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Analysis On English Translation Of Chinese Idioms In The TCSL Textbooks And Techniques

Posted on:2017-02-07Degree:MasterType:Thesis
Country:ChinaCandidate:R X DiFull Text:PDF
GTID:2335330482985452Subject:Chinese international education
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Vocabulary teaching is a main phase of Chinese teaching for foreigners, during which highlights the culture enriched, unique linguistic features of Chinese idioms (pronounced as chengyu, written as ??). As a stereotyped expression shaped along with history, Chinese idioms are set by fixed linguistic structure and specific culture orientation. Obviously, it would be a senior course for Chinese learners and a challenge for teachers as well. The vocabulary learning starts from word lists in appendices. Unnecessary misunderstanding or deviation caused by flawed English translation or interpretation could certainly burdens the teaching process. Given the previous discussion, this thesis, on the ground of investigation and analysis of five mainstream foreign student oriented Chinese textbooks and their Chinese idioms translation, categorizes translation srategies applied, employs Eugene Nida's functional equivalence theory to propose a learning aid oriented translation strategy, in the best hope of being assistant to Chinese idioms teaching.To universalize this study, target subjects are chosen from authoritative published textbooks, but not limited to general category. They are New Practical Chinese Reader Textbook(???????),Boya Chinese(??????),Hanyu Jiaocheng(??????),Hanyu Tingling Jiaocheng(????????),Hanyu Kouyu Jiaocheng(????????),Hanyu Yuedu Jiaocheng(????????),Qiaoliang Shiyong Hanyu Zhongji Jiaocheng(????????????,practical bridge construction Chinese course Vantage), Development Chinese Speaking Vantage(?????·?????),Development Chinese Reading Vantage(?????·?????)?The author analyzed English translation for Chinese idioms in five textbooks and found three main problems. The first is translation inaccuracy that consists of image vacuum, linguistic deviation between English and Chinese, as well as spelling mistakes. The second is metaphoric meaning deficiency. The last is sub-textual meaning deficiency. Under the guidance of Nida's functional equivalence theory, the author believes that English translation shall be subjected itself to the purpose of explaining Chinese idioms to those who are presumed to be unfamiliar with its linguistic and semantic meaning, and therefore, be chosen one or more translation versions. Translation is, as iterated, a learning aid with possibly the most information provided to complete the surfaced-center learning process. In order to achieve this purpose, it is a reasonable approach to select corresponding translation strategy based on the categorization of Chinese idioms. First of all, set translation is suitable for phrases in English that could be matched in textual and sub-textual meanings as for those in Chinese. Set translation holds merits both in formal equivalence and functional equivalence. Secondly, direct translation is preferred for those idioms sharing the same linguistic structures and metaphorical forms to preserve the original expression, as is the case where both languages have the same morpheme meaning when simple overlaying can reveal the meanings. Thirdly, for those specific idioms with additional non-superficial sub-textual connotations, a combinati on of direct and free translation will communicate the vivid images as well as the content behind language. Last but not the least, free translation serves better to show its meaning for cases when the opposite morphemes overlaying fail to show the integral meaning as the relationship between the signified is defined by usage.
Keywords/Search Tags:Chinese teaching for foreigners, idiom, English translation
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