英汉翻译中的望文生义现象的研究【毕业论文】.doc

1、（20_届）本科毕业设计英语英汉翻译中的望文生义现象的研究ASTUDYOFWORDFORWORDENGLISHCHINESETRANSLATIONI摘要在中国，翻译是一门古老而又年轻的艺术。中国的翻译可以追溯到魏汉，而盛于隋唐，前后大概持续了一千多年。在这一千多年里，许多古今中外的专家和学者对翻译以及翻译的标准提出了不同的看法。这些珍贵的看法对后人在翻译实践时产生了很大的影响，他们为当代的翻译事业贡献了自己的力量。尽管如此，还是有很多学生在做英译汉的练习时免不了会望文生义，导致这种现象产生的原因是多种多样的，主要可以归结为两方面的原因主观原因和客观原因。主观方面的原因大致是学生的认识问题，而客

2、观方面原因就比较复杂，如，英语词汇的一词多义，英语句子和英语词汇在不同上下文的不同含义，以及英语语法结构的复杂多样性。本文主要从英语的复杂性和多变性从着手，深入研究导致学生产生望文生义这种现象的主观方面原因和客观方面的原因，举出一系列相应的例子,并详细地分析了这两方面的原因,最后提出措施以防学生在今后的翻译中再出现类似的错误。关键词望文生义主要原因；翻译策略；ABSTRACTIIINCHINA,THETRANSLATIONISANARTWHICHISBOTHOLDANDYOUNGTRANSLATIONCANBEDATEDBACKTOABOUT1000YEARSAGO,DURINGWHICHTI

3、MEMANYEXPERTSANDSCHOLARSINANCIENTTIMEANDMODERNTIMEEXPRESSEDTHEIROPINIONSABOUTTRANSLATIONANDSTANDARDSOFTRANSLATION,ANDTHEYALSOTRIEDTHEIRBESTTOMAKETHEFIELDPERFECTTHOSEOPINIONSAREHELPFULANDHAVEGREATIMPACTSONSTUDENTSHOWEVER,STUDENTSSTILLMAKEMISTAKESWHENTHEYDOTRANSLATIONPRACTICETHEREASONSTHATCAUSETHEPHEN

4、OMENONOFTRANSLATINGLITERALLYINTRANSLATIONPRACTICEAREMULTIPLEREASONSOFTHEPHENOMENONCANBEDIVIDEDINTOTWOASPECTSSUBJECTIVEASPECTSANDOBJECTIVEASPECTSTHESUBJECTIVEREASONSMAINLYINCLUDESTUDENTSUNDERSTANDINGSABOUTTHESPECIALCULTUREOFENGLISHSPEAKINGCOUNTRIESANDTHEBACKGROUNDINFORMATIONOFTHEORIGINALTEXT,WHILETHE

5、OBJECTIVEREASONSARECOMPLICATEDPOLYSEMYOFENGLISHVOCABULARIES,DIFFERENTMEANINGSINDIFFERENTCONTEXTSOFTHESAMEENGLISHSENTENCESORWORDS,ANDTHECOMPLEXITYOFTHESTRUCTUREOFENGLISHGRAMMARTHEYARETHEMAINPOINTSTHATCAUSETHEPHENOMENONOFTRANSLATINGLITERALLYTHISPAPERSTUDIESTHEREASONSINDETAILANDGIVESSOMERELATEDEXAMPLES

6、ONTHEBASISOFTHECOMPLEXITYANDVARIABILITYOFENGLISHFURTHERMORE,THEPAPERDRAWSACONCLUSIONFINALLY,INORDERTOAVOIDTHEMISTAKEINTRANSLATINGENGLISHINTOCHINESE,THISPAPERPROPOSESSERIESOFSPECIFICMEASURESFORSTUDENTSTOTAKETOTOPREVENTFUTUREPROBLEMSINTHISFIELDKEYWORDSWORDFORWORDTRANSLATIONMAINREASONSTRANSLATIONSTRATE

7、GIESIIICONTENTS中文摘要IABSTRACTII1INTRODUCTION111BACKGROUNDINFORMATION112PURPOSEOFTHISTHESIS22THEORYEXPLANATIONS221THEDEFINITIONOFTRANSLATION222THECRITERIAOFTRANSLATION323THEMAINMETHODSOFTRANSLATION43SUBJECTIVEFACTORSOFTRANSLATINGLITERALLY531LACKOFCULTURECONSCIOUSNESS5311GEOGRAPHICALCULTURE6312HISTORIC

8、ALCULTURE6313RELIGIOUSCULTURE732LACKOFBACKGROUNDINFOMATIONOFTHETEXT74OBJECTIVEFACTORSOFTRANSLATINGLITERALLY841SEMANTICDIFFERENCESBETWEENENGLISHANDCHINESE842LEXICALDIFFERENCESBETWEENENGLISHANDCHINESE943SYNTACTICDIFFERENCESBETWEENENGLISHANDCHINESE105CONCLUSION12BIBLIOGRAPHY13ACKNOWLEDGEMENTS1411INTROD

9、UCTION11BACKGROUNDINFORMATIONTRANSLATINGONELANGUAGEINTOTHEOTHERLANGUAGEHASALONGHISTORYINTHEWORLDTHEPURPOSESOFTRANSLATINGARETOOVERCOMETHELANGUAGEBARRIERSANDEXCHANGEINFORMATIONWITHOTHERCOUNTRIES,TOLEARNMOREABOUTOTHERCOUNTRIESCULTUREANDCIVILIZATIONANDABSORBADVANTAGESOFOTHERCOUNTRIESANDTODEVELOPOWNCOUNT

10、RYTOAHIGHERLEVEL,TOCOMMUNICATEPOLICYANDECONOMYWITHCOUNTRIESALLOVERTHEWORLDANDANYOTHERPURPOSESTHETRANSLATIONACTIVITYISSIGNIFICANTTHEFAMOUSTRANSLATOREUGENENIDAONCESAIDTRANSLATIONISTHEMOSTCOMPLEXMENTALACTIVITYTHATPEOPLECANENGAGETHEPRESIDENTOFTHEINTERNATIONALFEDERATIONOFTRANSLATORSBETTYCOHENSAIDTHATNEVE

11、RINHISTORYHAVEWEBEENSOINDISPENSABLETOTRADE,CULTURE,PEACE,ANDHUMANITYJUSTIMAGINEONEDAYINTHEWORLDWITHOUTTRANSLATIONWOULDALLBEMUTEWEARELIKETHEELECTRICITYINTHEWRIESANDTHEWATERINTHETAPTRANSLATINGWORDSTOOLITERALLYISAPHENOMENONTHATALWAYSATTRACTSDOMESTICANDFOREIGNEXPERTSATTENTIONITISNOTONLYTHETRAPINTRANSLAT

12、IONPRACTICE,BUTALSOTHEBLINDSPOTINLEARNINGFOREIGNLANGUAGESYANFUPUTFORWARDTHETRANSLATIONSTANDARDFAITHFULNESS,SMOOTHNESS,ELEGANCEIN1989ANDTHISTRANSLATIONSTANDARDHASBEENUSEDFORMORETHANAHUNDREDYEARSTHEPHENOMENONOFTRANSLATINGENGLISHINTOCHINESELITERALLY,NAMELY,STUDENTSDONOTUNDERSTANDTHEREALMEANINGOFENGLISH

13、SENTENCESANDVOCABULARIESEXACTLY,SUCHASMECHANICALLYTRANSLATINGENGLISHINTOCHINESE,ANDSOMETIMESSTUDENTSMAKEMISTAKESBECAUSETHEYLACKOFTHECULTUREAWARENESSANDCANNOTTELLTHEDIFFERENCESBETWEENENGLISHANDCHINESEMANYSCHOLARSHAVEALREADYDONEALOTTOSTUDYTHISTOPIC,ANDTHEYALSOHAVEDRAWNMANYIMPORTANTCONCLUSIONSBUTIFTHEP

14、ROBLEMISPROBEDINTOALITTLEDEEPER,ITISNOTSURPRISEDTOFINDTHATTHEYSTILLDONOTEXPLAINCOMPLETELY,ANDTHESEANSWERSAREUSUALLYNOTSOCOMPREHENSIVETHEREASONWHYTHEPHENOMENONALWAYSOCCURSINTRANSLATINGENGLISHINTOCHINESECONSISTSOFTWOPARTSONEISFROMSUBJECTIVEFACTORSWHILETHEOTHERDERIVEFROMOBJECTIVEFACTORSTHESUBJECTIVEFAC

15、TORSCANBESAIDTHATSTUDENTSARESHORTOFCULTURECONSCIOUSNESSANDBACKGROUNDINFORMATIONABOUTTHEORIGINALTEXTTHEOBJECTIVEELEMENTSARESEMANTICDIFFERENCES,LEXICALDIFFERENCES,SYNTACTICDIFFERENCESBETWEENENGLISHANDCHINESETHESETHREEELEMENTSAREMORECOMPLICATEDTHANTHESUBJECTIVEFACTORSHENCE,ITISDIFFICULTFORSTUDENTSTOCOR

16、RECTTHEMISTAKE12PURPOSEOFTHISTHESISTRANSLATIONISACOMPLICATEDARTTRANSLATIONISNOTONLYANIMPORTANTPROCESSWHENSTUDENTS2LEARNENGLISH,BUTALSOAMEANSOFTESTINGSTUDENTSUNDERSTANDINGOFENGLISHSENTENCESANDVOCABULARIESSTUDENTSOFTENFEELDIFFICULTINCOMPREHENDINGENGLISHWORDSANDSENTENCESINTRANSLATINGENGLISHINTOCHINESET

17、HESEREASONSAREMULTIPLE,SUCHAS,POLYSEMYINENGLISHWORDS,THEDIFFERENTCONNOTATIONOFTHESAMEWORDORTHESAMESENTENCEINDIFFERENTTEXT,THECOMPLEXITYOFGRAMMATICALSTRUCTUREOFENGLISHANDSTUDENTSSUBJECTIVEUNDERSTANDINGSMAKETHEPHENOMENONLIKEACOMMONMISTAKEINADDITION,THEREAREALSOLANGUAGEANDCULTURALBARRIERS,SUCHAS,THETEX

18、TTOBETRANSLATEDISQUITEDISTANTBOTHINTIMEANDINSPACETHEFORMOFATEXTISUNIQUETHECONTENTISNOTSHAREDINTWOCULTURESTHOSEASPECTSCANBELANGUAGEBARRIERSINDEVELOPINGTRANSLATIONABILITYONTHEWAYHENCE,ITISDIFFICULTFORSTUDENTSTOCORRECTTHEMISTAKE,BECAUSEENGLISHWORDSARECHANGEABLEBYTHETIMETOAVOIDOFTHECOMMONMISTAKE,STUDENT

19、SSHOULDBROADENTHEIRENGLISHKNOWLEDGEOFALLSORTS,LEARNMOREABOUTENGLISHCOUNTRIES,ANDALWAYSKEEPPACEWITHTHECHANGESOFENGLISHWORDSANDUSAGESOFWORDSTHEPAPEREXPLAINSTHETRANSLATIONTHEORIESATTHEBEGINNINGSTUDENTSWHOWANTTODOTRANSLATIONWELL,THEYSHOULDPAYMOREATTENTIONTOTHETRANSLATIONTHEORIESTHEYCANLEARNMUCHINTRANSLA

20、TIONTHEORIESANDTRANSLATIONTHEORIESCANHELPSTUDENTSDOTRANSLATIONPRACTICEBETTERTHENTHEPAPERTALKSABOUTTHESUBJECTIVEREASONSINCLUDINGCULTURECONSCIOUSNESSANDBACKGROUNDINFORMATIONABOUTTEXTS,ANDTHEOBJECTIVEREASONSINDETAILANDINEACHPART,THEPAPERGIVESSOMEEXAMPLESATLAST,THEPAPERDRAWSACONCLUSIONANDGIVESSOMETRANSL

21、ATIONSTRATEGIES2THEORYEXPLANATIONS21THEDEFINITIONOFTRANSLATIONTHEOXFORDENGLISHDICTIONARYDEFINEDTRANSLATETOTURNFROMONELANGUAGEINTOANOTHERWEBSITERSTHIRDNEWINTERNATIONALDICTIONARYOFTHEENGLISHLANGUAGEALSODEFINEDTRANSLATETOTURNINTOONESOWNORANOTHERLANGUAGEALTHOUGHTHETWODEFINITIONSAREDIFFERENTINCHOOSINGWOR

22、DSTOEXPRESS,THEMEANINGSARETHESAMENIDAISSUEDABOOKWHICHISCALLEDNIDAONTRANSLATION,INWHICHHEEXPLAINEDTHEDEFINITIONOFTRANSLATIONTRANSLATIONCONSISTSINREPRODUCINGINTHERECEPTORLANGUAGETHECLOSESTNATURALEQUIVALENTOFTHESOURCELANGUAGEMESSAGE,FIRSTINTERMSOFMEANINGANDSECONDLYINTERMSOFSTYLEEUGENEANIDACHARLESRTABER

23、,198212INTHISDEFINITION,THE“EQUIVALENT”ISTHECORE,SOTHATTARGETTEXTREADERSCANGETTHESAMEFEELINGWITHTHEORIGINALTEXTREADERSBYREADINGTHETRANSLATIONITMEANSTHATPUTREADERSINTHECENTERANDSEEKTHEEQUIVALENTOFTWOEFFECTSHOWEVER,EQUIVALENTCANONLYBERELATIVEEQUIVALENTFIRST3OFALL,DIFFERENTLANGUAGESHAVEDIFFERENTSTRUCTU

24、RESYSTEMS,ANDLEXICALCOMPOSITIONANDSEMANTICWORDSSECONDLY,DIFFERENTNATIONALITIESHAVEDIFFERENTHISTORICALANDCULTURALBACKGROUNDANDDIFFERENTAESTHETICSTANDARDSETCFINALLY,FACTORSOFTRANSLATORSSUBJECTIVITIES,COMPLEXITYOFTEXTSANDDIFFERENCESBETWEENTHERECIPIENTSWHENSTUDENTSDOTRANSLATIONPRACTICE,THEYSHOULDLEARNMO

25、REABOUTTRANSLATIONTHEORIESINTHEBEGINNING22THECRITERIAOFTRANSLATIONTHECRITERIAOFTRANSLATIONHAVEALWAYSBEENTHEIMPORTANTISSUESOFTRANSLATIONTHEORIESTRADITIONALTRANSLATIONTHEORYHASALWAYSSTRESSED“FAITHFULNESS”BOTHINEASTERNANDWESTERNCOUNTRIESSOFAITHFULNESSHASHIGHPRIORITYINTRANSLATIONSTANDARDSUNFORTUNATELY,T

26、HEREISNOCONSENSUSVIEWABOUTTHETRANSLATIONSTANDARDSMANYTEACHINGMATERIALSVIEWFAITHFULNESSANDSMOOTHNESSASBASICCRITERIAOFTRANSLATIONIN1789,ANENGLISHTRANSLATORGEORGECAMPBELLFIRSTPROPOSEDTHREEPRINCIPLESTHEFIRSTTHINGISTOGIVEAJUSTREPRESENTATIONOFTHESENSEOFTHEORIGINALTHESECONDTHINGIS,TOCONVEYINTOHISVERSION,AS

27、MUCHASPOSSIBLE,INACONSISTENCYWITHTHEGENIUSOFTHELANGUAGEWHICHHEWRITE,THEAUTHORSSPIRITANDMANNERTHETHIRDANDTHELASTTHINGIS,TOTAKECARE,THEVERSIONHAVEATLEAST,SOFARTHEQUALITYOFANORIGINALPERFORMANCE,ASTOAPPEARNATURALANDEASYVENUTI,199575ANOTHERFAMOUSTRANSLATORPUTFORWARDSIMILIARPRINCIPLESAFTERONEYEAR1THATTHET

28、RANSLATIONSHOULDGIVEACOMPLETETRANSCRIPTOFTHEIDEASOFTHEORIGINALWORK2THATTHESTYLEANDTHEMANNEROFWRITINGSHOULDBEOFTHESAMECHARACTERWITHTHATOFTHEORIGINAL3THATTHETRANSLATIONSHOULDHAVEALLTHEEASEOFORIGINALCOMPOSITIONLEFEVERE,1992128THEABOVETWOSTANDARDSAREDIFFERENTINEXPRESSING,BUTTHEYBOTHPUTFAITHFULLNESSATTHE

29、FIRSTPLACETHEYBOTHREQUIRETHETRANSLATIONSHOULDEXPRESSTHEORIGINALTEXTFAITHFULLY,DISPLAYTHESTYLEOFTHEORIGINALTEXTFAITHFULLYANDTRANSLATETHEORIGINALTEXTSMOOTHLYATTHESAMETIMEYANFUHASINFLUENCEDMANYEXPERTSANDSCHOLARSMORETHANAHUNDREDYEARSHESTRESSEDTHEFOLLOWINGTHREEPOINTSASTHETRANSLATIONSTANDARDFAITHFULNESS,S

30、MOOTHNESS,ELEGANCE“FAITHFULNESS”REFERSTOTHEORIGINALTEXTACCURATELYCONVEYTHECONTENTOFTHELETTERTOTHEAUTHORANDREADERSITDOESNOTALLOWANYDISTORTIONOFTHEORIGINALTEXT,ANDTHETRANSLATIONDOESNOTALLOWANYOMISSIONS“SMOOTHNESS”MEANSTHEUSEOFSTANDARDCHINESETOTRANSLATE,THETRANSLATIONSHOULDBEEASYTOUNDERSTAND,WITHOUTACA

31、RELESSERRORORTRANSLATINGLITERALLY“ELEGANCE”REFERSTOTHEAESTHETICVALUEOFTHETRANSLATIONTHISTRANSLATIONSTANDARD4MAYBEIDEALMANYOTHERFAMOUSAUTHORSINCHINAALSOHASPROCLAIMEDTHEIRVIEWSONTHECRITERIAOFTRANSLATIONLUXUNHADFIRMLYBELIEVEDTHATTHETRANSLATIONSHOULDBEFAITHFULNESSANDSMOOTHNESSHEUSEDLITERALTRANSLATIONAND

32、HESAIDTRANSLATIONSHOULDKEEPITSORIGINALSTYLEBUTTHEVIEWOFLINYUTANGISLITTLEDIFFERENTFROMTHEFORMER,HEBELIEVEDTRANSLATIONSHOULDBEFAITHFULNESS,SMOOTHNESSANDBEAUTY（罗新璋，1884418）LIUCHONGDEBELIEVEDTRANSLATIONSHOULDBEFAITHFULNESS,EXPRESSIVENESSANDCLOSENESSFULEIALSOEXPRESSEDTHESTANDARDOFTRANSLATIONASTHETRANSFER

33、ENCEOFSOULORSPIRITITISCALLEDTRANSFERENCEOFMEANING,WHENTHETRANSLATIONISTHESAMEINCONTENTWITHTHEORIGINALTEXTITISTHEBASICLEVELOFTRANSLATINGTHEHIGHESTLEVELOFTRANSLATINGISCALLEDTRANSFERENCEOFSPIRITITISREQUIREDTHETRANSLATIONSHOULDBETHESAMEBOTHINFORMANDSPIRITAFTERCOMPARINGSOMANYTRANSLATIONSTANDARDS,THEBASIC

34、CRITERIAOFTRANSLATIONARETHESAMEFAITHFULNESS,SMOOTHNESS23THEMAINMETHODSOFTRANSLATIONFORALMOSTTWOTHOUSANDYEARS,LITERALTRANSLATIONANDLIBERALTRANSLATIONARETHEMAINTHEMESINTHEHISTORYOFTRANSLATIONLITERALTRANSLATIONISTOREPRODUCETHEORIGINALMEANINGBYKEEPINGTHELINGUISTICFORMASPOSSIBLEASSTUDENTSCANTHEADVANTAGES

35、OFLITERALTRANSLATIONARETHEORIGINALWAYOFEXPRESSIONANDTHEORIGINALIMAGESLIBERALTRANSLATIONISTOREPRODUCETHEORIGINALMEANINGWITHOUTKEEPINGTHELINGUISTICFORMBUTTHECOREISSUEOFLITERALTRANSLATIONANDLIBERALTRANSLATIONISDEALINGWITHTHERELATIONSHIPBETWEENFORMANDMEANINGONTHELANGUAGELEVELNOWDAYS,PEOPLEHAVEALREADYEXT

36、ENDEDTHETRANSLATIONSTUDIESTOLANGUAGE,CULTURE,AESTHETICS,ETCMANYTRANSLATIONMATERIALSPROPOSEANOTHERMEANSTHEYAREFOREIGNIZINGMETHODANDDOMESTICATINGMETHODTHEGERMANTRANSLATIONTHEORISTSCHLEIERMACHERIN1813PROPOSEDTWOTRANSLATIONMETHODSANAPPROACHTHATTHETRANSLATORREMAINSTHEAUTHORINTHEPLACE,ASPOSSIBLEASHECAN,AN

37、DGUIDESREADERSTOGETCLOSERTOWARDSHIM,WHILETHEOTHERMETHODISTHATTHETRANSLATORREMAINSREADERSINTHEPLACE,ASPOSSIBLEASHECAN,ANDGUIDESTHEAUTHORTOGETCLOSERTOWARDSTHEMVENUTI,19951920BUTSCHLEIERMACHERDIDNTNAMEDTHEMLAWRENCEVENUTI,AFAMOUSAMERICANTRANSLATOR,HEWASTHEFIRSTPERSONTONAMEDTHETWOMETHODSINHISBOOKTHETRANS

38、LATORSINVISIBILITYFOREIGNIZINGMETHODANDDOMESTICATINGMETHODASTWOMETHODSINTRANSLATINGENGLISHTOCHINESE,THEFORMERCATERSTOTHEINTENTIONOFTHEORIGINALAUTHORSWRITING,ANDTHELATTERADAPTSTOREADERSREQUIREMENTSTHEREARESOMEEXAMPLESASFOLLOWINGTHESENTENCE“ALL5ROADSLEADTOROME”,IFITISTRANSLATEDBYUSINGFOREIGNIZINGMETHO

39、D,THECHINESEDMEANINGIS“条条道路通罗马”WHILEITISTRANSLATEDBYUSINGDOMESTICATINGMETHOD,THECHINESEDMEANINGIS“殊途同归”INTRANSLATIONPRACTICE,THETWOMETHODSCANCOMPENSATEEACHOTHER3SUBJECTIVEFACTORSOFTRANSLATINGLITERALLY31LACKOFCULTURECONSCIOUSNESSLANGUAGEISNOTONLYABILINGUALACTIVITY,BUTALSOACROSSCULTURALACTIVITYCULTURE

40、ANDLANGUAGEAREINTERDEPENDENT,ANDTRANSLATIONISTHECONVERSIONBETWEENENGLISHANDCHINESELANGUAGECANBECALLEDTHECARRIEROFCULTURELANGUAGEREFLECTSTHECHARACTERISTICSOFANATION,ANDDEVELOPMENTOFLANGUAGEOFTENREFLECTSTHECULTURALCHANGEITCONTAINSNOTONLYTHENATIONSHISTORICALANDCULTURALBACKGROUND,BUTALSOCONTAINSTHENATIO

41、NALVIEWOFTHINGS,LIFESTYLEANDWAYOFTHINKINGLANGUAGENOTONLYREFLECTSTHECULTUREBUTALSOSHAPESTHECULTUREINTHISCASE,TRANSLATIONISTHEBRIDGEOFCOMMUNICATIONBETWEENTWOCULTURESBUTTRANSLATIONPROCESSISNOTASIMPLELANGUAGECONVERSIONPROCESSINTRANSLATION,INADDITIONTOUNDERSTANDINGTHESIMILARITIESANDDIFFERENCESOFTHESOURCE

42、LANGUAGEANDTARGETLANGUAGEBETWEENTHEDIFFERENTNATIONALCULTUREBUTALSOATTENTIONTOCOMPARATIVESTUDYCULTUREHASANIMPORTANTINFLUENCEONTRANSLATIONONLYWHENTRANSLATIONANDCULTURECOMEINTOONE,CANCOMMUNICATIONBEACHIEVEDIFSTUDENTSWANTTOMAKETRANSLATIONMOREFLUENTANDMOREEXACTUNDERTHECONDITION,ITREQUIRESSTUDENTSTOPAYMOR

43、EATTENTIONONTHEUSINGOFLANGUAGESKILLFULLYANDFOCUSMOREONTHEENGLISHCOUNTRIES,THELASTBUTNOTLEAST,STUDENTSSHOULDKEEPCULTURECONSCIOUSNESSTHATWILLHELPSTUDENTSAVOIDTHEPHENOMENONOFTRANSLATINGLITERALLYTHEREARETHREEDIFFERENTASPECTSOFCULTURETHATCANCAUSETHEMISTAKEINCLUDINGGEOGRAPHICALCULTURE,HISTORICALCULTUREAND

44、RELIGIOUSCULTURE311GEOGRAPHICALCULTURETHEWESTPARTSOFCHINAAREMOUNTAINS,WHILETHEEASTPARTSOFCHINAAREFACINGTHEOCEANWHENSPRINGCOMES,EASTWINDCOMESWHENWESTWINDCOMES,THEWEATHERISOFTENCOLDSOTHEEASTWINDOFTENLEAVESPEOPLEGOODIMPRESSIONCHINESEPREFEREASTWINDTOWESTWINDBUTINENGLAND,EASTWINDREFERSTOTHECOLDWINDCOMING

45、FROMTHENORTHERNPARTSOFTHEEUROPETHEUNITEDKINGDOMISLOCATEDINTHEWESTERNHEMISPHERE,ANDTHEWESTPARTSFACETHEATLANTICOCEANTHECLIMATEISMODERATEALLTHEYEARAROUNDTHEWESTWINDBRINGSTHESPRING,SOPEOPLELIKEWESTWINDMANYFAMOUSAUTHORSLIKETOWRITESOMETINGINPRAISEOFWESTWINDWHENTRANSLATETHEWESTWINDINENGLISH,STUDENTSSHOULDP

46、AYMOREATTENTIONABOUTGEOGRAPHICALCULTURE6MOSTENGLISHSPEAKINGCOUNTRIESNEARTHEOCEAN,PARTICULARLYTHEUNITEDKINGDOMASANISLANDCOUNTRY,PEOPLEAREALWAYSDEALINGWITHSEA1BELEFTHIGHANDDRY“被留在水流达不到的地方”“BELEFTHIGHANDDRY”,WHENSTUDENTSSEETHISPHRASE,THEYMAYBEMISTAKEITFOR“被留在水流达不到的地方”INFACT,WESTERNCOUNTRIESOFTENHAVETHE

47、PHENOMENONOFHIGHTIDEANDLOWTIDE,WHENTHELOWTIDEHAPPENSMANYFISHARESTRANDED,SOTHEYARELACKOFWATERBASEDONTHISPHENOMENON,THEPHRASESHOULDBETRANSLATEDAS“陷入困境”IFSTUDENTSARELACKOFTHISGEOGRAPHICALCULTURE,THEYMAYHAVEFAULTYTRANSLATION312HISTORICALCULTUREENGLISHANDCHINESEBOTHHAVELONGHISTORYANDEACHRICHINCULTUREITIS

48、NOTENOUGHTOUNDERSTANDTHEWORDSORSENTENCESWHICHHAVECULTURALFEATURESSOMETIMES,THEWORDSORSENTENCESSHOULDBETRANSLATEDFROMTHEHISTORICALASPECT2ROUNDTABLE“圆桌子”WHENONEOFSTAFFSAID“WENEEDTHEROUNDTABLE”INTHEMEETINGSOMESTUDENTSMAYTRANSLATETHESENTENCEAS“我们需要一个圆桌子”ONTHESURFACEMEANING,THISISRIGHTWHILEYOUSTUDYITCARE

49、FULLYYOUMAYFINDTHEQUESTIONTHEREISNOTHINGTODOWITHAROUNDTABLEWHENYOUTAKEPARTINAMEETINGATFACT,ITHASAHISTORYINCASEOFKNIGHTSFIGHTFORANIMPORTANTSEATWHENTHEYHAVEMEETINGS,THEKINGARTHURINVITEDTHEROUNDTABLETHENTHEROUNDTABLEMEANSFAIRSOTHISSENTENCEMEANS“我们需要公平”INSTEADOF“我们需要一张圆桌子”313RELIGIOUSCULTUREBECAUSEOFDIFFERENTHISTORICALROOTS,THEREARELARGEDIFFERENCESINTHERELIGIOUSASPECTSBETWEENWESTANDEASTMOSTENGLISHPEOPLEBELIEVEINGODWHILECHINESEDONT3DOUBTINGTOMAS“托马斯你多疑了”WHENSTUDENTSREADTHISSENTENCE“YOUREJUSTADOUBTINGTOMAS”,THEYMAYTRANSLATETHISSENTENCEASFOLLOW“托马斯，你太多疑了”THISISABIGMISTAKE,BECAUSE“