An Investigation And Study On Translation Equivalents In Some Elementary And Intermediate Materials Of Teaching Chinese As A Second Language

This dissertation focuses on Chinese-English equivalent translation of translative explanation in the materials of teaching Chinese as a second language. By observing and classifying the translation equivalents in bounded materials of both elementary and intermediate levels, it explores why translation equivalents occur and makes an error analysis induced by translation equivalents. Moreover, it proposes some appropriate strategies on it in order to perfect translative explanation of new words in the materials of teaching Chinese as a second language.Some Chinese words, synonyms or non- synonyms,are translated into the same English word(s). Such phenomenon shows the cross connection and complex nature between the synonym, homoionym, polysemous, and homograph words in Chinese and English. In addition, the translation of the new words doesn't reflect the differences among Chinese words, and overlook the meaning of words in context and grammatical function of English words. Therefore, translation equivalents cause negative transfer of English for those learners who use English as an intermediate language (including English-native speakers and non- English-native speakers.)The whole process of investigation and study includes three parts.First of all,synchronic and diachronic study is the first step of the whole process. This paper selects three series of teaching materials from the 1980s to early this century,which are of elementary or intermediate levels. And all of the equivalent entries are chosen from them.Synchronic study is conducted to make a contrast between elementary materials and intermediate materials in the same period. As a result,it is found that there are more translation equivalents in elementary materials than in intermediate materials.Then it is found based on the statistics of different periods in diachronic study that the trend of change on the rate of translation equivalents is first going up and then down. In addition, by counting all the translation equivalents according to the part of speech, it shows that most equivalents function as verbs.Secondly,by investigateing Chinese teachers through questionnaires and foreign students in form of quizes on translation equivalents, the paper uses SPSS to test the collected data to make further study. Four points are put forwards. First, teachers who lack experience commonly believe that classroom teaching is influenced by translation equivalents. Second, it is in the intermediate level that there is much more negative transfer of equivalent translation. Third, intensive reading courses are rarely influenced by translation equivalents. Last, obvious discrimination is reflected in the test result because of different translative explanations. On the other hand, this paper also classifies translation equivalents based on selected typical erroneous sentences and analyzes errors.Last but not least,the strategies of translative explanation and classroom teaching to eliminate translation equivalents are proposed, which include both the overall and specific principles as well as methods based on the observation and research on the diachronic and synchronic study.