Comparative study on the two translations of The Analects
英语翻译专业毕业论文选题
“论文学翻译过程”“语义翻译和交际翻译理论在英汉翻译中的运用”“英语句子成分的省略及汉译”“文学翻译中隐喻的传译”一、选题范围1、翻译与文化：可以从宏观和微观两个方面考虑。
宏观方面，一般从翻译在目的语社会文化中的生产、接受、翻译在目的语社会文化中所起的功能等角度讨论，可以从社会、文化、历史、交际的视角切入。
阐述为什么有那样的译文？如严复的翻译，林纾的翻译，傅东华翻译《漂》时为什么使用归化的手段，鲁迅翻译的策略，翻译材料的选择等等。
微观方面，可以讨论语言文字所承载的文化内容和内涵如何在翻译中表达，如文化负载词的翻译策略等。
2、翻译与语言学理论：可以从篇章语言学，功能语言学（如喊韩礼德的系统功能理论等），对比语言学，心理语言学，交际语言学、文化语言学等方面考虑选题。
如功能语言学和篇章语言学中讨论的衔接与连贯及其翻译，也可以讨论他们在英语和汉语中的差别入手，进一步讨论他们在翻译中的处理，主位、述位的推进极其在翻译中的体现。
英语汉语对比及其翻译策略等等。
3、翻译与语文学。
主要从艺术的角度讨论文学翻译中的问题。
4、应用翻译：主要从特殊用途英语如商务英语、科技英语、旅游英语等方面讨论在这些特殊领域中涉及的翻译问题如何处理。
如旅游宣传资料的翻译等。
5、译文对比：可以是同一篇文章、同一本书，不同的译者在同以时期或不同时期进行的翻译做的对比，也可以是同一个译者对同一篇文章或书在不同时期的翻译的对比；可以是翻译技巧等微观层面的对比，也可以是宏观曾面的对比，以探索为什么在不同时期译者回采取不同的策略，有哪些社会的、文化的、政治的、意识形态的原因？6、翻译及评论：首先选择一篇长文，一般是文学作品且没有人翻译过，进行翻译，翻译完后，从上述五个方面选择一个理论视角对自己的翻译进行评论。
7、译者风格。
8、翻译与美学。
二、选题方法：上述各个方面均可写出几本甚至几十本专著，因此大家从上述方面可以选出一个写作的范围。
缩小选题范围：首先是广泛浏览上述各有关方面翻译研究资料，以确定自己对哪方面感兴趣且有话可说，这是缩小范围的第一步。
ComparativeStudy...
ComparativeStudy...摘要I透过称谓语的异同分析中西方文化差异Comparative Study of Address Termsin Chinese and English Cultures摘要称谓是言语交际的第一关, 是言语交际策略中最基本的内容。
由于文化、历史、社会体制的不同, 中文和英语的称谓习惯也有所不同, 了解这些差异将有助于语言学习者更好地达到交际的目的。
本文将中英称谓语分为姓名称谓、亲属称谓、社交称谓和指代称谓,汉语称谓系统的划分比较复杂、详细,涵盖了几百种称谓语,而英语称谓系统却相对简单、笼统、模糊,具有高度的概括性。
在宗法观念、思想观念、价值取向、经济意识形态等方面的差异都很大,导致了汉英称谓系统的差异。
通过对中英称谓语分类比较,探讨造成这些差异的文化因素,以便英语学习者能正确地使用称谓语。
全面掌握中英称谓语的不同有助于了解中英文化的差异,使语言学习者克服由于文化差异而导致的语言交际障碍,以便更好地推动中西经济、政治的交流,促进各国的合作与发展,从而推动跨文化交际的顺利进行。
关键词：称谓语；文化根源；跨文化交际CAbstractAddress terms is the first level and the most basic content of verbal communication. Due to the different cultures, histories and social systems, habits of Chinese and English address terms are different. It is helpful for language learners to communicate with understanding these differences.In this paper, address terms are divided into the name address, kinship terms, social address and reference terms.Chinese address terms system is complex and detailed, and includes hundreds of address terms. While English address terms system is relatively simple, general, fuzzy and with a high degree of generality. The differences in patriarchal concept, ideas, values, economic ideology result in the differences between Chinese and English address terms system.English learners can use address terms properly by comparing and classifying Chinese and English address terms and discussing cultural factors which lead to the differences. A comprehensive command of address terms can help to understand the differences between Chinese and British culture, so that language learners can overcome communication difficulties resulting from the cultural differences. It can also better promote economic and political exchanges between Chinese and Western, and encourage the cooperation and development with other nations, and thereby promote the smooth progress of cross-cultural communication.Keywords: Address terms; Cultural root; Cross-cultural communicationIIAbbreviationAbbreviation etc. et ceteraIIICContents摘要...............................................................................................................I Abstract (I)I Abbreviation ............................................................................................... III Contents ...................................................................................................... IV Introduction .. (1)Chapter One Literature Review (3)1.1 Address Terms (3)1.2 Current Domestic and International Studies of Address Terms错误！未定义书签。
翻译法在中学生阅读技能方面培养的比较与研究
Thanks for your suggestions!
This thesis consists of five chapters:
• Chapter One: Introduction • Chapter Two: The reading theories and reading teaching • Chapter Three: Theories of the Grammar-Translation Method and the CLT approach on reading teaching • Chapter Four: The experiment on reading teaching with the Grammar-Translation Method and the CLT approach • Chapter Five: Conclusion
The Innovation & significance
These two methods both • These two methods have been compared and researched in many aspects in language study. Such as the listening ,the speaking, and so on. However when it mentions to the reading, there is not so much evidence we can search for. So, This paper’s aim is to do some favor to the vacancy.
The content of the thesis
Through the experiment and analysis, the thesis mainly researches on the effects of the GrammarTranslation Method and the CLT approach in the reading aspect of middle school students. The thesis concludes that these two methods are both fit for the reading teaching, they both have their own features, the teacher had better combine the two methods according to the reality.
Chapter Two Comparative studies(new)
3. the不必译出 e.g. The end does not justify the means. 即使目的正确，也不能不择手段。
4. The表特指时，常译成“这”、“那”，“这 些”、“那些” e.g. The book on the table is very worth reading. 桌上的那本书值得一读。Leabharlann Affixation
E.g. “超” 、 “子” 超短波 ultrashort wave 超短裙 miniskirt 超标准 superstandard 超语言符号 extralinguistic signs 超代数 hyperalgebra 超大气压 overpressure 帽子 cap 旗子 flag 命根子 lifeblood 胖子 fatty 矮子 shorty 垫子 cushion, mat 掸子 duster 骗子 swindler
一个很重要的问题
一个可以辩论的题目
以空前的速度
e.g. The diagnosis seems in every case to correspond exactly with all the sensations that I have ever felt. 每次看病的诊断似乎都和我所有的感受完全相符。 e.g. It is a good plan to imagine an argument with a person having a different bias. 借助于想象与持不同偏见的人进行辩论，是一个 很好的办法。
A very important question A question of great importance A debatable subject A subject which can be debated At an unprecedented speed At a speed unprecedented
不同亚铁矿物对As（Ⅲ）和As（Ⅴ）的表面吸附特征及机制比较研究
苏广权，鞠琳，郑翔宇，等.不同亚铁矿物对As （Ⅲ）和As （Ⅴ）的表面吸附特征及机制比较研究[J].农业环境科学学报,2023,42（7）：1495-1504.SU G Q,JU L,ZHENG X Y,et parative study on the surface adsorption characteristics of different ferrous minerals for As （Ⅲ）and As （Ⅴ）and their mechanisms[J].Journal of Agro-Environment Science ,2023,42（7）：1495-1504.不同亚铁矿物对As （Ⅲ）和As （Ⅴ）的表面吸附特征及机制比较研究苏广权1，鞠琳1，郑翔宇1，姚爱军1*，杨晶柳1，赵曼2，王诗忠2，汤叶涛2，仇荣亮2，3，4（1.中山大学地理科学与规划学院，广州510006；2.中山大学环境科学与工程学院，广东省环境污染控制与修复技术重点实验室，广州510006；3.岭南现代农业科学与技术广东省实验室，广州510642；4.华南农业大学资源环境学院，广东省农业农村污染治理与环境安全重点实验室，广州510642）Comparative study on the surface adsorption characteristics of different ferrous minerals for As （Ⅲ）andAs （Ⅴ）and their mechanismsSU Guangquan 1,JU Lin 1,ZHENG Xiangyu 1,YAO Aijun 1*,YANG Jingliu 1,ZHAO Man 2,WANG Shizhong 2,TANG Yetao 2,QIU Rongliang 2,3,4（1.School of Geography and Planning,Sun Yat-sen University,Guangzhou 510006,China;2.School of Environmental Science and Engineering,Guangdong Provincial Key Lab for Environmental Pollution Control and Remediation Technology,Sun Yat-sen University,Guangzhou 510006,China;3.Guangdong Laboratory for Lingnan Modern Agriculture,South China Agricultural University,Guangzhou 510642,China;4.Guangdong Provincial Key Laboratory of Agricultural &Rural Pollution Abatement and Environmental Safety,College of Natural Resources and Environment,South China Agricultural University,Guangzhou 510642,China ）收稿日期：2023-01-01录用日期：2023-03-29作者简介：苏广权（1998—），男，广东揭阳人，硕士研究生，研究方向为农田重金属污染修复。
A Comparative Study on Sentence Translation of Two
Journal of Literature and Art Studies, January 2017, Vol. 7, No. 1, 23-28doi: 10.17265/2159-5836/2017.01.002A Comparative Study on Sentence Translation of Two ChineseVersions of The Great GatsbyHUANG Jing, GUO Ting-peiSchool of Foreign Languages, China West Normal University, Nanchong, ChinaThe Great Gatsby is an epitome of America in the 1920s. Among various Chinese versions, Wu Ningkun’s and YaoNaiqiang’s versions have gained wild acceptance. This paper studies their similarities in simple sentence,compound and complex sentence, as well as differences in word order and sentence segmentation. Furthermore,this paper studies similarities and differences of Wu’s and Yao’s sentence translation on the basis of Nida’sFunctional Equivalence (FE).Keywords:functional equivalence, The Great Gatsby, sentence translationIntroductionThe Great Gatsby, written by F. Scott Fitzgerald in 1925, is a typical work of “The Lost Generation”. The author not only depicts the extravagant life of an emerging industrial city Detroit after WWI, but also depictsthe decadent culture after WWI, creating a portrait of the Jazz Age or the Roaring Twenties.All Rights Reserved.This typical literary work of “The Lost Generation” has been translated into more than five Chinese versions since the late 1950s. Among various Chinese versions, Wu Ningkun’s and Yao Naiqiang’s versionshave gained more popularity and acceptance. The version of Wu Ningkun, translated in 1982, is one of themost famous Chinese translation of The Great Gatsby, as well as one of the wildest spread version which hasset the tone of later translations; meanwhile, the version of Yao Naiqiang, translated in 2003, has gained itspopularity for its distinct language style.Translation Theory: Functional EquivalenceEugene A. Nida, a founder of modern translation theory, proposes Functional Equivalence (FE) which means that target language (TL) should be equal to source language (SL) in lingual function instead of form.Nida’s Functional Equivalence brings out a new perspective of translation theories in last century. In Nida’sopinion, translation should reproduce message of SL in a most natural way—firstly translate the meaning of SL,then the style (Eugene, 2003).Functional Equivalence doesn’t simply mean lingual equivalence. FE is the equivalence of readers’ psychological reactions, which means that the TL readers have the same experience as SL readers do whilereading. In a nutshell, it is safe to summarize his theory into three parts: (1) abandon traditional concepts aboutparts of speech; (2) use kernel sentence to help readers to get rid of syntactic barricade; (3) use isomorphism toget over cultural discrepancy (YE, 2013, p. 151).HUANG Jing, Doctor, Lecturer, School of Foreign Languages, China West Normal University.GUO Ting-pei, Bachelor, Graduate student, School of Foreign Languages, China West Normal University.A COMPARATIVE STUDY ON SENTENCE TRANSLATION24Comparison of Wu’s and Yao’s Sentence TranslationsSimilaritiesAs the popular Chinese versions of The Great Gatsby, Wu’s and Yao’s translations have many parts in common, such as their dictions, paragraphs, styles, and especially their sentence translations. Studying Wu’sand Yao’s similarities in sentence translation is conducive to know how they understand and reproduce theoriginal text. Moreover, it is beneficial to translation practice. Wu and Yao have many merits in their sentencetranslations. As many scholars have praised Wu’s and Yao’s excellent translations in their papers, this paperwould not like to repeat but to focus on their controversial translations. To analyze Wu’s and Yao’s similaritiesin sentence translation, this paper exemplifies simple sentence, as well as complex and compound sentence.Simple sentence. In simple sentence, Wu and Yao are not flexible enough to change word order which leads to syntactic barricade for TL readers. There are some translations which cannot conform to Chineselinguistic conventions. The example is as follows.(1) “Meyer Wolfsheim’s name wasn’t in the phone book.” (Fitzgerald, 2012, p. 206, para. 2)Wu’s translation: “迈尔.沃尔夫山姆的名字不在电话簿里”Yao’s translation: “迈尔.沃尔夫山姆的名字不在电话簿里”Wu and Yao translate in accordance with the order of the original text. However, it is preferred in Chinese linguistic conventions, the expression of “电话簿里没有迈尔.沃尔夫山姆的名字”, which changes the subjectfrom name to the phone book, is better than “迈尔.沃尔夫山姆的名字不在电话簿里”. Changing subjects canbe an effective way in English to Chinese (E-C) translation. When translating, in order to adapt to TL linguisticconventions, translators are supposed to be flexible enough to change word order, especially subjects andobjects.All Rights Reserved.Compound and complex sentence. Not only in simple sentence, but also in compound and complex sentence, Wu and Yao also cannot be flexible enough to change word order. They translate the text in verbatimform of The Great Gatsby, which causes syntactic barricade to TL readers. There’s an example as follows.(1) “This has been one of the most terrible shocks of my life to me, and I hardly can believe it that it is trueat all.” (Fitzgerald, 2012, p. 207, para. 4)Wu’s translation: “这个消息使我感到万分震惊，我几乎不敢相信这是真的”Yao’s translation: “这个消息使我感到万分震惊，我几乎不敢相信这是真的”There are two controversial points in this sentence translation. Firstly, translating “the most terrible shocks” into the main sentence’s subject or object. Wu and Yao both make “the most terrible shocks” thesubject in Chinese version. However, according to Chinese linguistic conventions, person like “I”, “he”, and“she” being set as the subject of a sentence is the better expression rather than thing. Thus, it is safe to say that“听到这个消息我感到万分震惊，几乎不敢相信这是真的” can be a better translation. Different from thefrequently used passive patterns in English, Chinese rarely make thing subject to constitute a passive sentence.Too many passive patterns can cause comprehension disorder for Chinese readers. Secondly, there is a mixtureof subjects in Chinese version. In Chinese version, the subject in first clause is “这个消息” (“the most terribleshocks”), the subject in second clause is “我” (“I”). In accordance with Chinese syntactic rule, there is only onesubject in one sentence. Therefore, Wu’s and Yao’s translation of this sentence fails to achieve functionalequivalence.A COMPARATIVE STUDY ON SENTENCE TRANSLATION 25DifferencesSL and TL, especially Chinese and English which are two unrelated languages, have great differences of their sentence patterns. For instance, English prefers long and difficult sentences together with varioussubordinate clauses, while Chinese prefers short and simple sentences. English is a language of hypotaxiswhich focuses on logic and form, while Chinese is a language of parataxis which focuses on description andmeaning. Therefore, in E-C translation, translators are supposed to be proficient in SL syntax to understand theoriginal text, and be proficient in TL syntax to reproduce the original text in an acceptable way. Moreover, insentence translation, translators are supposed to grasp differences of SL’s and TL’s sentences. Otherwise, TLreaders cannot understand the literary work as SL readers do. As a result, the translation fails to achieve FE.There are two major differences between Wu’s and Yao’s sentence translation—word order in a sentence, and segmentation of a long sentence. This paper exemplifies word order in sentences and segmentation of longsentences as follows:Word order. First of all, discrepancy in word order of a sentence is evident in Wu’s and Yao’s versions.Changing the word order can cause the variation of emphasis in a sentence, as well as barricade ofunderstanding. The examples below demonstrate that different word order can cause the variation of emphasisin a sentence.(1) “He was crazy enough to kill me if I hadn’t told him who owned the car.” (Fitzgerald, 2012, p. 222,para. 6)Wu’s translation: “他已经疯狂到可以杀死我的地步，要是我没告诉他那辆车是谁的”Yao’s translation: ”要是我不告诉他那辆车是谁的，他会气疯到了非把我杀了不可的地步”When translating “He was crazy enough to kill me”, Wu sets “他已经疯狂到可以杀死我的地步” at the All Rights Reserved.beginning of his sentence, while Yao puts “他会气疯到了非把我杀了不可的地步” at the end. As a result,Wu’s translation emphasizes on “if I hadn’t told him”, and Yao’s translation emphasizes on “He was crazyenough to kill me”. Obviously, the emphasis of author is on “He was crazy enough to kill me” instead of “if Ihadn’t told him who owned the car”, due to “if” clause is less important than main clause in English. Thus,Yao’s translation is closer to the original text. Moreover, Chinese prefers to put key information at the end of asentence. Hence, Yao, setting “他会气疯到了非把我杀了不可的地步” at the end, does a better translationthan Wu in view of FE. The variation of word order changes emphasis of a sentence.(2) “He was so hard up he had to keep on wearing his uniform because he couldn’t buy some regularclothes.” (Fitzgerald, 2012, p. 214, para.1)Wu’s translation: “他穷得只好继续穿军服，因为他买不起便服”Yao’s translation: “他手头十分拮据，买不起便服，只好继续穿军服”Wu sets “军服” before “便服” , which emphasizes the reason why Gatsby kept wearing his uniform. At the same time, Yao sets “便服” before “军服” to show that Gatsby is too poor to buy some regular clothes.Again, this example demonstrates that different word order can change the emphasis of one sentence. Inaccordance with English linguistic conventions, it is easy to find out that English writers prefer to set key wordsat the beginning of a sentence, thus, in this example, the author’s emphasis is supposed to be “He was so hardup” which means that Gatsby is too poor. In this way, Wu’s translation is closer to original text.(3) “When I had finished she told me without comment that she was engaged into another man”(Fitzgerald, 2012, p. 220, para. 4)A COMPARATIVE STUDY ON SENTENCE TRANSLATION26Wu’s translation: “她告诉我她和另外一个人订婚了，别的话一句没说”Yao’s translation: “她不作任何评说，只对我说她和另外一个人订婚了”On the basis of English linguistic conventions, prepositional phrases setting as complements, adverbials and attributes are less essential than noun phrases and verb phrases in a sentence. Thus, the emphasis of thesentence is supposed to be “she told me without comment”. When translating, Wu sets “别的话一句没说” (shetold me without comment) at the end of his sentence, while Yao puts “她不作任何评说” (she told me withoutcomment) at the beginning. Wu’s translation emphasizes on “without comment”, and Yao’s translationemphasizes on “she was engaged into another man”. Apparently, Wu’s translation is closer to the original text.In a word, the change of word order can dissimilate the emphasis of a sentence.All examples above show that Wu and Yao have different emphasis in some sentence translations. And the change of word order can vary the emphasis of a sentence.Sentence segmentation. Different sentence segmentation determines ease of reading. Too little segmentation may make a long sentence cumbersome. Too much segmentation may make a sentence loose.Inappropriate sentence segmentation can cause different syntactic barricade to TL readers.(1) “West Egg, especially, still figures in my more fantastic dreams” (Fitzgerald, 2012, p. 220, para. 1)Wu’s translation: “西卵依然出现在我做的比较荒唐的梦里”Yao’s translation: “那个地方，在我做的许多古怪的梦里经常会出现它”Wu translates “West Egg” into “西卵” and puts it at the beginning of the sentence which makes it the subject in this sentence, while Yao translates “West Egg” into two pronouns “那个地方” and “它” and putsthem at the beginning and end respectively which makes it the object in this sentence. On the one hand, twopronouns in a sentence make Yao’s translation more complicate than Wu’s translation for TL readers to All Rights Reserved.understand. On the other hand, in original text author uses “especially” to emphasize “West Egg”, and Yao usestwo pronouns to emphasize the same thing. However, in Wu’s translation, there is no emphasis on “West Egg”.Yao’s translation is more complex and cumbersome than Wu’s translation, but it reproduces the original text’smessage completely. In the light of integrality of message, Yao’s translation serves FE better.(2) “and when he looked around him now for the first time and saw the height and splendor of the hall andthe great rooms opening out from it into other rooms” (Fitzgerald, 2012, pp. 209-210, para. 1)Wu’s translation: “于是此刻他第一次向四周一望，看见门厅如此富丽堂皇，一间一间大屋子从这里又通向别的屋子”Yao’s translation: “于是此刻他第一次向四周张望，看见门厅如此富丽堂皇，从这里通向一间间大房间，又通向别的房间”For readers, Wu’s and Yao’s translation in this sentence is too cumbersome to understand. In the original sentence, there are four sense groups: he looked around for the first time; he saw that the hall is high andsplendid; the hall connects with great rooms; great rooms connect with other rooms. In Yao’s translation, thesubject of the last clause is omitted, which makes disorder of subjects. It is hard to find out whether the hall orthe great rooms is the subject of the last clause. As for Wu, he combines last two clauses together and makessubject clear. Although Wu makes less segmentation, he makes his meaning more clear. The point of makingsegmentation is to make sense group clear, and Wu does better in this sentence translation.Word order and sentence segmentation are two major differences among their sentence translations.Changing word order can cause variation of a sentence’s emphasis, as well as barricade for TL readers tounderstand. As for sentence segmentation, too little segmentation may make a long sentence cumbersome, andA COMPARATIVE STUDY ON SENTENCE TRANSLATION 27too much segmentation may make a sentence loose. For TL reader’s better understanding, translators must becareful and flexible.Conclusion and ImplicationConclusionIn this paper, comparative study between Wu Ningkun’s and Yao Naiqiang’s versions has been done on the basis of sentence translation.Studying Wu’s and Yao’s similarities in sentence translation is conducive to know how they understand and reproduce the original text, as well as their styles of translation. Moreover, it is beneficial to translationpractices. On the one hand, Wu and Yao have many merits in their sentence translations. For example, theyboth do well in changing word order and making sentence segmentation. On the other hand, they both makesome controversial translations. In simple sentence, Wu and Yao are not flexible enough to change word order,which leads to syntactic barricade for TL readers. Not only in simple sentence, but also in compound andcomplex sentence, Wu and Yao also cannot be flexible enough to change word order. They translate the text asthe same order of The Great Gatsby in original version, which cannot conform to Chinese linguisticconventions.Studying on differences of Wu’s and Yao’s sentence translation is an indispensable step to know their translation ability, translation styles and whether they have achieved FE or not. It is also conducive totranslation practices. English is a language of hypotaxis which focuses on logic and form, while Chinese is alanguage of parataxis which focuses on description and meaning. In Wu’s and Yao’s translation, word orderand sentence segmentation are two major differences. Changing word order can cause emphasis of a sentence All Rights Reserved.to change, as well as barricade for TL readers to understand. As for sentence segmentation, for TL readers’better understanding, translators ought to make segmentation carefully in lines with author’s intention, combinerelated clauses together to form a relatively complete meaning, and be flexible to make segmentations.To sum up, study on similarities and differences can help researchers with exploring whether Wu and Yao have achieved FE. According to Functional Equivalence, the standard of good translation is that the translationwork can cause the same reaction as SL readers. Thus, translators are supposed to be familiar with TL’s andSL’s linguistic conventions to achieve FE.ImplicationIn light of comparative study of Wu’s and Yao’s sentence translation, three tips are concluded for future translation.First of all, in sentence translation, translators are supposed to be familiar with TL’s and SL’s linguistic conventions. For instance, Chinese prefers person as subject, instead of thing. Moreover, English prefers to putkey information at the very beginning of a sentence, while Chinese prefers to put it at the end. Knowingdifferent features of different language is conducive for translator to achieve FE.Moreover, in sentence translations, if necessary, translators should try to be flexible in changing word order or making sentence segmentation in lines with TL linguistic conventions. Changing word order can varydifferent emphasis of a sentence, while changing sentence segmentation can make translation easier or moredifficult for TL readers. Thus, deliberate choices should be done during the course of translation.A COMPARATIVE STUDY ON SENTENCE TRANSLATION28At last, when translating, translators are supposed to pay more attention to the whole style of authentic text.Translators cannot change or even reverse author’s style at random. To follow author’s style, translators need toread the original text several times, as well as collect background information.In a nutshell, translation is an art which needs diligent effort and abundant background information. To achieve Functional Equivalence, sentence pattern should be chosen deliberately so that the same reaction of SLreaders can be reached by TL readers.ReferencesEugene, N. (2003). The theory and practice of translation. Leiden: Brill Academic Pub.Fitzgerald, F. S. (2012). The Great Gatsby. Nanjing: Yilin Press.WU, N. K. (1983). 菲茨杰拉德小说选(The collected novels of Fitzgerald). Shanghai: Shanghai Translation Publishing House.YAO, N. Q. (2004). 了不起的盖茨比(The Great Gatsby). Beijing: People’s Literature Publishing House.YE, Z. N. (2013). 高级英汉翻译理论与实践(Advanced English-Chinese translation theory and practice). Beijing: Tsinghua University Press.All Rights Reserved.。
Comparative Studies of the Languages
Substitute vs. Repetitive（替换与重复）
Generally speaking, English doesn’t use so many repetitions as Chinese does. 英语多用替换词语；汉语多用重复形式。 You should help her since you have promised to do so. Men and nations working apart created these problems; men and nations working together must solve them.
During the wartime, years like these would have meant certain death for many people. Many would have become beggars and others would have been compelled to sell their children. 战争期间碰到这样的年景，很多人肯定会 死去，很多人会逃荒要饭，很多人会被迫 卖儿卖女。 Thus encouraged , they made a small bolder plan for the next year. 由于受到这样的鼓励，他们为第二年制定 了一个更大胆的计划。
Synthetic vs. Analytic (综合性与分析性)
English is a Synthetic language marked with inflexnguage without any inflexion, which is usually implied in the context or explicitly shown in such words as “ 着 ” “了”“过”etc. 英语属综合性语言，其标志为词的曲折 变化形式； 汉语为分析性语言，靠 “着”， “了”“过”之类的助动词表 达不同的时间关系。
Comparative Education
Comparative Education上海师范大学11级课程与教学论（生物）头头小作✓ConceptComparative Education investigates the education in different eras, nations and countries in the current world by the method of dialectical materialism and historical materialism. The comprehensive utilization of new science and new technologies should be used at the same time. On the basis of the discussion about the features of economics, politics, philosophy and national tradition, the key is to explore the common characteristics, the regular pattern of development and its general trend, and also give the scientific predictions. So that, according to its own national characteristics and other specific conditions, we can learn from each other to draw the strong points of others to offset our own weakness, improve the quality of science and culture of the people.✓Features①InternationalComparative education should study a comparative research on the education of two or more countries at least. It is a cross-country with international characteristics.②ComparableIn international education, identification is on the basis of the comparison. Accordingly, identification may explore the scientific conclusions of the objective laws as a national reference.③Comprehensive or interdisciplinaryThe task of the comparative education is to focus on some social disciplines, and apply the results of research on the national education; it spans the range of several subjects. Therefore, we need to have the knowledge of philosophy, history, politics, economics and sociology. And also, we should familiarize with the research methods in order to get the analysis and comparison history, social specific to national education.✓The main function①InterpretationThe function of interpretation of comparative education became the most prominent. When we study the comparative education, we hope to learn from the experience of other countries and also to find a solution to their problem. The way of the interpretation is various, macroeconomics or microeconomics, direct or indirect ones.②CognitionThe comparative Education is interdisciplinary, which can provide researchers with the vision of the all-round look at education, and play an important role in broadening their horizons and emancipating the mindThe comparative education is multivariate, which can stimulate multiple perspectives on collision impact of education in the world. It will help break the cultural barriers of ethnocentrism, break through the closed screen for specific national culture, and actively promote the modernization of education.Comparative education can provide a wealth of information and experience of international development and reform of education, which will help to improve the awareness of educational level, the understanding of the relations between the education and social, economic. Finally, the national modern concept of the education can be formed.③CommunicationWhen we carry out the comparative education research, it is conducive to promoting exchanges of the countries in the education information, education reform and development of education. We can also learn to establish a global education system compatible with diverse characteristics. On the other hand, it can also help to promote interaction and cooperation of the world education.④PredictionIn the process of trying to find the rule of development of education, common principles and trends, it can predict the development of education and participation in decision-making.⑤Other function·Expansibility·Decision-making function·Educational functionality·Transformation of the functions of the innovation culture.Stage of developmentThe development of comparative education has been marked by five identifiable stages, each characterized by a different motive for comparative study and each producing a different genre of work. The earliest stage, the period of travelers' tales, was prompted by simple curiosity. Second came a period of educational borrowing, when the desire to learn useful lessons from foreign practices was the major motivation. In the third stage, international educational cooperation was stressed in the interests of world harmony and mutual improvement among nations. Since the beginning of the twentieth century, two more stages have appeared, both concerned with seeking explanations for the wide variety of educational and social phenomena observed around the globe. The first of these attempted to identify the forces and factors shaping national educational systems. The second, and the latest, may be termed the stage of social science explanation, which uses the empirical, quantitative methods of economics, political science, and sociology to clarify relationships between education and society.These stages are far from being discrete in time: each of these types of work in comparative education has persisted down to the present and may be observed in the contemporary literature, and rarely can any contributor to the field be confined within a single category. But the categorization suggested, loose though it is, provides a convenient, unforced framework within which to review the development of the field.✓Research MethodsThe commonly used method is divided into two categories: on the basis of comparing regional research and on the basis of comparing issues research. In addition, it can also be complemented by the descriptive method, historical method, sociology, and statistical approach. In the study, according to the object of study and task, we can use the variety of methods and results of the comparative study of universal significance flexibly.✓Effects①Pointed out the size of the world or the promotion of educational practice degree②Reveal the difference when using the same kind of education in the differenteducation system③Specifically addressed what factors or measures have led some countries tosuccess while others defeat.④Under different ideologies or political environment, the inspection of educationalpractice or education activities.⑤Investigate the recognition of some specific measures or methods in theinternational scope or international organizations.⑥To prove that a certain predetermined educational is the real innovation or thereal new things✓Examples①A comparative study on family education in American and ChinaFrom ancient times to modern times, family education has been playing an important role in the national educational cause。