1、毕业论文开题报告英语英汉翻译中的望文生义现象的研究一、选题的背景、意义（所选课题的历史背景、国内外研究现状和发展趋势）在中国，翻译是一门古老而又年轻的艺术，中国的翻译最初始于1000多年前，而翻译的巨变则是从近代才开始的。中国同英语国家的人们的交往是自古以来就存在的，伴随着经济全球化时代的到来和现代化的交通运输和通讯手段的蓬勃发展，中国与英语国家的人们的接触就更加频繁了。然而不同地域、不同国家的人们的交往日益频繁，有交往就要进行思想交流或沟通。这种与来自不同国家或文化背景的人们进行的思想交流被称为跨文化交际。跨文化交际大致采用两种形式语言交际和非语言交际。在跨文化交际的过程中，交际双方都有一种
2、强烈的愿望希望交际或沟通成功。但愿望和现实是有距离的，在跨文化的交际过程中，交际受挫或失败，产生误解，甚至造成关系恶化的情况时有发生。有不少人把这一点归结为语言。而对语言的翻译则是造成人们之间关系或好或坏的至关重要的因素，因为正确对源语言的翻译有助于人们之间的交流与沟通。在学习英汉翻译的过程中，望文生义现象是并不是近年来才有的现象，它是伴随着中国与英语国家的交往而产生的。翻译中的望文生义现象犹如翻译中的“假朋友”。“假朋友”一词源自法语FAUXAMIS,MARKSHUTTLEWORTH主要原因；翻译策略；ABSTRACTIIINCHINA,THETRANSLATIONISANARTWHICHI
3、SBOTHOLDANDYOUNGTRANSLATIONCANBEDATEDBACKTOABOUT1000YEARSAGO,DURINGWHICHTIMEMANYEXPERTSANDSCHOLARSINANCIENTTIMEANDMODERNTIMEEXPRESSEDTHEIROPINIONSABOUTTRANSLATIONANDSTANDARDSOFTRANSLATION,ANDTHEYALSOTRIEDTHEIRBESTTOMAKETHEFIELDPERFECTTHOSEOPINIONSAREHELPFULANDHAVEGREATIMPACTSONSTUDENTSHOWEVER,STUDEN
4、TSSTILLMAKEMISTAKESWHENTHEYDOTRANSLATIONPRACTICETHEREASONSTHATCAUSETHEPHENOMENONOFTRANSLATINGLITERALLYINTRANSLATIONPRACTICEAREMULTIPLEREASONSOFTHEPHENOMENONCANBEDIVIDEDINTOTWOASPECTSSUBJECTIVEASPECTSANDOBJECTIVEASPECTSTHESUBJECTIVEREASONSMAINLYINCLUDESTUDENTSUNDERSTANDINGSABOUTTHESPECIALCULTUREOFENG
5、LISHSPEAKINGCOUNTRIESANDTHEBACKGROUNDINFORMATIONOFTHEORIGINALTEXT,WHILETHEOBJECTIVEREASONSARECOMPLICATEDPOLYSEMYOFENGLISHVOCABULARIES,DIFFERENTMEANINGSINDIFFERENTCONTEXTSOFTHESAMEENGLISHSENTENCESORWORDS,ANDTHECOMPLEXITYOFTHESTRUCTUREOFENGLISHGRAMMARTHEYARETHEMAINPOINTSTHATCAUSETHEPHENOMENONOFTRANSLA
6、TINGLITERALLYTHISPAPERSTUDIESTHEREASONSINDETAILANDGIVESSOMERELATEDEXAMPLESONTHEBASISOFTHECOMPLEXITYANDVARIABILITYOFENGLISHFURTHERMORE,THEPAPERDRAWSACONCLUSIONFINALLY,INORDERTOAVOIDTHEMISTAKEINTRANSLATINGENGLISHINTOCHINESE,THISPAPERPROPOSESSERIESOFSPECIFICMEASURESFORSTUDENTSTOTAKETOTOPREVENTFUTUREPRO
7、BLEMSINTHISFIELDKEYWORDSWORDFORWORDTRANSLATIONMAINREASONSTRANSLATIONSTRATEGIESIIICONTENTS中文摘要IABSTRACTII1INTRODUCTION111BACKGROUNDINFORMATION112PURPOSEOFTHISTHESIS22THEORYEXPLANATIONS221THEDEFINITIONOFTRANSLATION222THECRITERIAOFTRANSLATION323THEMAINMETHODSOFTRANSLATION43SUBJECTIVEFACTORSOFTRANSLATIN
8、GLITERALLY531LACKOFCULTURECONSCIOUSNESS5311GEOGRAPHICALCULTURE6312HISTORICALCULTURE6313RELIGIOUSCULTURE732LACKOFBACKGROUNDINFOMATIONOFTHETEXT74OBJECTIVEFACTORSOFTRANSLATINGLITERALLY841SEMANTICDIFFERENCESBETWEENENGLISHANDCHINESE842LEXICALDIFFERENCESBETWEENENGLISHANDCHINESE943SYNTACTICDIFFERENCESBETWE
9、ENENGLISHANDCHINESE105CONCLUSION12BIBLIOGRAPHY13ACKNOWLEDGEMENTS141INTRODUCTION11BACKGROUNDINFORMATIONTRANSLATINGONELANGUAGEINTOTHEOTHERLANGUAGEHASALONGHISTORYINTHEWORLDTHEPURPOSESOFTRANSLATINGARETOOVERCOMETHELANGUAGEBARRIERSANDEXCHANGEINFORMATIONWITHOTHERCOUNTRIES,TOLEARNMOREABOUTOTHERCOUNTRIESCULT
10、UREANDCIVILIZATIONANDABSORBADVANTAGESOFOTHERCOUNTRIESANDTODEVELOPOWNCOUNTRYTOAHIGHERLEVEL,TOCOMMUNICATEPOLICYANDECONOMYWITHCOUNTRIESALLOVERTHEWORLDANDANYOTHERPURPOSESTHETRANSLATIONACTIVITYISSIGNIFICANTTHEFAMOUSTRANSLATOREUGENENIDAONCESAIDTRANSLATIONISTHEMOSTCOMPLEXMENTALACTIVITYTHATPEOPLECANENGAGETH
11、EPRESIDENTOFTHEINTERNATIONALFEDERATIONOFTRANSLATORSBETTYCOHENSAIDTHATNEVERINHISTORYHAVEWEBEENSOINDISPENSABLETOTRADE,CULTURE,PEACE,ANDHUMANITYJUSTIMAGINEONEDAYINTHEWORLDWITHOUTTRANSLATIONWOULDALLBEMUTEWEARELIKETHEELECTRICITYINTHEWRIESANDTHEWATERINTHETAPTRANSLATINGWORDSTOOLITERALLYISAPHENOMENONTHATALW
12、AYSATTRACTSDOMESTICANDFOREIGNEXPERTSATTENTIONITISNOTONLYTHETRAPINTRANSLATIONPRACTICE,BUTALSOTHEBLINDSPOTINLEARNINGFOREIGNLANGUAGESYANFUPUTFORWARDTHETRANSLATIONSTANDARDFAITHFULNESS,SMOOTHNESS,ELEGANCEIN1989ANDTHISTRANSLATIONSTANDARDHASBEENUSEDFORMORETHANAHUNDREDYEARSTHEPHENOMENONOFTRANSLATINGENGLISHI
13、NTOCHINESELITERALLY,NAMELY,STUDENTSDONOTUNDERSTANDTHEREALMEANINGOFENGLISHSENTENCESANDVOCABULARIESEXACTLY,SUCHASMECHANICALLYTRANSLATINGENGLISHINTOCHINESE,ANDSOMETIMESSTUDENTSMAKEMISTAKESBECAUSETHEYLACKOFTHECULTUREAWARENESSANDCANNOTTELLTHEDIFFERENCESBETWEENENGLISHANDCHINESEMANYSCHOLARSHAVEALREADYDONEA
14、LOTTOSTUDYTHISTOPIC,ANDTHEYALSOHAVEDRAWNMANYIMPORTANTCONCLUSIONSBUTIFTHEPROBLEMISPROBEDINTOALITTLEDEEPER,ITISNOTSURPRISEDTOFINDTHATTHEYSTILLDONOTEXPLAINCOMPLETELY,ANDTHESEANSWERSAREUSUALLYNOTSOCOMPREHENSIVETHEREASONWHYTHEPHENOMENONALWAYSOCCURSINTRANSLATINGENGLISHINTOCHINESECONSISTSOFTWOPARTSONEISFRO
15、MSUBJECTIVEFACTORSWHILETHEOTHERDERIVEFROMOBJECTIVEFACTORSTHESUBJECTIVEFACTORSCANBESAIDTHATSTUDENTSARESHORTOFCULTURECONSCIOUSNESSANDBACKGROUNDINFORMATIONABOUTTHEORIGINALTEXTTHEOBJECTIVEELEMENTSARESEMANTICDIFFERENCES,LEXICALDIFFERENCES,SYNTACTICDIFFERENCESBETWEENENGLISHANDCHINESETHESETHREEELEMENTSAREM
16、ORECOMPLICATEDTHANTHESUBJECTIVEFACTORSHENCE,ITISDIFFICULTFORSTUDENTSTOCORRECTTHEMISTAKE12PURPOSEOFTHISTHESISTRANSLATIONISACOMPLICATEDARTTRANSLATIONISNOTONLYANIMPORTANTPROCESSWHENSTUDENTSLEARNENGLISH,BUTALSOAMEANSOFTESTINGSTUDENTSUNDERSTANDINGOFENGLISHSENTENCESANDVOCABULARIESSTUDENTSOFTENFEELDIFFICUL
17、TINCOMPREHENDINGENGLISHWORDSANDSENTENCESINTRANSLATINGENGLISHINTOCHINESETHESEREASONSAREMULTIPLE,SUCHAS,POLYSEMYINENGLISHWORDS,THEDIFFERENTCONNOTATIONOFTHESAMEWORDORTHESAMESENTENCEINDIFFERENTTEXT,THECOMPLEXITYOFGRAMMATICALSTRUCTUREOFENGLISHANDSTUDENTSSUBJECTIVEUNDERSTANDINGSMAKETHEPHENOMENONLIKEACOMMO
18、NMISTAKEINADDITION,THEREAREALSOLANGUAGEANDCULTURALBARRIERS,SUCHAS,THETEXTTOBETRANSLATEDISQUITEDISTANTBOTHINTIMEANDINSPACETHEFORMOFATEXTISUNIQUETHECONTENTISNOTSHAREDINTWOCULTURESTHOSEASPECTSCANBELANGUAGEBARRIERSINDEVELOPINGTRANSLATIONABILITYONTHEWAYHENCE,ITISDIFFICULTFORSTUDENTSTOCORRECTTHEMISTAKE,BE
19、CAUSEENGLISHWORDSARECHANGEABLEBYTHETIMETOAVOIDOFTHECOMMONMISTAKE,STUDENTSSHOULDBROADENTHEIRENGLISHKNOWLEDGEOFALLSORTS,LEARNMOREABOUTENGLISHCOUNTRIES,ANDALWAYSKEEPPACEWITHTHECHANGESOFENGLISHWORDSANDUSAGESOFWORDSTHEPAPEREXPLAINSTHETRANSLATIONTHEORIESATTHEBEGINNINGSTUDENTSWHOWANTTODOTRANSLATIONWELL,THE
20、YSHOULDPAYMOREATTENTIONTOTHETRANSLATIONTHEORIESTHEYCANLEARNMUCHINTRANSLATIONTHEORIESANDTRANSLATIONTHEORIESCANHELPSTUDENTSDOTRANSLATIONPRACTICEBETTERTHENTHEPAPERTALKSABOUTTHESUBJECTIVEREASONSINCLUDINGCULTURECONSCIOUSNESSANDBACKGROUNDINFORMATIONABOUTTEXTS,ANDTHEOBJECTIVEREASONSINDETAILANDINEACHPART,TH
21、EPAPERGIVESSOMEEXAMPLESATLAST,THEPAPERDRAWSACONCLUSIONANDGIVESSOMETRANSLATIONSTRATEGIES2THEORYEXPLANATIONS21THEDEFINITIONOFTRANSLATIONTHEOXFORDENGLISHDICTIONARYDEFINEDTRANSLATETOTURNFROMONELANGUAGEINTOANOTHERWEBSITERSTHIRDNEWINTERNATIONALDICTIONARYOFTHEENGLISHLANGUAGEALSODEFINEDTRANSLATETOTURNINTOON
22、ESOWNORANOTHERLANGUAGEALTHOUGHTHETWODEFINITIONSAREDIFFERENTINCHOOSINGWORDSTOEXPRESS,THEMEANINGSARETHESAMENIDAISSUEDABOOKWHICHISCALLEDNIDAONTRANSLATION,INWHICHHEEXPLAINEDTHEDEFINITIONOFTRANSLATIONTRANSLATIONCONSISTSINREPRODUCINGINTHERECEPTORLANGUAGETHECLOSESTNATURALEQUIVALENTOFTHESOURCELANGUAGEMESSAG
23、E,FIRSTINTERMSOFMEANINGANDSECONDLYINTERMSOFSTYLEEUGENEANIDACHARLESRTABER,198212INTHISDEFINITION,THE“EQUIVALENT”ISTHECORE,SOTHATTARGETTEXTREADERSCANGETTHESAMEFEELINGWITHTHEORIGINALTEXTREADERSBYREADINGTHETRANSLATIONITMEANSTHATPUTREADERSINTHECENTERANDSEEKTHEEQUIVALENTOFTWOEFFECTSHOWEVER,EQUIVALENTCANON
24、LYBERELATIVEEQUIVALENTFIRSTOFALL,DIFFERENTLANGUAGESHAVEDIFFERENTSTRUCTURESYSTEMS,ANDLEXICALCOMPOSITIONANDSEMANTICWORDSSECONDLY,DIFFERENTNATIONALITIESHAVEDIFFERENTHISTORICALANDCULTURALBACKGROUNDANDDIFFERENTAESTHETICSTANDARDSETCFINALLY,FACTORSOFTRANSLATORSSUBJECTIVITIES,COMPLEXITYOFTEXTSANDDIFFERENCES
25、BETWEENTHERECIPIENTSWHENSTUDENTSDOTRANSLATIONPRACTICE,THEYSHOULDLEARNMOREABOUTTRANSLATIONTHEORIESINTHEBEGINNING22THECRITERIAOFTRANSLATIONTHECRITERIAOFTRANSLATIONHAVEALWAYSBEENTHEIMPORTANTISSUESOFTRANSLATIONTHEORIESTRADITIONALTRANSLATIONTHEORYHASALWAYSSTRESSED“FAITHFULNESS”BOTHINEASTERNANDWESTERNCOUN
26、TRIESSOFAITHFULNESSHASHIGHPRIORITYINTRANSLATIONSTANDARDSUNFORTUNATELY,THEREISNOCONSENSUSVIEWABOUTTHETRANSLATIONSTANDARDSMANYTEACHINGMATERIALSVIEWFAITHFULNESSANDSMOOTHNESSASBASICCRITERIAOFTRANSLATIONIN1789,ANENGLISHTRANSLATORGEORGECAMPBELLFIRSTPROPOSEDTHREEPRINCIPLESTHEFIRSTTHINGISTOGIVEAJUSTREPRESEN
27、TATIONOFTHESENSEOFTHEORIGINALTHESECONDTHINGIS,TOCONVEYINTOHISVERSION,ASMUCHASPOSSIBLE,INACONSISTENCYWITHTHEGENIUSOFTHELANGUAGEWHICHHEWRITE,THEAUTHORSSPIRITANDMANNERTHETHIRDANDTHELASTTHINGIS,TOTAKECARE,THEVERSIONHAVEATLEAST,SOFARTHEQUALITYOFANORIGINALPERFORMANCE,ASTOAPPEARNATURALANDEASYVENUTI,199575A
28、NOTHERFAMOUSTRANSLATORPUTFORWARDSIMILIARPRINCIPLESAFTERONEYEAR1THATTHETRANSLATIONSHOULDGIVEACOMPLETETRANSCRIPTOFTHEIDEASOFTHEORIGINALWORK2THATTHESTYLEANDTHEMANNEROFWRITINGSHOULDBEOFTHESAMECHARACTERWITHTHATOFTHEORIGINAL3THATTHETRANSLATIONSHOULDHAVEALLTHEEASEOFORIGINALCOMPOSITIONLEFEVERE,1992128THEABO
29、VETWOSTANDARDSAREDIFFERENTINEXPRESSING,BUTTHEYBOTHPUTFAITHFULLNESSATTHEFIRSTPLACETHEYBOTHREQUIRETHETRANSLATIONSHOULDEXPRESSTHEORIGINALTEXTFAITHFULLY,DISPLAYTHESTYLEOFTHEORIGINALTEXTFAITHFULLYANDTRANSLATETHEORIGINALTEXTSMOOTHLYATTHESAMETIMEYANFUHASINFLUENCEDMANYEXPERTSANDSCHOLARSMORETHANAHUNDREDYEARS
30、HESTRESSEDTHEFOLLOWINGTHREEPOINTSASTHETRANSLATIONSTANDARDFAITHFULNESS,SMOOTHNESS,ELEGANCE“FAITHFULNESS”REFERSTOTHEORIGINALTEXTACCURATELYCONVEYTHECONTENTOFTHELETTERTOTHEAUTHORANDREADERSITDOESNOTALLOWANYDISTORTIONOFTHEORIGINALTEXT,ANDTHETRANSLATIONDOESNOTALLOWANYOMISSIONS“SMOOTHNESS”MEANSTHEUSEOFSTAND
31、ARDCHINESETOTRANSLATE,THETRANSLATIONSHOULDBEEASYTOUNDERSTAND,WITHOUTACARELESSERRORORTRANSLATINGLITERALLY“ELEGANCE”REFERSTOTHEAESTHETICVALUEOFTHETRANSLATIONTHISTRANSLATIONSTANDARDMAYBEIDEALMANYOTHERFAMOUSAUTHORSINCHINAALSOHASPROCLAIMEDTHEIRVIEWSONTHECRITERIAOFTRANSLATIONLUXUNHADFIRMLYBELIEVEDTHATTHET
32、RANSLATIONSHOULDBEFAITHFULNESSANDSMOOTHNESSHEUSEDLITERALTRANSLATIONANDHESAIDTRANSLATIONSHOULDKEEPITSORIGINALSTYLEBUTTHEVIEWOFLINYUTANGISLITTLEDIFFERENTFROMTHEFORMER,HEBELIEVEDTRANSLATIONSHOULDBEFAITHFULNESS,SMOOTHNESSANDBEAUTY（罗新璋，1884418）LIUCHONGDEBELIEVEDTRANSLATIONSHOULDBEFAITHFULNESS,EXPRESSIVEN
33、ESSANDCLOSENESSFULEIALSOEXPRESSEDTHESTANDARDOFTRANSLATIONASTHETRANSFERENCEOFSOULORSPIRITITISCALLEDTRANSFERENCEOFMEANING,WHENTHETRANSLATIONISTHESAMEINCONTENTWITHTHEORIGINALTEXTITISTHEBASICLEVELOFTRANSLATINGTHEHIGHESTLEVELOFTRANSLATINGISCALLEDTRANSFERENCEOFSPIRITITISREQUIREDTHETRANSLATIONSHOULDBETHESA
34、MEBOTHINFORMANDSPIRITAFTERCOMPARINGSOMANYTRANSLATIONSTANDARDS,THEBASICCRITERIAOFTRANSLATIONARETHESAMEFAITHFULNESS,SMOOTHNESS23THEMAINMETHODSOFTRANSLATIONFORALMOSTTWOTHOUSANDYEARS,LITERALTRANSLATIONANDLIBERALTRANSLATIONARETHEMAINTHEMESINTHEHISTORYOFTRANSLATIONLITERALTRANSLATIONISTOREPRODUCETHEORIGINA
35、LMEANINGBYKEEPINGTHELINGUISTICFORMASPOSSIBLEASSTUDENTSCANTHEADVANTAGESOFLITERALTRANSLATIONARETHEORIGINALWAYOFEXPRESSIONANDTHEORIGINALIMAGESLIBERALTRANSLATIONISTOREPRODUCETHEORIGINALMEANINGWITHOUTKEEPINGTHELINGUISTICFORMBUTTHECOREISSUEOFLITERALTRANSLATIONANDLIBERALTRANSLATIONISDEALINGWITHTHERELATIONS
36、HIPBETWEENFORMANDMEANINGONTHELANGUAGELEVELNOWDAYS,PEOPLEHAVEALREADYEXTENDEDTHETRANSLATIONSTUDIESTOLANGUAGE,CULTURE,AESTHETICS,ETCMANYTRANSLATIONMATERIALSPROPOSEANOTHERMEANSTHEYAREFOREIGNIZINGMETHODANDDOMESTICATINGMETHODTHEGERMANTRANSLATIONTHEORISTSCHLEIERMACHERIN1813PROPOSEDTWOTRANSLATIONMETHODSANAP
37、PROACHTHATTHETRANSLATORREMAINSTHEAUTHORINTHEPLACE,ASPOSSIBLEASHECAN,ANDGUIDESREADERSTOGETCLOSERTOWARDSHIM,WHILETHEOTHERMETHODISTHATTHETRANSLATORREMAINSREADERSINTHEPLACE,ASPOSSIBLEASHECAN,ANDGUIDESTHEAUTHORTOGETCLOSERTOWARDSTHEMVENUTI,19951920BUTSCHLEIERMACHERDIDNTNAMEDTHEMLAWRENCEVENUTI,AFAMOUSAMERI
38、CANTRANSLATOR,HEWASTHEFIRSTPERSONTONAMEDTHETWOMETHODSINHISBOOKTHETRANSLATORSINVISIBILITYFOREIGNIZINGMETHODANDDOMESTICATINGMETHODASTWOMETHODSINTRANSLATINGENGLISHTOCHINESE,THEFORMERCATERSTOTHEINTENTIONOFTHEORIGINALAUTHORSWRITING,ANDTHELATTERADAPTSTOREADERSREQUIREMENTSTHEREARESOMEEXAMPLESASFOLLOWINGTHE
39、SENTENCE“ALLROADSLEADTOROME”,IFITISTRANSLATEDBYUSINGFOREIGNIZINGMETHOD,THECHINESEDMEANINGIS“条条道路通罗马”WHILEITISTRANSLATEDBYUSINGDOMESTICATINGMETHOD,THECHINESEDMEANINGIS“殊途同归”INTRANSLATIONPRACTICE,THETWOMETHODSCANCOMPENSATEEACHOTHER3SUBJECTIVEFACTORSOFTRANSLATINGLITERALLY31LACKOFCULTURECONSCIOUSNESSLAN
40、GUAGEISNOTONLYABILINGUALACTIVITY,BUTALSOACROSSCULTURALACTIVITYCULTUREANDLANGUAGEAREINTERDEPENDENT,ANDTRANSLATIONISTHECONVERSIONBETWEENENGLISHANDCHINESELANGUAGECANBECALLEDTHECARRIEROFCULTURELANGUAGEREFLECTSTHECHARACTERISTICSOFANATION,ANDDEVELOPMENTOFLANGUAGEOFTENREFLECTSTHECULTURALCHANGEITCONTAINSNOT
41、ONLYTHENATIONSHISTORICALANDCULTURALBACKGROUND,BUTALSOCONTAINSTHENATIONALVIEWOFTHINGS,LIFESTYLEANDWAYOFTHINKINGLANGUAGENOTONLYREFLECTSTHECULTUREBUTALSOSHAPESTHECULTUREINTHISCASE,TRANSLATIONISTHEBRIDGEOFCOMMUNICATIONBETWEENTWOCULTURESBUTTRANSLATIONPROCESSISNOTASIMPLELANGUAGECONVERSIONPROCESSINTRANSLAT
42、ION,INADDITIONTOUNDERSTANDINGTHESIMILARITIESANDDIFFERENCESOFTHESOURCELANGUAGEANDTARGETLANGUAGEBETWEENTHEDIFFERENTNATIONALCULTUREBUTALSOATTENTIONTOCOMPARATIVESTUDYCULTUREHASANIMPORTANTINFLUENCEONTRANSLATIONONLYWHENTRANSLATIONANDCULTURECOMEINTOONE,CANCOMMUNICATIONBEACHIEVEDIFSTUDENTSWANTTOMAKETRANSLAT
43、IONMOREFLUENTANDMOREEXACTUNDERTHECONDITION,ITREQUIRESSTUDENTSTOPAYMOREATTENTIONONTHEUSINGOFLANGUAGESKILLFULLYANDFOCUSMOREONTHEENGLISHCOUNTRIES,THELASTBUTNOTLEAST,STUDENTSSHOULDKEEPCULTURECONSCIOUSNESSTHATWILLHELPSTUDENTSAVOIDTHEPHENOMENONOFTRANSLATINGLITERALLYTHEREARETHREEDIFFERENTASPECTSOFCULTURETH
44、ATCANCAUSETHEMISTAKEINCLUDINGGEOGRAPHICALCULTURE,HISTORICALCULTUREANDRELIGIOUSCULTURE311GEOGRAPHICALCULTURETHEWESTPARTSOFCHINAAREMOUNTAINS,WHILETHEEASTPARTSOFCHINAAREFACINGTHEOCEANWHENSPRINGCOMES,EASTWINDCOMESWHENWESTWINDCOMES,THEWEATHERISOFTENCOLDSOTHEEASTWINDOFTENLEAVESPEOPLEGOODIMPRESSIONCHINESEP
45、REFEREASTWINDTOWESTWINDBUTINENGLAND,EASTWINDREFERSTOTHECOLDWINDCOMINGFROMTHENORTHERNPARTSOFTHEEUROPETHEUNITEDKINGDOMISLOCATEDINTHEWESTERNHEMISPHERE,ANDTHEWESTPARTSFACETHEATLANTICOCEANTHECLIMATEISMODERATEALLTHEYEARAROUNDTHEWESTWINDBRINGSTHESPRING,SOPEOPLELIKEWESTWINDMANYFAMOUSAUTHORSLIKETOWRITESOMETI
46、NGINPRAISEOFWESTWINDWHENTRANSLATETHEWESTWINDINENGLISH,STUDENTSSHOULDPAYMOREATTENTIONABOUTGEOGRAPHICALCULTUREMOSTENGLISHSPEAKINGCOUNTRIESNEARTHEOCEAN,PARTICULARLYTHEUNITEDKINGDOMASANISLANDCOUNTRY,PEOPLEAREALWAYSDEALINGWITHSEA1BELEFTHIGHANDDRY“被留在水流达不到的地方”“BELEFTHIGHANDDRY”,WHENSTUDENTSSEETHISPHRASE,T
47、HEYMAYBEMISTAKEITFOR“被留在水流达不到的地方”INFACT,WESTERNCOUNTRIESOFTENHAVETHEPHENOMENONOFHIGHTIDEANDLOWTIDE,WHENTHELOWTIDEHAPPENSMANYFISHARESTRANDED,SOTHEYARELACKOFWATERBASEDONTHISPHENOMENON,THEPHRASESHOULDBETRANSLATEDAS“陷入困境”IFSTUDENTSARELACKOFTHISGEOGRAPHICALCULTURE,THEYMAYHAVEFAULTYTRANSLATION312HISTORICA
48、LCULTUREENGLISHANDCHINESEBOTHHAVELONGHISTORYANDEACHRICHINCULTUREITISNOTENOUGHTOUNDERSTANDTHEWORDSORSENTENCESWHICHHAVECULTURALFEATURESSOMETIMES,THEWORDSORSENTENCESSHOULDBETRANSLATEDFROMTHEHISTORICALASPECT2ROUNDTABLE“圆桌子”WHENONEOFSTAFFSAID“WENEEDTHEROUNDTABLE”INTHEMEETINGSOMESTUDENTSMAYTRANSLATETHESEN
49、TENCEAS“我们需要一个圆桌子”ONTHESURFACEMEANING,THISISRIGHTWHILEYOUSTUDYITCAREFULLYYOUMAYFINDTHEQUESTIONTHEREISNOTHINGTODOWITHAROUNDTABLEWHENYOUTAKEPARTINAMEETINGATFACT,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”,THEYMA
