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

This paper examines translation equivalents in some elementary and intermediatematerials of teaching Chinese as a second language. We select three reading textbooksin the same translation of the word inspect, and classify, explore its causes, in order toimprove the words’ translation in the reading textbooks.By Investigation and analysis of materials, some Chinese words have beentranslated into the same English word in the translation, they have plenty of synonymsor near-synonyms relationship, however, they does not exist significant correlation. Thisphenomenon is fully reflected in the corresponding relationship between Chinese andEnglish words. The translators don’t get enough attention to the translation of readingtextbooks for this complex corresponds, they only see the same side between theChinese and English words, while ignoring their different places, which caused negativeimpact for some students who learn Chinese.There are five chapters in this paper, which divides into three parts. The first part isthe statistical analysis of the reading textbooks in the same translation of the word. Inthis paper, three elementary and intermediate materials from the1980s to the early21stcentury table with the translation of the word to inspect, identify the same translation ofthe word, and then from the relationship between parts of speech, semantic,morphological and voice five levels classification analysis, with the translation of wordsfrom the subjective and objective aspects of its causes.The second part of this article from the students using the bias point of view onthe same translation word proceed through the analysis of the collected corpus,classification bias, and select the more representative examples were analyzed.Investigation into materials with the translation of words, combined with the students inactual use or may occur with the translation of the word bias, we will be divided intofour categories: meaning confusion, misuse of parts of speech mismatches and usagedifferent translation of foreign language reading textbooks in the future release to help.The last part, we advocate the use of the word meaning specific example of clear strategies to address the bias with the translation of words; in the teachers’ teaching, wepropose the use of context, the use of collocation methods such as with the translationof the words teaching to enable students to more clearly understand the differencebetween the same translation of the word, to promote accurate information and the useof Chinese words.