An Analysis of English-Chinese Mistranslation in News English

AnEnglish－Chines...CHEN Mingfeng ( 陈明丰 )AbstractWith the rapid development of economy, education, science and technology, language itself changes constantly. It is becoming more and more important to have excellent English-Chinese dictionaries for Chinese learners. This paper is an attempt to analyze the features of OALD-4.INTRODUCTIONOxford Advanced Learner’s English-Chinese Dictionary, Fourth Edition (Which is called OALD-4 for short in the following), the product of the joint efforts by the Commercial Press of China and Oxford University Press, was published in 1997.With the rapid development of economy, education, science and technology, language itself changes constantly: some old words die out , or the use of some old words has changed , and new words keep emerging . So dictionaries, should also keep up with the changes of languages, and be able to provide the users with up-to-date usages of words. In the preface of OALD-4, the editors have pointed out: “proficiency in English implied the ability to compose as well as to understand, and the learner’s dictionaries must be designed to develop both kinds of skill.”At the first glance, one may think that it is similar in quality to other dictionaries of the same kind. But after taking a close look at it, you may find it different from others in many ways.A.S.Hornby, the chief editor of the first and second editions of OALD, is a well-known dictionary expert and teaching expert. He spent a lot of time teaching English abroad. So he knew well the difficulties that foreign learners were facing. Thus OALD alwaysthinks for users, and tries to help users to learn English well. The following is the analysis of some new features of the new dictionary.FEACHURE ONE CLEAR AND CONCRETE DEFINITIONS OF ENTRIES“The definitions of entries in a dictionary is the soul of it and is directly related to its popularity.”① Samuel Johnson, the chief editor of A Dictionary of the English Language, has also pointed out: “The definition must be accurate. That’s to say, the defining words and entry words should often be able to be exchanged.” As a general rule, definitions should be comprehensible to the general readers. So does OALD-4. The definitions in it are not only accurate, but also brief. The following are definitions of “horse” in different dictionaries.Horse n. 1 solid-hoofed herbivorous quadruped (Equals caballas) with flowing mane and tail, used as beast of burden and draught, and for riding o n…----Oxford Concise DictionaryHorse n. 1 a large strong animal that people ride on and use for pulling heavy things…---Longman Dictionary of Contemporary EnglishHorse n. 1 (a) large strong four legged animal with a flowing mane and tails, used for riding on or to carry loads, pulling carts, etc.----OALD-4For readers, the meaning of “horse” is simple. But how can it be defined in English? Common sense suggests that definitions in a dictionary for speakers of English as a foreign language should not be more difficult than the words they define. Obviously, the definition in OALD-4 is the best among the three.In Oxford Concise Dictionary, there are some rarely used words like “herbivorous, quadruped”. In Longman Dictionary, the definition is brief, but i s so simple that it can’t explain the entry “horse” accurately.Besides, it also shows clearly the usage of nouns, adjectives, verbs and so on.1. Nouns: countable or uncountableAs foreign learners, especially for Chinese, it is difficult to distinguish countable or uncountable. Even some nouns are sometimes countable, sometimes uncountable. In the Chinese language, there is no such difference. In OALD-4, it is shown clearly with a label “C”(meaning countable), or “U”(meaning uncountable). For example,Study n. 1 [u](also studies [pl.]) process of gaining knowledge of a subject, esp. from books 2 [c](a) book, etc that is the result of an investigation of subject 3 [u] room esp. in sb’s home, used for reading and writing 4 [c] drawing, etc done for practice Here, OALD-4 tells us not only when the word “study” is used as countable and when uncountable, but also how to use it appropriately. And for other entries, such as experience and success, OALD-4 also gives us clear definitions. When they refer to “event or activity” and “person or thing” respectively, the two words are countable; when they refer to “knowledge or skill” and “achievement” respectively, they are uncountable.2. Adjectives: attributive use or predicative useMost adjectives can be used either before a noun or after the infinitive, such as in “a serious affair” / “be happy to go home”. However, some adjectives are restricted to attributive or predicative. In OALD-4, the appropriate label is given. For example,Asleep adj. [pred] 1 not awake, sl eeping: Don’t wake him up. She is fast / sound sleep. 2. (of limits) having no feeling; numb: I’ve been sitting on my leg and now it’s asleep.Eldest adj. [attrib.], n (of people, esp. Of three or more closely related members of a family; first born; oldest: Jim is my eldest daughter. Jill is the eldest of my three children.OALD-4 tells readers different usage of adjectives, which can help us avoid speaking or writing such sentences like “He is an asleep boy.” It is not idiomatic in English.And for other familiar words, such as “aware” or “fit”, OALD-4 also gives appropriate label. I have compared it with other dictionaries, and found that most of them have paid less attention to this point.3. Verbs: different verb patterns of sentencesIn OALD-4, there’r e thirty-two patterns (with matching codes) to account for the various ways in which verbs can be used.A code such as [Dn.pr] (as in “He gave a book to John.”) is designed to suggest to the learners ‘double-transitive verb + noun + prepositional phrase’, ie the parts of speech (or phrases or clause types) of which the pattern is composed. These indications will be sufficient for most learners. Moreover, the meanings of the letters (n=noun, a=adjective, ph=phrase, etc) can be easily learnt, so that the learners are able to recall patterns simply by looking at their codes. It is better than the first three editions of OALD, where there’s forms of codes such as VP6A, 7A, 2A, etc. So learners have to refer to the chart inside the back cover. Of course, it is also better than some other dictionaries where verbs are only divided into Vi (=intransitive verb) and Vt (=transitive verb). So the division of verb pattern is helpful for readers to use verbs appropriately. For example,Grade v. 1 [esp. passive: Tn, Tn.pr, Cn.n] ~sth/sb by/according to sth; ~sth/sb from sth to sth arrange sth/sb in order by grades or classes…2 [Tn, Cn.n](US) mark (written work); given (a student) a mark 3 [Tn]make (land, esp for roads) more nearly level by reducing the slopeHere, before ea ch meaning of this entry, there’re codes indicating verb patterns. So readers can easily learn to use the word appropriately.FEATURE TWO ABUNDANT EXAMPLES AND SYSTEMATIC COLLOCATIONSMany experts on dictionaries consider that “examples of a dictionary are important standard to judge the quality of it.”② “Examples are used to give the users a clearer impression of a word’s meaning. They should reveal the connotation and denotation of the word to help readers to understand, they also should provide phrase ex amples and collocations.”③ So as an excellent dictionary, it is useful and necessary with appropriate examples as well as accurate definitions. OALD-4, as a learner’s dictionary with more than 81,500 examples, provides exhaustive examples with a combination of sentences and phrases in the limited space. And “they (examples) help learners to understand the meanings of words, they provide models for them to imitate when writing or speaking, and they illustrate the grammatical patterns in which words are used.”④ For example,Dismiss v.1 [Tn, Tn.pr.] ~ sb. (from sth) remove sb (esp.an employee) from a position: workers who have been dismissed unfairly 2 [Tn, Tn.pr]~ sb. (from sth) send sb away; allow sb to leave: dismiss soldiers; dismiss a class 3 (a) [Tn,Tn.pr] ~ sb/sth (from sth) put (thought, feelings, etc.) out of one’s mind: he tried without success to dismiss her memory from his thought.(b) [Tn, Cn.n/a] consider sb/sth not worth thinking or talking about: she was dismissed as a dreamer: dismiss a suggestion, an objection, an idea, etc. 4 [Tn](law) reject (a case, an appeal, etc.)5 [Tn](in cricket) end the innings of (the other team or one of its batsmen)Besides plentiful verb-object word groups, OALD-4 gives adverb-verb or adverb-adjective collocations. For examples, in the entry “highly”, there are collocations like “a highly amusing film / be highly probable, contagious, inflammable/ highly priced / think highly of sb / speak highly of sb, etc.”These abundant and systematical collocations, which give readers good examples to learn and imitate, show real situations of using language, and they reflect the principle that “language is the tool of communication”.In OALD-4, to help learners to use words appropriately, a number of labels are used to denote the stylistic values of words or the technical fields in which they are used. For example, “infml” denotes “informal” words and senses, which indicates an unofficial occasion or setting. “Offensive” denotes words used to refer to people, usually with the deliberate intension of offending them, especially on account of their race or region, such as “dago, niger, etc”.FEATURE THREE ACCURATE BUT CONCISE CHINESE TRANSLATIONLadislav Zgusta, a famous expert on dictionaries, has said, “the chief duty for bilingual dictionary editors is to find the corresponding words for the source language in the target language.”⑤ So for an English-Chinese dictionary, the definition of the target language (Chinese) and that of the source language (English) are important and they both should be consideredcarefully.Some entries, which are familiar to Chinese learners, but strange to other foreign learners, are needless to explain with many words in Chinese. For examples,Abacus n. (pl –cuses) frame with beads that slide along parallel rods, used for teaching numbers to en, and (in some countries) for counting 算盘Except 1prep. ~(for sb / sth); ~(that…) not including (sb /sth); but not 除了（某人[某事物]）之外表示所说的不包括在内: The restaurant is open every day except Monday.For “abacus”, the editors haven’t translated all English definition into Chinese; instead a simple corresponding word “算盘” is used. For Chinese learners, as soon as we read the Chinese definition, we can know the accurate meaning of this word.For “except”, the definition is replenished with “表示所说的不包括在内”. It helps learners tell the difference between “besides” and “except”, and finally use it properly.FEATURE FOUR RENEWAL OF LANGUAGE INFORMATIONAs OALD-4, which is a bilingual dictionary, is composed according to Oxford Dictionary of English, 4th edition, which is a monolingual dictionary, published more than ten years ago. So it is inevitable to lag behind the times. Moreover, with the rapid development of science and technology, especially computer technology, lots of new words are emerging. So OALD-4 is not restrained to the old editions, but is revised suitably to renew language information promptly by absorbing new words and abridging out-of-date ones. For example，Pious: adj1.having or showing a deep devotion to religion2. (old use )dutiful to parents---- OALD-3Pious: adj1.having or showing a deep devotion to religion2. (derog)hypocritically virtuous----OALD-4Through the comparison of the definitions in OALD-3 and OALD-4, we can know that in the Modern English, the word “pious” has the meaning of “hypocritically virtuous” instead of “dutiful to parents”.I have compared the entries in OALD-3 and OALD-4. To my surprise, the definitions and examples have changed thoroughly. At the letter of “J” (only in 14 pages), twent y new entries are included, fifteen are omitted, and more than forty are given new definitions or examples. For example:Jesuit n: member of the society of Jesus, a RC order founded in 1534 by Inguatins Logoia, Spanish priest, taking lous of obedience, poverty and chastity; (as used by opponents of the society) person who thinks that it may be right to dissemble or prevaricate if this helps to obtain good results…----OALD-3Jesuit n: 1.member of the society of Jesus, a Roman Catholic religious order 2. (derog)person who deceives others, or fails to tell the (whole)truth, to achieve his ends.----OALD-4It is obvious that the definition in OALD-4 is simpler and easier to understand than that in OALD-3. Besides, it adds a second definition. Because in modern English, the word “Jesuit” can be used to refer to “a person who deceives others to achieve his ends”. Due to the limitation of space, I would not compare other entries as examples. It is easy for us to find them if we take a close look at OALD-4.FEATURE FIVE ADEQUATE USAGE NOTES AND ILLUSTRATIONSInformation on the grammatical practical patterns in which a word can or must be found is very important to language learners. In OALD-4, for further information of a contrastive or non-lexical type, there are ab out 200 “Notes on Usage”, which follow the certain entries to deal with difficulties on grammar or usage. As a learner’s dictionary, it is used to teach learners to use this language accurately as well as to learn the words. In order to present the advanta ge of “Note on Usage”, we’d better compare the different treatments on the comparison of “almost” and “nearly”.Almost, USAGE NOTEBoth “almost” and “nearly” can be used before negative verbs: “I almost/nearly didn’t get up in time”.Almost (not nearly) can be used before any and negative words like “no, nobody, never, and nothing”. However, it is more usual to use hardly or scarcely with any, anybody, ever, etc. than almost with no, nobody, never, etc…----Longman DictionaryAlmost adv.1.(with v.v., adv. V., adj. j., n. n., replaceable by nearly): He slipped and ~ fell…2.(with no, none, nothing, never; not replaceable by nearly; often replaced by hardly or scarcely with any): Almost no one (=hardly anyone) believed her…----OALD-3Almost adv.1.(used before adv. s., n. s., adj. s., v. s., dets and prons) nearly; not quite: He slipped and almost fell.2.(used before no, nobody, none, nothing, never)virtually; practically: Almost no one (i.e. Hardly anyone) believed him.Note on Usage: Almost, nearly, scarcely, and hardly are adverbs and can be used with verbs, adverbs, adjectives and nouns.1.Almost and nearly are usually used in positive sentences: She fell and almost/nearly broke her neck. 2.Almost can be used with negative words. In these cases it can be replaced with hardly or scarcely: He ate almost nothing (=He ate hardly anything).3.Hardly is generally preferred to almost + a negative verb: She sang so quietly that I could hardly hear her (not I almost couldn’t hear).4.In sentences indicating on e thing happening immediately after another, hardly and scarcely can be placed at the beginning of the sentence and then subject and verb are inverted: Hardly/Scarcely had we arrived, when it began to rain.----OALD-4From the comparison, we see that OALD-4 not only gives a clear explanation between the difference of them, but also offers adequate examples. Other dictionaries, however, don’t do as well as OALD-4. For Longman Dictionary, though the comparison is clear, it lacks examples. For OALD-3, the comparison is included in the definitions, so it is possible for readers to ignore their difference and even get confused about them.For illustrations, OALD-4 has paid more attention to the practicality of them. Compared with OALD-3, it has added some illustrations to the appendix. On the other hand, it has omitted others, such as the picture of “abacus”. Thus it can be seen that OALD-4 is more suitable to the need of users and more “friendly to users”.Certainly, besides that is mentioned above, OALD-4 has remained some excellent features of the first three editions: 1.A good “how to use the dictionary” section. 2.a set different indication of British and American pronunciation; 3.a set ofappendixes on number; punctuation and writing; family relationships; common first names; military ranks; chemical elements; etc.However, OALD-4 is not without problems. Samuel Johnson, the editor-in-chief of A Dictionary of English Language, has said, “Dictionaries are like watches, the worst is better than none, and the bes t cannot be expected to go quite true.” For some entries, it has failed to provide supplementary information of collocation, which is absolutely necessary in our reading and writing. We can’t even find some common phrases that are often used today. The lack of them will sometimes make it inconvenient for users who are in need of them. For example:Edict n.: order or proclamation issued by an authority: by edict of the king; obey the edict of parliament.Here, it will be better to give such collocations like “sign an edict/under an edict/issue an edict, etc.”Another weak point is that in OALD-4 some definitions of entries are too tedious and annoying. For example:Milk n.: 1.a white liquid produced by cows or goats that is drunk by people.----Longman DictionaryMilk n.[u] 1.white liquid produced by female mammals as food for their young, esp. that of cows, goats, etc. drunk by human beings and made into butter and cheese.----OALD-4Though the definition in OALD-4 is accurate, it is too tedious to understand. And the Longman’s definition is concise and easy to understand.ConclusionThrough the analysis of some new features of OALD-4, wemay have a general idea about what kind of dictionary it is and what are inside it. And we may notice its differences from other learner’s dictionaries. It reflects the kernel of dictionary-composing theory---“the editing for using language in real certain situation.” It has followed the excellent principle, set up by A.S.Hornby-that it helps foreign English learners to understand and utilize English well. So OALD-4, with all its outstanding features, has stood out in the ground of the learner’s dictionaries as a very practical and helpful dictionary to those who long to learn modern everyday English. As long as we make full use of it, we are sure to learn a lot from it and to improve our English quickly in both understanding and expression.NOTES①周荐,“词典条目释义、出处索源和例句引用中借鉴与抄袭的分野问题”，见【中国辞书论集】，P29②[荷兰]阿尔卡西姆，【词典编写和评价的标准】，P162③吴莹，“双语词典的编写”，见【上海市辞书学会论文集】，知识出版社，1987，P254④“本词典用法---词条使用详细说明”，见“OALD-4”附录，1997，P1903⑤拉兹古斯塔主编, 【词典学概论】[M], 北京: 商务印书馆，1983, P428⑥陈楚祥，“词典评价十题”，见【辞书研究】，1994（1），P29References[1] A.S. Hornby; A.P. Cowie (1997) Oxford Advanced Learner’s English-Chinese Dictionary (4th ed) [M] Oxford University Press; Commercial Press of China[2] J. Pearsall (1999) Concise Oxford Dictionary of English(10th ed) [M] Oxford University Press[3] P. Procter (1995) Cambridge International Dictionary of English [M] Cambridge University Press[4] D. Summers (1995) Longman Dictionary of Contemporary English (3rd ed) [M] Longman Group Ltd.[5] A. Spears Richard (1998) NTC American English Learner’s Dictionary [M] NTC Publishing Group[6]拉兹古斯塔主编,【词典学概论】[M], 北京: 商务印书馆, 1983[7]李荫华著,【英语词典初探】[M], 北京: 商务印书馆, 1985[8]张柏然主编,【双语词典研究】[C], 北京: 商务印书馆, 1993。

英语与现代汉语的联系作文The Connection between English and Modern Chinese。

Introduction:English and Modern Chinese are two widely spoken languages in the world today. English is the lingua franca of the modern era, while Modern Chinese, also known as Mandarin, is the most spoken language in the world. Despite their differences in linguistic origins and structures, there are several connections between English and Modern Chinese that have developed over time. These connections can be observed in various aspects such as vocabulary, grammar, and cultural influences. In this essay, we will explore the connections between English and Modern Chinese, highlighting the similarities and differences between the two languages.1. Vocabulary Connections:One of the most apparent connections between English and Modern Chinese is the presence of loanwords or borrowed words. Both languages have borrowed words from each other due to historical, cultural, and technological exchanges. For instance, English has borrowed words such as "kung fu," "dim sum," and "typhoon" from Chinese, while Modern Chinese has borrowed words like "coffee," "pizza," and "computer" from English. These loanwords not only enrich the vocabulary of each language but also demonstrate the cultural exchange between English-speaking countries and Chinese-speaking regions.Additionally, both English and Modern Chinese share common vocabulary in certain domains such as technology, science, and business. This is mainly due to the dominance of English as a global language in these fields. English terms for technological advancements, scientific discoveries, and business concepts are often adopted directly into Modern Chinese, leading to a shared vocabulary in these areas. This connection facilitates communication and understanding between English and Modern Chinese speakers in professional settings.2. Grammar Connections:While English and Modern Chinese have different grammatical structures, there are some connections that can be observed. Both languages have subject-verb-object (SVO) word order as the basic sentence structure. For example, in English, we say "I eat an apple," and in Modern Chinese, we say "我吃一个苹果" (wǒ chī yī gè píngguǒ), both following the SVO pattern. This similarity in word order makes it easier for English speakers to grasp the basic sentence structure of Modern Chinese.Furthermore, both English and Modern Chinese use auxiliary verbs to express various aspects of verb tense and mood. In English, auxiliary verbs such as "be," "do," and "have" are used to form tenses and ask questions. Similarly, Modern Chinese uses auxiliary verbs like "是" (shì), "有" (yǒu), and "会" (huì) to express tense, possession, and ability respectively. This similarity in the use of auxiliary verbs helps English speakers in understanding the grammatical structures of Modern Chinese.3. Cultural Connections:English and Modern Chinese have also developed cultural connections over time. Due to globalization, the influence of English-speaking countries on Chinese culture, and vice versa, has become significant. The spread of English through media, movies, music, and the internet has led to the adoption of English words, phrases, and cultural references in Modern Chinese. For example, English terms like "OK," "cool," and "bye-bye" are commonly used in Modern Chinese conversations, especially among the younger generation.Similarly, Chinese culture has also influenced English, particularly in the culinary domain. Chinese cuisine, with its diverse flavors and cooking techniques, has become popular worldwide. English has adopted words such as "dim sum," "sushi," and "wonton" to describe various Chinese dishes. This cultural exchange between English and Modern Chinese enhances intercultural understanding and promotes diversity.Conclusion:English and Modern Chinese, despite their linguistic differences, have several connections that have developed over time. The presence of loanwords, shared vocabulary in certain domains, similar grammatical structures, and cultural influences are some of the key connections between the two languages. These connections not only facilitate communication between English and Modern Chinese speakers but also promote cultural exchange and understanding. As the world becomes increasingly interconnected, the connections between English and Modern Chinese will continue to evolve and shape the linguistic landscape of the global community.。

Cultural and Religious Studies, September 2023, Vol. 11, No. 9, 444-449doi: 10.17265/2328-2177/2023.09.005 Discourse Analysis in Translation of Chinese Literature:The Case Study of Yang Xianyi and Gladys Yang’sTranslation of Kong YijiLIU MiaoGuangdong University of Foreign Studies, Guangzhou, ChinaSince the early 1970s, discourse analysis has garnered significant attention across various academic disciplines,marked by the proliferation of numerous theoretical frameworks. Then the profound impact of discourse analysis onthe field of translation research has become increasingly apparent, with a substantial body of translation studiesembracing the discourse analysis approach. The disciplinary significance of discourse analysis has becomeundeniable. Contemporary China is in a relatively weak position in global cultural communication. To advanceChinese culture on the global stage, Chinese literary works serve as a precious channel. To effectively showcase theunique qualities of Chinese literature, translators must consider a multitude of influencing factors and address themjudiciously to enable target language readers to fully immerse themselves in the essence of Chinese literary artistry.This paper takes Yang Xianyi and Gladys Yang’s translation of Kong Yiji as an example to elucidate the function ofdiscourse analysis in translation of Chinese literature.Keywords: discourse analysis, Chinese literature, translation, Kong YijiIntroductionIn 1952, Z. Harris first proposed the concept of discourse analysis, marking the inception of a discipline that would gradually evolve over time. By the early 1970s, discourse analysis has gained recognition across various academic fields and become a significant subfield of linguistics, with numerous theories emerging. Since the 1990s, the influence of discourse analysis on translation studies has grown substantially, leading to a proliferation of translation research employing the approach of discourse analysis. The academic significance of discourse analysis in translation studies cannot be overstated. Compared with textual analysis, discourse analysis encompasses a richer set of elements. To promote Chinese culture in the globe, Chinese literature is a valuable path. In order to fully demonstrate the characteristics of Chinese literature, a translator must consider many factors and handle them appropriately, so that the target readers can fully appreciate the flavor of Chinese literature. This paper will provide an overview of the definition and related methods of discourse analysis and conduct a discourse analysis of Yang Xianyi and Gladys Yang’s translations of Kong Yiji based on Halliday’s Systemic Functional Grammar. LIU Miao, M.A., School of Interpreting and Translation Studies, Guangdong University of Foreign Studies, Guangzhou, China.D A VID PUBLISHINGDDISCOURSE ANAL YSIS IN TRANSLATION OF CHINESE LITERA TURE445Discourse and Discourse AnalysisDiscourse is also known as “text” or “speech”. Different scho lars have different definitions of discourse. Taking English for example, some scholars have regarded spoken and written discourse as a continuum from informal spoken language to formal written language which encompasses seven types including casual conversation (Du, 2008, p. 93). Consequently, discourse analysis includes the analysis of both the discourse in spoken language and that in written language. According to Carter’s definition, discourse refers to the organization of text units beyond the level of sentence (Carter, 1982, p. 184). Hoey (1991, p. 266), on the other hand, sees discourse as the language organization that functions above grammar. Hu Zhuanglin (1994, p. 7) defines discourse as all forms of natural language that are not entirely constrained by grammar and can convey complete meaning within a specific context, with the purpose of taking language as a medium to accomplish specific communicative tasks. Hence, discourse can be a phrase, a sentence, a paragraph, or an entire article.The theory of discourse analysis falls within the realm of functionalist and was initially proposed by American structuralist linguist Harris. In the early 1970s, discourse analysis gained prominence and developed into a vital branch of linguistics, and various theories and research methods gradually emerged. In discourse analysis, the content of a text serves as the basis for analysis, while the form of the text serves as the medium. Unlike simple text analysis, discourse analysis takes into account multiple factors, including cultural context, themes, central ideas, wording, structural features, writing styles, etc.Systemic Functional Grammar and Halliday’s Discourse Analysis ModelThree Elements of Register and Meta-functionsHalliday suggests that register comprises three variable elements: field, tenor, and mode. Field pertains to what language in the discourse is about, tenor refers to who the participants in the communication are, and mode signifies the manner in which the message is conveyed. Through lexical and grammatical choices, these three elements respectively reflect different meta-functions. Field represents ideational function, tenor reflects interpersonal function, and mode embodies textual function (Munday, 2016). Therefore, through coherent discourse (textual function), communication with others (interpersonal function) is achieved, reflecting the objective world and the inner world of the participants (ideational function).Discourse Analysis ModelHalliday’s discourse analysis model, which originat ed from his Systemic Functional Grammar, offers new perspectives for translation studies. Many translation works have adopted functional linguistics as a theoretical framework. Systemic Functional Grammar focuses on language used in communication, sees meaning as a choice, and relates it to the socio-cultural framework in which it is embedded. “Choice” is a pivotal concept in Functional Linguistics. The forms of linguistic expression that people choose, consciously or unconsciously, whether in written or spoken language, depend on the context and actual needs. Choice determines the effect of a discourse, and each choice represents a different meaning or “function” (Huang, 2004, pp. 19-20). Halliday’s discourse analysis model involves the transformation and equivalence of language in terms of vocabulary, grammar, and pragmatics, which is applicable.Discourse Analysis of the Translation of Kong YijiIn the realm of translation, particularly in literary works, a translator must first grasp the original’s meanin g and appreciate its artistic flavor. Only in this way can he select the most suitable linguistic forms for translation.DISCOURSE ANAL YSIS IN TRANSLATION OF CHINESE LITERA TURE446When choosing the macro-structure of the discourse, the form of sentences, phrases, and words, the translator should try his best to convey the semantic meaning and context of the original (Huang, 2004). Therefore, when conducting a discourse analysis of a translated work, we can focus on the choice of form, meaning, coherence, and cohesion. The following is a discourse analysis of the translation of Kong Yi Ji based on this mode of analysis. Choices in FormExample 1:Original: 孔乙己等了许久，很恳切的说道，“不能写罢？……我教给你，记着！这些字应该记着。

2014年上学期期末考试题型1.Discuss the following topics: (本题共20分, 每小题5分)可从复习资料第一部分出题，是回答问题的题。

2. II Translate the following into Chinese or English: (本题共20分, 每小题2分) 可从复习资料第二至八部分出题，是回答问题的题。

III Translate the following passages into Chinese((本题共45分, 第1篇15分，第2篇15分，第3篇15分):可从复习资料的第九部分出题，是回答问题的题。

III Judge whether the following translations are True or False by filling in each of the brackets with T for True and F for False(本题共15分, 每小题2分)可从复习资料中出题供复习用翻译技巧课后练习一、回答问题1.何谓翻译？（开放式问题）2.翻译的过程是什么？3.翻译是技能、艺术还是科学？（开放式问题）4.翻译的标准是什么？5.一名合格翻译工作者应具备什么样的素质？（开放式问题）6.钱钟书先生关于文学翻译的标准是什么？二句子翻译练习，注意语境对翻译选词的影响[见第3章：英汉词义对比与翻译中根据语境选词]句子翻译练习：注意语境对翻译选词的影响1.After he had a row with his wife at home he had a row with his mistress on the lake.2.Needing some light to see by, the burglar crossed the room with a light step to light the light with the light green shade.3. Lead as an element that gets into your body is absorbed into the bones and thus does harm to your health.4. Child enrolment is also affected by household size, birth order, livestock ownership and the ability of the household to absorb economic shocks.5. You could tell he was absorbed in his conversation, and not paying much attention to the road.6. As luck would have it, no one was in the building when the explosion occurred.7. As luck would have it, there was rain on the day of the picnic.8. He made a wise choice.9. We went away, as wise as we came.10. People praised highly the hero’s glorious deeds.11. He had lied to me and made me the tool for his wicked deeds.12.Under the direction of the teachers, he has made great progress.13. Under the direction of Hitler and Mussolini, Franco started a civil war.14. For 15 years, Dr. Neil Todd has been searching for cats. Not big cats, like lions or tigers or pumas or leopards; nor fancy cats, like overbred Persians or Abyssinians or Siamese or Angoras. 15. They were washed to the sides of the roads, and lay heaped up over the road-gratings, masses of gorgeous harmonies in red, brown, and yellow.16. Don’t be such a spoilsport.17.他的女儿在山头上玩。

贵黔第一卷2024八年级英语作文全文共10篇示例，供读者参考篇1Hi guys, I’m gonna tell you about the first volume of the Guizhou Test in 2024. It was super hard but I managed to do my best and finish it!The first part was all about grammar and vocabulary. I had to fill in the blanks with the right words and choose the correct answers. It was tricky, but I remembered all the rules Mrs. Li taught us in class. I think I did pretty well on this part.Next, there was a reading comprehension section. I had to read a story and answer questions about it. The story was about a boy who went on an adventure to find a hidden treasure. I loved reading it and answering the questions was fun too.After that, there was a writing section where I had to write a short essay about my favorite hobby. I wrote about playing soccer and how it keeps me active and happy. I hope the examiner likes it!The listening part was the last section. I had to listen to a recording and answer questions about it. It was a bit difficult because some words were spoken really fast, but I tried my best to catch all the details.Overall, the first volume of the Guizhou Test in 2024 was tough, but I think I did well. I studied hard and gave it my all. I can’t wait to see my results and share them with all of you!篇2Yo yo yo! What's up, guys? I wanna tell y'all 'bout dis super cool essay I wrote for da Guizhou Province 2024 8th Grade English Composition Test. It was bangin'! Check it out!Title: My Adventure to Outer SpaceYo, so one day, I was chillin' at home when I got a mysterious invitation to go to outer space! I was like, "Whaaaat?" But I was super excited, so I put on my space suit and hopped on da rocket ship.When I got to outer space, I saw all kinds of crazy things - like aliens playin' basketball and planets made of candy! It was lit, fam. I even got to ride a spaceship roller coaster and float in zero gravity. So dope!But then, I ran into a problem - my rocket ship ran outta fuel! Oh no! I was stuck in outer space with no way to get back home.I was scared, but then I remembered the power of friendship. I made friends with an alien dude named Zog and together, we fixed my rocket ship and flew back to Earth.When I got back home, I realized that outer space ain't just bout adventure - it's also bout makin' new friends and learnin' new things. It was an experience I'll never forget.So yeah, dat was my adventure to outer space. It was da bomb dot com! Peace out, homies!篇3Dear diary,Today our school had the Guizhou First Volume English exam for the eighth grade. I was so nervous because I really wanted to do well in the exam.The exam had different sections like reading, writing, listening and speaking. In the reading section, we had to read a passage and answer questions about it. It was a bit challenging but I tried my best to understand the text.In the writing section, we had to write an essay about our favorite season. I chose summer because I love going to the beach and having ice cream. I wrote about all the fun things I like to do in the summer and why it's my favorite season.The listening section was a bit tricky because we had to listen to recordings of people speaking in English and answer questions about what they said. I had to really focus and listen carefully to understand what they were saying.The speaking section was my favorite because I love speaking in English. We had to talk about our daily routine and our hobbies. I talked about how I wake up early, go to school, play with my friends, and do my homework in the evening.Overall, the exam was challenging but I think I did my best. I hope I get a good grade because I worked really hard for it. I can't wait to see my results!Love,[Your Name]篇4Hello everyone! Today, I want to share with you about the first volume of the Guizhou English test in 2024 for eighth grade students. It was so much fun and challenging at the same time!First of all, the listening part was super exciting! We had to listen to different conversations and answer questions based on what we heard. Some of the conversations were about going to the zoo, ordering food at a restaurant, and even planning a birthday party. It was a bit tricky because the speakers talked really fast, but I tried my best to concentrate and answer all the questions.Next, the reading part was quite interesting too. We had to read some passages and answer questions about them. One of the passages was about a famous scientist and his inventions, while another one was a story about a family going on a vacation.I really enjoyed reading the passages and trying to understand the main ideas and details.Lastly, the writing part was a bit challenging, but I managed to write about my favorite holiday and why I liked it so much. I wrote about my trip to the beach with my family last summer and all the fun we had playing in the sand, swimming in the ocean, and eating ice cream. It was such a memorable experience!Overall, the Guizhou English test was a great experience for me. It helped me improve my listening, reading, and writing skills, and I can't wait to see how I did on the test. I hope I did well enough to pass and make my teachers and parents proud!That's all for now, see you next time! Bye!篇5Title: My Experience in the First Volume of the Guizhou Test 2024Hey everyone, I wanna tell you about my experience in the first volume of the Guizhou test in 2024. It was so exciting and challenging at the same time.First of all, let me tell you how nervous I was before the test. I couldn't sleep well the night before and I kept thinking about all the grammar rules and vocabulary I needed to remember. But I also felt kind of excited because I wanted to show what I've learned in the past year.When the test started, my heart was beating so fast. I started with the listening part and I was trying so hard to understand every word. Then came the reading part, where I had to answer questions about a passage. That was tricky because I had to readcarefully to find the right answers. The writing part was the most challenging for me because I had to write an essay in English. I tried to organize my ideas and write as neatly as I could.After the test was over, I felt relieved but also proud of myself for completing it. I knew I had done my best and that's all that mattered. I can't wait to see my results and see how much I've improved.Overall, the first volume of the Guizhou test in 2024 was a great experience for me. It taught me the importance of preparation and hard work. I can't wait to see what the next volumes will bring and I'll do my best to keep improving my English skills.篇6Title: My Adventure at Guizhou - Volume 1Hey guys, it's me, Timmy! I'm here to tell you all about my awesome adventure in Guizhou! So grab your snacks and get comfy, because this story is gonna be epic!It all started when my family and I decided to visit Guizhou during our summer vacation. I was super excited because I had never been to this province before. The first thing we did wasvisit the famous Huangguoshu Waterfall. It was so huge and powerful, I couldn't believe my eyes! We got to walk behind the waterfall and feel the mist on our faces. It was like being in a dream!Next, we went to see the Miao and Dong minority villages. The houses were all made of wood and looked like something out of a fairytale. The people were so friendly and welcoming, they even taught me how to dance their traditional dances. I felt like I was part of their community.But the best part of the trip was when we went hiking in the mountains. We saw cherry blossoms blooming everywhere and the view from the top was breathtaking! I felt like I was on top of the world. We also visited some caves and saw amazing rock formations. It was like being in a different planet!I had the best time in Guizhou and I can't wait to go back someday. The people, the food, the scenery - everything was just perfect. If you ever get the chance to visit this amazing province, don't hesitate! You won't regret it, I promise!That's all for now, folks! Stay tuned for Volume 2 of my adventure at Guizhou. Bye!篇7Hi guys, I'm so excited to tell you about the English essay competition that I participated in! It's called the Guizhou Volume 1 2024 Eighth Grade English Essay Competition.The theme of the competition was "My Dream School" and I had so much fun writing about it. I imagined a school where we could have classes outside in nature, with lots of plants and animals around us. We would have a big playground with swings and slides, and a garden where we could grow our own fruits and veggies.In my dream school, we would have cool teachers who make learning fun and exciting. We would have art and music classes every day, and sports competitions every week. And of course, we would have yummy and healthy food in the cafeteria.I also wrote about the importance of friendship in school. I believe that having good friends makes school more enjoyable and helps us to learn and grow together. We would support each other, cheer each other on, and have each other's backs no matter what.I had so much fun writing about my dream school and I hope I win the competition. Even if I don't win, I'm proud of the essay that I wrote. It's important to dream big and believe in yourself. Ican't wait to see what other dreams and ideas my classmates came up with. Thank you for reading my essay!篇8Hi guys, I'm so excited to share with you all my experience of taking the Guizhou No.1 Vol. 2024 Eighth Grade English Exam. It was super challenging but also super fun!The exam started with a listening section where we had to listen to different dialogues and answer questions. It was a bit hard to catch all the details at first, but I think I did pretty well. Then we moved on to the reading section where we had to read passages and answer questions. Some of the passages were quite long, but I tried my best to understand them.The writing section was next, and we had to write an essay about our favorite season. I chose summer because I love going to the beach and eating ice cream. I wrote about all the fun things I do during summer vacation.Lastly, there was a speaking section where we had to talk about a topic given by the examiner. I was a bit nervous at first, but I think I did a good job expressing my thoughts.Overall, the exam was tough but I had a great time. I can't wait to see how I did on the results! Let's work hard and keep improving our English skills! Go us!篇9Hello everyone, my name is Amy and I am an eighth-grade student from Guizhou. Today, I want to share with you all about the first volume of English composition in 2024.In this volume, we learned a lot of interesting and useful things in English class. For example, we learned how to talk about our daily routines, our hobbies, and even our dreams and aspirations. It was super fun to practice speaking in English with my classmates and sharing our thoughts with each other.One of my favorite topics in this volume was about my dream job. I have always wanted to become a fashion designer, and I got to write a whole composition about why I love fashion and how I want to pursue my dream in the future. It was really exciting to imagine myself working in a big fashion house and creating beautiful clothes for people to wear.Another topic that I found interesting was about environmental protection. We learned about the importance of taking care of our planet and how we can all do our part toreduce waste and protect the environment. It made me realize that even small actions like recycling and using less plastic can make a big difference in the long run.Overall, I had a great time studying the first volume of English composition in 2024. I can't wait to learn more in the next volume and continue improving my English skills. Thank you for listening to my little summary, and I hope you all have a great day!篇10Oh my gosh, I can't believe I have to write a long essay for the Guizhou exam in 2024. It's so tough! But okay, here goes nothing.Hello everyone, my name is Lily and I'm in 8th grade. Today, I want to talk about my favorite teacher, Mr. Zhang. He's the best teacher ever! He's super funny and always makes us laugh in class.One time, he told us a story about his pet dog and we couldn't stop laughing. He's also really good at teaching English. He always explains things in a way that's easy to understand, and he never gets mad if we make mistakes.Mr. Zhang also helps us with our problems. Once, I was struggling with a math problem and he sat with me for almost an hour until I understood it. He's so patient and kind.I think Mr. Zhang is not just a teacher, but also a friend. He cares about us and wants us to do our best. I am so lucky to have him as my teacher.In conclusion, Mr. Zhang is the best teacher in the world. I will never forget all the things he has taught me. Thank you, Mr. Zhang, for everything!。

北京语言大学智慧树知到“英语”《英汉汉英翻译》网课测试题答案（图片大小可自由调整）第1卷一.综合考核(共15题)1.The burning questio of my chinldhood had been richly answered.A.我小时候梦寐以求想得到答案的问题，终于得到了圆满的回答。

B.我儿童时代在心中燃烧的问题，终于得到了充分的回答。

2.You can never be too careful about English-Chinese translationA、作英译汉时，不能太仔细B、作英译汉时，越仔细越好3.It is not our opinion that your proposed contract is practical.我方认为，贵方所拟议的合同并不是切实可行的。

()A.正确B.错误4.The most of the Panamanians who are after at this time is a chance to get more income from the Canal.A、最多的巴拿马人现在追求的是寻找机会从运河获得更多的收入B、当前巴拿马人所追求的是争取从运河得到更多的收入5.He is a Napoleon of finance.A.他是金融界的拿破仑。

B.他是金融界的巨头。

6.A second term would give the president more power than was safe for republican institutions.第二任大选获胜使得总统获得更大的权力，而不是共和制度的安全。

()A.正确B.错误7.当今世界正处在历史性的大变动之中，国际竞争日趋激烈。

A.todays world is undertaking historical change, international competition becomes serious day by day.B.The world today is undergoing a historical change and international competition is getting increasingly tenser.8.Cadres at all levels should improve their art of leadership. 各水平的领导干部都必须提高领导水平。

用语言学分析中式英语作文Title: An Analysis of Chinese English in Linguistics Perspective。

Introduction:Chinese English, also known as Chinglish or Chinese-English, refers to the unique form of English that is influenced by the Chinese language and culture. It is commonly observed in China, where English is taught as a second language. In this article, we will delve into the linguistic aspects of Chinese English, examining its features, origins, and impact on language learning and communication.1. Historical and Cultural Influences:The development of Chinese English can be attributed to various historical and cultural factors. China's long history of isolation from the English-speaking world,coupled with the influence of Chinese grammar, vocabulary, and pronunciation, has resulted in the emergence of adistinct form of English. Additionally, the Chinese writing system, which is vastly different from the English alphabet, poses challenges for Chinese learners of English.2. Lexical Features:One of the most noticeable features of Chinese Englishis the incorporation of Chinese words and idiomatic expressions. This phenomenon is often referred to as code-switching, where speakers switch between languages within a single conversation. For example, phrases like "long timeno see" and "no problem" are direct translations from Chinese expressions. These lexical borrowings can sometimes lead to confusion or miscommunication for non-Chinese speakers.3. Grammatical Features:Chinese English also exhibits distinctive grammatical features. Chinese grammar lacks articles, verb tenses, andplurals, which can result in errors when Chinese speakers attempt to use these features in English. For instance, Chinese speakers may say "I go to school yesterday" instead of "I went to school yesterday" due to the absence of past tense markers in Chinese. Moreover, sentence structures in Chinese tend to be more straightforward and lack the complexity of English sentence patterns.4. Pronunciation and Phonological Features:Chinese English is characterized by specific pronunciation patterns influenced by the phonetics of the Chinese language. Chinese speakers often struggle with certain English sounds, such as "r" and "th," leading to pronunciation errors. Additionally, the tonal nature of Chinese can affect the intonation and stress patterns of English speech. This can result in a distinct accent and rhythm in Chinese English.5. Pragmatic Features:The cultural norms and communication styles of Chinesesociety also impact the pragmatic aspects of Chinese English. Chinese speakers tend to be more indirect in their speech, using polite language and avoiding direct refusals or confrontations. This cultural influence can be observed in Chinese English, where speakers may use euphemisms or indirect expressions to convey their message. For example, instead of directly saying "no," a Chinese speaker might say "maybe" or "I'm not sure."6. Impact on Language Learning and Communication:The presence of Chinese English has both positive and negative implications for language learning and communication. On one hand, it reflects the linguistic creativity and adaptation of Chinese speakers in their efforts to communicate in English. It also serves as a bridge for Chinese learners to understand and express their thoughts in English, as they utilize familiar Chinese structures and vocabulary. However, the overuse of Chinese idioms or direct translations can hinder effective communication with non-Chinese speakers and impede the development of native-like English proficiency.Conclusion:Chinese English, as a unique linguistic phenomenon, reflects the influence of Chinese language, culture, and history on English language learning and communication in China. While it showcases the creativity and adaptability of Chinese speakers, it also poses challenges in terms of grammar, pronunciation, and pragmatic aspects. Understanding the linguistic features of Chinese English can help language learners and teachers identify areas of improvement and develop effective strategies for language acquisition and communication.。

C hi n e s e Tr a n s l a t o r s J o u r n a l61《中国翻译》2000年第3期・译林漫步・收稿日期:2000-01-08近百年来把西方一些知识分子的思想或理论译介给国人者不乏其人,中国人中自己主动把一九一九年“五四“运动以来存在于散文中那些鲜活的思想译介给外国人的学者却并不多见。

张培基教授《英译中国现代散文选》弥补了这个缺憾。

二十世纪末能在炒得沸沸扬扬的书市上偶拾到这样一本选材精当、译功踏实的新书《英译中国现代散文选》,幸甚!《英译中国现代散文选》的译者很看重所选散文中的“真情”———那种迫于必要而非出于志愿的应景文章一概不译;译者对曾有过争议的名人作品也不看其名气大小,而着眼于其散文是否仍有现实意义;如果能给后人留下一点值得思考的东西,那么就将其译出。

例如所译胡适的《差不多先生传》在揭示我们民族劣根性方面很有特色,至今读来尤有极深刻的现实意义。

《英译中国现代散文选》篇幅有限,但它几乎囊括了1919年“五四”运动以来中国一大批杰出作家寓意深邃的有一定代表性的散文作品。

这些作家或名人包括李大钊、方志敏、鲁迅、郭沫若、胡适、叶圣陶、朱自清、郁达夫、柔石、萧红、老舍、郑振铎、萧乾、冰心等等;也有至今仍在笔耕的文学巨匠如巴金、季羡林等等。

《英译中国现代散文选》可成为让当代的西方人了解中国,了解中国人的思想脉搏的一面三棱镜或一本好教材。

目前西方一些国家首脑人物都很重视其“智囊团”对孔子、老子、孙子等我国古代思想家或军事家的研究,这方面的译作也较多,但对上述我国知识层面的代表人物知之甚少。

因此,《英译中国现代散文选》的推出对国人的翻译指导思想或翻译观念的更新也会起到先导作用。

让世人了解中国,了解中国人民真实的思想感情,有条件的有识之士应多做些这方面的译介工作。

张培基教授《英译中国现代散文选》问世的意义不可低估。

如果只读《英译中国现代散文选》(汉英对照)中的英文,你不会觉得这是译文,不会觉得其英文是出自一位中国人的手。

一引入1.What Is Language Transfer?谈谈自己的想法并举两个例子Transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously acquired . Odlin (1989: 27)迁移是由于目标语与已经习得的语言之间的相似和差异而产生的影响。

奥德林Keen awareness of the similarities and differences between the two languages can facilitate FL learning.对两种语言相似与相异点的敏锐意识能促进外语学习。

Examples of Negative Transfer：He only eat two meal a day. Morphological transfer （词形迁移）Neither nouns nor verbs have inflections in Chinese. 在汉语中，名词和动词都没有形态变化。

Shanghai is said to have thirteen million population. Collocation transfer (搭配迁移)The noun renkou, the Chinese equivalent of ‘population’, can have a numerical pre-modifier. Population的汉语对应词“人口”在汉语中可以用前置数词来修饰。

Chinese EnglishMeaning-focused with emphasis on implicit coherence (隐性连贯)Paratactic语义型语言(以意统形) Form-focused with emphasis on explicit cohesion（显性联接）Hypotactic形态型语言(以形驭意)left-extending, heavy-headed like a lion狮子型语言right-extending heavy-tailed like a peacock孔雀型语言moving point of sight（视点流动）fixed point of sight（视点固定）bamboo-like sentence structure（竹式结构）with different sections linked and yet separated tree-like sentence structure （树式结构）with different parts connected like branches and sub-branches to the trunk lineTopic-Comment Sentence Structure （话题-评论结构）Topic-prominent Language话题突出型语言Subject-Predicate Sentence Structure （主语-谓语结构）Subject-prominent Language主语突出型语言Order of linguistic elements: relatively fixed like bamboo-making （制竹）（语序相对固定）Order of linguistic elements: relatively flexible like block-building （积木）（语序相对灵活）3.中文的竹式结构，英文的树式结构能够举例说明从前这里有一个渔村，村里住着十户人家，这十户人家全靠打鱼、种地为生，生活艰苦，但很安宁。