺗﺒﻄﺖ ﻭﻟﯽ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎ‬
‫ﻫﻢ ﻫﯿﭻ ﺭﺍﺑﻄﻪ ﻣﻌﻨﺎﯾﯽ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ‪ .‬ﻣﺎﻧﻨﺪ ﻭ‬
‫ﺑﯿﻤﺎﺭﺳﺘﺎﻥ ﻭ ﺍﻧﺠﻤﻦ ‪ ،‬ﮐﻪ ﺑﺎ ﻫﻢ ﺩﺭ ﺳﺎﺯﻩ ﯾﺎﺩ ﺷﺪﻩ ﻣﺮﺗﺒﻂ‬
‫ﻫﺴﺘﻨﺪ ‪ ،‬ﻭﻟﯽ ﺩﺍﺭﺍﯼ ﺭﺍﺑﻄﻪ ﻣﻌﻨﺎﯾﯽ ﻧﯿﺴﺘﻨﺪ ‪ .‬ﮔﺎﻩ ﺍﯾﻦ‬
‫ﺍﻋﻀﺎ ‪ ،‬ﻋﻼﻭﻩ ﺑﺮ ﺍﺭﺗﺒﺎﻁ ﮐﺎﺭﺑﺮﺩﺷﺎﻥ ﺩﺭ ﯾﮏ ﺳﺎﺯﻩ ‪ ،‬ﺑﺎ ﻫﻢ‬
‫ﺩﺍﺭﺍﯼ ﺭﺍﺑﻄﻪ ﻣﻌﻨﺎﯾﯽ « ) ‪ ( Semantic relation‬ﻧﯿﺰ‬
‫ﻫﺴﺘﻨﺪ ﻣﺎﺩﺭ ﺯﯾﺮ ﺑﻪ ﺑﺮﺭﺳﯽ ﺍﻧﻮﺍﻉ ﺍﯾﻦ ﺭﺍﺑﻄﻪ ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ‬
‫ﻣﯽ ﭘﺮﺩﺍﺯﯾﻢ ‪ .‬ﺍﯾﻦ ﻭﺍﺣﺪﻫﺎﯼ ﻣﺠﻤﻮﻋﻪ ﻫﺎﯼ ﺟﺎﻧﺸﯿﻦ ﺩﺭ‬
‫ﺳﺎﺯﻩ ﻫﺎﯼ ﺁﻥ ﺯﺑﺎﻥ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﺩﺭ ﺳﺎﺯﻩ ﺑﺮﺍﺩﺭ ﻣﻦ ﻣﻌﻠﻢ‬
‫ﺍﺳﺖ ‪ ،‬ﺑﻪ ﺟﺎﯼ ﻭﺃﺣﺪ » ﺑﺮﺍﺩﺭ « ﻣﯽ ﺗﻮﺍﻥ ﻭﺍﺣﺪﻫﺎﯾﯽ ﻧﻈﯿﺮ‬
‫ﻭ ﻣﺎﺩﺭﻩ ‪ ،‬ﻭ ﭘﺪﺭﻩ ‪ ،‬ﻭﺧﻮﺍﻫﺮﻡ ‪ » ،‬ﺩﺍﯾﯽ « ‪ » ،‬ﭘﺴﺮﻋﻤﻮ ‪،‬‬
‫ﺩﺧﺘﺮﻋﻤﻮ ‪ ynonymy hyponymy‬ﺍﻋﻤﻪ « ‪ » ،‬ﻣﺎﺩﺭ‬
‫ﺑﺰﺭﮒ ﺭﺍ ﺑﻪ ﮐﺎﺭ ﺑﺮﺩ ﮐﻪ ﺍﯾﻦ ﻣﺠﻤﻮﻋﻪ ﺭﺍ ﻣﺠﻤﻮﻋﻪ‬
‫ﺟﺎﻧﺸﯿﻨﯽ « ﻣﯽ ﻧﺎﻣﻨﺪ ﺟﺎﻥ ﻻﺑﻨﺰ ) ‪ ( Lyons 1977‬ﺍﯾﻦ‬
‫ﺭﺍﺑﻄﻪ ﻫﺎ ﺭﺍ ﭼﻨﯿﻦ ﺗﻘﺴﯿﻢ ﺑﻨﺪﯼ ﻣﯿﮑﻨﺪ ﺍﻟﻒ ( ﻫﻢ ﻣﻌﻨﺎﯾﯽ‬
 ‫) ﺏ ( ﺷﻤﻮﻟﯿﺖ ) ﻋﺎﻡ ﻭ ﺧﺎﺹ ( ) ﺝ ( ﺗﻘﺎﺑﻞ ‪ :‬ﺗﻘﺎﺑﻞ‬
‫ﺗﮑﻤﯿﻠﯿﺎﻥ ‪ .‬ﺍ ﻡ ‪ complementarity‬ﺗﻘﺎﺑﻞ ﺗﻨﺎﻗﻀﻲ‬
‫ﺗﻘﺎﺑﻞ ﻣﻌﮑﻮﺱ ﺩﺭ ﺍﯾﻨﺠﺎ ﺗﻌﺮﯾﻒ ﻣﺨﺘﺼﺮﯼ ﺍﺯ ﺍﯾﻦ ﺭﺍﺑﻄﻪ‬
‫ﻫﺎ ﺭﺍ ﻫﻤﺮﺍﻩ ﺑﺎ ﻣﺜﺎﻟﻬﺎﯾﯽ ﺍﺭﺍﺋﻪ ﻣﯽ ﺩﻫﯿﻢ • ﺭﺍﺑﻄﻪ ﻫﻢ‬
‫ﻣﻌﻨﺎﯾﯽ ﺩﻭ ﻭﺍﺣﺪ ﻟﻐﻮﯼ ﻭﻗﺘﯽ ﻫﻢ ﻣﻌﻨﺎ ﻫﺴﺘﻨﺪ ﮐﻪ ﺩﺭ ﺗﻤﺎﻡ‬
‫ﺑﺎﻓﺘﻬﺎﯼ ﮐﺎﺭﺑﺮﺩﯼ ﺑﻪ ﺟﺎﯼ ﻫﻢ ﺑﻪ ﮐﺎﺭ ﺑﺮﻭﻧﺪ ‪ ،‬ﻣﺎﻧﻨﺪ ‪:‬‬
‫‪antonymy incompatibility co - dog‬‬
‫‪converseness - conception - idea Ahmad is‬‬
‫‪ • not married‬ﺭﺍﺑﻄﻪ ﺷﻤﻮﻟﯿﺖ ﻣﻮﻗﻌﯽ ﺑﯿﻦ ﺩﻭ ﻭﺍﺣﺪ‬
‫ﻟﻐﻮﯼ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ ﮐﻪ ﯾﮑﯽ ﺷﺎﻣﻞ ﺩﯾﮕﺮﯼ ﺑﺸﻮﺩ ‪ ،‬ﻣﺎﻧﻨﺪ ‪:‬‬
‫ﮔﻔﺘﻪ ﻣﯽ ﺷﻮﺩ ﻫﺮ ﯾﮏ ﺍﺯ ﺍﯾﻦ ﺳﻪ ﮐﻠﻤﻪ ‪ ،‬ﻣﺸﻤﻮﻝ‬
‫‪ ، vehicle‬ﻭ ﺍﯾﻦ ﺳﻪ ﺑﺎ ﻫﻤﺪﯾﮕﺮ ﺭﺍﺑﻄﻪ ﻫﻢ ﺷﻤﻮﻟﻲ ‪،‬‬
‫) ‪ ( Co - hyponym‬ﺩﺍﺭﻧﺪ ‪ • .‬ﺭﺍﺑﻄﻪ ﺗﻘﺎﺑﻞ ﺗﮑﻤﯿﻠﯽ‬
‫ﺭﺍﺑﻄﻪ ﺍﯼ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺁﻥ ﺑﺎ ﺍﺳﺘﺎﺩ ﻗﺮﺍﺭ ﺩﺍﺩﻥ ﯾﮑﯽ ﺍﺯ‬
‫ﮐﻠﻤﺎﺕ ﮐﻠﻤﻪ ﺩﯾﮕﺮ ﻧﻘﺾ ﺷﻮﺩ ‪ .‬ﻣﺎﻧﻨﺪ ‪single - / :‬‬
‫‪ / married‬ﯾﺎ ‪ / dead - alive /‬ﮐﻪ ﺑﺎ ﺍﺳﺘﺎﺩ ﻗﺮﺍﺭﺩﺍﺩﻥ‬
‫ﯾﮑﯽ ) ﯾﻌﻨﯽ ﮔﻔﺘﻦ ﺍﯾﻨﮑﻪ ﻣﺜﻼ ‪( Ahmad is single ,‬‬
‫ﺩﯾﮕﺮﯼ ﻧﻘﺾ ﻣﯽ ﺷﻮﺩ ) ﯼ��ﻧﯽ ﮔﻔﺘﻪ ﻣﯽ ﺷﻮﺩ ﮐﻪ •‬
‫ﺭﺍﺑﻄﻪ ﺗﻀﺎﺩ ﺑﺎ ﺗﻘﺎﺑﻞ ﺗﮑﻤﯿﻠﯽ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﺭﺍ ﺩﺍﺭﺩ ﮐﻪ ﺩﺭ‬
‫ﺗﻀﺎﺩ ﺑﯿﻦ ﻭﺍﺣﺪﻫﺎ ﻭ ﺗﺪﺭﯾﺞ ﻭ ﺩﺭﺟﻪ ﺑﻨﺪﯼ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭﻟﯽ‬
‫ﺩﺭ ﺗﻘﺎﺑﻞ ﺗﮑﻤﯿﻠﯽ ﺩﺭﺟﻪ ﺑﻨﺪﯼ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ‪ .‬ﺍﺯ ﺍﯾﻦ ﺭﻭ ﭘﺎﺭﻩ‬
‫ﺍﯼ ﺍﺯ ﻣﻌﻨﺎﺷﻨﺎﺳﺎﻧﻪ ﺗﻘﺎﺑﻞ ﺗﮑﻤﯿﻠﯽ ﺭﺍ ﺗﻀﺎﺩ ﺩﻭﮔﺎﻧﻪ‬
‫) ‪ ( binary antonymy‬ﻭ ﺗﻀﺎﺩ ﺭﺍ ﺗﻀﺎﺩ ﺩﺭﺟﻪ ﺑﻨﺪﯼ‬
‫ﺷﺪﻩ ) ‪ ( gradel antonymy‬ﻣﯽ ﻧﺎﻣﻨﺪ ‪ .‬ﻣﺎﻧﻨﺪ ‪:‬‬
‫) ‪ young.old‬ﮐﻪ ﺑﺎ ﻫﻢ ﻣﺘﻀﺎﺩ ﻫﺴﺘﻨﺪ ‪ ،‬ﺯﯾﺮﺍ ﯾﮏ ﺷﺨﺺ‬
‫ﺿﺮﻭﺭﺗﯽ ﻧﺪﺍﺭﺩ ﺑﺎ » ﺟﻮﺍﻥ « ﺑﺎﺷﺪ ﻭ ﺑﺎ ﭘﯿﺮ « ‪ ،‬ﺯﯾﺮﺍ ‪ ،‬ﺑﯿﻦ‬
‫ﺍﯾﻦ ﺩﻭ ﺩﺭﺟﺎﺗﯽ ﻧﯿﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ .‬ﯾﮏ ﺷﺨﺺ ﻣﻤﮑﻦ ﺍﺳﺖ‬
‫ﻧﺴﺒﺖ ﺑﻪ ﺷﺨﺺ ﺍﻟﻒ » ﭘﯿﺮﻩ ﻭ ﻧﺴﺒﺖ ﺑﻪ ﺷﺨﺺ ﺏ »‬
‫ﺟﻮﺍﻥ « ﺑﺎﺷﺪ ‪ • .‬ﺭﺍﺑﻄﻪ ﺗﻘﺎﺑﻞ ﺗﻨﺎﻗﻀﯽ ﺭﺍﺑﻄﻪ ﻣﯿﺎﻥ‬
 ‫ﻋﻨﺎﺻﺮ ﻫﻢ ﺷﻤﻮﻝ ﺍﺳﺖ ‪ ،‬ﻣﺎﻧﻨﺪ ‪ :‬ﺳﮓ ﻭ ﮔﺮﺑﻪ ‪ /‬ﮐﻪ ﺑﺎ ﻫﻢ‬
‫ﺩﺍﺭﺍﯼ ﺭﺍﺑﻄﻪ ﺗﻘﺎﺑﻞ ﺗﻨﺎﻗﻀﯽ ﻫﺴﺘﻨﺪ ‪ ،‬ﺯﯾﺮﺍ ﻭﻗﺘﯽ ﮔﻔﺘﻪ ﻣﯽ‬
‫ﺷﻮﺩ ﻭ ﺍﯾﻦ ﺳﮓ ﺍﺳﺖ ‪ ،‬ﺩﯾﮕﺮ ﻧﻤﯽ ﺗﻮﺍﻥ ﮔﻔﺖ ﺍﯾﻦ ﮔﺮﺑﻪ‬
‫ﺍﺳﺖ‪.‬‬
‫• ﺭﺍﺑﻄﻪ ﺗﻘﺎﺑﻞ ﻣﻌﮑﻮﺱ ‪ :‬ﺍﯾﻦ ﺭﺍﺑﻄﻪ ﻭﻗﺘﯽ ﺑﯿﻦ ﺩﻭ ﮐﻠﻤﻪ‬
‫ﺣﺎﮐﻢ ﺍﺳﺖ ﮐﻪ ﺍﺳﻨﺎﺩ ﻗﺮﺍﺭ ﺩﺍﺩﻥ ﯾﮑﯽ ﺍﺯ ﺁﻧﻬﺎ ﺩﻻﻟﺖ ﺑﺮ‬
‫ﻭﺟﻮﺩ ﺩﯾﮕﺮﯼ ﮐﻨﺪ ‪ ،‬ﻣﺎﻧﻨﺪ ‪ :‬ﺧﺮﯾﺪﻥ ﻭ ﻓﺮﻭﺧﺘﻦ ‪ /‬ﮐﻪ ﻭﻗﺘﯽ‬
‫ﮔﻔﺘﻪ ﺷﻮﺩ » ﻣﻦ ﮐﺘﺎﺏ ﺭﺍ ﺧﺮﯾﺪﻡ ﺩﻻﻟﺖ ﺑﺮ ﺍﯾﻦ ﺧﻮﺍﻫﺪ‬
‫ﮐﺮﺩ ﮐﻪ ﮐﺴﯽ ﺁﻥ ﺭﺍ ﻓﺮﻭﺧﺘﻪ ﺍﺳﺖ ‪ .‬ﺁﮔﺎﻫﯽ ﺍﺯ ﻧﻮﻉ ﺭﻭﺍﺑﻂ‬
‫ﻣﻌﻨﺎﯾﯽ ﺣﺎﮐﻢ ﺑﻴﻦ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻧﻬﺎﯼ ﻣﺒﺪﺃ ﻭ ﻣﻘﺼﺪ‬
‫ﺑﺮﺍﯼ ﻣﺘﺮﺟﻢ ﺿﺮﻭﺭﯼ ﺍﺳﺖ ‪ .‬ﺯﯾﺮﺍ ‪ ،‬ﺍﺯ ﻃﺮﯾﻖ ﺍﯾﻦ ﺁﮔﺎﻫﯽ‬
‫ﻣﺘﺮﺟﻢ ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺳﺎﺧﺘﺎﺭ ﻣﻌﻨﺎﯾﯽ ﺯﺑﺎﻥ ‪ ،‬ﺩﺭ‬
‫ﺍﻧﺘﺨﺎﺏ ﻣﻌﺎﺩﻟﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﯼ ﺑﺮﺍﯼ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻥ‬
‫ﻣﺒﺪﺃ ﺩﻗﺖ ﻻﺯﻡ ﻣﺒﺬﻭﻝ ﺑﺪﺍﺭﺩ ‪.‬‬
‫ﺑﻪ ﻣﺠﻤﻮﻋﻪ ﻭﺍﮊﮔﺎﻥ ﯾﮏ " ‪ " lexicon‬ﯾﺎ ‪ocabulary‬‬
‫ﺯﺑﺎﻥ ﺍﻃﻼﻕ ﻣﯽ ﺷﻮﺩ ‪ .‬ﻫﺮ ﯾﮏ ﺍﺯ ﻭﺍﺣﺪﻫﺎﯼ ﺗﺸﮑﯿﻞ‬
‫ﺩﻫﻨﺪﻩ ﻭﺍﮊﮔﺎﻥ ﺯﺑﺎﻥ ﻟﻐﺖ ‪ ،‬ﯾﺎ » ﻋﻨﺼﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺍﻟﻐﻮﻯ «‬
‫ﻧﺎﻣﯿﺪﻩ ﻣﯽ ﺷﻮﺩ ﮐﻪ ﺩﺭ ﺍﻧﮕﻠﯿﺴﯽ ﯾﮑﯽ ﺗﻮﺟﻪ ﺑﻪ ﻣﻌﻨﺎ ﭼﻨﯿﻦ‬
‫ﺗﻌﺮﯾﻒ ﻣﯽ ﮐﻨﻨﺪ ‪ :‬ﻭﺍﺣﺪﯼ ﺍﺯ ﺯﺑﺎﻥ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﮔﻔﺘﺎﺭ‬
‫‪ We are interested in‬ﻣﺎﺑﯿﻦ ﺩﻭ ﻣﮑﺚ ﻭ ﺩﺭ ﻧﻮﺷﺘﺎﺭ‬
‫ﻣﯿﺎﻥ ﺩﻭ ﻓﻀﺎﯼ ﺧﺎﻟﯽ ﻭﺍﻗﻊ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺑﺮﺍﯼ ‪football‬‬
‫ﻣﺜﺎﻝ ‪ ،‬ﺩﺭ ﺟﻤﻼﺕ ﺯﯾﺮ ﺍﻟﻒ ( ﺍﺣﻤﺪ ﺩﻭﺍﻥ ﺩﻭﺍﻥ ﺁﻣﺪ ‪ ) .‬ﺏ (‬
‫ﻣﯿﻨﺎ ﯾﻮﺍﺵ ﯾﻮﺍﺵ ﺑﻪ ﻗﻄﺎﺭ ﻧﺰﺩﯾﮏ ﺷﺪ ‪ .‬ﺗﻌﺪﺍﺩ ﮐﻠﻤﺎﺕ ‪ ،‬ﺑﺎ‬
‫ﺗﻌﺪﺍﺩ ﻭﺍﻟﻐﺎﺕ ‪ ،‬ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ ‪ .‬ﺩﺭ ﺟﻤﻠﺔ‬
‫) ﺍﻟﻒ ( ﭼﻬﺎﺭ ﮐﻠﻤﻪ ﻭﻟﯽ ﺳﻪ ﻟﻐﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﺟﻤﻠﻪ‬
‫) ﺏ ( ﻫﻔﺖ ﮐﻠﻤﻪ ﻭﻟﯽ ﭘﻨﺞ ﻟﻐﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ .‬ﯾﻌﻨﯽ ﻋﻨﺎﺻﺮ‬
‫ﺩﻭﺍﻥ ﺩﻭﺍﻥ « ‪ » ،‬ﯾﻮﺍﺵ ﯾﻮﺍﺵ « ﻭ » ﻧﺰﺩﯾﮏ ﺷﺪﻩ ﻫﺮ‬
‫ﮐﺪﺍﻡ ﺑﺎ ﻭﺟﻮﺩ ﺍﯾﻨﮑﻪ ﺩﺍﺭﺍﯼ ﺩﻭ ﮐﻠﻤﻪ ﻫﺴﺘﻨﺪ ﯾﮏ ﻟﻐﺖ‬
‫ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﻧﺪ ‪ .‬ﺩﺭ ﺟﻤﻠﻪ ﺍﻧﮕﻠﯿﺴﯽ ﺯﯾﺮ ﻧﯿﺰ ﭘﻨﺞ ﻛﻠﻤﻪ‬
 ‫ﻭﻟﯽ ﺳﻪ ﻟﻐﺖ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ .‬ﺯﯾﺮﺍ ﮐﻠﻤﺎﺕ ‪are interested‬‬
‫‪ in‬ﺭﻭﯼ ﻫﻢ ﯾﮏ ﻟﻐﺖ ﯾﺎ ﻋﻨﺼﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺭﺍ ﺗﺸﮑﯿﻞ ﻣﯽ‬
‫ﺩﻫﻨﺪ ‪ .‬ﺩﻭ ﯾﺎ ﭼﻨﺪ ﮐﻠﻤﻪ ﺍﯼ ﮐﻪ ﻫﻤﻮﺍﺭﻩ ﺑﺎ ﻫﻢ ﺑﻪ ﮐﺎﺭ ﻣﯽ‬
‫ﺭﻭﻧﺪ ﻭ ﯾﮏ ﻟﻐﺖ ﯾﺎ ﻋﻨﺼﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺗﺸﮑﯿﻞ ﻣﯽ ﺩﻫﻨﺪ ﯾﮏ‬
‫ﻣﺠﻤﻮﻋﻪ » ﻫﻤﺎﯾﺸﯽ ‪ ( collocation ) ،‬ﻧﺎﻣﯿﺪﻩ ﻣﯽ‬
‫ﺷﻮﻧﺪ ‪ .‬ﻣﺜﻼ ﺩﺭ ﺟﻤﻠﻪ ﺍﻧﮕﻠﯿﺴﯽ ‪ are in‬ﯾﮏ ﻣﺠﻤﻮﻋﻪ‬
‫ﻫﻤﺎﯾﺸﯽ ﺍﺳﺖ ‪ .‬ﻣﺠﻤﻮﻋﻪ ﻫﺎﯼ ﻫﻤﺎﯾﺸﯽ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ‬
‫ﺗﻘﺴﯿﻢ ﻣﯽ ﺷﻮﻧﺪ ‪ ،‬ﻭ ﺍﺻﻄﻼﺡ « ﻭ » ﻏﯿﺮ ﺍﺻﻄﻼﺡ ‪ ،‬ﺍﮔﺮ‬
‫ﻣﻌﻨﺎﯼ ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﻫﻤﺎﯾﺸﯽ ﺍﺯ ﻣﻌﻨﺎﯼ ﮐﻠﻤﺎﺕ ﺗﺸﮑﯿﻞ‬
‫ﺩﻫﻨﺪﻩ ﺁﻥ ﻗﺎﺑﻞ ﺩﺭﮎ ﻭ ﺍﺳﺘﻨﺒﺎﻁ ﻧﺒﺎﺷﺪ ﺁﻥ ﻣﺠﻤﻮﻋﻪ‬
‫ﻫﻤﺎﯾﺸﯽ ﺭﺍ » ﺍﺻﻄﻼﺡ ) ‪ ( idiom‬ﻣﯽ ﻧﺎﻣﻨﺪ ‪ ،‬ﻣﺎﻧﻨﺪ ‪ :‬ﮐﻪ‬
‫ﺩﺭ ﺍﯾﻨﺠﺎ ‪ put off‬ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﻫﻤﺎﯾﺸﯽ ﺍﺳﺖ ﻭ ﭼﻮﻥ‬
‫ﻣﻌﻨﺎﯼ ﺁﻥ ) ﺑﻪ ﺗﻌﻮﯾﻖ ﺍﻧﺪﺍﺧﺘﻦ ( ﺍﺯ ﮐﻠﻤﺎﺕ ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ‬
‫ﺁﻥ ﯾﻌﻨﯽ " ‪ put‬ﻭ ‪ " off‬ﻗﺎﺑﻞ ﺍﺳﺘﻨﺒﺎﻁ ﻧﯿﺴﺖ ﯾﮏ‬
‫ﺍﺻﻄﻼﺡ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ‪ .‬ﻗﺒﻞ ﺍﺯ ﭘﺎﯾﺎﻥ ﺍﯾﻦ ﻗﺴﻤﺖ ‪،‬‬
‫ﻻﺯﻡ ﺍﺳﺖ ﺑﻪ ﻧﮑﺘﻪ ﺩﯾﮕﺮﯼ ﻧﯿﺰ ﺩﺭﺑﺎﺭﻩ ﻭﺍﮊﮔﺎﻥ ﺍﺷﺎﺭﻩ ﺷﻮﺩ ‪.‬‬
‫ﻭﺍﮊﮔﺎﻥ ﻫﺮ ﺯﺑﺎﻥ ﮐﻼ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﮐﻠﻤﻪ ﺗﻘﺴﯿﻢ ﻣﯽ ﺷﻮﺩ ‪» .‬‬
‫ﮐﻠﻤﺎﺕ ﻗﺎﻣﻮﺳﯽ « ﻭ » ﮐﻠﻤﺎﺕ ﺩﺳﺘﻮﺭﯼ ‪ ،‬ﻣﻨﻈﻮﺭ ﺍﺯ ﻛﻠﻤﺎﺕ‬
‫ﻗﺎﻣﻮﺳﯽ ﮐﻠﻤﺎﺕ ﻣﻌﻨﯽ ﺩﺍﺭ ﺩﺭ ﺯﺑﺎﻥ ﻫﺴﺘﻨﺪ ﻭ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ‬
‫ﺑﻪ ﺍﺷﯿﺎ ﻭ ﻣﻔﺎﻫﯿﻢ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺭﻭﻧﺪ ‪ ،‬ﻣﺎﻧﻨﺪ ﮐﺘﺎﺏ ‪ ،‬ﻗﻠﻢ ‪،‬‬
‫ﻧﻮﺷﺘﻦ ‪ .‬ﻭﻟﯽ ﮐﻠﻤﺎﺕ ﺩﺳﺘﻮﺭﯼ ﺩﺍﺭﺍﯼ ﻣﻌﻨﺎﯼ ﻣﺴﺘﻘﻠﯽ‬
‫ﻧﯿﺴﺘﻨﺪ ﻭ ﺗﻨﻬﺎ ﺑﺮﺍﯼ ﻣﺮﺑﻮﻁ ﺳﺎﺧﺘﻦ ﮐﻠﻤﺎﺕ ﻗﺎﻣﻮﺳﯽ ﺩﺭ‬
‫ﺩﺍﺧﻞ ﺳﺎﺯﻩ ﻫﺎﯼ ﺯﺑﺎﻧﯽ ) ‪ ( syntagms‬ﺍﯾﻔﺎﯼ ﻧﻘﺶ ﻣﯽ‬
‫ﮐﻨﻨﺪ ‪ ،‬ﻣﺎﻧﻨﺪ ‪ » :‬ﺑﻪ « ‪ ،‬ﺭﺍﺯ « ‪ » ،‬ﺭﺍ « ‪ » ،‬ﺑﺮﺍﯼ ‪.‬‬
‫ﺯﺑﺎﻧﺸﻨﺎﺳﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﯾﻦ ﺩﻭ ﻧﻮﻉ ﮐﻠﻤﻪ‬
‫ﺍﺻﻄﻼﺣﺎﺕ ﮔﻮﻧﺎﮔﻮﻧﯽ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺑﺮﻧﺪ‪.‬‬
‫‪ ۲.۵‬ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﺳﺎﺧﺘﺎﺭﯼ ﻭ ﻣﻌﻨﺎﯼ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺩﺭ‬
‫ﺩﺭﺱ ‪ ۲‬ﺑﻪ ﺍﺻﻞ ﺯﯾﺮﺑﻨﺎﯾﯽ ﻣﮑﺘﺐ ﺯﺑﺎﻧﺸﻨﺎﺳﯽ ﺳﺎﺧﺘﺎﺭﯼ‬
‫ﺍﺷﺎﺭﻩ ﮐﺮﺩﯾﻢ ﻭ ﮔﻔﺘﯿﻢ ﮐﻪ ﺑﻨﺎ ﺑﺮ ﺍﯾﻦ ﺍﺻﻞ ﻫﺮ ﺯﺑﺎﻥ ﯾﮏ‬
 ‫ﻧﻈﺎﻡ ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮﺩ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ﻭ ﻋﻨﺎﺻﺮ ﺁﻥ‬
‫) ﺁﻭﺍﯾﯽ ‪ ،‬ﺩﺳﺘﻮﺭﯼ ﻭ ﻭﺍﮊﮔﺎﻧﯽ ( ﺟﻮﻫﺮ ﻭ ﺍﺭﺯﺵ ﻭﺟﻮﺩﯼ‬
‫ﺧﻮﺩ ﺭﺍ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﺁﻥ ﻧﻈﺎﻡ ﻭ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺳﺎﯾﺮ ﻋﻨﺎﺻﺮ‬
‫ﻧﻈﯿﺮ ﺧﻮﺩ ﺍﺧﺬ ﻣﯽ ﮐﻨﺪ ﺧﻮﺩ ﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪TASK 14 ۱۴‬‬
‫‪State the underlying principle of structural‬‬
‫‪linguistics in English in your own words and‬‬
‫‪discuss its implication for determining the‬‬
‫‪TI . equivalent of SL levical elements in‬‬
‫‪ translation process‬ﺣﻮﺯﻩ ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ ﻃﺎﻡ ﻭ‬
‫ﺍﺭﮔﺎﻧﯽ ﻫﺮ ﺯﺑﺎﻥ ﺷﺎﻣﻞ ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﺍﺯ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ‬
‫ﺍﺳﺖ ﮐﻪ ﺑﯿﻦ ﺍﯾﻦ ﻋﻨﺎﺻﺮ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﻧﻈﺎﻡ ﺭﻭﺍﺑﻂ ﻣﻌﯿﻨﯽ‬
‫ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺍﯾﻦ ﺭﻭﺍﺑﻂ ﻫﺴﺘﻨﺪ ﮐﻪ ﺍﺭﺯﺵ‬
‫ﻭﺟﻮﺩﯼ ﻫﺮ ﯾﮏ ﺍﺯ ﻋﻨﺎﺻﺮ ﺭﺍ ﺗﻌﯿﯿﻦ ﻣﯽ ﮐﻨﺪ ) ﺩﺭ ﺩﺭﺱ ‪۲‬‬
‫ﺍﯾﻦ ﺭﻭﺍﺑﻂ ﺭﺍ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺣﺎﺷﯿﻢ ﻭ ﻫﻤﺶ ﻧﺴﯿﻢ ﺳﻨﯽ ﮐﺮﺩ‬
‫ﺑﻪ ﻧﮕﺎﻩ ﮐﻨﯿﺪ ﺑﻪ ‪ ( ۲.۲.۲‬ﺩﺭ ﭘﺮﺗﻮ ﺁﺭﺍﯾﺶ ﻋﻨﺎﺻﺮ ﻭﺍﺯﺭﮔﯽ ﺩﺭ‬
‫ﺩﺍﺧﻞ ﻧﻄﺎﻡ ﻫﺮ ﺯﺑﺎﻥ ) ﮐﻪ ﺗﻮﺳﻂ ﺍﯾﻦ ﺭﻭﺍﺑﻂ ﺗﻌﯿﯿﻦ ﻣﯽ‬
‫ﺷﻮﺩ ( ﺣﻮﺯﻩ ﻫﺎﯾﯽ ﻣﯿﺖ ﻣﯽ ﯾﺎﺑﻨﺪ ﮐﻪ ﻣﻌﻤﻮﻻ ﺑﻪ ﺣﻮﺯﻩ‬
‫ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ ) ‪ ( emantic fields‬ﻣﺸﻬﻮﺭﻧﺪ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ‬
‫ﺩﯾﮕﺮ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻣﻮﺟﻮﺩ ﺑﯿﻦ ﻫﻤﻪ ﻧﺎﺻﺮ ﻭ ﺍﺭﮔﺎﯼ ﻫﺮ ﻧﺎﻡ ﯾﮏ‬
‫ﺯﺑﺎﻥ ﺑﻪ ﯾﮏ ﺍﻧﺪﺍﺯﻩ ﻓﺸﺮﺩﻩ ﻭ ﺍﻧﺒﻮﻩ ﺑﺴﺖ ‪ ،‬ﺑﻠﮑﻪ ﺑﻴﻦ‬
‫ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﺍﺯ ﻋﻨﺎﺻﺮ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻓﺸﺮﺩﻩ ﺗﺮ ﻭ ﺑﯿﻦ‬
‫ﻋﻨﺎﺻﺮﯼ ﺩﯾﮕﺮ ﮐﻢ ﭘﺸﺖ ﺗﺮ ﺍﺳﺖ ﺑﺮﺍﺳﺎﺱ ﺍﯾﻦ ﺍﻧﺒﻮﻫﯽ‬
‫ﺍﺭﺗﺒﺎﻃﺎﺕ ﺣﻮﺯﻩ ﻫﺎﯼ ﻓﺮﻋﯽ ﺩﺭ ﺩﺍﺧﻞ ﻧﻈﺎﻡ ﺗﺒﻠﻮﺭ ﻣﯽ‬
‫ﯾﺎﺑﻨﺪ ﮐﻪ ﺩﺭ ﻋﯿﻦ ﺣﺎﻟﯽ ﮐﻪ ﺍﺭﺗﺒﺎﻁ ﺧﻮﺩﺷﺎﻥ ﺭﺍ ﺑﺎ ﺳﺎﯾﺮ‬
‫ﺣﻮﺯﻩ ﻫﺎ ﺩﺭ ﺩﺍﺧﻞ ﯾﮏ ﻧﻈﺎﻡ ﻓﺮﻣﯽ ﺗﺸﮑﯿﻞ ﻣﯽ ﺩﻫﻨﺪ ‪ .‬ﻫﺮ‬
‫ﯾﮏ ﺍﺯ ﺍﯾﻦ ﺣﻮﺯﻭﻫﺎ ﯾﮏ ﺣﻮﺭﺓ ﻣﻌﻨﺎﯾﯽ ﺍﺳﺖ ﻭ ﺩﺭ ﻭﺍﻗﻊ ﻫﺮ‬
‫ﺣﻮﺯﻩ ﻣﻌﻨﺎﯼ ﺧﻮﺩ ﺷﺎﻣﻞ ﺣﻮﺯﻩ ﻫﺎﯼ ﻣﻌﺎﯾﯽ ﻓﺮ ﻣﺘﺮ ﻣﯽ‬
‫ﺷﻮﺩ ﺍﯾﻦ ﺁﺭﺍﯾﺶ ﺳﻠﺴﻠﻪ ﻣﺮﺍﻧﯽ ﺍﺩﺍﻣﻪ ﭘﯿﺪﺍ ﻣﯽ ﮐﻨﺪ ﺑﺮﺍﯼ‬
‫ﻧﻤﻮﻧﻪ ﺍﺯ ﻣﯿﺎﻥ ﻫﻤﻪ ﻋﻨﺎﺻﺮ ﻭ ﺍﺭﮔﺎﻧﯽ ﮐﻪ ﺩﺭ ﺍﺷﺎﺭﻩ ﺑﻪ‬
 ‫ﻣﻮﺟﻮﺩﺍﺕ ﻋﺎﻟﻢ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺭﻭﻧﺪ ﯾﮏ ﻋﺪﻩ ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺟﺎﻧﺪﺍﺭ ﻭ ﻋﺪﻩ ﺍﯼ ﺩﯾﮕﺮ ﺑﯿﺠﺎﻥ ﻫﻨﺪ ) ﻫﺮ ﮐﺪﺍﻡ ﯾﮏ ﺣﻮﺯﻩ‬
‫ﻣﻌﺎﻳﺎ ﻣﻮﺟﻮﺩﺍﺕ ﺟﺎﻧﺪﺍﺭ ﺧﻮﺩ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﮔﯿﺎﻫﺎﻥ ﻭ‬
‫ﺟﺎﻧﻮﺭﺍﻥ ﺗﻘﺴﯿﻢ ﻣﯽ ﺷﻮﻧﺪ ﻫﺮ ﮐﺪﺍﻡ ﯾﮏ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯼ ﺍﻭ‬
‫ﺑﻪ ﻫﻤﯿﻦ ﺗﺮﺗﯿﺐ ﺩﺭ ﺍﺑﻌﺎﺀ ﻣﻌﻠﻒ ﻣﻔﺎﻫﯿﻢ ﻣﻮﺟﻮﺩ ﺩﺭ ﺯﻣﺎﻥ‬
‫ﻭ ﺩﺭ ﺃﻋﻤﺎﻕ ﺗﺤﺘﺎﻧﯽ ﻗﺎﻋﺪﻩ ﻫﺮﻡ ﻣﯽ ﺗﻮﺍﻥ ﺑﻪ ﺣﻮﺯﻩ ﻫﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﺍﺯ ﻓﻞ ﻣﺜﻼ ﻭﻣﺮﮐﺎﺕ ‪ ،‬ﺷﺎﻣﻞ ﻋﺎﺻﻢ ﻧﺸﺮ ﭘﺮﺗﻘﺎﻝ ‪،‬‬
‫ﻧﺎﺭﻧﮕﯽ ‪ ،‬ﻧﺎﺭﻧﺞ ‪ ،‬ﺩﺍﺭﺍﯼ ‪ ،‬ﻭ ﻏﯿﺮﻩ ﺭﺳﯿﺪ ‪ .‬ﺣﻮﺯﻩ ﻣﻌﺎﯾﯽ‬
‫ﺭﻧﮕﻬﺎ ﻧﯿﺰ ﺩﺭ ﺯﻣﺎﻥ ﻓﺎﺭﺳﯽ ﺷﺎﻣﻞ ﻋﻨﺎﺻﺮﯼ ﻧﻈﯿﺮ ﻓﺮﻣﺰ ‪،‬‬
‫ﺳﻔﯿﺪ ‪ ،‬ﺁﺑﯽ ‪ ،‬ﺯﺭﺩ ‪ ،‬ﺳﺒﺮ ﻭ ﻟﻲ ﺃﺧﺮ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺣﺎﻝ ﻣﻤﮑﻦ‬
‫ﺍﺳﺖ ﺳﺆﺍﻝ ﺷﻮﻩ ﺍﻋﻀﺎ ﻭ ﻣﻨﺎﺻﺮ ﻫﺮ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯾﯽ ﺩﺭ ﻫﺮ‬
‫ﺯﺑﺎﻥ ﭼﮕﻮﻧﻪ ﺗﻌﯿﯿﻦ ﻣﯽ ﺷﻮﻧﺪ ‪ .‬ﭘﺎﺳﺦ ﺩﻗﯿﻖ ﺍﯾﻦ ﺳﺆﺍﻝ‬
‫ﻣﺴﺘﻠﺰﻡ ﺑﺤﺚ ﻓﻠﺴﻔﯽ ﻓﺮﺍﻭﺍﻧﯽ ﺍﺳﺖ ﮐﻪ ﺧﺎﺭﺝ ﺍﺯ‬
‫ﻣﺤﺪﻭﺩﻩ ﺍﯾﻦ ﮐﺘﺎﺏ ﺍﺳﺖ ‪ ،‬ﻭﻟﯽ ﮐﺎﻓﯽ ﺍﺳﺖ ﺩﺭ ﺍﯾﻦ ﺑﺎﺭﻩ‬
‫ﺑﮕﻮﯾﯿﻢ ﮐﻪ ﺍﺯ ﺟﻤﻠﻪ ﻋﻮﺍﻣﻞ ﺗﻌﯿﯿﻦ ﮐﻨﻨﺪﻩ ﺣﻮﺯﻩ ﺑﻨﺪﯾﻬﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻭ ﺍﻋﻀﺎﯼ ﻫﺮ ﺣﻮﺯﻩ ﺩﺭ ﻫﺮ ﺯﺑﺎﻥ ﻋﻮﺍﻣﻞ ﻃﺒﯿﻌﯽ ‪،‬‬
‫ﺷﺮﺍﯾﻂ ﺍﺟﺘﻤﺎﻋﯽ ‪ ،‬ﺑﺎﻭﺭﻫﺎ ﻭ ﺑﯿﻨﺸﻬﺎﯼ ﺣﺎﮐﻢ ﺩﺭ ﺟﺎﻣﻌﻪ ﻭ‬
‫ﺿﺮﻭﺭﺗﻬﺎﯼ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﻣﺤﯿﻄﯽ ﺍﺳﺖ ‪ .‬ﭼﻮﻥ ﺍﯾﻦ ﻋﻮﺍﻣﻞ‬
‫ﺩﺭ ﻫﻤﻪ ﺟﻮﺍﻣﻊ ﻧﻤﯽ ﺗﻮﺍﻧﺪ ﯾﮑﺴﺎﻥ ﺑﺎﺷﺪ ‪ ،‬ﺣﻮﺯﻫﯿﻨﺪﯾﻬﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻧﻈﺎﻡ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻧﻬﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎ ﻫﻢ ﻓﺮﻕ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ‪ .‬ﺍﯾﻦ ﺍﻣﺮ ﻋﻤﺪﻩ ﺗﺮﯾﻦ ﻣﺸﮑﻞ ﺭﺍ ﺩﺭ ﺗﻌﯿﯿﻦ‬
‫ﻣﻌﺎﺩﻟﻬﺎﯼ ﻭﺍﮊﮔﺎﻧﯽ ﺑﺮﺍﯼ ﻣﺘﺮﺟﻢ ﭘﯿﺶ ﻣﯽ ﺁﻭﺭﺩ ‪ .‬ﺑﺮﺍﯼ‬
‫ﻧﻤﻮﻧﻪ ﻣﻔﻬﻮﻡ » ﺭﻧﮓ ‪ ،‬ﺩﺭ ﻫﻤﻪ ﻓﺮﻫﻨﮕﻬﺎ ﻭﺟﻮﺩ ﺯﺑﺎﻧﻬﺎﯼ‬
‫ﻣﺨﺘﻠﻒ ﻣﻤﮑﻦ ﺍﺳﺖ ﺍﺯ ﻧﻈﺮ ﺗﻌﺪﺍﺩ ﮐﻠﻤﺎﺗﯽ ﮐﻪ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ‬
‫ﺑﻪ ﺭﻧﮕﻬﺎﯼ ﻣﺨﺘﻠﻒ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺭﻭﺩ ﻓﺮﻕ ﺑﮑﻨﺪ ‪ .‬ﺑﻌﻀﯽ‬
‫ﺯﺑﺎﻧﻬﺎ ﺗﻨﻬﺎ ﺩﻭ ﻭﺍﮊﻩ ﺍﺳﺎﺳﯽ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ ﺑﻪ ﺭﻧﮕﻬﺎ ﺩﺍﺭﻧﺪ ﻭ‬
‫ﺑﻌﻀﯽ ‪ ۳‬ﯾﺎ ﭼﻬﺎﺭ ﻭﺍﮊﻩ ﺑﻌﻀﯽ ﺩﯾﮕﺮ ﺍﺯ ﺟﻤﻠﻪ ﺯﺑﺎﻥ‬
‫ﺍﻧﮕﻠﯿﺴﯽ ﺩﺍﺭﺍﯼ ‪ ۱۱‬ﻭﺍﮊﻩ ﻫﺴﺘﻨﺪ ) ﺭ‪.‬ﮎ‪ .‬ﺑﻪ ﻻﯾﻨﺰ ‪: ۱۹۷۷‬‬
‫‪ . ( ۲۴۶‬ﺁﻧﭽﻪ ﻣﯽ ﺗﻮﺍﻥ ﺍﺯ ﻧﻈﺮﯾﻪ ﺣﻮﺯﻩ ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ ﺩﺭ‬
 ‫ﺭﺍﺑﻄﻪ ﺑﺎ ﻣﺴﺎﺋﻞ ﺗﺮﺟﻤﻪ ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﺍﯾﻦ ﺍﺳﺖ ﮐﻪ‬
‫ﻣﻔﺎﻫﯿﻢ ﺯﯾﺮﺑﻨﺎﯾﯽ ﻣﻌﻨﺎﯾﯽ ﮐﻢ ﻭ ﺑﯿﺶ ﺩﺭ ﻫﻤﻪ ﺯﺑﺎﻧﻬﺎ‬
‫ﻣﻮﺟﻮﺩ ﺍﺳﺖ ‪ ،‬ﻭﻟﯽ ﻃﺒﻘﻪ ﺑﻨﺪﯼ ﻭ ﺭﺩﻩ ﺑﻨﺪﯼ ﺍﯾﻦ ﻣﻔﺎﻫﯿﻢ‬
‫ﺩﺭ ﺩﺭﻭﻥ ﻧﻈﺎﻡ ﻣﻌﻨﺎﯾﯽ ﺯﺑﺎﻧﻬﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎ ﻫﻢ ﺗﻔﺎﻭﺕ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﺭﻭﯼ ﺍﯾﻦ ﺍﺻﻞ ﺗﺮﺟﻤﻪ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ﺑﯿﻦ‬
‫ﻫﻤﻪ ﺯﺑﺎﻧﻬﺎ ﻭ ﺩﺭ ﻫﻤﻪ ﻣﻮﺍﺭﺩ ﻣﻤﮑﻦ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ‪ .‬ﺑﺮﺍﯼ‬
‫ﻧﻤﻮﻧﻪ ﮐﺖ ﻓﻮﺭﺩ ﺑﻪ ﮐﻠﻤﻪ ‪ noga‬ﺩﺭ ﺯﺑﺎﻥ ﺭﻭﺳﯽ ﺍﺷﺎﺭﻩ ﻣﯽ‬
‫ﮐﻨﺪ ﮐﻪ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻧﺪﺍﻡ ﭘﺎﯾﯿﻦ ﺍﻧﺴﺎﻥ ﺷﺎﻣﻞ » ﺭﺍﻥ ‪،‬‬
‫ﺳﺎﻕ ﻭ ﭖﺍﻩ ﺑﻪ ﮐﺎﺭ ﻣﯽ ﺭﻭﺩ ‪ .‬ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ‬
‫ﺑﻪ ﻫﻤﺎﻥ ﺍﻧﺪﺍﻡ ﺍﺯ ﺳﻪ ﻭﺍﮊﻩ ‪ lc ، foot‬ﻭ ‪ thigh‬ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﯽ ﺷﻮﺩ ‪ .‬ﻣﻼﺣﻈﻪ ﻣﯽ ﺷﻮﺩ ﺑﺎ ﺍﯾﻨﮑﻪ ﻫﻤﻪ ﺍﻧﺴﺎﻧﻬﺎ ﭼﻪ‬
‫ﺭﻭﺳﯽ ﻭ ﭼﻪ ﻓﺎﺭﺳﯽ ﻭ ﺍﻧﮕﻠﯿﺴﯽ ﺩﺍﺭﺍﯼ ﺍﻧﺪﺍﻡ ﭘﺎﯾﯿﻦ‬
‫ﻫﺴﺘﻨﺪ ﻭﻟﯽ ﺯﺑﺎﻧﻬﺎ ﺭﺩﻩ ﺑﻨﺪﯼ ﻣﺘﻔﺎﻭﺗﯽ ﺍﺯ ﺍﯾﻦ ﺑﺨﺶ ﺍﺯ‬
‫ﺑﺪﻥ ﺩﺍﺭﻧﺪ ‪ .‬ﺧﻮﺩ ﺁﺯﻣﺎﯼ ﺷﻤﺎﺭﻩ ‪ ۱۵‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺣﻮﺯﻩ‬
‫ﻣﻌﻨﺎﯾﯽ ﺯﯾﺮ ﺩﺭ ﻓﺎﺭﺳﯽ ﺳﻌﯽ ﮐﻨﯿﺪ ﻣﻌﺎﺩﻝ ﺃﻋﻀﺎﯼ ﺁﻥ ﺭﺍ ﺩﺭ‬
‫ﺍﻧﮕﻠﯿﺴﯽ ﭘﯿﺪﺍ ﮐﻨﯿﺪ ‪ .‬ﺍﻭ ﭘﺪﺭ ‪ ،‬ﻣﺎﺩﺭ ‪ ،‬ﺧﻮﺍﻫﺮ ‪ ،‬ﻣﺎﺩﺭ ‪ .‬ﻋﻤﻮ ‪،‬‬
‫ﺩﺍﯾﯽ ‪ ،‬ﻋﻤﻪ ‪ ،‬ﺧﺎﻟﻪ ‪ . ۳ /‬ﻋﻤﻮﺯﺍﺩﻩ ‪ ،‬ﺩﺍﯾﯽ ﺯﺍﺩﻩ ‪ ،‬ﻋﻤﻪ ﺯﺍﺩﻩ ‪،‬‬
‫ﺧﺎﻟﻪ ﺯﺍﺩﻩ ‪ .‬ﺩﺧﺘﺮﺩﺍﯾﯽ ‪ ،‬ﭘﺴﺮﺩﺍﯾﯽ ‪ ،‬ﭘﺴﺮ ﻏﻤﻪ ‪ ،‬ﺩﺧﺘﺮ‬
‫ﻋﻤﻪ ‪ ،‬ﭘﺴﺮﺧﺎﻟﻪ ‪ ،‬ﺩﺧﺘﺮﺧﺎﻟﻪ ﺩ ﺧﻮﺍﻫﺮﺯﺍﺩﻩ ‪ ،‬ﺑﺮﺍﺩﺭﺯﺍﺩﻩ ‪،‬‬
‫ﺩﺧﺘﺮ ﺑﺮﺍﺩﺭ ‪ ،‬ﺩﺧﺘﺮ ﺧﻮﺍﻫﺮ ﺩ‪ -‬ﻟﻨﺖ ﻭ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﺁﻥ‬
‫ﺍﮐﺜﺮ ﻣﻌﻨﺎﺷﻨﺎﺳﺎﻥ ﺳﺎﺧﺘﺎﺭﯼ ﺍﻣﺮﻭﺯ ﺑﻪ ﻧﻮﻋﯽ ﺍﺯ ﺗﺠﺰﯾﻪ ﻭ‬
‫ﺗﺤﻠﯿﻞ ﺍﺟﺮﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻟﻐﺎﺕ ‪componential ) ،‬‬
‫‪ ( analys‬ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ ‪ .‬ﺍﯾﻦ ﺭﻭﺵ ﺗﻮﺳﺖ ﻣﻌﻨﺎﯼ ﻭﺍﮊﻩ‬
‫ﻫﺎ ﻭ ﻋﺒﺎﺭﺍﺕ ﻭ ﺍﯾﻦ ﺗﺤﻠﯿﻞ ﮐﺮﺩ ‪ .‬ﻣﺜﻼ ﻣﻌﻨﺎﯼ » ﻣﺮﺩ ‪ ،‬ﺍﺯ‬
‫ﺍﺟﺰﺍﯼ » ﺍﻧﺴﺎﻥ « ‪ » ،‬ﺑﺎﻟﻎ ‪ ،‬ﻭ » ﻣﺬﮐﺮ ‪ ،‬ﻭ ﻣﻌﻨﺎﯼ » ﺯﻥ « ﺍﺯ‬
‫ﺍﺟﺰﺍﯼ ﺍﻧﺴﺎﻧﯽ ﻧﻈﺮﯾﻪ ﺍﺳﺘﻮﺍﺭ ﺍﺳﺖ ﮐﻪ ﻣﻌﻨﺎﯼ ﻫﺮ ﻟﻐﺖ ﺭﺍ‬
‫ﻣﯽ ﺗﻮﺍﻥ ﺑﺮ ﺣﺴﺐ ﯾﮏ ﺳﻠﺴﻠﻪ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﺗﺠﺰﯾﻪ ﻭ‬
‫ﺑﺎﻟﻎ ‪ ،‬ﻭ ﻣﺆﻧﺘﻪ ﺗﺸﮑﯿﻞ ﯾﺎﻓﺘﻪ ﺍﺳﺖ ‪ .‬ﺍﯾﻦ ﺭﻭﺵ ﺗﻮﺻﯿﻒ ﺑﺮ‬
‫ﺣﺴﺐ ﺍﺟﺰﺍﯼ ﺗﺸﮑﯿﻞ ﺩﻫﻨﺪﻩ ﺍﺑﺘﺪﺍ ﺗﻮﺳﻂ ﺗﺮﻭﯾﺸﮑﻮﯼ‬
‫ﺩﺭ ﻭﺍﺝ ﺷﻨﺎﺳﯽ ﺑﻪ ﮐﺎﺭ ﺭﻓﺖ ﻭ ) ‪( 1939 Truhetakay‬‬
‫ﺑﻌﺪ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺩﯾﮕﺮﯼ ﺳﻌﯽ ﮐﺮﺩﻧﺪ ﺁﻥ ﺭﺍ ﺑﻪ ﺣﻮﺯﻩ ﻭ‬
‫ﺩﺳﺘﻮﺭ ‪ ،‬ﻭ ﻣﻌﻨﺎﺷﻨﺎﺳﯽ ﮔﺴﺘﺮﺵ ﺑﺪﻫﻨﺪ ‪ .‬ﻣﺎ ﺩﺭ ﺍﯾﻨﺠﺎ ﺑﻪ‬
‫ﺟﺰﺋﯿﺎﺕ ﻭ ﺭﻭﺷﻬﺎﯼ ﻣﺨﺘﻠﻒ ﺗﺠﺰﯾﻪ ﻭ ﺗﺤﻠﯿﻞ ﺍﺟﺰﺍﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻧﻤﯽ ﭘﺮﺩﺍﺯﯾﻢ ‪ .‬ﺁﻧﭽﻪ ﺩﺭ ﻣﻮﺭﺩ ﺩﯾﺪﮔﺎﻩ ﻣﻌﻨﺎﯾﯽ‬
‫ﻟﻐﺎﺕ ﺑﺮﺍﯼ ﻣﺘﺮﺟﻢ ﺍﻫﻤﯿﺖ ﺩﺍﺭﺩ ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺯﺑﺎﻧﻬﺎﯼ‬
‫ﻣﺨﺘﻠﻒ ﺍﻭﻻ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮﺍﯼ ﻫﻤﻪ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻭﺍﮊﻩ‬
‫ﺳﺎﺯﯼ ﻧﮑﻨﻨﺪ ‪ .‬ﺩﺭ ﺛﺎﻧﯽ ﺗﺮﮐﯿﺐ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻟﻐﺎﺕ ﺩﺭ‬
‫ﻫﻤﻪ ﺯﻣﺎﻧﻬﺎ ﯾﮑﺴﺎﻥ ﻧﯿﺴﺖ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ ‪ ،‬ﯾﮏ ﺳﻠﺴﻠﻪ‬
‫ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﮐﻪ ﺩﺭ ﯾﮏ ﺯﺑﺎﻥ ﺩﺭ ﻕﺍﻟﺐ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﺩﯾﮕﺮ ﺩﺭ ﻗﺎﻟﺐ ﯾﮏ ‪ ،‬ﺩﻭ ﯾﺎ ﭼﻨﺪ ﻭﺍﮊﻩ ﻋﺮﺿﻪ ﺑﺸﻮﻧﺪ ‪.‬‬
‫ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﺍﺯ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯾﯽ ﻗﻮﻡ ﻭ ﺧﻮﯾﺸﯽ ‪ ،‬ﻣﺠﻤﻮﻋﻪ‬
‫ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ » ﺑﺮﺍﺩﺭ ﭘﺪﺭ ﻭ ﺑﺮﺍﺩﺭ ﻣﺎﺩﺭﻩ ﺑﻪ ﺧﺎﻃﺮ ﺍﺧﺘﻼﻑ‬
‫ﺩﺭ ﯾﮑﯽ ﺍﺯ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﺷﺎﻥ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺩﺭ ﺩﻭ‬
‫ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﻣﺘﻔﺎﻭﺕ ﯾﻌﻨﯽ ﻋﻤﻮ « ﻭ » ﺩﺍﯾﯽ ‪ ،‬ﻋﺮﺿﻪ ﻣﯽ‬
‫ﺷﻮﻧﺪ ‪ .‬ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﻣﻨﺠﺮ‬
‫ﺑﻪ ﭘﯿﺪﺍﯾﺶ ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﻣﺘﻔﺎﻭﺕ ﻧﻤﯽ ﺷﻮﺩ ﻭ ﺗﻨﻬﺎ ﯾﮏ‬
‫ﺑﺮﺍﯼ ﻫﺮ ﺩﻭ ﻣﺠﻤﻮﻋﻪ ﻣﻌﻨﺎﯾﯽ ﺑﻪ ﮐﺎﺭ ‪ ' uncle‬ﻗﺎﻟﺐ ﯾﻌﻨﯽ‬
‫‪ niece‬ﻭ ‪ nephew‬ﻣﯽ ﺭﻭﺩ ‪ .‬ﻧﻤﻮﻧﻪ ﺩﯾﮕﺮ ﺩﺭ ﻗﺎﻟﺐ ﻟﻐﻮﯼ‬
‫ﺩﺭ ﺍﻧﮕﻠﯿﺴﯽ ﺍﺳﺖ ‪ .‬ﺍﻭﻟﯽ ﺑﻪ ﻣﻌﻨﺎﯼ ﭘﻲ ﺑﺮﺩﺍﺭﻩ ﭘﺴﺮ ﺧﻮﺍﺀ‬
‫ﺷﻮﻫﺮ ‪ ،‬ﭘﺴﺮ ﺧﻮﺍﻫﺮ ﺷﻮﻩ ﭘﺴﺮ ﺧﻮﺍﻫﺮ ﺯﻥ ﻭ ﺩﻭﻣﯽ ﺑﻪ‬
‫ﻣﻌﺎﻧﯽ ﺩﺧﺘﺮ ﺑﺮﺍﺩﺭﻩ ﻭ ﺧﻮﺍﻫﺮ ‪ ،‬ﺩ ‪ -‬ﺩﺧﺘﺮ ﺧﻮﺍﻫﺮ ﺯﻥ ﺍﺳﺖ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﺷﻮﻫﺮﻡ ﺩﺧﺘﺮ ﺑﺮﺍﺩﺭ ﺯﻧﻪ ﻭ ﺍﯾﻦ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ‬
‫ﻣﺎﻧﻨﺪ ﺍﻧﮕﻠﯿﺴﯽ ﻗﺎﻟﺐ ﺑﻨﺪﯼ ﻧﻤﯽ ﺷﻮﺩ ﺑﻠﮑﻪ ﺍﺟﺮﺍﯾﯽ ﺍﺯ ﺩ‬
‫ﺍﻧﺘﺨﺎﺏ ﻭ ﻣﺠﻤﻮﻋﻪ ﺣﺎﺻﻞ ﺩﺭ ﯾﮏ ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﺍﺭﺍﺋﻪ ﻣﯽ‬
‫‪ .‬ﺷﻮﺩ‬
‫‪ ۱۶‬ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ) ‪ ( referential meaning‬ﺭﻣﻞ ﺍﯾﻦ‬
‫ﺑﻪ ﻣﻌﻨﺎﯾﯽ ﻣﻠﻤﻮﺳﺘﺮﯾﻦ ﻭ ﺑﻨﯿﺎﺩﯼ ﺗﺮﯾﻦ ﻻﯾﻪ ﻣﻌﻨﺎﯾﯽ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ﻭ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‬
‫ﺩﺭ ﻭﺍﺝ ﺷﻨﺎﺳﯽ ﺑﻪ ﮐﺎﺭ ﺭﻓﺖ ﻭ ) ‪( 1939 Truhetakay‬‬
‫ﺑﻌﺪ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺩﯾﮕﺮﯼ ﺳﻌﯽ ﮐﺮﺩﻧﺪ ﺁﻥ ﺭﺍ ﺑﻪ ﺣﻮﺯﻩ ﻭ‬
‫ﺩﺳﺘﻮﺭ ‪ ،‬ﻭ ﻣﻌﻨﺎﺷﻨﺎﺳﯽ ﮔﺴﺘﺮﺵ ﺑﺪﻫﻨﺪ ‪ .‬ﻣﺎ ﺩﺭ ﺍﯾﻨﺠﺎ ﺑﻪ‬
‫ﺟﺰﺋﯿﺎﺕ ﻭ ﺭﻭﺷﻬﺎﯼ ﻣﺨﺘﻠﻒ ﺗﺠﺰﯾﻪ ﻭ ﺗﺤﻠﯿﻞ ﺍﺟﺰﺍﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻧﻤﯽ ﭘﺮﺩﺍﺯﯾﻢ ‪ .‬ﺁﻧﭽﻪ ﺩﺭ ﻣﻮﺭﺩ ﺩﯾﺪﮔﺎﻩ ﻣﻌﻨﺎﯾﯽ‬
‫ﻟﻐﺎﺕ ﺑﺮﺍﯼ ﻣﺘﺮﺟﻢ ﺍﻫﻤﯿﺖ ﺩﺍﺭﺩ ﺁﻥ ﺍﺳﺖ ﮐﻪ ﺯﺑﺎﻧﻬﺎﯼ‬
‫ﻣﺨﺘﻠﻒ ﺍﻭﻻ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺮﺍﯼ ﻫﻤﻪ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻭﺍﮊﻩ‬
‫ﺳﺎﺯﯼ ﻧﮑﻨﻨﺪ ‪ .‬ﺩﺭ ﺛﺎﻧﯽ ﺗﺮﮐﯿﺐ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻟﻐﺎﺕ ﺩﺭ‬
‫ﻫﻤﻪ ﺯﻣﺎﻧﻬﺎ ﯾﮑﺴﺎﻥ ﻧﯿﺴﺖ ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﯾﮕﺮ ‪ ،‬ﯾﮏ ﺳﻠﺴﻠﻪ‬
‫ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﮐﻪ ﺩﺭ ﯾﮏ ﺯﺑﺎﻥ ﺩﺭ ﻕﺍﻟﺐ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ‬
‫ﺯﺑﺎﻥ ﺩﯾﮕﺮ ﺩﺭ ﻗﺎﻟﺐ ﯾﮏ ‪ ،‬ﺩﻭ ﯾﺎ ﭼﻨﺪ ﻭﺍﮊﻩ ﻋﺮﺿﻪ ﺑﺸﻮﻧﺪ ‪.‬‬
‫ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﺍﺯ ﺣﻮﺯﻩ ﻣﻌﻨﺎﯾﯽ ﻗﻮﻡ ﻭ ﺧﻮﯾﺸﯽ ‪ ،‬ﻣﺠﻤﻮﻋﻪ‬
‫ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ » ﺑﺮﺍﺩﺭ ﭘﺪﺭ ﻭ ﺑﺮﺍﺩﺭ ﻣﺎﺩﺭﻩ ﺑﻪ ﺧﺎﻃﺮ ﺍﺧﺘﻼﻑ‬
‫ﺩﺭ ﯾﮑﯽ ﺍﺯ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ ﺷﺎﻥ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺩﺭ ﺩﻭ‬
‫ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﻣﺘﻔﺎﻭﺕ ﯾﻌﻨﯽ ﻋﻤﻮ « ﻭ » ﺩﺍﯾﯽ ‪ ،‬ﻋﺮﺿﻪ ﻣﯽ‬
‫ﺷﻮﻧﺪ ‪ .‬ﺩﺭ ﺣﺎﻟﯽ ﮐﻪ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﻣﻨﺠﺮ‬
‫ﺑﻪ ﭘﯿﺪﺍﯾﺶ ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﻣﺘﻔﺎﻭﺕ ﻧﻤﯽ ﺷﻮﺩ ﻭ ﺗﻨﻬﺎ ﯾﮏ‬
‫ﺑﺮﺍﯼ ﻫﺮ ﺩﻭ ﻣﺠﻤﻮﻋﻪ ﻣﻌﻨﺎﯾﯽ ﺑﻪ ﮐﺎﺭ ‪ ' uncle‬ﻗﺎﻟﺐ ﯾﻌﻨﯽ‬
‫‪ niece‬ﻭ ‪ nephew‬ﻣﯽ ﺭﻭﺩ ‪ .‬ﻧﻤﻮﻧﻪ ﺩﯾﮕﺮ ﺩﺭ ﻗﺎﻟﺐ ﻟﻐﻮﯼ‬
‫ﺩﺭ ﺍﻧﮕﻠﯿﺴﯽ ﺍﺳﺖ ‪ .‬ﺍﻭﻟﯽ ﺑﻪ ﻣﻌﻨﺎﯼ ﭘﻲ ﺑﺮﺩﺍﺭﻩ ﭘﺴﺮ ﺧﻮﺍﺀ‬
‫ﺷﻮﻫﺮ ‪ ،‬ﭘﺴﺮ ﺧﻮﺍﻫﺮ ﺷﻮﻩ ﭘﺴﺮ ﺧﻮﺍﻫﺮ ﺯﻥ ﻭ ﺩﻭﻣﯽ ﺑﻪ‬
‫ﻣﻌﺎﻧﯽ ﺩﺧﺘﺮ ﺑﺮﺍﺩﺭﻩ ﻭ ﺧﻮﺍﻫﺮ ‪ ،‬ﺩ ‪ -‬ﺩﺧﺘﺮ ﺧﻮﺍﻫﺮ ﺯﻥ ﺍﺳﺖ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﺷﻮﻫﺮﻡ ﺩﺧﺘﺮ ﺑﺮﺍﺩﺭ ﺯﻧﻪ ﻭ ﺍﯾﻦ ﺍﺟﺰﺍﯼ ﻣﻌﻨﺎﯾﯽ‬
‫ﻣﺎﻧﻨﺪ ﺍﻧﮕﻠﯿﺴﯽ ﻗﺎﻟﺐ ﺑﻨﺪﯼ ﻧﻤﯽ ﺷﻮﺩ ﺑﻠﮑﻪ ﺍﺟﺮﺍﯾﯽ ﺍﺯ ﺩ‬
‫ﺍﻧﺘﺨﺎﺏ ﻭ ﻣﺠﻤﻮﻋﻪ ﺣﺎﺻﻞ ﺩﺭ ﯾﮏ ﻗﺎﻟﺐ ﻟﻐﻮﯼ ﺍﺭﺍﺋﻪ ﻣﯽ‬
‫‪ .‬ﺷﻮﺩ‬
‫‪ ۱۶‬ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ) ‪ ( referential meaning‬ﺭﻣﻞ ﺍﯾﻦ‬
‫ﺑﻪ ﻣﻌﻨﺎﯾﯽ ﻣﻠﻤﻮﺳﺘﺮﯾﻦ ﻭ ﺑﻨﯿﺎﺩﯼ ﺗﺮﯾﻦ ﻻﯾﻪ ﻣﻌﻨﺎﯾﯽ‬
‫‪ ۱۶‬ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ) ‪ ( referential meaning‬ﺭﻣﻞ ﺍﯾﻦ‬
‫ﺑﻪ ﻣﻌﻨﺎﯾﯽ ﻣﻠﻤﻮﺳﺘﺮﯾﻦ ﻭ ﺑﻨﯿﺎﺩﯼ ﺗﺮﯾﻦ ﻻﯾﻪ ﻣﻌﻨﺎﯾﯽ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﺩ ﻭ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ‬
‫ﺍﺭﺗﺒﺎﻁ ﻣﻮﺟﻮﺩ ﺑﯿﻦ ﮐﻠﻤﺎﺕ ﻭ ﺍﺷﯿﺎ ﻭ ﻓﻌﺎﻟﯿﺘﻬﺎﯼ ﺟﻬﺎﻥ‬
‫ﻓﯿﺰﯾﮑﯽ ﺩﺭ ﺩﺭﺱ ‪ ۴‬ﻣﺸﺎﻫﺪﻩ ﮐﺮﺩﯾﻢ ﮐﻪ ﺩﺭ ﺗﻤﺎﯾﺰ ﺩﻭﮔﺎﻧﻪ‬
‫ﺍﯼ ﮐﻪ ﺳﻮﺳﻮﺭ ﺑﯿﻦ » ﺻﻮﺭﺕ ‪ ( form ) ،‬ﻭ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ‬
‫) ‪ ( substance‬ﻣﻄﺮﺡ ﻣﯽ ﮐﻨﺪ ﭼﮕﻮﻧﻪ ﻣﺎﺩﻩ ﺍﻭﻟﯿﻪ‬
‫ﻣﻌﻨﺎﯾﯽ ﯾﮑﺴﺎﻥ ﻭ ﻣﺸﺎﺑﻪ ‪ ،‬ﺩﺭ ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﺑﻪ‬
‫ﺻﻮﺭﺗﻬﺎﯼ ﻣﺘﻔﺎﻭﺕ ﻗﺎﻟﺐ ﺑﻨﺪﯼ ﻣﯽ ﺷﻮﺩ ‪ .‬ﺩﺭ ﺩﺭﺱ ‪ ۵‬ﺩﺭ‬
‫ﻣﻮﺭﺩ ﺣﻮﺯﻩ ﻫﺎﯼ ﻣﻌﻨﺎﯾﯽ ‪ ،‬ﺍﺷﺎﺭﻩ ﮐﺮﺩﯾﻢ ﮐﻪ ﺣﻮﺯﻩ ﺑﻨﺪﯾﻬﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﻧﻈﺎﻡ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻧﻬﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎ ﻫﻢ ﻓﺮﻕ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﯾﻦ ﺑﺤﺚ ﺑﺎﺭ ﺩﯾﮕﺮ ﺗﺄﮐﯿﺪ ﻣﯽ‬
‫ﺷﻮﺩ ﮐﻪ ﺣﺘﯽ ﺩﺭ ﭼﺎﺭﭼﻮﺏ ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ﻋﻨﺎﺻﺮ‬
‫ﻭﺍﮊﮔﺎﻧﯽ ﮐﻪ ﻣﻠﻤﻮﺳﺘﺮﯾﻦ ﻻﯾﻪ ﻣﻌﻨﺎﯾﯽ ﻣﺤﺲﻭﺏ ﻣﯽ ﺷﻮﺩ‬
‫ﻣﻤﮑﻦ ﺍﺳﺖ ﻧﺎﻫﻤﮕﻮﻧﻬﺎﯾﯽ ﺑﯿﻦ ﺯﺑﺎﻧﻬﺎ ﻣﻮﺟﻮﺩ ﺑﺎﺷﺪ ﻭ ﺍﯾﻦ‬
‫ﺍﻣﺮ ﻣﺸﮑﻼﺗﯽ ﺭﺍ ﺩﺭ ﺗﻌﯿﯿﻦ ﻣﻌﺎﺩﻟﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﯼ ﺑﺮﺍﯼ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﯾﮏ ﺯﺑﺎﻥ ﺑﻪ ﻭﺟﻮﺩ ﻣﯽ ﺁﻭﺭﺩ ‪ .‬ﺑﻪ ﺧﺼﻮﺹ‬
‫ﺍﮔﺮ ﻣﺘﺮﺟﻢ ﺑﺪﻭﻥ ﺗﻮﺟﻪ ﺑﻪ ﺍﯾﻦ ﻧﺎﻫﻤﮕﻮﻧﯿﻬﺎ ﺩﺭ ﻓﮑﺮ‬
‫ﺟﺎﯾﮕﺰﯾﻦ ﮐﺮﺩﻥ ﮐﻠﻤﻪ ﺑﻪ ﮐﻠﻤﻪ ﻣﺘﻦ ﻣﺒﺪﺍ ﺑﺎ ﻣﺘﻦ ﻣﻘﺼﺪ‬
‫ﺑﺎﺷﺪ ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﺩﺭﺳﻬﺎﯼ ‪ ۴‬ﻭ ‪ ۵‬ﺑﺤﺚ ﮐﺮﺩﯾﻢ ﻭﺍﮊﻩ‬
‫ﺑﻨﺪﯼ ﺑﺎ ﻗﺎﻟﺐ ﺑﻨﺪﯼ ﻣﻔﺎﻫﯿﻢ ﺩﺭ ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﻣﻤﮑﻦ‬
‫ﺍﺳﺖ ﻓﺮﻕ ﺑﮑﻨﺪ ﻭ ﺁﻧﭽﻪ ﮐﻪ ﺩﺭ ﯾﮏ ﺯﺑﺎﻥ ﺩﺭ ﻗﺎﻟﺐ ﯾﮏ ﮐﻠﻤﻪ‬
‫ﻭﺍﮊﻩ ﺑﻨﺪﯼ ﻣﯽ ﺷﻮﺩ ﺩﺭ ﺯﺑﺎﻥ ﺩﯾﮕﺮ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺭ ﻗﺎﻟﺐ‬
‫ﭼﻨﺪ ﮐﻠﻤﻪ ﻋﺮﺿﻪ ﺑﺸﻮﺩ ‪ ،‬ﻣﺜﻼ ﻛﻠﻤﺔ ‪ ( noga‬ﺩﺭ ﺯﺑﺎﻥ‬
‫ﺭﻭﺳﯽ ﺑﻪ ﮐﻞ ﺍﻧﺪﺍﻣﻬﺎﯼ ﭘﺎﯾﯿﻦ ﺑﺪﻥ ﺍﻧﺴﺎﻧﯽ ) ﺷﺎﻣﻞ ﺭﺍﻥ ‪،‬‬
‫ﺳﺎﻕ ﭘﺎ ‪ ،‬ﭘﺎ ( ﺍﺷﺎﺭﻩ ﻣﯿﮑﻨﺪ ﻭﻟﯽ ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﻭ‬
‫ﻓﺎﺭﺳﯽ ﺑﺮﺍﯼ ﺍﺷﺎﺭﻩ ﺑﻪ ﻫﻤﺎﻥ ﺟﺴﻢ ﺍﺯ ﺟﻬﺎﻥ ﻓﯿﺰﯾﮑﯽ ﺍﺯ‬
‫ﺳﻪ ﮐﻠﻤﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ ﺭﺍﻥ ) ‪ ، ( thigh‬ﺳﺎﻕ ﭘﺎ‬
‫) ‪foot ) 4 ( leg‬‬
‫ﻟﺮ ( ) ‪ ( connotative meaning‬ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ‪h ۲۰۶‬‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺑﺎ ﮔﺬﺷﺖ ﺯﻣﺎﻥ ﻭ ﺑﺮ ﺍﺛﺮ ﮐﺎﺭﺑﺮﺩ ﻭ ﺗﺠﺮﺑﻪ‬
‫ﮔﻮﯾﺸﻮﺭﺍﻥ ﯾﺎ ﭘﺎﺭﻩ ﺍﯼ ﺍﺯ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ﺧﻮﺩ‬
‫ﺍﺭﺗﺒﺎﻁ ﻣﺸﺨﺼﺘﺮ ﻭ ﻣﺤﮑﻤﺘﺮﯼ ﺑﺮﻗﺮﺍﺭ ﻣﯽ ﮐﻨﻨﺪ ‪ .‬ﻣﺜﻼ‬
‫ﻭﺍﮊﻩ » ﺯﻥ « ﺑﺎ ﻭﯾﮋﮔﯽ » ﺯﯾﺒﺎﯾﯽ ‪ ،‬ﻭ ﻭﺍﮊﺓ » ﺧﻮﮎ « ﺑﺎ‬
‫ﻭﯾﮋﮔﯽ » ﮐﺜﯿﻒ ‪ ،‬ﻣﺮﺗﺒﻂ ﺍﺳﺖ ‪ .‬ﺍﯾﻦ ﺍﺭﺗﺒﺎﻁ ﺗﺠﺮﺑﯽ‬
‫ﻣﻌﺮﻭﻑ ) ‪ ( connotation‬ﻣﻌﻤﻮﻻ ﺑﻪ ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ‬
‫ﺷﺪﻩ ﺍﺳﺖ ‪ .‬ﺍﺯ ﺁﻧﺠﺎ ﮐﻪ ﻣﻤﮑﻦ ﺍﺳﺖ ﻧﮕﺮﺵ ﺟﻮﺍﻣﻊ‬
‫ﻣﺨﺘﻠﻒ ﻧﺴﺒﺖ ﺑﻪ ﭘﺪﯾﺪﻩ ﻫﺎﯼ ﻃﺒﯿﻌﯽ ﻓﺮﻕ ﺑﮑﻨﺪ ﻭ‬
‫ﮔﻮﯾﺸﻮﺭﺍﻥ ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﺩﺍﺭﺍﯼ ﻓﺮﻫﻨﮕﻬﺎﯼ ﻣﺘﻔﺎﻭﺗﯽ‬
‫ﺑﺎﺷﻨﺪ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺑﺎ ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ﯾﮑﺴﺎﻥ ﺩﺭ‬
‫ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﻣﻤﮑﻦ ﺍﺳﺖ ﺩﺍﺭﺍﯼ ﻣﻌﺎﻧﯽ ﺗﺠﺮﻱ ﻣﺘﻔﺎﻭﺗﯽ‬
‫ﺩﺭ ‪ " woman‬ﺑﺎﺷﻨﺪ ‪ .‬ﻣﺜﻼ ﻛﻠﻤﺔ ﻭﺯﻥ ‪ ،‬ﺩﺭ ﻓﺎﺭﺳﯽ ﻭ ﮐﻠﻤﻪ‬
‫ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻔﺎﻭﺗﻬﺎﯼ ﻓﺮﻫﻨﮕﯽ ﻣﻮﺟﻮﺩ ﺑﯿﻦ‬
‫ﺩﻭ ﺟﺎﻣﻌﻪ ﺍﯾﺮﺍﻧﯽ ﻭ ﺍﻧﮕﻠﯿﺴﯽ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺩﺍﺭﺍﯼ ﻣﻌﻨﺎﯼ‬
‫ﺗﺠﺮﺑﯽ ﻣﺘﻔﺎﻭﺗﯽ ﺑﺎﺷﻨﺪ ‪ .‬ﻣﺘﺮﺟﻢ ﺑﺎﯾﺪ ﻻﻳﻪ ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﻣﺘﻦ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﺭﺍ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﺑﺪﻫﺪ‬
‫ﻭ ﺳﻌﯽ ﮐﻨﻨﺪ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻣﻌﺎﺩﻟﻬﺎﯼ ﻭﺍﮊﮔﺎﻧﯽ ﻧﻪ ﺗﻨﻬﺎ ﻣﻌﻨﺎﯼ‬
‫ﺍﺭﺟﺎﻋﯽ ﺑﻠﮑﻪ ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ﺍﯾﻔﺎﺩ ﺷﺪﻩ ﺑﻪ ﻭﺳﯿﻠﻪ ﻣﺘﻦ‬
‫ﻣﺒﺪﺃ ﺭﺍ ﺩﺭ ﻣﺘﻦ ﻣﻘﺼﺪ ﻣﻨﻌﮑﺲ ﺑﺴﺎﺯﺩ ‪ .‬ﺍﻟﺒﺘﻪ ﺍﯾﻦ ﺑﺪﺍﻥ‬
‫ﻣﻌﻨﺎ ﻧﯿﺴﺖ ﮐﻪ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻥ ﻣﺒﺪﺍ ﺑﺎ ﻻﯾﻪ ﻫﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﺍﺭﺟﺎﻋﯽ ﻭ ﺗﺠﺮﺑﯽ ﻣﺨﺼﻮﺹ ﺑﻪ ﺧﻮﺩ ﻫﻤﻮﺍﺭﻩ‬
‫ﻗﺎﺑﻞ ﺑﺮﮔﺮﺩﺍﻥ ﺑﻪ ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﻫﺴﺘﻨﺪ ‪ .‬ﺍﺻﻮﻻ ﻫﻤﺎﻧﻄﻮﺭﯼ‬
‫ﮐﻪ ﺩﺭ ﺩﺭﺳﻬﺎﯼ ﻗﺒﻠﯽ ﺍﺷﺎﺭﻩ ﺷﺪ ﺣﺘﯽ ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﺎﯼ‬
‫ﺍﺭﺟﺎﻋﯽ ﻧﻤﯽ ﺗﻮﺍﻥ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺷﺖ ﺗﻨﺎﻃﺮ ﯾﮏ ﺑﻪ ﯾﮏ ﺑﯿﻦ‬
‫ﻧﻈﺎﻡ ﻭﺍﺯﮔﺎﻧﯽ ﺯﺑﺎﻧﻬﺎﯼ ﻣﺨﺘﻠﻒ ﻣﻮﺟﻮﺩ ﺑﺎﺷﻨﺪ ﺗﺎ ﭼﻪ ﺑﺮﺳﺪ‬
‫ﺑﻪ ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ﮐﻪ ﺍﺭﺗﺒﺎﻁ ﺗﻨﮕﺎﺗﻨﮕﯽ ﺑﺎ ﺗﺠﺎﺭﺏ ﻭ ﻓﺮﻫﻨﮓ‬
 ‫ﺟﻮﺍﻣﻊ ﻣﺨﺘﻠﻒ ﺩﺍﺭﺩ ‪ ،‬ﻟﺬﺍ ﻣﺘﺮﺟﻢ ﻣﻤﮑﻦ ﺍﺳﺖ ﻧﺘﻮﺍﻧﺪ ﺩﺭ‬
‫ﻣﻘﺎﺑﻞ ﯾﮏ ﻋﻨﺼﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﻋﻨﺼﺮ ﻭﺍﺣﺪﯼ ﺍﺯ‬
‫ﺯﺑﺎﻥ ﻣﻘﺼﺪ ﭘﯿﺪﺍ ﺑﮑﻨﺪ ﮐﻪ ﺩﻗﯿﻘﺎ ﺩﺍﺭﺍﯼ ﻫﻤﺎﻥ ﻻﯾﻪ ﻫﺎﯼ‬
‫ﻣﻌﻨﺎﯾﯽ ﺍﺭﺟﺎﻋﯽ ﻭ ﺗﺠﺮﺑﯽ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﺑﺎﺷﺪ ‪ ،‬ﺩﺭ ﭼﻨﯿﻦ‬
‫ﻣﻮﺍﺭﺩﯼ ﻣﻤﮑﻦ ﺍﺳﺖ ﻋﻨﺼﺮ ﻣﻌﻨﺎﯾﯽ ﻣﻮﺭﺩ ﻧﻈﺮ ﺭﺍ ﺩﺭ ﻗﺎﻟﺐ‬
‫ﺩﻭ ﯾﺎ ﭼﻨﺪ ﻭﺍﮊﻩ ﻣﻘﺼﺪ ﻋﺮﺿﻪ ﺑﺪﺍﺭﺩ ‪ .‬ﺑﺮﺍﯼ ﺭﻭﺷﻨﺘﺮ ﺷﺪﻥ‬
‫ﻣﻄﻠﺐ ﺑﻪ ﻣﺜﺎﻟﻬﺎﯼ ﺯﯾﺮ ﺗﻮﺟﻪ ﺑﮑﻨﯿﺪ ﻋﻨﺎﺻﺮ‬
‫‪ statesman , politician‬ﺩﺭ ﺯﺑﺎﻥ ﺍﻧﮕﻠﯿﺴﯽ ﺩﺍﺭﺍﯼ‬
‫ﻣﻌﺘﺎﯼ ﺍﺭﺟﺎﻋﯽ ﯾﮑﺴﺎﻧﯽ ﻫﺴﺘﻨﺪ ﻭﻟﯽ ﺍﻭﻟﯽ ﻧﺴﺒﺖ ﺑﻪ‬
‫ﺩﻭﻣﯽ ﺩﺍﺭﺍﯼ ﻣﻘﺎﻡ ﺍﺟﺘﻤﺎﻋﯽ ﭘﺎﯾﯿﻨﺘﺮﯼ ﺍﺳﺖ ﻭ ﺍﯾﻦ ﺗﻔﺎﻭﺕ‬
‫ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ﺁﻧﻬﺎ ﺭﺍ ﺗﺸﮑﯿﻞ ﻣﯽ ﺩﻫﺪ ‪ .‬ﺣﺎﻝ ﻣﺘﺮﺟﻢ‬
‫ﻓﺎﺭﺳﯽ ﺩﺭ ﺗﺮﺟﻤﻪ ﻣﺘﻨﯽ ﮐﻪ ﺩﺭ ﺁﻥ ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ﺍﯾﻦ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺍﺯ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻬﻢ ﻧﻘﺸﯽ ) ﺭﺟﻮﻉ ﮐﻨﯿﺪ ﺑﻪ‬
‫ﺩﺭﺱ ‪ ( ۳‬ﻣﺤﺴﻮﺏ ﻣﯽ ﺷﻮﻧﺪ ﭼﻪ ﺭﻭﺷﯽ ﺑﺎﯾﺪ ﺍﺗﺨﺎﺫ‬
‫ﮐﻨﺪ ؟ ﻭﺍﺿﺢ ﺍﺳﺖ ﮐﻪ ﻧﻤﯽ ﺗﻮﺍﻥ ﺍﻧﺘﻈﺎﺭ ﺩﺍﺷﺖ ﺩﺭ ﺯﺑﺎﻥ‬
‫ﻓﺎﺭﺳﯽ ﻧﯿﺰ ﺩﻭ ﻭﺍﮊﻩ ﺑﺎ ﻭﯾﮋﮔﯿﻬﺎﯼ ﻣﻌﻨﺎﯾﯽ ﺩﻗﯿﻘﺎ ﻣﻌﺎﺩﻝ ﺑﺎ‬
‫ﺁﻧﻬﺎ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ‪ .‬ﻣﺘﺮﺟﻢ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﺍﺯ ﺗﺮﮐﯿﺐ ﮐﻠﻤﺎﺕ ﻣﺨﺘﻠﻒ ﻣﺤﺘﻮﺍﯼ ﻣﻌﻨﺎﯾﯽ ﻋﻨﺎﺻﺮ ﻓﻮﻕ ﺭﺍ‬
‫ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﻣﻨﻌﮑﺲ ﺑﺴﺎﺯﺩ ‪ .‬ﻣﺜﻼ ﺑﺮﺍﯼ ‪Politician‬‬
‫ﺳﯿﺎﺳﺖ ﻣﺪﺍﺭﻩ ﻭ ﺑﺮﺍﯼ ‪ » statesman‬ﻣﻘﺎﻡ ﺳﯿﺎﺳﯽ ‪ ،‬ﺑﻪ‬
‫ﮐﺎﺭﺑﺮﺩ ﮐﻪ ﺗﺎ ﺣﺪﯼ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺗﻔﺎﻭﺕ ﻣﻮﺟﻮﺩ ﺩﺭ‬
‫ﻣﻌﻨﺎﯼ ﺗﺠﺮﺑﯽ ﮐﻠﻤﺎﺕ ﺍﻧﮕﻠﯿﺴﯽ ﻣﺮﺑﻮﻁ ﺍﺳﺖ ‪.‬‬
‫‪ ۳۶‬ﻣﻌﻨﺎﯼ ﺳﺒﮑﯽ ) ‪ ( stylistic meaning‬ﻣﻌﻨﺎﯼ ﺳﺒﮑﯽ‬
‫ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﭼﻨﯿﻦ ﺗﻌﺮﯾﻒ ﻣﯽ ﺷﻮﺩ " ‪Stytistic‬‬
‫‪meaning is that which a piece of language‬‬
‫‪conveys about the social circumstances of‬‬
‫‪its use . We ' decode ' the stylistic meaning‬‬
‫‪of a text through our recognition of‬‬
‫‪different dimensions and levels of usage‬‬
‫‪within the same language . " ( Leech 1974 :‬‬
‫ﻣﻌﻨﺎﯼ ﺳﺒﮑﯽ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺷﺮﺍﯾﻂ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ) ‪16‬‬
‫ﻣﻮﻗﻌﯿﺖ ﮐﺎﺭﺑﺮﺩﯼ ﮐﻼﻡ ﺍﺯ ﻗﺒﯿﻞ ﻣﻘﺎﻡ ﺍﺟﺘﻤﺎﻋﯽ ﮔﻮﯾﺸﻮﺭ ﻭ‬
‫ﻣﺨﺎﻃﺐ ﺍﻭ ‪ ،‬ﻣﯿﺰﺍﻥ ﺁﺷﻨﺎﯾﯽ ﻭ ﺻﻤﯿﻤﯿﺖ ﻣﻮﺟﻮﺩ ﺑﯿﻦ ﺁﻧﻬﺎ‬
‫ﻭ ﻏﯿﺮﻩ ﺍﺳﺖ ‪ .‬ﺑﺮﺍﯼ ﻣﺜﺎﻝ ‪ ،‬ﻣﻨﻪ ﺩﺭ ﻭﺍﮊﮔﺎﻧﯽ ﺯﯾﺮ ﺭﺍ ﮐﻪ ﺍﺯ‬
‫ﻧﻈﺮ ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ﯾﮑﺴﺎﻥ ﻭﻟﯽ ﺍﺯ ﻟﺤﺎﻅ ﻣﻌﻨﺎﯼ ﺳﺒﮑﯽ‬
‫‪.‬ﻣﺘﻔﺎﻭﺕ ﺍﻧﺪ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﺪ‬
‫‪ ۴-۶‬ﻣﻌﻨﺎﯼ ﺍﺣﺴﺎﺳﯽ ) ‪ ( affective meaning‬ﻣﻌﻨﺎﯼ‬
‫ﺍﺣﺴﺎﺳﯽ ﻋﺒﺎﺭﺕ ﺍﺳﺖ ﺍﺯ ﻻﺑﻪ ﺍﯼ ﺍﺯ ﻣﻌﻨﺎﯼ ﻋﻨﺎﺻﺮ‬
‫ﻭﺍﮊﮔﺎﻧﯽ ﮐﻪ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺍﺣﺴﺎﺳﺎﺕ ﻭ ﻧﮕﺮﺵ ﮔﻮﯾﺸﻮﺭ‬
‫ﻧﺴﺒﺖ ﺑﻪ ﻣﺨﺎﻃﺐ ﻭ ﻣﻮﺿﻮﻉ ﺳﺨﻦ ﺑﺎﺷﺪ ‪ .‬ﺍﻟﺒﺘﻪ ﻣﻌﻨﺎﯼ‬
‫ﺍﺣﺴﺎﺳﯽ ﺗﻨﻬﺎ ﺩﺭ ﻗﺎﻟﺐ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﻣﻨﻌﮑﺲ ﻧﻤﯽ‬
‫ﺷﻮﺩ ﺑﻠﮑﻪ ﮔﺎﻩ ﻧﺤﻮﻩ ﺑﯿﺎﻥ ﭘﯿﺎﻡ ﺑﻪ ﻃﻮﺭ ﮐﻠﯽ ﻧﯿﺰ ﻧﺸﺎﻥ‬
‫ﺩﻫﻨﺪﻩ ﺍﺣﺴﺎﺱ ﻭ ﻧﮕﺮﺵ ﮔﻮﯾﺸﻮﺭ ﺍﺳﺖ ‪ .‬ﻣﺜﻼ ﺍﮔﺮ‬
‫ﺷﺨﺺ ﻗﺼﺪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺍﺯ ﻣﺨﺎﻃﺐ ﺧﻮﺩ ﺑﺨﻮﺍﻫﺪ ﺗﺎ‬
‫ﺳﺎﮐﺖ ﺑﺎﺷﺪ ﻣﯽ ﺗﻮﺍﻧﺪ ﺑﻪ ﯾﮑﯽ ﺍﺯ ﺭﻭﺷﻬﺎﯼ ﺯﯾﺮ ﺍﻗﺪﺍﻡ ﮐﻨﺪ‬
‫‪I'm terribly sorry to interrupt , but I .1‬‬
‫‪wonder if you would be so kind as to lower‬‬
‫‪your voices a little . 2. Will you lower your‬‬
‫‪voice ? 3. Will you shut up ? 4. Will you belt‬‬
‫‪ ? up‬ﺍﻟﺒﺘﻪ ﺍﯾﻦ ﻻﯾﻪ ﻣﻌﻨﺎﯾﯽ ﮔﺎﻩ ﺗﻘﺎﺭﻥ ﺯﯾﺎﺩﯼ ﺑﺎ ﻣﻌﻨﺎﯼ‬
‫ﺳﺒﮑﯽ ﭘﯿﺪﺍ ﻣﯽ ﮐﻨﺪ ﻭ ﮔﺎﻩ ﺑﻪ ﻟﺤﺎﻇﯽ ﺩﺭ ﭼﺎﺭﭼﻮﺏ‬
‫ﺗﺮﻓﻨﺪﻫﺎﯼ ﺯﺑﺎﻥ ﻣﺆﺩﺑﺎﻧﻪ ﻗﺮﺍﺭ ﻣﯿﮕﯿﺮﺩ ﮐﻪ ﺑﺤﺚ ﺁﻥ ﺧﺎﺭﺝ‬
‫ﺍﺯ ﻣﺤﺪﻭﺩﻩ ﮐﺘﺎﺏ ﺣﺎﺿﺮ ﺍﺳﺖ ‪ .‬ﻣﺘﺮﺟﻢ ﺩﺭ ﺍﻧﺘﺨﺎﺏ‬
‫ﻣﻌﺎﺩﻟﻬﺎﯼ ﺗﺮﺟﻤﻪ ﺍﯼ ﻧﺒﺎﯾﺪ ﻣﻌﻨﺎﯼ ﺍﺣﺴﺎﺳﯽ ﺍﯾﻔﺎﺩ ﺷﺪﻩ ﺩﺭ‬
‫ﻣﺘﻦ ﻣﺒﺪﺃ ﺭﺍ ﻧﺎﺩﯾﺪﻩ ﺑﮕﯿﺮﺩ ‪ .‬ﺍﻟﺒﺘﻪ ﻫﻤﺎﻧﻨﺪ ﺩﯾﮕﺮ ﺍﺑﻌﺎﺩ ﭘﯿﺎﻡ‬
‫ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﻌﻨﺎﯼ ﺍﺣﺴﺎﺳﯽ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﺘﻦ ﻣﺒﺪﺍ ﻧﯿﺰ ﺑﻪ‬
‫ﻋﻠﺖ ﻧﺎﻫﻤﮕﻮﻧﯽ ﻧﻈﺎﻡ ﺳﺎﺧﺘﺎﺭﯼ ﻭ ﻣﻌﻨﺎﯾﯽ ﺯﺑﺎﻧﻬﺎ ﺩﻗﯿﻘﺎ‬
‫ﻗﺎﺑﻞ ﺍﻧﻌﮑﺎﺱ ﺩﺭ ﻣﺘﻦ ﻣﻘﺼﺪ ﻧﺒﺎﺷﺪ ﮐﻪ ﺍﯾﻦ ﺍﻣﺮ ﺧﻮﺩ ﯾﮑﯽ‬
 ‫ﺍﺯ ﻣﻮﺍﺭﺩ ﻏﯿﺮ ﻗﺎﺑﻞ ﺗﺮﺟﻤﻪ ﺑﻮﺩﻥ ﻣﺤﺴﻮﺏ ﺧﻮﺍﻫﺪ ﺷﺪ ‪.‬‬
‫ﺑﺮﺍﯼ ﻧﻤﻮﻧﻪ ﻭﻗﺘﯽ ﺭﻭﺷﻬﺎﯼ ﺧﻄﺎﺏ ﺭﺍ ﮐﻪ ﻣﯽ ﺗﻮﺍﻧﺪ ﺩﺭ‬
‫ﭼﺎﺭﭼﻮﺏ ﻣﻌﻨﺎﯼ ﺍﺣﺴﺎﺳﯽ ﻗﺮﺍﺭ ﺑﮕﯿﺮﺩ ﺩﺭ ﻓﺎﺭﺳﯽ ﻭ‬
‫ﺍﻧﮕﻠﯿﺴﯽ ﻣﻘﺎﯾﺴﻪ ﮐﻨﯿﻢ ﻣﺘﻮﺟﻪ ﻧﮑﺘﻪ ﻓﻮﻕ ﺧﻮﺍﻫﯿﻢ ﺷﺪ ‪.‬‬
‫ﺭﻭﺷﻬﺎﯼ ﺧﻄﺎﺏ ﺩﺭ ﻧﺎﻣﻪ ﻫﺎ ﺩﺭ ﺯﺑﺎﻥ ﻓﺎﺭﺳﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬
‫ﻧﮕﺮﺵ ﻭ ﺍﺣﺴﺎﺱ ﻧﻮﯾﺴﻨﺪﻩ ﮔﻮﻧﻪ ﻫﺎﯼ ﻣﺨﺘﻠﻒ ﭘﯿﺪﺍ ﻣﯽ‬
‫ﮐﻨﺪ ‪ :‬ﺟﻨﺎﺏ ﺁﻗﺎﯼ ‪ ،‬ﺣﻀﻮﺭ ﻣﺤﺘﺮﻡ ﺟﻨﺎﺏ ﺁﻗﺎﯼ ‪ ،‬ﺣﻀﺮﺕ‬
‫ﺁﻗﺎﯼ ‪ ،‬ﺟﻨﺎﺏ ﻣﺴﺘﻄﺎﺏ ﺣﻀﺮﺕ ﺁﻗﺎﯼ ‪ ،‬ﺍﺳﺘﺎﺩ ﺑﺰﺭﮔﻮﺍﺭ‬
‫ﺟﻨﺎﺏ ﺁﻗﺎﯼ ‪ ،‬ﻣﻘﺎﻡ ﻣﻌﻈﻢ ﺟﻨﺎﺏ ﺁﻗﺎﯼ ‪........‬‬
‫‪ ۵-۶‬ﻣﻌﻨﺎﯼ ﺍﻧﻌﮑﺎﺳﯽ ) ‪ ( reflected meaning‬ﮔﺎﻩ‬
‫ﮐﻠﻤﺎﺕ ﺑﺮ ﺍﺛﺮ ﮐﺎﺭﺑﺮﺩ ﻭ ﺩﺭ ﭘﺮﺗﻮ ﻧﮕﺮﺷﻬﺎ ﻭ ﺑﺎﻭﺭﻫﺎﯼ‬
‫ﺍﺟﺘﻤﺎﻋﯽ ﺣﺎﮐﻢ ﻻﯾﻪ ﺍﯼ ﻧﺎﻣﻄﺒﻮﻉ ﻭ ﯾﺎ ﻣﻄﺒﻮﻉ « ﺩﺭ ﺧﻮﺩ‬
‫ﺟﻤﻊ ﻣﯿﮑﻨﻨﺪ ﮐﻪ ﻣﯽ ﺗﻮﺍﻥ ﺁﻥ ﺭﺍ ﻣﻌﻨﺎﯼ ﺍﻧﻌﮑﺎﺳﯽ ﻧﺎﻣﯿﺪ ‪.‬‬
‫ﻣﺜﻼ ﻛﻠﻤﻪ » ﺗﻮﺍﻟﺖ « ﮐﻪ ﺑﻪ ﺗﺪﺭﯾﺞ ﻻﯾﻪ ﻧﺎﻣﻄﺒﻮﻋﯽ ﺩﺭ‬
‫ﺧﻮﺩ ﺟﻤﻊ ﮐﺮﺩﻩ ﺍﺳﺖ ﻭ ﺍﮐﺜﺮﺍ ﺑﺮﺍﯼ ﺍﺟﺘﻨﺎﺏ ﺍﺯ ﺍﯾﻦ ﻻﯾﻪ‬
‫ﻧﺎﻣﻄﺒﻮﻉ ﮐﻠﻤﺎﺕ ﺍﺳﺖ ﮐﻪ ﺩﺭ ﺯﺑﺎﻥ ﺍﺯ ﺗﺮﻓﻨﺪﯼ ﺑﻪ ﻧﺎﻡ »‬
‫ﺣﺴﻦ ﺗﻌﺒﯿﺮ ‪ ( euphemism ) ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﯽ ﺷﻮﺩ ‪ .‬ﻣﺜﻼ‬
‫ﺩﺭ ﻣﻘﺎﺑﻞ » ﺗﻮﺍﻟﺖ « ‪ » ،‬ﺩﺳﺘﺸﻮﯾﯽ ‪ ،‬ﺑﻪ ﮐﺎﺭ ﮔﺮﻓﺘﻪ ﻣﯽ‬
‫ﺷﻮﺩ ‪ ،‬ﭘﺲ ﺩﻭ ﮐﻠﻤﻪ » ﺗﻮﺍﻟﺖ « ﻭ » ﺩﺳﺘﺸﻮﯾﯽ ‪ ،‬ﺍﺯ ﻧﻈﺮ‬
‫ﻣﻌﻨﺎﯼ ﺍﺭﺟﺎﻋﯽ ﺑﺎ ﻫﻢ ﯾﮑﺴﺎﻥ ﻭﻟﯽ ﺍﺯ ﻧﻈﺮ ﻣﻌﻨﺎﯼ ﺍﻧﻌﮑﺎﺳﯽ‬
‫ﺍﺯ ﻫﻢ ﻣﺘﻔﺎﻭﺕ ﻫﺴﺘﻨﺪ ‪ .‬ﻣﺘﺮﺟﻢ ﺑﺎﯾﺪ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻣﻌﺎﺩﻟﻬﺎﯼ‬
‫ﺗﺮﺟﻤﻪ ﺍﯼ ﺑﺮﺍﯼ ﻋﻨﺎﺻﺮ ﻭﺍﮊﮔﺎﻧﯽ ﺯﺑﺎﻥ ﻣﺒﺪﺃ ﻣﻌﻨﺎﯼ‬
‫ﺍﻧﻌﮑﺎﺳﯽ ﺁﻧﻬﺎ ﺭﺍ ﻧﯿﺰ ﻣﺪﻧﻈﺮ ﻗﺮﺍﺭ ﺑﺪﻫﺪ ﻭ ﺍﺯ ﻣﯿﺰﺍﻥ‬
‫ﻣﻄﺒﻮﻋﯿﺖ ﻣﻔﺎﻫﯿﻢ ﺩﺭ ﺗﻌﺎﺩﻝ ﻭﺍﮊﮔﺎﻧﯽ ﻏﺎﻓﻞ ﻧﺒﺎﺷﺪ ‪.‬‬