对外汉语文化类教材生词英文释译研究

发布时间：2018-05-20 05:23

本文选题：文化类教材 + 生词　；参考：《山东师范大学》2013年硕士论文

【摘要】：文化类教材是来华留学生学习中国文化的重要书面依据，其生词的英文释译对帮助学生正确理解文化含义起着非常重要的作用。目前供来华留学生使用的中级文化教材定位以及体例千差万别，生词却大都附有外文的注释或翻译。文化类教材由于长期缺乏明确的文化等级大纲，文化项目的选择表现出极大的差异，这也导致不同的文化教材在生词表编译方面呈现出不同的特点。与研究相对比较多、比较成熟的对外汉语综合课教材相比，文化类教材词语英文释译并不尽如人意。笔者认为，词汇是垒砌语言大厦的基石，对于留学生来说，无论是培养汉语语言交际能力还是中国文化理解能力，词汇的习得是第二语言的习得的基础。因此，通过对文化类教材释译情况的对比，发现和改进教材词汇释译问题，能够提高汉语文化类教材的编写质量，同时还可以为老师的教学和学生的自学带来便利。本文考察了多本对外汉语文化类教材，并对山东师范大学中高级班留学生进行了问卷调查，选取了使用比较广泛的《中国文化》、《中国传统文化与现代生活》中级本、《汉语文化双向教程》准中级本作为研究对象，通过对比教材之间的释译情况的差异，提出现行的文化类教材生词释译方面的问题，并尝试提出解决的方法，，以期为文化类教材生词的编写提供有价值的建议。本文共分五章。第一章引言部分，介绍本文研究的背景和现状、理论依据、内容和方法；第二章从释译模式、释译形式、释译内容三个方面比较《中国文化》、《中国传统文化与现代生活》中级本、《汉语文化双向教程》准中级本注释情况的异同点；第三章，提出词语英译的具体问题，包括词性标注、词义释译、色彩义不对等、文化内涵不一致、以及缺乏搭配说明等问题；此外，与综合类教材不同的是，文化教材编写时常常很注重文化项目的系统性，其中具有中国特色的特有词语很多。为了更好地适应中国文化，学习者在学习这些词语时不能浅尝辄止，还应该对其文化内涵有深刻的理解。这些词语反映出语言之间词汇空缺的现象。教材中这些空缺词语的英译不够全面或不够准确。为了让学生更好地理解语言，感知中国文化，笔者总结了词汇空缺现象的定义、类型，为进一步讨论词汇空缺的翻译策略提供依据；第四章，从跨文化交际学和语义学的角度分析了文化类教材词语英文释译问题产生的原因，并针对第三章中发现的问题提出翻译策略；第五章从宏观和微观两个角度对对外汉语文化类教材的英文释译提供一些建议。
[Abstract]:Cultural teaching material is an important written basis for foreign students to study Chinese culture. The English interpretation of new words plays a very important role in helping students understand the cultural meaning correctly. At present, the intermediate cultural teaching materials used by Chinese students vary in orientation and style, but most of the new words are annotated or translated in foreign languages. Due to the lack of a clear outline of cultural grade for a long time, the choice of cultural items shows great differences, which also leads to different features in the translation of the lexicon of different cultural textbooks. Compared with the comparatively more research and mature comprehensive teaching materials of Chinese as a foreign language, the English translation of words and expressions in cultural textbooks is not satisfactory. The author holds that vocabulary is the cornerstone of building a language building. For foreign students, vocabulary acquisition is the basis of second language acquisition, whether it is the cultivation of Chinese language communicative competence or the Chinese cultural understanding ability. Therefore, by comparing the interpretation of cultural textbooks, we can find and improve the lexical interpretation of teaching materials, which can improve the quality of compiling Chinese cultural textbooks, and at the same time, facilitate the teaching of teachers and the self-study of students. This paper investigates several textbooks of Chinese culture as a foreign language, and makes a questionnaire survey on foreign students in middle and advanced classes of Shandong normal University. This paper selects the widely used Chinese Culture, the Intermediate version of traditional Chinese Culture and Modern Life, the Quasi-Intermediate text of Bidirectional course of Chinese Culture as the research object, and compares the differences of interpretation among the textbooks. This paper puts forward the problems in the interpretation of new words in cultural textbooks and tries to put forward some solutions in order to provide valuable suggestions for the compilation of new words in cultural textbooks. This paper is divided into five chapters. The first chapter introduces the background, current situation, theoretical basis, contents and methods of this study. Three aspects of the interpretation of the contents of the comparison of "Chinese Culture", "Chinese traditional Culture and Modern Life" intermediate edition, "Two-way course in Chinese Culture" quasi-intermediate text notes similarities and differences; chapter three, put forward the specific issues of words translation, including part of speech tagging, In addition, unlike comprehensive textbooks, cultural textbooks often focus on the systematization of cultural projects. There are many special words with Chinese characteristics. In order to better adapt to Chinese culture, learners should not try to learn these words, but should also have a profound understanding of their cultural connotations. These words reflect the gap between languages. The English translation of these vacant words in the textbook is not comprehensive or accurate enough. In order to make students better understand the language and perceive Chinese culture, the author summarizes the definition and types of lexical vacancy, which provides the basis for further discussion on the translation strategies of lexical vacancy. From the perspective of cross-cultural communication and semantics, this paper analyzes the causes of English translation of words and expressions in cultural textbooks, and puts forward translation strategies for the problems found in chapter three. Chapter five provides some suggestions on English interpretation of cultural textbooks for TCFL from macro and micro perspectives.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H315.9;H195.4

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