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文化探索52摘要：英语教学以培养学生听、说、读、写、译五大能力为主要目标，其中为提高翻译能力学生需在翻译实践中反复推敲、改进译文，以增进翻译能力，避免出现误译。
本文以《英汉对比研究》第二章《刚性与柔性》为例，探讨误译问题，并提出相应改进建议，希望对英汉互译实践有所启示。
关键词：英汉互译；误译；建议引言翻译实践不仅需要译者有良好的语言功底，掌握双语风俗习惯和文化知识，而且需要译者反复推敲改进译文，因此英汉互译过程中指导学生勤思考，多提问，常反思，对提高翻译能力大有裨益。
《英汉对比研究》一书详细分析了英汉语言文化和中西思维方式，以此书第二章《刚性与柔性》为研究文本，指导学生指出存在误译的语句，并提出更符合现代英汉语言表达习惯的改进建议，希望对翻译实践有所助益。
一、翻译中误译现象双语转换即把一种语言的文本译成另外一种语言的文本，原文信息或多或少会损失或丧失，需要一种适当的形式进行补偿，若把补偿本身也认为是误译，是对翻译的偏见。
本文排除这种偏见，将以下几点归纳为误译问题：词语或词组选择、语法使用、语义分析、双语表达习惯等出现偏差。
二、误译及改进建议例1：All of the arrows didn’t hit the target.1.原译：所有的箭都没有射中靶子。
（全部否定）2.改译：不是所有的箭都射中靶子。
（部分否定）3.原因：all…not, not all, not...all从语法角度分析属部分否定，原句翻译出现语法失误。
例2：Tradition has it that island-city was founded in A.D. 451 when a coast-dwelling people called the Venetti fled across the lagoon before advancing Hun barbarians.原译：传说这座岛城是公元451年建立的。
那时候，野蛮的匈奴人步步逼近，居住在沿岸的那些被称为威尼替的民族，在匈奴人来到之前就逃过了环礁湖。
英语教学中如何提高学生的英汉互译能力作者：方珍来源：《青年文学家》2013年第21期摘要：在大学的英语教学中，学生英汉互译能力的提高不仅是大学英语新课程改革的量化要求，同时也是大学英语教学改革任务的重要组成部分之一。
因此在大学的英语教学中，重视对于学生英汉互译能力的培养，不仅是提高英语教学质量的必要措施，同时也是提高学生英语综合素质以满足市场需求的重要举措。
本文着重就英语教学中如何提高学生的英汉互译能力给出相关的建议，以供参考。
关键词：英语教学；英汉互译能力；提高；建议[中图分类号]：G633.41 [文献标识码]：A[文章编号]：1002-2139（2013）-21-0-01新课程教学改革的不断推进，对于学生在学习英语过程的互译能力的重视也在不断地增加，我们可以看到，大学英语的课程教学改革要求中对英语方面的应用能力提出了量化的标准，与此同时，在大学英语四六级考试中，也加入了翻译的题目。
英语的翻译教学主要包括两部分，分别是英译汉和汉译英。
那么在具体的英语教学中，究竟从哪些方面对学生的翻译能力进行提高呢？一、培养学生英译汉能力的具体措施（一）强化学生的英语基本功英语基本功的学习，一般包括对于英语单词词汇以及语法结构的掌握。
词汇的学习实际上是没有过多的技巧可言的，对词汇的记忆虽然有一些方法可以利用，但是还是需要长时间的积累过程来进行完成。
接下来所要讲解的基本功强化则侧重于对于学生句式结构上的强化教学。
在大学英语的学习过程中，提高学生的翻译能力，必不可少的是学生对于英语句式结构的牢固掌握。
因为只有当学生对英语结构句式进行掌握，才能对于英语进行思维的良好表达。
中文作为我们的母语，在句式上和英语有着较大的差异，学生对于英语句式的熟悉正是为英语能力的提高奠定一个表达的基础。
结合具体的英语教学内容来看，英语主要有五种句式结构，主系表、主谓结构、主谓宾结构、主谓双宾结构以及复合宾结构五大类。
教师在强化学生基本功的过程中应让学生牢牢掌握这五种句式结构，如数学科目的公式一般，所有的英语表达基本上都可以囊括进这五种句式结构里，万变不离其宗。
近20年来，我国英语学习呈低龄化发展趋势，学习者常常受英语句式、词汇、逻辑的影响，使用英式汉语句型，影响汉语表达。
英式汉语现象在英译汉译文中尤为普遍。
一、理论基础1.英式汉语。
“所谓英式汉语，是中国英语学习者受第二语言英语的影响，将英语的语法规则与习惯硬套入汉语之中，从而产生的不合汉语表达规范或习惯的畸形汉语。
”[1]“英式汉语的使用者既包括中国的英语学习者和使用者，还包扩第一语言是英语的汉语学习者和使用者。
他们把英语的语音语调、句法规则套用到汉语中，形成了一种带有英语特色的汉语—英式汉语”。
[2]2.英汉语序差异。
英汉句子的主要成分主语、谓语、宾语、表语的语序基本相同。
英语倒装现象普遍；汉语的定语一般在被修饰语之前，英语定语位置比较灵活，借助形态变化和连词可以位于被修饰语的前面或后面，可以远离被修饰语；汉语的时间顺序和逻辑关系常常按照由先到后、由因到果、由假设到推论、由事实到推论、由事实到结论这样的次序排列，英文顺序常常与之不同。
[3]二、翻译测试1.测试对象。
以西北工业大学明德学院29名翻译专业大二学生的翻译测试译文为研究对象，翻译专业学生与英语专业学生基础阶段课程设置基本一致，29名学生可以代表英语和翻译专业基础阶段学生的翻译水平。
2.测试目的。
主要目的在于通过对学生译文中的英式汉语现象进行分析，发现学生较易出现的英式汉语句型结构，强化英汉两种语言的差异意识，提出解决方案，提升学生译文质量。
3.测试过程。
该项研究从2017年2月底开始至6月底结束，对学生进行了10次测试。
测试由易到难，翻译材料来自于全国翻译资格证考试三级笔译试题以及部分翻译类课程教材，内容涉及翻译方法、策略、翻译习惯等。
三、案例分析及发现的问题1.案例分析。
由浅到深，我们选择了4个案例。
案例1：It is a healthy choice both for us and for our planet.译文1：这是一个很健康的选择在我们和我们所居住的星球。
中国大学生中汉译英“Chinglish”现象的成因与对策根据中国大学生在英语翻译中出现的“Chinglish”（中国式英语）现象，本文在对中式英语频繁出现在学生练习中的现象进行批判性分析的基础上，将对比汉英两种语言的区别、分析中西方文化差异以及改善英语学习环境，并制定出加强语言基本功训练及提高英语思维方式等教学应对策略。
标签：大学生；汉译英；中式英语引言现在翻译能力正处于一个越来越被忽视的地位，通常，非英语专业中普遍出现不会开设翻译课程，只在英语精读课程上下功夫有所涉及，因而造成学生的翻译能力相对低下的局面。
对翻译过程中出现“Chinglish” 的现象，学者们做出深入研究。
从李文中在《中国英语和中国式英语》一文中的表述可以看出，现在对于表现层次的研究普遍集中在语音、词汇、句法和语篇。
张喜丰从语言负迁移的角度对中式英语的表现形式做了一定的论述，表明了中式英语产生的客观性，并且提出了相应的解决策略。
鲁晓霞则从认知的角度对大学生写作中产生的中式英语的具体表现形式做了阐释。
而目前对于形成原因的探究主要依据“中介语”、“对比分析”、“错误分析”以及“语言迁移”等理论，颜研[1][2]等人则利用皮亚杰的认识发生论理论对中式英语成因的解释做了有益的阐释。
一、成因分析综合前人的研究成果和分析现今大学生在对英语学习中所面临出现的问题和困难，本文拟从汉语对英语学习的影响；地道英语的掌握程度；中西文化的差异等三方面加以论述。
（一）汉语对英语学习的影响汉语对于英语学习过程的干扰应该来说是不可避免的，是学习者所面临的一种客观因素。
中式英语的产生具有其必然性，因此我们必须想办法来克服它，从而早日掌握地道的英语表达[3]。
例1：这里的房子将拆掉建地铁车站。
误译：The houses here will be pulled down to build a subway station.正译：The houses here will be pulled down to make place for a subway station.汉语属意合型语言，“拆掉房子建地铁车站”的说法事理逻辑关系清楚。
2452019年06期总第446期ENGLISH ON CAMPUS英汉翻译中“英式中文”现象及对策研究文/唐辉艳 徐本川【摘要】早在1987年，余光中先生目光如炬，警醒国人“目前中文的一大危机，是西化。
”如今30年过去了，文章中提到的“英文没有学好，中文却学坏了，或者可说，带坏了”这种情况不但不见好转，反有愈演愈烈之势。
本文拟从英汉语言对比角度出发，通过分析学生译文中的“英式中文”现象，试着提出一些在教学中具有可行性和可操作性的解决办法。
【关键词】英汉翻译；“英式中文”现象；对策【作者简介】唐辉艳(1976.09-)，女，汉族，四川绵阳人，西南科技大学城市学院，学士，讲师，研究方向：英语教学，英汉翻译；徐本川(1985.10-)，女，汉族，重庆人，西南科技大学城市学院，硕士研究生，讲师，研究方向：语用学。
【基金项目】本文为西南科技大学城市学院科研项目“英汉翻译中‘英式中文’现象及对策研究”(批准号2019XJXM14)的相关成果。
速到达和特别仔细的检查才有了病人的快速恢复。
”对比一下书上的参考翻译：“医生迅速到达，且非常仔细地检查了病人，因此病人很快就康复了。
”该例句比较经典地展现了“英语倾向于用多名词，因而叙述静态(static)，而汉语倾向于多用动词，因而叙述呈动态(dynamic)。
”(2010：133)如若学生对英汉语此间差异了如指掌，必定少有人会写出之前的两种套英语句式而来的译文。
此种思维不改，若遇上英语中的长句翻译，就难免出现肺活量句(周斌：2018)。
比如下面这句，源文本如下：The recruitment of Chineselabor was not universally accepted in the racially conscious 19th century America and some white workers were unsettled by their appearance in large numbers.学生会写出这样的译文：“中国劳工的招募在种族意识十分强烈的19世纪的美国并不被普遍接受且白人工人对他们的大量出现感到不安。
高中翻译教学方法总结总结有效的英汉互译技巧和实践经验高中翻译教学方法总结在高中翻译教学中，有效的英汉互译技巧和实践经验对于学生的语言能力提升至关重要。
本文将总结一些在高中英语翻译教学中行之有效的方法和技巧，帮助教师更好地指导学生提高翻译水平。
一、培养基本的语言运用能力在进行英汉互译的教学中，首先要培养学生的基本语言运用能力。
学生需要掌握词汇量、词汇搭配、句型结构等基本语言知识。
只有具备了这些基础，学生才能理解原文、准确表达意思，并进行有效的翻译。
二、注重语言背景的学习语言的翻译离不开其所处的语言背景。
教师应引导学生学习英语和汉语的文化背景知识，包括语言习惯、表达方式、思维方式等。
这样，在翻译过程中，学生能更好地理解并转换句子的意思。
三、注重句子结构的分析和转换句子结构是翻译中的重点和难点，教师应引导学生学习句子的结构和语法规则。
通过解析英语句子的主谓宾结构、从句结构等，学生能更好地理解并转换句子的结构。
同时，学生还需学会将复杂句子分解成简单的语言成分，再进行翻译。
四、注重词义辨析和上下文理解词义的准确把握对于翻译非常重要。
教师应帮助学生学习如何辨析英汉词义，并且在句子的语境中理解词语的真正意思。
通过学习上下文的线索和语境信息，学生能更准确地理解句子的意思，进而进行准确的翻译。
五、注重积累翻译经验和仔细思考翻译是一个动脑活动，需要学生不断积累经验，并且仔细思考问题。
教师可通过给学生提供一些常见的翻译实例让他们进行练习，培养学生的观察力和思考问题的能力。
同时，学生在进行翻译时也要多思考，多思考不同表达方式的差异，以及翻译的准确度和流畅度。
六、注重互动与实践高中英语翻译教学应注重互动与实践，教师可以设计一些小组讨论、角色扮演等活动，让学生实际运用所学的翻译技巧进行交流和实践。
这样做能够帮助学生巩固所学知识，并且培养其实际运用的能力。
在高中翻译教学中，有效的英汉互译技巧和实践经验对于学生的语言能力提升至关重要。
小学英文作文中出现中文式英语的改进措施全文共3篇示例，供读者参考篇1Title: Improving the Use of English in Primary School English Compositions to Eliminate Chinese-style EnglishIntroduction:In recent years, there has been a concerning trend of Chinese-style English appearing in primary school English compositions. This phenomenon is detrimental to students' language development and ability to communicate effectively in English. In this article, we will discuss the impact of Chinese-style English on students' language skills and propose several measures to improve the use of English in primary school compositions.Impact of Chinese-style English on Language Skills:Chinese-style English refers to English expressions that directly translate Chinese phrases or sentences, resulting in awkward and incorrect usage of English. This can lead to confusion and misunderstanding among readers, making it difficult for students to effectively convey their ideas.Additionally, it hinders students' ability to think in English and limits their proficiency in the language.Measures to Improve English Compositions:1. Encourage Reading English Books: Reading English books can expose students to correct English expressions and sentence structures, helping them develop a better understanding of the language. Teachers can introduce age-appropriate English books to students and incorporate reading activities into the curriculum.2. Practice Writing in English: Providing students with regular opportunities to practice writing in English can help them improve their language skills. Teachers can assign writing tasks that require students to express their thoughts and ideas in English, providing feedback and guidance to help them improve their writing skills.3. Correcting Common Errors: Teachers should actively correct common errors in students' compositions, such as using Chinese idioms or expressions in English. By highlighting these mistakes and explaining the correct usage of English, students can learn to avoid Chinese-style English and improve their language accuracy.4. Engaging in English Speaking Activities: Encouraging students to participate in English speaking activities can help them become more comfortable using the language. Teachers can organize group discussions, debates, or presentations in English to provide students with opportunities to practice speaking and listening skills.5. Providing Language Support: For students who struggle with English language proficiency, schools can offer additional language support through remedial classes or tutoring sessions. By providing personalized support, students can improve their English skills and overcome challenges in writing compositions.Conclusion:In conclusion, eliminating Chinese-style English from primary school compositions is essential for students to develop strong language skills and effectively communicate in English. By implementing the measures discussed above, schools can help students improve their English proficiency and avoid common errors in their writing. With proper guidance and support, students can enhance their language abilities and excel in their English compositions.篇2Improving Chinese-style English in Elementary School English CompositionsIn recent years, there has been a growing concern about the appearance of Chinese-style English in elementary school compositions. While it is natural for young learners to make mistakes when acquiring a new language, it is important to address and correct these errors in order to help students develop a more proficient command of English. In this article, we will explore some strategies to improve Chinese-style English in elementary school compositions.One of the key issues with Chinese-style English in elementary school compositions is the literal translation of Chinese idioms or phrases into English. For example, students often use expressions like “turn off the fire” instead of “turn off the sto ve” or “black horse” instead of “dark horse.” To address this problem, teachers can provide students with a list of common Chinese expressions and their English equivalents. By encouraging students to use these English expressions in their compositions, they can develop a more natural and fluent writing style.Another common mistake in elementary school compositions is the improper use of English grammar and syntax.Students often rely on Chinese sentence structures and word order when writing in English, leading to awkward or confusing sentences. To help students improve their grammar and syntax, teachers can provide them with exercises and activities that focus on sentence structure, verb tense, and subject-verb agreement. By practicing these skills, students can learn to write more clearly and cohesively in English.Vocabulary choice is another area where Chinese-style English can be improved in elementary school compositions. Students may use Chinese words or expressions that do not have direct equivalents in English, leading to confusion or misunderstanding. To expand students’ English vocabulary, teachers can introduce them to synonyms, antonyms, and idiomatic expressions that are commonly used in English. Encouraging students to use a variety of vocabulary words in their compositions can help them communicate more effectively and express themselves more accurately in English.In addition to addressing specific language errors, teachers can also help students improve their overall writing skills by providing feedback and guidance on their compositions. By offering constructive criticism and suggestions for improvement, teachers can help students identify their strengths andweaknesses as writers. They can also encourage students to revise and edit their compositions to enhance clarity, coherence, and organization. By promoting a culture of revision and reflection, teachers can help students develop their writing skills and become more confident and proficient English writers.In conclusion, improving Chinese-style English in elementary school compositions requires a multi-faceted approach that focuses on language accuracy, grammar and syntax, vocabulary choice, and overall writing skills. By implementing strategies such as providing language input, practicing grammar and syntax, expanding vocabulary, and offering feedback and guidance, teachers can help students develop a more natural and fluent writing style in English. With the right support and guidance, students can overcome the challenges of learning a new language and become more proficient and confident English writers.篇3Title: Improving Chinese-style English in Elementary School English CompositionsIntroductionIn recent years, there has been a growing concern about the prevalence of Chinese-style English in elementary school English compositions. Chinese-style English refers to English sentences that are directly translated from Chinese, resulting in awkward phrasing, incorrect grammar, and poor coherence. This phenomenon not only hinders students' language proficiency but also undermines their ability to communicate effectively in English. In this article, we will discuss some strategies to address and improve Chinese-style English in elementary school compositions.Enhancing English Language InputOne of the key reasons for the prevalence of Chinese-style English in elementary school compositions is the lack of exposure to authentic English language input. To address this issue, teachers should provide students with ample opportunities to engage with authentic English texts, such as stories, poems, and articles. By exposing students to a wide range of English language input, they can develop a better understanding of English grammar, vocabulary, and sentence structures.Encouraging Meaningful CommunicationAnother factor contributing to Chinese-style English in elementary school compositions is the focus on rote memorization and mechanical learning. To foster meaningful communication in English, teachers should encourage students to express their thoughts and ideas in their own words. Instead of relying on fixed sentence patterns and phrases, students should be encouraged to use their creativity and critical thinking skills to convey their ideas effectively.Providing Feedback and CorrectionFeedback and correction are essential components of improving students' English writing skills. Teachers should provide timely and constructive feedback on students' compositions, highlighting areas for improvement and offering suggestions for enhancing their writing. By addressing errors in grammar, vocabulary, and sentence structure, students can gradually improve their English language proficiency and reduce the use of Chinese-style English in their compositions.Fostering a Language-rich EnvironmentCreating a language-rich environment is crucial for enhancing students' English language proficiency. Schools should encourage the use of English in various contexts, such as classroom activities, group discussions, and project work. Byimmersing students in an English-speaking environment, they can develop their language skills naturally and confidently express themselves in English.Promoting Cultural UnderstandingUnderstanding the cultural context of the English language is essential for effective communication. Schools should incorporate cultural elements into their English curriculum, such as discussing English-speaking countries, traditions, and customs. By promoting cultural understanding, students can develop a deeper appreciation for the English language and communicate more effectively with native English speakers.ConclusionImproving Chinese-style English in elementary school compositions requires a multi-faceted approach that addresses the root causes of the issue. By enhancing English language input, encouraging meaningful communication, providing feedback and correction, fostering a language-rich environment, and promoting cultural understanding, schools can help students develop their English language skills effectively. With these strategies in place, students can overcome the challenges of Chinese-style English and communicate confidently and fluently in English.。
汉英翻译中的语用失误与矫正方法在国际交流和商业合作中，汉英翻译是必不可少的。
然而，由于两种语言和文化的差异，翻译过程中难免出现语用失误。
本文旨在介绍汉英翻译中常见的语用失误和矫正方法，希望能够提高翻译质量和双方沟通效果。
一、语用失误的种类1. 词汇选择不当在词汇选择上，会受到语言和文化习惯的影响。
特别是一些习惯用语或俗语，可能并不在对方的文化中存在，或者其意思与中文有所差别，导致不恰当的词汇选择。
例如，“老师”在中文中是对教师的尊称，但在英文中是专指大学教授，翻译时要根据具体情况进行选择。
2. 句式结构不当句式结构也是导致语用失误的常见原因之一。
中英两种语言的句式结构不同，在进行翻译时需要加以考虑。
例如，在中文中，经常会使用倒装结构，但在英文中则不常见，如果不熟悉英文的句式结构，就容易出现翻译错误。
3. 礼貌用语不当中英两种语言的礼貌用语也存在很大的差异。
在面对不同场合时，需要使用不同的礼貌用语表达。
例如，在中文中，使用尊称来表示对长辈或上级的尊重，但在英文中，则可能更注重使用谦虚和礼貌用语来表达尊重。
4. 文化差异引起的误解由于中英两种语言和文化的差异，可能导致存在不同的表达方式和语言习惯。
这样的差异可能导致翻译错误或者误解。
例如，“知音”是一种中文文化习惯，表示找到了志同道合的好朋友，但英文并没有这样的对应表达。
二、矫正方法1. 只做原意翻译是不够的在进行汉英翻译时，仅仅将原意翻译过来是不够的。
应该根据目标语言的语境和文化背景，选择恰当的词汇和句式，使得翻译结果流畅、自然而不失原义。
2. 注重语言的文化差异在跨文化交流中，注重语言的文化差异是至关重要的。
在翻译时，需要知道两种语言的习惯用语和礼貌用语的差异，并在相应的场合使用合适的表达方式。
3. 使用适当的语境和例子为了使汉英翻译更具有可行性和普适性，建议采用适当的语境和例子加以说明。
通过一些具体的例子可以更加清晰地表达翻译的意思，并且帮助读者更好地理解和接受。
高中生写作中的汉式英语及其原因分析和对策摘要：随着教育部《英语新课程标准》的出台，我们可以看出新课标对中学生的写作能力提出了更高的要求。
英语写作主要是考察学生综合运用英语语言的能力，涉及到学生的词汇量，正确运用单词造句的能力，对所学语法熟练运用的能力以及能否按照英语习惯正确表达的能力。
可是在学生的写作过程中,我们常常可以看到一些生涩或是不通顺的英语,但这些英语把它们直接从字面意思按顺序翻译下来是通顺流畅的汉语, 这就是我们常常说的Chinglish ,即汉式英语。
汉式英语降低了语言表达的质量，很大程度上影响了学生的英语成绩。
本文将探讨该现象的主要表现形式及其产生原因以及如何避免产生这种现象，旨在帮助学生写出地道的英语。
关键词：英语写作；汉式英语；地道英语；错误分析；对策一、汉式英语的主要表现形式在学生的英语写作中出现的汉式英语有各种各样的表现形式。
通过对学生习作为样本,对其中出现的汉式英语经过分析和总结后，发现在词汇层面、惯用短语层面、句子层面和语篇层面都有不同程度的汉式英语出现。
（一）词汇层面的汉式英语词汇层面的汉式英语主要是指不能正确地选用词。
由于学生掌握的英语词汇有限，在其写作过程中会无意识地套用母语的思维方式和语言规则，然后再译成英语。
因此，在找不到合适的对应词的情况下，往往凭借自己已有的汉语和英语构词感觉造词，写作中也就出现了大量的汉式英语。
来看看一些例子：汉语错误表达正确表达大红 big red bright red增强经济 strengthen the economy boost the economy眼红妒忌的 red-eyed green-eyed一贫如洗 as poor as washing as poor as a church mouse笨得像猪 as stupid as a pig as stupid as a donkey 再来看几个简单的句子：汉语：你愿意参加我们的晚会吗?错误表达：Would you like to join our party on Friday?正确表达：Would you like to come to our party on Friday night?汉语：请背下这些单词。
汉英翻译中的中式英语现象分析及对策海口经济学院外国语学院【摘要】作为推动国际交流的重要方式，翻译有效地推进了国际间政治、经济和文化的交流。
但由于中西方思维模式的不同和语言环境的差异，在实际汉英翻译过程中，若没有成功地进行思维模式的转换，就会出现中式英语现象。
本文分析了中式英语产生的原因，并通过大量例子指出中式英语的特点并提出了相关解决策略。
【关键词】中式英语产生原因对策一、中式英语及其成因分析1.中式英语的定义。
美国职业翻译琼?平卡姆女士（Joan Pinkham）在其著作《中式英语之鉴》对中式英语下了一个比较全面的定义，认为中式英语就是一种畸形的、混合的、既非英语又非中文的语言文字，也可称其为“具有中文特色的英语”。
一些国内的学者也对中式英语发表了自己的看法。
李文中教授（1993）认为中式英语是一种畸形语言现象，将随着英语的普及和中国英语使用者的自我审视而逐步减少或消亡。
汪榕培教授（1991）认为中式英语是中国人使用的英语，以标准英语为核心，具有中国特色的英语。
总的来说，中式英语是中国人在学习英语过程中，由于受到思维模式、文化背景的影响，将中文的语法规则和表达习惯应用到英语中而产生的畸形英语，是不可避免的语言现象。
2.中式英语形成的原因。
（1）母语的负迁移。
语言的迁移现象，是指语言的使用者将其母语的语言规则应用在第二语言当中。
如果母语的语法规则和表达方式符合目的语的表达习惯，就会产生正迁移。
但是如果学习者盲目地将母语的语法规范应用在目的语中，就会出现语言错误，我们将其称为负迁移。
语言之间的差别越大，负迁移发生的概率就越高。
在中英翻译过程中，如果译者缺乏较好的英语水平，就会将中文的语法规范应用到英语当中，就会导致中式英语。
（2）不同的文化背景。
由于各个国家历史、宗教和地理环境的差异，造就了不同的文化背景。
而翻译就是为了传播文化，这也必然在另一种文化中引起文化差异和思想的碰撞。
因此，这也是翻译的难点所在。
英语学习中的常见翻译误区及其纠正方法Introduction:英语作为一门全球通用语言，在我们日常生活和职场中扮演着重要的角色。
然而，由于语言差异和翻译误区的存在，学习者往往会遇到一些常见的翻译错误。
本文将探讨一些常见的翻译误区，并提供纠正方法，帮助英语学习者更好地理解和运用英语。
1. 直译误区直译是指一种过于字面化的翻译方式，忽视了语言背后的文化内涵。
这种错误常见于英语学习者将母语中的词或句翻译成英语时。
- Example: "我饿了" 直译为 "I am hungry."Correction: "I am hungry" 是正确的表达。
直译 "我饿了" 在英语中不通用，应该使用英语中表达"饿了"的方式。
2. 词义误区有些英文单词有多个含义，学习者往往会将其译成与文意不符的词汇。
- Example: "实际" 译为 "actual"Correction: "实际" 应该译为 "practical"，而 "actual" 的意思是 "真实的"。
3. 语法误区英文语法和中文语法有很大的区别，学习者很容易在翻译时犯下语法错误。
- Example: "我有一个书" 译为 "I have a book."Correction: "我有一个书" 应该译为 "I have a book." 书的英文是"book" 而不是 "a book"。
因为英文中 "书" 是不可数名词。
4. 固定搭配误区英文中有大量的固定搭配，学习者如果不熟悉这些搭配，很容易产生翻译错误。
学生xx中常出现的问题及对策一翻译部分主要存在以下问题：1.受中文影响，翻译时通常按中文的思维和语序来表达，因此往往只是把中文的意思表达出来，而没有按英语的习惯表达；2.时态意识比较淡薄，没有将不同时间发生的动作用不同的时态表达出来，比较突出的问题就是误用时态；3.忽视一些细节性的错误，如冠词的使用以及某些短语中的固定搭配。
二书面表达部分的主要存在问题：1.审题意识淡薄，没有通篇考虑文章的主要时态；2.表达不符合英语的习惯；3.出现较多的双谓语现象；4.段落或句子之间缺乏必要的连接词语；5.卷面不够整洁，书写不够规范（字体偏草、偏小，不够美观）对策：高度重视考试中出现的典型错误，明确高一阶段英语学习的主要任务和途径。
1.主要任务：进行大量有效、地道的输入，为未来的综合运用储备足够的基础知识。
2.主要途径：1）在“读”字上面狠下功夫。
一是朗读，二是阅读。
每天坚持20-30分钟的朗读，朗读的内容可以是佳句、范文或美文，其主要目的是进行地道的输入和模仿，从中模仿地道的表达和培养应有的语感：每天坚持读一些来自英语报刊和课外读物的文章，其主要目的同样是为了增加输入量，与此同时还可以扩大词汇量和提高阅读的速度。
2）在记和写方面狠下功夫。
一是摘记课本中的好词好句，二是摘录课外读物中的好词好句。
经常做一些翻译练习（包括中英的互译），适当进行仿写，写课文摘要以及改写。
必须明白：好的文章都是从有效模仿开始的。
3）高度重视平时出现的典型错误，力求做到有错必改，有错必纠。
特别要注意中英在表达上的差异，重点关注时态、语态、主谓一致、名词的数、谓语与非谓语以及语序的问题。
4）坚持每天练习书写十分钟，培养良好的书写习惯，保持卷面整洁。
力求书写规范，纠错符号规范，标点符号规范以及大小写规范。
论学生在英汉翻译中常出现的问题及其对策
英汉翻译是英语学习中重要的语言技能，但是许多学生在英汉翻译中经常会出现一些问题。
主要有三类问题：一是不熟悉词汇及短语；二是掌握的知识太过松散而缺乏灵活性；三是
表达不清楚等。
针对上述问题，有几个方法可以避免。
首先，学生应该培养词汇量。
对于一个熟悉的单词，要求自己记诵它的用法，也就是每
天记诵几个单词，加强记忆，使之成为常用词。
另外，学习一些短语，也是英语学习过程
中不可缺少的内容。
而且，做到举一反三，注意灵活应用，尽量避免背诵思维，把翻译当做一种思维活动。
这
样学习者在翻译的过程中可以更加灵活的运用这门语言，不会把每一句都死记硬背，而是
根据上下文场景来判断合适的词语。
最后要注意语言的表达，即学习者要能够准确够清楚地表达自己的意思，要能说出自己想
要表达的含义。
总之，提高英汉翻译水平，上面提出的几点建议都必不可少，需要学生多加练习，养成良
好的英语学习习惯，利用宝贵的时间，英汉翻译能力也将不断进步。
educational practice, is to strengthen the state-owned enterprise party construction, keep the party's advanced nature and purity, consolidating the party's ruling foundation and ruling status of inevitable requirement. The party's advanced nature and the party's ruling status is not a once and for all, immutable. Past advanced does not equal the present advanced, now advanced is not equal to advanced forever. In the past have not equal to now have, now have is not equal to always have. Keep the party's advanced nature and purity, consolidating the party's ruling foundation and ruling position, is the party's Facing the construction of the fundamental problem and the subject of the times. Central enterprises is completed a comprehensive well-off society in an important force, is an important pillar of socialism with Chinese characteristics, is an important basis for the Communist Party of China. To carry out the party's mass line of educational practice, is to further strengthen and improve the party's leadership, play the exemplary vanguard role of Party members, the people honest and pragmatic value pursuit deeply rooted in the thoughts and actions of all Party members, and keep the party's advanced nature and purity. It is to hold to a party to want to manage the party, strictly, so as to promote the ideological and working style construction of the party building in all respects, Party of the body and the party ranks of self purification, self end At the beginning of the good, self innovation, self - improvement; is to further development of Zhuang country economy and enhance control of state-owned enterprises, influence and vitality to further consolidate the party's ruling foundation, to consolidate the party's ruling status. Third, to carry out the party's mass line of educational practice, is vigorously carry forward the spirit of "Three Gorges", "four winds" in the control group of scientific development outstanding issues to solve the inevitable requirement. The central government decided to the mass line of educational practice is mainly focus on style building, efforts to solve formalism, bureaucratism, hedonism and extravagant wind "four winds". In the process of long-term construction of the Three Gorges project, the company Always maintain a hard work, truth-seeking and pragmatic, scientific and democratic, solidarity and cooperation of the fine style of work, unity and lead all the Three Gorges builders tenacious struggle, the successful completion of the Three Gorges project construction tasks, to the party and the people on the a qualified answer. Second, conscientiously implement the central spirit, solidly carry out the party's mass line of educational practice central the education practice of guiding ideology, objectives, tasks, basic principles, methods, steps made specific provisions, Party accordingly formulated the < on the in-depth development of the party's mass line of educational practice implementation scheme. Party organizations at all levels must conscientiously implement the spirit of the central government, do a good job of scheme To carry out the execution, guarantee the educational practice to achieve the worker masses satisfactory effect. Is the guiding ideology of the Corporation of Party's mass line of educational practice, hold high the great banner of socialism with Chinese characteristics, and comprehensively implement the party's eighteen big spirits, to Marxism Leninism, Mao Zedong thought, Deng Xiaoping Theory and the important thought of "Three Represents" and the scientific development concept as a guide, closely around the keep the party's advanced nature and purity that pragmatic and honest people as the main content, the implementation of the provisions of the central eight as a starting point, strengthen the education of the Marxist view of the masses and the party's mass line, with excellent style ningxinjuli for The construction of the Three Gorges project, the development of the Yangtze River, building a world-class large-scale clean energy group to provide a strong guarantee. The theme of group company of educational practice is changing the style, ningxinjuli, for the construction of a world-class clean energy group to provide a strong guarantee. Methods: take the lead of the party, from top to bottom. The focus of education is the leading bodies at all levels, leading organs and deputy division level and above cadres. Focusing the outstanding problem is: oppose formalism, bureaucratism, hedonism and extravagant wind. By resolutely opposed "to the four winds", efforts to solve outstanding problems of Party members and cadres in the party spirit party party, affecting the outstanding problems of scientific development to the group company , the outstanding problems of the workers and the masses are strongly. To achieve the goal of requirements are: enhance the ideological quality of the cadres as well as to effectively change the style of work, close party masses relationship, establish image of pragmatic and honest people of. According to the requirements of the central, group company as Wuguan enterprises to participate in the party's mass line of the first batch of educational practice. Among them, group leadership and the departments of the headquarters of educational practice, by the central leadership and sent a steering group. Group owned enterprises and units in late August started, under the leadership of the Party group carry out educational practice, by the party sent a steering group of supervision and inspection. Corporation group and subordinate units of Education Practice time staggered, stubble, in accordance with the requirements of the quality of the progress of the subject of for complete educational practice at the end of November. In accordance with the provisions of the central, education and practice activities divided into three links to. The first link is learning education, listen to their views. The focus of this part is to make a good job in the publicity and ideological education, carry out investigation and study, listen to the opinions of the masses of workers, for revealing and criticism to prepare. Consider to propaganda, focus on learning and education, held a forum, to seek the views of the tasks are relatively heavy, the first link time arranged more than a month, to the end of August. The key learning education is to improve the Ideological awareness, firmly establish the Marxist view of the masses, bearing in mind the wholeheartedly the fundamental purpose of serving the people. To me to learn the spirit of the central document, carefully read the < on the mass line - an important discussion excerpts >, selected documents > < the party's mass line of educational practice in learning, < austerity against waste - an important discussion excerpts > the learning materials, learning Xi Jinping and other leading comrades of the Central Committee on strengthening the construction of style of a series of important exposition, learning the glorious history of the CPC and the fine tradition of ideological reality, the transformation of the subjective world, building prison ideological line of defense. Explicitly requested by the party, the party members and cadres to participate in learning when Room shall be not less than 30 hours, on business to timely make up a missed lesson, deputy division level and above cadres to writing reading experience. In the learning stage of education, party to schedule three discussion focused on learning. Is around the stick to the mass line of the party, masses viewpoint, how close party group do group carry out study and discussion topics; the second is based on anti-corruption and maintain cadres honest invite experts to give lectures, to further enhance the ability to resist corruption and cadres; three is to implement the provisions of the central eight carry out inspections, to change the style, ningxinjuli, for the construction of a world-class clean energy group provide strong guarantee as the theme to carry out special topic for discussion.5555555555555555555555555555555555555555555555555555555555555对高中英汉互译的几点建议对高中英汉互译的几点建议 翻译是理解不同文化的重要工具，能为每一位想了解并学习外国文化的人打开方便之门，铺平道路。
毕业设计（论文）论汉英翻译中的中式英语及其改善措施Chinglish in Chinese-English Translation and PossibleSolutions to It学生姓名：学号：班级:专业：英语指导教师：论汉英翻译中的中式英语及其改善措施摘要随着我国改革开放和全球经济一体化，我国与其他国家之间的交流与沟通越来越频繁。
英语已发展为一门世界性语言，并成为我国对外交流的主要工具；而翻译便成为必要的交流形式。
然而，在翻译过程中普遍存在“中式英语”的现象。
译者拘泥于原文字面，“对号入座”，使得译文生硬晦涩，不符合英语规则或习惯表达，并带有明显的汉语特征，因而不能被以英语为母语者所接受。
它的存在严重影响了翻译的质量以及我国的对外交流，从而影响了我国的国际身份与地位。
针对这一问题，本课题对中式英语进行了较系统的研究，旨在给中国英语学习者一个借鉴，以期在翻译过程中尽量减少使用中式英语，提高汉英翻译质量。
本课题共分为三大部分。
第一部分对中式英语进行了一个概述，给出其定义，并利用对比分析指出其产生的根本原因，即中西思维模式的差异以及母语的干扰；第二部分从六种错误类型，通过大量例子，较详细地描述了汉英翻译中的中式英语的主要表现形式；第三部分针对中式英语的产生原因及表现形式，提出了三大改善措施，以期减少和避免汉英翻译中中式英语的现象。
关键词：中式英语；思维模式差异；母语的干扰；汉英翻译CHINGLISH IN CHINESE-ENGLISH TRANSLATIONAND POSSIBLE SOLUTIONS TO ITABSTRACTWith the reform and opening-up of China and economic globalization, Chinese people are communicating with other countries more frequently. English that has developed as a worldwide language has become our main tool to fulfill international communication, and translation has become a necessary method. However, a phenomenon exists commonly in Chinese- English translation, that is, Chinglish. The translators just rigidly stick to original words, and their translations turn out to be obscure and not consistent with English habits or rules but with Chinese characteristics, which cannot be accepted by English native speakers[1]. Consequently, Chinglish seriously affects the translation quality, our communication with the world and the international status of our country.This paper is an attempt to study Chinglish in Chinese-English translation. By the way of contrastive analysis, it analyzes main causes and forms of Chinglish, for the purpose of helping Chinese English learners have a clearer cognition of Chinglish and avoid it in translation as much as possible. It consists of three parts. Part one describes Chinglish with interlanguage and analyzes the basic causes of Chinglish that are thought pattern difference between Chinese and English and interference of mother tongue. From the aspects of six sorts of errors, part two demonstrates main manifestations of Chinglish in C-E translation with a large number of examples. Part three offers some possible solutions with an aim to reduce or evade Chinglish in Chinese-English translation to the largest extent.Key words:Chinglish; thought pattern difference; mother tongue interference; Chinese-English translationContentsIntroduction (1)1. Chinglish (2)1.1 Definition of Chinglish (2)1.2 Basic Causes of Chinglish (3)1.2.1 Thought Patterns Differences (3)1.2.2 Mother Tongue Interference (5)2. Manifestations of Chinglish in Chinese- English Translation (7)2.1 Rigid Translation (7)2.2 Unnecessary Words (7)2.3 Misuse of Words (9)2.4 Incorrect Word Order (11)2.5 Incorrect Subject (12)2.6 Incorrect Negation (13)3. Possible Solutions to Chinglish in Chinese-English Translation (15)3.1 Knowing More about English Thought Patterns (15)3.2 Accumulating Chinglish Examples (16)3.3 Doing More Translation Practice (16)Conclusion (18)Bibliography (19)Acknowledgements (20)IntroductionSince English has developed as an international language, study on various English versions on the linguistics, culture and cognition has become a significant subject in the international language study field.Scholars home and abroad have been devoting themselves to studying Chinglish for years. Li Wenzhong distinguished China English from Chinese English. He thought that China English was not a hypothesis but an objective phenomenon with expansive prospect and study value, while Chinese English was distorted English and would be gradually reduced or eradicated along with the wide use of English and Chinese English learners‟constant examination of the English used by themselves. On the basis of interlanguage, Lin Qiong put forward that both China English and Chinglish were interlanguage variations produced by Chinese and affected by Chinese language culture, and they were inevitable. Zhuang Yichuan stated that there were two reasons of Chinglish. One was misunderstanding of the original, and the other was being not familiar with English characteristics and adopting Chinese collocations and structures. Joan Pinkham, an American professional translator, systematically classified Chinglish manifestations and corrected them with specific analysis[2].The author of this paper agrees that Chinglish is objective and unavoidable for Chinese English learners but needs improvement. This paper studies Chinglish in Chinese-English translation, discussing its definition, causes and solutions with a large number of examples.1ChinglishChinglish has already existed before liberation, even since Chinese began to study and use English. In the early 1980s, some foreign experts pointed out that some phrases or structures in some published Chinese magazines and newspapers did not conform to standard English actually. Because it manifests Chinese feature, they called this kind of English “Chinglish” (Chinese English)[2].A well-known translator, Peter Newmark, considered that,“He who writes or speaks in a foreign language will be …caught‟out every time, not by grammar, which is probably suspiciously …better‟ than an educated native, not by his vocabulary, which may well be wider, but by his unacceptable or improper collocations[3].”For Chinese people what Peter talked about is Chinglish.1.1D efinition of ChinglishChinglish is defined comprehensively by Joan Pinkham who is an American language expert in her book The Translator’s Guide to Chinglish: “Chinglish, of course, is that misshapen, hybrid language that is neither English nor Chinese but that might be described as …English with Chinese characteristics‟”.[4] It does not conform to standard English and cannot be understood or accepted by English native speakers, so it is not playing a good role in communicating with English people.In the strict sense, Chinglish is the interlanguage of Chinese learners between Chinese and English. Proposed by S. Pit Corder and Larry Selinker, the concept of interlanguage was established as learners‟ independent system of the second language which is neither the native language nor the second language, but a continuum or approximation from his native language to the target language[5]. Two of the characteristics of interlanguage are cited:(1)It is dynamic, and full of errors, and is in the process of constant change towards astandard target language system.(2)The learner‟s competence is transitional. It is subject to constant revision, passes througha number of stages, and forms the “interlanguage continuum”.Another feature is fossilization which is defined as a process occurring from time to time in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language[5].Being Chinese, we generally cannot reach the same level of competence as English natives. Our “final state” grammar is not standard English grammar. Thus, certain rules and items “fossilize”. Typical errors are “he have…” and “she go to school yesterday”, etc.According to the definitions of Chinglish and interlanguage and the characteristics of interlanguage, a conclusion can be drawn that Chinglish is an interlanguage of Chinese learners of English, and is neither Chinese nor English but stands between them.1.2B asic Causes of ChinglishThere are numerous reasons that will lead to Chinglish in C-E translation. Firstly, lots of new words appear in China and they cannot be found in Chinese-English dictionaries. Secondly, Chinese and English thought patterns and culture are different. Thirdly, Chinese have few chances to know idiomatic English. Fourthly, Chinese people are more proficient in Chinese than in English. Fifthly, not all the English teachers are English natives. Generally speaking, Chinese teachers use Chinglish more or less, so they will surely transfer Chinglish to their students. Sixthly, when translating, Chinese people do not adopt the structure of English but Chinese. Last but not least, lack of vocabulary may also cause Chinglish.As a matter of fact, there are two basic causes of Chinglish. One is thought patterns differences. The other is mother tongue interference.1.2.1 Thought Patterns DifferencesIt is generally acknowledged that thought is closely related to language. On the one hand, the way of thinking determines the way of language expressing. On the other hand, language, a thinking vehicle, reflects thinking. The central part of way of thinking is thought pattern. Therefore, thought pattern influences language essentially. China is far from English speaking countries. Owing to different cultures and historical backgrounds, people in these countries have different habits and thought patterns. Accordingly, it is the difference between Chinese and English thought patterns that basically contribute to the arising of Chinglish. The thoughtpattern differences mainly embody the following five aspects.(1) Difference of emphasis on individual or generalWestern people emphasize on individual, while Chinese pay more attention to the general. English follow the principle of “individual lies before general[6]”. Take names of human and places for example. The rules are “given name stands before family name”and “smaller unit stands before bigger unit”. In the English name “Tom Smith”“Tom” is the given name and “Smith”is the family name. However, in the Chinese name, the family name is before the given name. For instance, 张小华, 张is the family name and 小华is the given name. As for the name of the place, the English expression of 中国北京朝阳路26号is No. 26, Chaoyang Road, Beijing, China. If you do not use English in accordance with the patterns, you will certainly produce Chinglish.(2) Difference of emphasis on subject or object.Object of a matter, namely the matter itself, is usually the study target of western thought, while subject of the matter, namely the human, is considered more by Chinese. For example: 1)You won‟t see the movie, will you?A: No, I won‟t. 是的, 我不看。
壮母语学生英汉翻译实践中的典型错误与纠正策略【摘要】本文从壮母语学生英汉翻译实践中的典型错误入手，分析错误的原因，并提出一些相应的策略，以便提高壮母语学生的英汉翻译能力。
【关键词】壮母语学生；英汉翻译；典型错误；纠正策略由于各民族所处的生活环境不同，其文化心理、价值观念、思维方式也不尽相同。
壮母语学生在进行英汉实践时，由于壮语与英语在词义表达、句法和否定的表达等方面存在着明显的差异，因此不可避免地出现一些典型的错误。
一、词义类错误及分析英语中一词多义的现象很普遍，相同的词在不同的语境中所表达的含义是不一样的。
也就是说要探究一个词语的含义，就得分析词语所存在的语境。
这也就是翻译过程中理解阶段的语境分析，通过语境分析来辨别词语的含义。
例1：Leave room for three more people.壮母语学生译文：再给三个人留房间。
正确的译文：再留出三个人的地方。
英语中“room” 是多义词，既可以表示“房间”，也可以表示“空间、地方”。
当文中用“room”而不是“a room” 就说明它是一个不可数名词，所以应该表示“空间、地方” 这样的含义。
例2：My watch is five minutes behind the time.壮母语学生译文：我的手表在时间的后面五分钟。
正确的译文：我的手表慢五分钟。
英语中“the time” 指的是标准正确的时间，“behind the time”就是“比标准时间慢”的意思，这样翻译出来才符合汉语的行文规范。
例3：The clerk offered us a twenty percent discount.壮母语学生译文：店员打二折给我们。
正确的译文：店员打八折给我们。
英语中“a twenty percent discount” 指的是百分之二十不计算在内，也就是平时大家说优惠百分之二十，也就是“打八折” 的意思。
二、句法类错误及分析英语和壮语是不同的语言系统，由于句法的差异而导致的翻译错误也是屡见不鲜。
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Emily Dickinson70 反思女性主义作家对莎士比亚作品的研究71 人性的扭曲，堕落与回归——希刺克厉夫的人性简析72 翻译中的性别－－《简•爱》几个中译本的女性主义解读73 从语境视角浅析《生活大爆炸》中反语的幽默属性74 中外酒文化差异分析75 论原声电影对提高大学生英语听说能力的作用76 《爱玛》的三个中译本中翻译策略的比较研究77 《小镇畸人》的现代主义解读78 佩克拉的忧伤－－解读《最蓝的眼睛》79 海明威《印第安人营地》新解80 奥巴马竞选总统获胜演讲的文体分析81 翻译“忠实”新解——兼评《傲慢与偏见》译本82 从《呼啸山庄》人物爱情看人性的特点83 马克吐温小说的语言特征84 极限环境中的善与恶——浅析《蝇王》中的主要人物人格结构85 从功能理论看汉英广告翻译86 对《红字》中完美人性的求索－－浅析海斯特与丁梅斯代尔的自我思想较量与精神升华87 《肖申克的救赎》中安迪的形象分析88 A Study of Beauty in Sound, Form and Meaning Displayed in Zhang Peiji’s Prose Translation89 (日语系毕业论文)关于中日赞赏语的比较研究90 从关联理论角度分析《绝望主妇》中话语标记语I mean91 The Otherization of China in The Woman Warrior92 论英语谚语的翻译93 英语中源于希腊罗马神话主要神祇姓名词汇的认知探索94 英汉新闻语篇概念隐喻对比研究95 从成长小说角度解读《马丁•伊登》96 商务英语信函中名词化结构的翻译97 等效原则视角下的汽车商标中译探析98 英语中的女性歧视99 从服饰的变化看待中美文化的差异100 美式英语与英式英语的比较101 Domestication and Foreignization in Idioms Translation102 汉英翻译中文化传递的可接受度103 文学翻译中的对等104 东方主义视角下康拉德《黑暗的心脏》中西方殖民话语分析105 英汉颜色词语的内涵差异及翻译106 A Study of Humour And Satire in Mark Twain’s Two Famous Adventures107 论广告翻译中的跨文化因素108 “白+动词”的语义及其英译109 隔离与异化：福克纳短篇小说中的人际关系研究110 从《嘉莉妹妹》分析西奥多•莱塞对人性欲望的理解111 澳大利亚英语词汇和澳大利亚文化112 中文古诗词叠词的研究与翻译113 探析英语新闻报道中的委婉语114 工业化进程中的人性异化——解读wrence《儿子与情人》115 凝视与对抗：《屋顶丽人》中的两性战争116 探析中国电影英译的几个误区117 女性哥特视角下的《蝴蝶梦》118 “赞同”在英语商务谈判中的应用119 商标翻译的方法及其影响因素120 艾丽丝•沃克《日用家当》中的人物解读121 《德拉库拉》中病态感情和正常感情的对比和碰撞122 论《小妇人》中女性人物塑造的两重性123 汉英颜色词的文化内涵及翻译124 中医在英语世界的翻译与传播：过去与现在125 文学课程中的文化导入126 跨文化交际在英文电影赏析的应用127 《哈利•波特》中斯内普的人物分析128 《红字》中女权主义意识探析129 法律术语的模糊性及其翻译130 从《紫色》中的意象看黑人女性身份的自我重塑131 从主角与配角之间关系的角度探讨《老人与海》中的生存主题132 英语影视作品中字幕翻译的幽默转化策略——以老友记为例133 浴火凤凰——美国黑人作家眼中的黑人生活134 《南方与北方》中玛格丽特·黑尔的人物分析135 Application of Constructivism to Task-based Reading Teaching in Senior High School136 论色彩在《红字》中的运用与艺术效果137 从《老友记》看美国幽默138 论法律英语的语言特征及其翻译139 An investigation of the Feasibility of Inquiry Teaching In Middle School English Teaching 140 从《道林•格雷的画像》看王尔德的唯美主义141 生活在夹缝中的畸形人——评《小镇畸人》142 论《紫色》的叙事现代性分析143 On Metaphor Translation Strategies from Cultural Perspective144 文化交际视野下的语用失误分析145 从跨文化角度对品牌名称的研究——以化妆品品牌为例146 An Image of Eternal Charm—An Interpretation of Scarlett’s Character in Gone with the Wind147 浅析哈克贝利的叛逆精神148 《紫色》女主人公性格分析149 《论语》中“仁”的翻译研究150 中美服饰的文化差异分析151 中英征婚广告对比分析研究152 中国文化特色词汇的音译与中国文化的传播153 分析《宠儿》中塞丝的创伤与愈合154 浅析《儿子与情人》中的象征意蕴155 英汉“拉”类动词的语义成分和词化模式的对比分析156 应酬语的中英文比较157 中英文化中寒暄语的比较158 初中英语教材知识体系建构的研究159 涉外商务用餐中的非言语交际160 顺应理论视角下《红楼梦》中委婉语的英译161 从《理智与情感》中看人格与性格对婚姻选择的影响162 中西校园流行语的文化对比163 《时时刻刻》中女性自我构建的研究164 归化和异化策略在《红楼梦》文化负载词翻译中的应用165 一个典型的拜伦式英雄——论《呼啸山庄》中的希斯克利夫166 从功能对等的角度浅析汉语成语中数字的翻译167 论《老人与海》中圣地亚哥性格的双重性168 A Brief Analysis of Female Consciousness in Cat in the Rain169 从文化的角度对比研究中英人名170 BBC对华态度变化趋势：扫视年BBC有关中国的若干重要报道171 浅析《格列佛游记》中的乌托邦主题172 中西建筑文化差异及其形成背景分析173 从《竞选州长》看马克•吐温的幽默艺术174 英语语音学习中的母语负迁移现象研究175 中西方文学作品中复仇的异同——《基督山伯爵》和《连城诀》比较研究176 美国黑人英语在电影中的应用研究177 美国梦的矛盾心理-伟大的盖茨比主题分析178 浅析构词法及其在英语词汇教学中的运用179 浅析《苔丝》中的象征主义180 基于中西文化差异的翻译策略研究181 An Analysis of Life and Death in Mrs. Dalloway182 A Study on Narrative Techniques in A Rose for Emily183 从女性主义视角解读《飘》中斯嘉丽•奥哈拉的性格特征184 《围城》英译本中文化负载词的翻译185 英文商标的汉译186 跨文化交际中的体态语187 中美学生对待教师的礼貌言行的对比分析188 论《卡斯特桥市长》的现实意义189 A Study on Problems and Solutions to JEFC Teaching under Multi-level Modes190 乔伊斯《都柏林人》中瘫痪主题分析191 The Conflict between Desire and Surroundings：an Analysis of Clyde in An American Tragedy192 《红楼梦》英译中双关语文化成分的翻译策略研究193 A Study of Narrative Strategies in Beloved194 中外青年婚姻观念差异——从《柳堡的故事》和《傲慢与偏见》中进行对比195 浅析《最蓝的眼睛》中的叙事艺术196 新经济原则在商品买卖会话中的运用197 《傲慢与偏见》中金钱与婚姻的关系198 浅论英文原声电影在英语教学中的应用199 论《弗兰肯斯坦》中怪物悲剧的必然性200 学生英译汉翻译中的英式汉语及其改进方式。
