A Study On The English Translation Of The Same Translated Words In The Intermediate Textbook Of Developing Chinese

This phenomenon is often seen in international Chinese teaching: words with similar,different or even unrelated meanings in Chinese are translated into the same English word in the list of new words in textbooks.For example,"enjoy" and "appreciation" is translated into "enjoy","fall" and "fell" corresponds "fall","fire" and "hot" corresponds "popular"...And so on and so forth.The special phenomenon of "multiple words and one translation" in the new word list of Chinese textbooks increases the burden of Chinese learning for foreign students with limited Chinese proficiency,whether in oral or written expression.This paper holds that the phenomenon of syn-translation reflects the complex semantic correspondence and cross relation between Chinese and English,while the new word table in the textbook only pays attention to the same parts of the two languages and does not pay attention to the differences between them.Students whose mother tongue is English habitually learn Chinese new words with the help of English translation words,which often increases the difficulty for students to learn Chinese.This paper investigates and analyzes the problems of co-translation in the intermediate level textbooks of developing Chinese.The purpose of this study is to explore the classification and causes of co-translation words through the investigation and analysis of co-translation words in a series of textbooks,and to understand the influence of co-translation words in teaching and learning and the types of errors through the design of relevant questionnaires for teachers and students.Finally,from the perspective of textbooks,put forward the translation and interpretation countermeasures of co-translation words in textbooks.This paper mainly includes the following three aspects:First of all,the co-translation words in international Chinese textbooks are investigated and analyzed.This paper selects 10 intermediate series textbooks of Developing Chinese as the objects of investigation and makes a closed investigation on them.According to certain screening criteria,all the cotranslatable words that meet the criteria are screened out,and their class type and part of speech are statistically analyzed.Secondly,from the perspective of Chinese teaching and learning,a questionnaire is designed to investigate the phenomenon of cotranslation among teachers and overseas students.Some foreign students were interviewed to understand the problems related to translatability and draw conclusions.There are two findings in this paper: 95% of the teachers believe that syntactic translation will affect Chinese teaching;The intermediate stage is slightly more affected than the early advanced stage;Comprehensive course has the greatest influence among all courses;In the aspect of Chinese learning,co-translation words do bring burden to foreign students’ Chinese learning.After the revision of English paraphrase,the learning accuracy of the same word is significantly improved.In addition,this paper classifies the collected co-translation word materials in detail through questionnaires and corpora,and attempts to explore the reasons for the formation of co-translation words.Finally,on the basis of the first two parts,this paper puts forward the principles and suggestions for the compilation of Chinese textbooks in terms of the translation and interpretation of new words.