A Study Of Chinglish In Senior High School Translation Teaching

In senior English teaching, especially in the teaching of translation, there are a lot ofproblems and phenomena worth considering. When high school students are using translationskills, they tend to have a lot of Chinglish because the Chinese mode of thinking has beenformed in mind for a long time. For example, in the translation of words, Chinese charactershave no morphological changes, which will be ignored by students when they are translating.In the translation of sentences, an ignorance of sense groups will lead to a lack of connectionmeans in combining sentences. In the translation of paragraphs, Chinese mode of thinkingalso leads to fracture phenomena in translation. By using a lot of examples related to theabove three levels of translation between words, sentences and paragraphs, the paper furtherdiscusses the reasons for Chinglish and puts forward the very strategy in senior Englishteaching of translation, i.e. the inventory method of laddered translation between English andChinese, it is one of the applications of the theory of contrastive analysis.The contrastive method of translation between Chinese and English, rooting from thetheory of contrastive analysis between Chinese and English, was first put forward in1947byCharles Fries, an American linguist. And in1957, it was put into practice by Robert Lado,another American linguist who wrote a book called Linguistics across Culture. In China,researches of contrastive translation between Chinese and English began in1898, and it hasbeen an independently specialized subject till now. Based on psychological transfer theoryand a comparison of two different language systems, the method tries to find out thedifferences and the similarities between the two and explain the phenomena of mutualinterference between the two languages. In micro terms, the contrastive method of translationbetween English and Chinese offers an important basis for selection of senior English materials and the improvement of senior English teaching of translation. In macro terms, italso provides help for those language learners and helps them express ideas in English so as topromote the realization of inter-cultural communication.The inventory method of laddered translation between English and Chinese paysattention to the problems of the translation between words, sentences and paragraphs, puttingforward some preliminary methods to deal with them respectively. Thus it is also called theinventory method of three-step translation between English and Chinese.An experiment was carried out on applying contrastive method of laddered translationbetween Chinese and English to senior English teaching of translation in class four and classsix grade two in No.10Middle School of Kaifeng in September,2013. At the beginning of theexperiment, the students were asked to have a pretest of translation of words, sentences andparagraphs, and then, some translation drills of words, sentences and paragraphs were givento the students. During the experiment, after the students finished their translations, theteacher provided them with some appropriate versions. At the end of the term, the studentsonce again were asked to have a post-test of translation of words, sentences and paragraphs inorder to verify whether the method is more effective or not, the writer compared the scoresbetween his experimental class and controlled class in the final-examination. All the statisticsand results showed the significant advantages of the method. At the same time, it will alsomake us more aware that the application of this method to senior English teaching oftranslation will be feasible as well as effective.