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翻译策略在对外汉语熟语教学中的功用


全文字数:12000字左右  原创时间:<=2022年

【内容摘要】

翻译策略在对外汉语熟语教学中的功用

对外汉语教学涉及两种不同语言文化的交流与学习,翻译在教学中起着必不可少的作用。由于语言文化的差异,翻译中会出现很多困境,产生许多不对等的情况,以至于在理解文本的过程中造成许多偏误。在对外汉语教学过程中,汉语熟语以其独特的文化内涵,唤起了留学生的浓厚兴趣,但与此同时,也给学习者带来了巨大的困境,不管在语义理解上还是句法,语用方面,往往会造成各种偏误。异化和归化这两种翻译策略主要运用于文学翻译,而对外汉语熟语教学与文学翻译有一定的共性,都是两种语言文化的交流和沟通。本文首先分析汉英熟语异同,以期发现学生出现偏误的根源,接着分析学生在熟语学习中出现的各种偏误,最后把翻译策略引入汉语熟语教学,探索异化策略和归化策略在解决语义,句法及语用方面的偏误所起的不同作用。发现两种截然不同的翻译策略各有所长,在不同的情况下可以互相补充使用,从而更好地服务于对外汉语熟语教学,减少学生在语义,句法,语用方面的偏误,达到语言文化交流与沟通的目的。

关键词:对外汉语;熟语教学;翻译策略;偏误分析
Reflection on Translation Strategies of Teaching Idioms in TCFL

Abstract: Teaching Chinese as a Foreign Language is a process between different cultures and different languages, during which translation plays an essential role. However, there are various non-equivalences while translating and thus misunderstandings occur because of the cultural and language diversity. The Chinese idioms, one important part of the Chinese culture, are attracted by the Chinese learners deeply for its unique cultural connotation in TCFL. While the cultural elements inside the idioms are sometimes misunderstood by the Chinese learners, so various errors emerge like semantic, syntactic and pragmatic errors. On the other hand, foreignization and domestication are two means of translation strategies and are mostly applied in the literary translation. There are some common characteristics between TCFL and literary translation--- language and cultural exchange. Therefore, the two translation strategies can be used in TCFL to help eliminate cultural misunderstandings. At the beginning of this paper, the similarities and dissimilarities of Chinese and English idioms are emphasized in order to find out the cause of the errors. Then, the case studies on error analysis are illustrated. The last part of this paper is trying to apply the translation strategies to TCFL and explore different functions in dealing with the semantic, syntactic and pragmatic errors. The paper aims to indicate that the combination of foreignization and domestication can better serve the idioms teaching, and reduce the possibility of semantic, syntactic and pragmatic errors for Chinese learners, so that a better language and cultural communication can be finally achieved.

Keywords: teaching Chinese as a foreign language; idioms teaching; translation strategies; error analysis

 

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