有关英语谚语翻译的论文或资料
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发布时间：2022-05-06 17:58
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热心网友
时间：2023-10-14 06:02
http://www.tabobo.cn/soft/20/233/2008/224306019308.html
摘 要
本文从谚语文化角度着手，分析谚语中的文化因素，以及英汉谚语中的文化差异，尝试研究在谚语的英汉翻译过程中发生文化缺失时如何弥合。最终通过意译手段实现英语谚语的可译性，从而顺利完成跨文化交际活动，实现国际间的文化交流与传播。
关键词 谚语文化; 文化缺失; 意译; 翻译补偿
Contents
Abstract Ⅰ
Keywords Ⅰ
摘要 Ⅱ
关键词 Ⅱ
Introction 1
I. The Brief Introcton to Proverb 3
II. Proverb Culture 5
A.Cultural Factors in Proverb 5
B.The Different Cultures Between English and Chinese Proverb. 5
1.Custom 5
2.Religious Belief 6
3.Different Living Conditions. 8
III. English Proverb Translation 9
A.Attentions in English to Chinese Translation 9
1.Misinterpretation of English Proverb 9
2.The National Feature 10
3.The Art of Language 10
B.Transliberation 11
C.Translation Compensation 12
Conclusion 14
Acknowledgements 15
Bibliography 16
热心网友
时间：2023-10-14 06:02
Three cobblers are more clever than Mr. Zhuge Liang.(三个皮匠会比诸葛亮先生更聪明。)
其实，我们中国的许多谚语，都有对应的英语谚语，两者意思相同或者相似，完全可以互相代替，一般情况下，不需要我们自己翻译。比如“三个臭皮匠，赛过诸葛亮”这个谚语，就有一个对应的英语谚语，请看下面第一行。另外一个与《三国演义》人物有关的谚语“说曹操，曹操到”，也有对应的英语谚语，请看下面第二行。
①Two heads are better than one.(两个脑袋比一个脑袋更好。)
②When we talk about the devil, he will appear.(当我们谈论魔鬼的时候，他将会出现。)
看到这里，有些朋友可能会问：在哪里可以找到这些对应的英语谚语呢？我曾在北京王府井的外文书店中，看到过这方面的书，书名好象叫做《汉英谚语词典》(时间长了，记不清楚了)，我们可以从这种词典中，查出大多数中国谚语的对应英语谚语。现在国内是“英语热”，英语图书(包括英语词典)多如牛毛，我想这种词典应当不难找到。
一个中国谚语，只有在词典中找不到对应的英语谚语时，我们才考虑自己翻译，不过这种情况好象并不多见。比如“周瑜打黄盖，一个愿打，一个愿挨”这个谚语，我就一直没有找到对应的英语谚语，因此我把它翻译为：
One is willing to sell, and the other is willing to buy.(一个人愿意卖，另外一个人愿意买。)
热心网友
时间：2023-10-14 06:03
translate figurative speech was studied, using sentences con
taining metaphors, al function words, and proverbs, as
presented in classroom workbooks. One hundred twenty
children from first, third, fifth, and seventh grades were
asked to describe the meaning of each figurative word or
phrase placed in context. Responses were scored on a four
point scale indicating the extent to which the child used a
literal or figurative translation. Significant effects between
grade levels and figurative conditions were found, indicating
that the ability to translate figurative speech proceeds along
a developmental hierarchy of language comprehension. The
majority of third grade children were able to translate meta
phors and al function words into figurative language suc
cessfully. The ability to translate proverbs required a level
of comprehension that does not appear in most children
until seventh grade, as suggested by Piaget.
A recent review of the psychological literature on
metaphor suggests a strong relationship between
metaphor comprehension and Piaget's cognitive stages
of thought development (3). Piagetian theory suggests
that children from seven to twelve years of age develop
a broad range of transformational skills that allows them
to operate on reality, building a repertoire of symbols
and signs (8). This display of cognitive growth represents
an enormous expansion of power and abstraction in that
it frees children from the literal aspects of their percep
tions.
Inhelder and Piaget suggest that the capacity for poetic
usage and the ability to operate on linguistic elements
may be the last facet of language to develop (3). The
authors' experiences in third grade classrooms, while
observing children's understanding of figurative speech
as presented in reading workbooks, revealed a wide range
of abilities in the children's interpretation of metaphors
and proverbs at the concrete operations period of develop
ment. Some children had an immediate grasp of the mul
tiple meanings of terms, while others, regardless of the
amount of explanation given, could not override their
cognitive ties to the literal interpretation.
Research suggests that the capacity to understand
metaphoric speech occurs at an age beyond the preschool
level (5). An early study investigated the development of
children's ability to understand al function words,
terms that have a joint reference in language to both
physical and psychological data (1). For example, such
words as "cold" and "warm" denote thermal properties
and can serve a al function in describing psychological
aspects of people. The authors suggested that these terms
are an elementary instance of metaphorical thinking and
investigated the order in which children's understanding
of al terms emerged. Results indicated that children
from three to seven are sensitive only to the literal trans
lation, while seven- to eight-year olds demonstrate the
beginning of the ability to use the psychological sense of
the terms. The ability to state the al function of the
terms was clearly developed in the twelve-year-old group
(for example, "hard things and hard people are both
unmanageable").
Further work examined the ability of preschool child
ren to make metaphoric links, to perceive relationships
among disparate phenomena (6). Children, ages three to
nineteen, were asked to indicate their knowledge of
literal meanings of word pairs and then project them onto
sensory domains using metaphoric skills. In contrast to
earlier findings, these results indicated that the capacity
for metaphoric association between sensory modalities
and adjectives was evident in young children.
A recent investigation found a developmental trend
toward the comprehension of metaphors, though it con
cluded that not until the age of ten were children able
to demonstrate metaphoric understanding of al func
tion words (12).
The ability to understand proverbs has been explained
by Piaget as part of the development of cognitive think
ing (10). He proposed that children from nine to eleven
years of age use a simple projection of the proverb into
sentences by process of immediate fusion. At this level,
there is no analysis of detail in comprehending proverbs,
but a general fusion of two propositions without analysis
of their meanings. Piaget believed that this phenomenon
precedes the development of logical thinking, that the
ability to translate proverbs does not occur until the
formal operations period.
The present study examined the relationship among
metaphors, al function words, and proverbs, specifically
looking at children's ability to translate classroom material
presented in context. Context has been cited as an impor
