영미 아동문학에서의 인유의 번역

Translating allusions for children

This paper aims to observe translation of allusions in English children s literature. In particular, allusions with culture specificity are observed from the perspective of Relevance Theory. The target readers are children aged 8-12. Based on Relevance Theory, this study draws upon the notion of processing cost vs. contextual effect for the translation strategies of allusions. Existing studies on translation of children s literature show mixed views on how culture specificity is to be dealt with. Allusions in five English children s books were observed, and then classified as either literal translation, explanation of ST references, or TT-orientation. The result revealed that majority of allusions were translated by retaining the ST references with explanations inserted within the text. While the corpus need to be enlarged for a more general view, the result supports the assumption that ST culture specificity is not substituted by TT expressions so as to reduce strangeness and foreignness, but rather introduced to the young readers.