修改版Syntactic_Differences_between_English_and_Chinese_and_Their_Impact_on_Translation
1. Synthetic vs.Analytic
clever
Sentences:
志同道合，友谊才会持久。 Friendship will last only if it is based on a common
goal. Only if friendship is based on a common goal, it will
last.
天下雨，运动会延期了。 The sports meet was postponed because of rain. Because of rain, the sports meet was postponed.
可见汉语词性往往要通过它在句子中的词序或位 置加以判别。可以说语序在汉语里是重要的语法 手段。
但汉语也有一些词尾变化。 如词尾“×子”可以指人：孩子、胖子； 也可以指物：箱子、刷子； 还可以指时间：日子等。 但汉语词性变化比较少，所以说汉语是以分析型
为主的语言。
英语为综合-分析语
➢ 英语词汇有丰富的形态变化，例如动词有人称、时态、 语态、情态和语气以及非谓语的变化，名词有格和数 的变化，形容词和副词有级的变化等等。英语通过词 汇的形态变化，表示句子的语言关系和逻辑关系。
Please compare:
We saw many signs of occupation while strolling along a street past a major concentration of the huts not far away from the Central Avenue.
我们看到很多住人的迹象， 当漫步街头走过一个很大 的棚户集中地，离中央大 道不远。
我们漫步街头，在中央大道 附近发现了一个很大的棚 户区，有很多迹象表明茅 棚里还住了人。
英汉句法的对比 Syntactic comparison between English and Chinese
■
syntax vs logic （句法与事理）
English tends to state attitude and effect first while Chinese tends to state logic and cause first. Eg: It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife. No one will deny that what we have been able to do in the past five years is especially striking in view of the crisis which we inherited from the previous government. The prince in rags was thrown out of the Palace because the guard couldn’t recognize him.
王力先生在《中国语法理论》中提出所谓形和(hypotaxis) 是指依靠形式，即词的变化，词汇的衔接等将语言由散 （个别词）到集（词组和语篇）的语言组织手段；意和 (parataxis)是指依仗词语的内在意义和内在逻辑性关系来 组织语言的手段． eg. The boy had his breakfast and went off to school. The colour which had been driven from her face returned for half a minute with an additional glow, and a smile of delight added luster to her eyes, as she thought for that space of time that his affection and wishes must be still unshaken; but she would be not secure. (Jane Austen: Pride and Prejudice)
中英文语法差异的英语作文
Title: The Distinctive Differences between Chinese and English GrammarThe grammatical structure of a language is often a reflection of its cultural values and historical evolution. Chinese and English, two widely spoken languages, exhibit significant differences in their grammatical systems, which can be attributed to their distinct cultural backgrounds and historical developments.Chinese grammar is notably analytical, relying heavily on context and word order to convey meaning. Verbs do not change forms based on tense or subject-verb agreement, and modifiers typically precede the nouns they modify. In contrast, English grammar is more synthetic, employing a complex system of affixes, conjugations, and declensions to express grammatical relationships. Verbs undergo transformations to indicate tense, mood, and voice, and modifiers often follow the nouns they modify.Another key difference lies in the use of personal pronouns. Chinese tends to avoid explicit personal pronouns, favoring instead the use of nouns or titles to refer to individuals. This reflects the Chinese culture's emphasis on collectivism and respect for authority. In contrast, English makes frequent use of personal pronouns, reflecting the individualistic culture's preference for directness and clarity.Furthermore, Chinese grammar lacks a strict system of grammatical genders, while English has a complex gender system for nouns. This difference affects the way modifiers and articles interact with nouns. In Chinese, the same modifier can be used regardless of the noun's gender, while in English, the choice of modifier or article may depend on the gender of the noun.In conclusion, the grammatical differences between Chinese and English reflect the distinct cultural and historical backgrounds of the two languages. Chinese grammar emphasizes context and implicit meaning, while English grammar relies on explicit forms and transformations to convey grammatical relationships. Understanding these differences is crucial for effective cross-cultural communication.。
中英文之间的语言差异的英语作文
中英文之间的语言差异的英语作文Title: Language Differences between Chinese and EnglishIntroduction:Language plays a vital role in communication and understanding among people from different cultural backgrounds. Chinese and English are two of the most widely spoken languages in the world, but they are also two very different languages in terms of grammar, vocabulary, and pronunciation. In this essay, we will explore the key language differences between Chinese and English and how they shape communication between speakers of these two languages.Grammar Differences:One of the most notable differences between Chinese and English is the grammar structure. Chinese grammar is primarily based on word order and context, while English grammar relies heavily on tenses, verb conjugation, and articles. For example, in Chinese, the word order is subject-verb-object, whereas in English it is subject-verb-object. Additionally, Chinese does not use tenses in the same way as English, but instead relies on context and time indicators to indicate when an action takes place.Vocabulary Differences:Another major difference between Chinese and English is the vocabulary. Chinese has a much larger vocabulary compared to English, with thousands of characters and characters that can have multiple meanings. In contrast, English has a smaller vocabulary but relies on word order and context to convey meaning. Additionally, Chinese uses characters rather than a phonetic alphabet like English, which can make learning the language more challenging for English speakers.Pronunciation Differences:The pronunciation of Chinese and English is also very different. Chinese is a tonal language, which means that the meaning of a word can change depending on the tone used when pronouncing it. In contrast, English is a non-tonal language, and the meaning of a word is not affected by the tone used. This can lead to misunderstandings between Chinese speakers and English speakers when trying to communicate verbally.Cultural Differences:In addition to the linguistic differences between Chinese and English, there are also cultural differences that impact the way language is used in each culture. For example, Chinese cultureplaces a strong emphasis on politeness and respect when speaking, while English culture tends to be more direct and informal. This can lead to misunderstandings between speakers of these two languages if they are not aware of these cultural differences.Conclusion:In conclusion, the language differences between Chinese and English are vast and complex, impacting the way communication is conducted between speakers of these two languages. Understanding these differences is key to effective communication and building relationships across cultures. By recognizing and respecting these language and cultural nuances, we can bridge the gap between Chinese and English speakers and foster better understanding and collaboration in an increasingly globalized world.。
sci英文文章修改建议
sci英文文章修改建议Editing scientific English articles can be a complex and challenging task, as researchers often struggle to effectively communicate their ideas and findings to a global audience. As a professional editor, I have encountered numerous scientific papers that could benefit from a more thorough editing process to enhance the clarity, concision, and overall quality of the written content. In this essay, I will provide several key suggestions for improving the editing of scientific English articles.One of the primary areas that requires attention in scientific writing is the organization and structure of the paper. Effective scientific communication relies on a clear and logical flow of information, guiding the reader through the research process and key findings. Authors should strive to ensure that the introduction, methods, results, and discussion sections are well-structured and coherent. This may involve reorganizing the order of sections, clarifying the connections between ideas, and ensuring that each section serves a specific purpose within the overall narrative.Another crucial aspect of scientific writing is the use of clear and concise language. Researchers often fall into the trap of using overly complex or jargon-heavy terminology, which can make the content inaccessible to a wider audience. Editors should work with authors to simplify language, eliminate unnecessary technical terms, and rephrase sentences to improve readability. This may involve breaking down complex ideas into smaller, more manageable concepts, or finding alternative ways to convey the same information using more common vocabulary.In addition to language clarity, scientific articles must also adhere to strict formatting and stylistic guidelines. These guidelines, often specified by the target journal or publication, ensure consistency in the presentation of information and adherence to established conventions within the scientific community. Editors should carefully review the article to ensure that it follows the required formatting, including the proper use of headings, subheadings, citations, and reference styles. Attention to these details can greatly enhance the overall professional appearance and credibility of the work.Another crucial aspect of editing scientific English articles is the attention to grammatical and mechanical accuracy. Errors in spelling, punctuation, and sentence structure can undermine the credibility of the research and distract the reader from the content. Editors should carefully proofread the article, addressing any grammatical ortypographical errors to ensure a polished and error-free final product.Furthermore, the effective use of visual aids, such as figures, tables, and graphs, can significantly enhance the communication of scientific findings. Editors should work with authors to ensure that these visual elements are well-designed, clearly labeled, and integrated seamlessly into the text. This may involve providing guidance on the appropriate use of visual aids, as well as ensuring that the captions and legends accurately describe the information presented.Finally, the overall tone and style of the scientific article should be considered during the editing process. While scientific writing typically requires a formal and objective tone, editors can work with authors to ensure that the language is engaging and accessible to the target audience. This may involve striking a balance between the necessary technical language and a more conversational style, or incorporating appropriate transitions and signposting to guide the reader through the content.In conclusion, the effective editing of scientific English articles requires a multifaceted approach that addresses a range of elements, from organization and structure to language clarity and visual presentation. By working closely with authors and providing targeted feedback and guidance, editors can play a crucial role in enhancingthe quality and impact of scientific communication. By implementing these suggestions, researchers can improve the overall clarity, coherence, and accessibility of their work, ultimately contributing to the advancement of scientific knowledge and understanding.。
高中英语作文修改前后差别例子
高中英语作文修改前后差别例子Here is an essay of more than 600 words on the topic "Differences Between the Draft and Final Version of a High School English Essay":Writing and revising an essay is an important part of the learning process for high school students. The initial draft and the final version of an essay can often differ significantly as students work to improve their writing. Some common differences between the draft and final version of a high school English essay include changes to the thesis statement, development of supporting points, and refinement of language and style.One key difference is often found in the thesis statement. In the initial draft, the thesis may be vague, overly broad, or lack a clear point of view. As the student revises the essay, they work to sharpen the thesis, making it more specific and arguable. For example, a draft thesis like "Shakespeare's plays contain important themes" could be revised to "Shakespeare's play Hamlet explores the theme of the complexity of human nature." The refined thesis provides a more focused claim that the essay can then set out to support.In addition to the thesis, the development of supporting points oftenimproves from the draft to the final version. In an early draft, a student's supporting points may be underdeveloped, failing to fully explain or provide evidence for the claim. As the student revises, they expand on these points, incorporating more detailed analysis, examples, and research to reinforce the essay's argument. A paragraph in the draft that simply states "The character of Hamlet is complex" could become in the final version "The character of Hamlet is complex, exhibiting a wide range of emotions and inner conflicts. Hamlet vacillates between moments of decisive action and crippling indecision, chastising himself for his perceived weaknesses... (example, quote, analysis)." The revision demonstrates a deeper exploration of the topic.Finally, the language and style of the essay often become more refined and polished from the draft to the final version. In an initial draft, a student's word choice may be vague, sentences may be awkwardly constructed, and the overall style may be inconsistent. As the student edits and proofreads, they work to replace weak word choices with more precise and vivid language, to vary sentence structure for flow and emphasis, and to ensure a cohesive, academic style throughout. For instance, a sentence in the draft that states "The show was good" could become in the final version "The suspenseful television drama captivated the audience with its complex plot twists and dynamic character development." The revision demonstrates a more sophisticated command of language.Overall, the differences between the draft and final version of a high school English essay reflect the writing process itself - the initial effort to get ideas on the page, followed by sustained work to clarify, expand, and refine the writing. While the draft provides a starting point, the final essay showcases the student's abilities to develop a strong thesis, support it with well-reasoned analysis, and present their ideas through polished, academic prose. These differences highlight the growth and improvement that can occur through thoughtful revision.。
英语作文批改标准学生写的一样
英语作文批改标准学生写的一样English essay grading is a complex and often subjective process that involves evaluating various aspects of a student's writing. As students, we may have our own perspectives on what constitutes a well-written essay and how it should be assessed. In this essay, I will attempt to explore the standards that students might apply when grading an English essay.One of the key factors that students may consider when evaluating an essay is the overall structure and organization. A well-structured essay should have a clear introduction, body paragraphs that logically develop the main ideas, and a coherent conclusion. Students may look for a smooth flow of ideas, with transitions that guide the reader through the essay. They may also expect a clear thesis statement that outlines the essay's central argument or focus.Another important aspect that students may assess is the quality of the writing itself. This includes factors such as sentence structure, word choice, and grammar. Students may expect the essay to be written in clear, concise language, free of basic grammatical errors.They may also look for the use of varied sentence structures and a diverse vocabulary that demonstrates the writer's command of the English language.When it comes to content, students may evaluate the depth and relevance of the ideas presented. They may expect the essay to engage with the given topic in a meaningful way, exploring it from multiple perspectives and providing well-reasoned arguments or analysis. Students may also look for the use of relevant examples, evidence, and references to support the main points.Additionally, students may consider the overall coherence and cohesion of the essay. This includes the logical flow of ideas and the connections made between different sections of the essay. Students may expect the essay to have a clear focus and a consistent, well-developed line of reasoning.Furthermore, students may assess the essay's adherence to any specific guidelines or instructions provided, such as the required length, formatting, or citation style. They may expect the writer to follow these guidelines closely and to demonstrate their understanding of the assignment's parameters.Finally, students may also consider the originality and creativity of the essay. While adherence to standard academic writingconventions is important, students may appreciate essays that offer fresh perspectives, unique insights, or innovative approaches to the given topic.In conclusion, the standards that students might apply when grading an English essay can be quite varied and nuanced. While some aspects, such as structure, writing quality, and content, may be common considerations, students may also have their own unique perspectives on what constitutes a well-written and compelling essay. Ultimately, the grading process involves a holistic evaluation of the essay, taking into account multiple factors to assess the overall quality and effectiveness of the student's work.。
科技翻译Unit 6+7(W14)
Behaviorists suggest that
the child who is raised in an environment where there are many stimuli which develop his or her capacity for appropriate responses will experience greater intellectual development.
• Automation of Measurement of Residual Stresses in a Goniometer equipped with a Linear Localization Probe •
• 采用线性定位 探针的测向装 置残余应力测 量的自动化
• (There are Obvious differences in parts of speech and lexical order)
• 英语书面语句子显得长而复杂 ，英语常常采用 各种各样表示关系和连接的手段，如介词(英语 有大量的介词，据统计约有280个左右)、介词词 组以及连词、关系代词、关系副词、连接代词、 连接副词等等，正式科技英语文本更是如此。 • 英语的一切动词都可以通过各种变形成为非谓语 形式，从而又增加了一项表示关系的手段。
• 顺译例句 • If parents were prepared for this adolescent reaction, and realized that it was a sign that the child was growing up and developing valuable powers of observation and independent judgment , they would not be so hurt, and therefore would not drive the child into opposition by resenting and resisting it. 如果做父母的对这种青少年的反应有所准备, 而 且认识到这是一个孩子正在成长、 正在发展珍贵的 观察能力和独立的判断能力的标志, 那么他们就不会 感到如此伤心, 也就不会对此产生愤恨和反对情绪从 而把孩子推到对立面去。
最简方案框架下英汉分裂句句法—语义研究(DOC)
硕士学位论文 论文题目：最简方案框架下英汉分裂句 句法—语义研究 专 业： 外国语言学及应用语言学 界 别： 2013 姓 名：罗 洋 导 师： 尹丕安原创性声明ContentsAbstract摘要List of FiguresAbbreviations & SymbolsChapter 1 INTRDUCTION…………………………………………………………..1.1 Research Background………………………………………………………….1.2 Research Significance………………………………………………………….1.3 Sources of the Data…………………………………………………………….1.4 Organization of the Thesis…………………………………………………….. Chapter 2 LITERATURE REVIEW………………………………………………..2.1 Studies of Minimalist Program2.1.1 Studies of Minimalist Program Abroad………….……………………….2.1.2 Studies of Minimalist Program at Home…………………………………2.2 Studies of Cleft Sentences………………………………………………………2.2.1 Studies of Cleft Sentence s Abroad……………………………………….2.2.2 Studies of Cleft Sentences at Home...………………….…………………Chapter 3 THEORETICAL FRAMEWORK………………………………………3.1 Minimalist Program……………………………………………………………3.1.1 Development Stages of Generative Grammar……………………………3.1.2 Theoretical Connotations of Minimalist Program………………………..3.2 Cleft Sentence s………………………………………………………………….3.2.1 Characteristics of Cleft Sentences………………………………………..3.2.2 Universality and Individuality of Cleft Sentences in English and ChineseLanguages……………………………………………………………………...........3.3 Minimalist Program and Cleft Sentences………….……………………………3.3.1 Relationship between MP and Cleft Sentences…………………………...3.3.2 Explanatory Power of MP for Cleft Sentence s………………………….. Chapter 4 SYNTAX AND SEMANTICS OF CLEFT SENTENCESS IN BOTH THE ENGLSIH AND CHINESE LANGUAGES…………………………………...4.1 Construction of English and Chinese Cleft Sentence s………………………….4.1.1 Construction of English Cleft Sentences………………………………….4.1.2 Construction of Chinese Cleft Sentence s…………………………………4.1.3 Contrastive Analysis of Construction of English and Chinese CleftSentences……………………………………………………………………………4.2 Pseudo-Cleft Sentences and their S yntactic Features…………………………..4.2.1 Construction of English Pseudo-Cleft Sentences………………………...4.2.2 Construction of Chinese Pseudo-Cleft Sentences…………………..........4.2.3 Contrastive Analysis of Pseudo-Cleft sentences in English and ChineseLanguage s……………………………………………………………………….......4.3 Syntactic Features in English and Chinese Cleft Sentences…………………….4.3.1 The Link Verb ―Is‖ in English Cleft Sentences……………………..........4.3.2 The Features of ―是‖ in Chinese Cleft Sentences………………………...4.3.3 The Subject in English and Chinese Cleft Sentences.………………........4.4 Focus Movement and its Logical Formula in English and Chinese CleftSentence s……………………………………………………………………………4.4.1 Focus Movement and its Logical Form in English Cleft Sentences..........4.4.2 Focus Movement and its Logical Form in Chinese Cleft Sentences……..4.4.3 Contrastive Analysis of Focus Movement in English and Chinese CleftSentences……………………………………………………………………………4.5 Semantic Issues in English and Chinese Cleft Sentences………………………4.5.1 Truth Value in English and Chinese Cleft Sentences……………….........4.5.2 Presupposition in English and Chinese Cleft Sentences……………….....4.5.3 Entailment in English and Chinese Cleft Sentences……………………... Chapter 5 CONCLUSIONS…..…………………………………………………........5.1 Research Findings………………………………………………………………5.2 Research Limitations.…………………………………………………………..5.3 Implications for Further St udies…..………………………………………........ Bibliography………………………………………………………………………....... Acknowledgements……………………………………………………………………Publication……………………………………………………………………………..AbstractDespite the fact that the English and Chinese languages, which belong to different language systems, possess striking differences, they do share some similarities. The unique sentence pattern, cleft sentences, is a case in point. A fact that should be noted is that the structure of Chinese cleft sentences and this of the English language are greatly different. In English, there is a fixed structure in both cleft sentences and the pseudo-cleft sentences. The purpose is to put emphasis on different sentence constituents. By moving different focuses, the whole sentence can get different meanings. However, in the Chinese language, there are more than one way to mark the focus in cleft sentences and the pseudo-cleft sentences.Linguists both at home and abroad have done much research on cleft sentences from different perspectives, and they have achieved considerable achievements, however, there is still much room for improvement in some areas of this branch of study, for instance, the combination of syntax and semantics of cleft sentences and also the analysis of daily life language materials, etc. In recent years, Syntax-Semantics Interface has become an important subject of modern linguistic study. Accordingly, within the framework of Minimalist Program, and based on the relevant concepts of semantics, the present thesis will expound and analyze in depth the cleft sentences of both the English and Chinese languages in a contrastive manner.This thesis is intended to do researches in the following aspects: firstly, it explicates the construction of cleft sentences both in English and Chinese languages, and the classifications of cleft sentences and pseudo-cleft sentences. Secondly, it makes contrastive analyses of the English and Chinese cleft sentences from the perspective of syntax. Thirdly, it examines the focus movement of English and Chinese cleft sentences, and it also makes a description of the logical form of cleft sentences. Last but not least, with the combination of semantic truth-value, semantic presuppositions, and semantic entailment, this study analyzes English and Chinese cleft sentences comprehensively.It is true that both universality and individuality exists in everything, and language is no exception. The comparison between English and Chinese languages is worthwhile in that it helps shed light on the two languages. By way of observation and analyses, it is found that, in spite of the differences, the universality is more prevalent than the individuality in the two languages. Thus, the comparison betweentwo languages is fairly significant and meaningful. Generally speaking, the present study, the contrastive analysis of cleft sentences between the English and Chinese languages within the framework of Minimalist Program, is valuable at two levels: from the macro level, can help us better understand the similarities and differences of cleft sentences structure; from the micro level, it helps to deepen our knowledge about the nature of English and Chinese languages.Key words：Minimalist Program; Syntax; Cleft sentences; Semantics; Focus摘要分裂句是英语和汉语两种语言中都存在的一种特殊句型，隶属于不同语系的英汉两种语言虽然差异很大，但也存在着一些相似的地方，具有强调作用的分裂句，就是一个很好的例子，只是英汉分裂句有着不同的结构。
中英文语音的差异英语作文
The Differences in Phonology between English and ChineseThe phonological differences between English and Chinese are profound and reflect the distinct linguistic systems and cultural backgrounds of these two languages. English, a language of the Indo-European family, is characterized by a complex vowel system, a variety of consonant sounds, and stress patterns that determine word meaning. On the other hand, Chinese, a language of the Sino-Tibetan family, is tonal, meaning that the pitch of a syllable can significantly alter its meaning.In English, vowels vary in quality, length, and placement, creating a rich and diverse vowel landscape. This diversity allows English speakers to produce sounds like the "th" in "think" or the "r" in "red" that are challenging for non-native speakers. Additionally, English has a wide range of consonant sounds, including fricatives, affricates, andplosives, which contribute to the language's unique soundscape.Contrastingly, Chinese is tonal, meaning that the pitch of a syllable is crucial to understanding its meaning. For example, the syllable "ma" can have four different tones in Chinese, each corresponding to a distinct word: "mā" (mother), "má" (hemp), "mǎ" (horse), and "mà" (to scold). This tonal complexity can be challenging for English speakers to grasp, as it requires a different approach to sound production and perception.Moreover, the syllable structure of English and Chinese differs significantly. English syllables are typically more complex, with multiple vowels and consonants, while Chinese syllables are typically monosyllabic, consisting of a single vowel with optional consonants at the beginning or end. This difference in syllable structure affects how words are pronounced and perceived in the two languages.The phonological differences between English and Chinese also extend to intonation and prosody. English is a stress-timed language, meaning that words are grouped into stressed and unstressed syllables, creating a rhythmical pattern. In contrast, Chinese is syllable-timed, with each syllable receiving equal stress, resulting in a more even flow of sound.Understanding these phonological differences is crucial for effective language learning and communication. By acknowledging and embracing these differences, we can better appreciate the unique linguistic and cultural features of both English and Chinese, and improve our proficiency in these languages.英语和中文在语音上的差异显著，这反映了两种语言各自独特的语言系统和文化背景。
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CONTENTSAbstract (3)摘要： (4)1. Introduction (5)1.1. Background information (5)1.2. Significance of this study (7)2. Syntactic differences and corresponding translation skills (8)2.1. Subject and topic (8)2.1.1. Introduction (8)2.1.2.Topic-prominent language and subject-prominent language (9)2.1.3. Translation skills (10)2.2. Hypotaxis and parataxis (13)2.2.1. The definitions (13)2.2.2. Hypotactic language VS paratactic language (14)2.3. Impersonal subjects and personal subjects (16)2.3.1. Impersonal subjects in English (16)2.3.2. Personal subjects in Chinese (17)2.3.3. Translation skills (18)2.4. Static language and dynamic language (20)2.4.1. Dynamic Chinese and static English (20)2.4.2. Translation skills (21)2.5. Passive voice VS Active voice (24)2.5.1. Different frequencies of passive sentence (24)2.5.2. Translation skills (26)3. Conclusion (30)Acknowledgements (32)Bibliography (33)Syntactic Differences between English and Chinese and TheirImpact on TranslationAbstractNowadays, many Chinese can understand some English materials, but they might not be able to translate them into proper Chinese. Nor can they translate Chinese texts into idiomatic English. It is essential to have a good understanding of the differences between English and Chinese languages before one can translate adequately as translating techniques and methods are mostly generated according to linguistic and cultural comparisons. Dozen of studies on syntactic comparison carried out over the past 80 years have mostly focused on syntactic differences between English and Chinese, while how to deal with the syntactic differences have been seldom discussed. This article summarizes the syntactic differences between the two languages and illustrates how to address the differences in translation in order to make the translated texts both faithful in meaning and appropriate in style.Key words: syntactic differences, translation skills英汉句法差异及翻译摘要：在当今的社会，很多人能够看明白一些英语文章的意思，却不能够把它翻译成地道的汉语。
同样地，他们可能也很难把汉语文章翻译成地道的英语。
大部分的翻译技巧和方法来自于两种语言的文化和语法的对比，所以要想使译文地道合适，在翻译之前必须对英汉两种的区别有个清晰地认识。
在过去的八十年里，人们做了很多英汉对比的研究，但是大部分的研究着重于英汉句法的对比，而有关在翻译里如何处理英汉不对等的句法现象的话题，却很少被关注。
本文旨在总结英汉句法区别的同时，具体分析如何处理英汉句法的不对等，以使译文不仅忠实于原文，而且合适地道。
关键词：句法区别，翻译技巧1. Introduction1.1.Background informationIf the translation is a journey, it begins with the first step----making a comparison between the two languages. Translation is difficult, because you have to face the challenges, such as how to deal with language differences and how to find an approximation of the meaning expressed in the other language.Lu Xun, one of the most famous writers in China once said, ―I have always believed that translation is not as difficult as authoring, and it need not to think about how to make the construction of the article at least. However, when starting on it, I meet many obstacles. For example, forgetting a noun or verb in the process of authoring is not a serious problem, because another substitute can solve the problem easily. While it is really a serious problem in the process of translation, the translator has to think it out until he is dizzy. This experience is similar to looking for a key to the box, which is eagerly needed to be opened, but nothing is found. ’’ (Song Tianci，2003：60 )The obstacles in Lu Xun’s words are the differences between the two languages. Therefore, making an in-depth comparison between the two languages is the only way to shed light on these differences and remove these obstacles in translation.It is possible to make a comparison of two languages because there are some universality both in the forms and semantic meanings of different languages. As tools for communication, there are some universality in the forms of language, for instance, all the parts of speech can be divided into noun, verb,and adjective, numeral and so on. As for semantic meanings of language, the universalities of them make it possible to use synonym or near-synonym to replace a word that is used to describe human lives.Making a contrast of two languages is also to illustrate the differences and relationships between the two languages. One of the famous Chinese linguists Lv Shuxiang argues that “There are some similarities as well as some differences between Chinese and English. Similarities do not need much attention, while the differences are needed to be concentrated on.” (Hu Wenzhong，1998：241) That is to say, the differences usually are more important than the similarities and need to be studied.In terms of English and Chinese, most of the obstacles in the translation are caused by the differences between them. Besides, “syntax can be the best embodiment of national characteristics of a language, because it is the rule that governs the formation of a language and are abided by all the ethnic members or all the members of the same language community.”(He Shanfen，2012：181) Namely, as the rules that all components of a language should follow, syntax is the core of a language and the best embodiment of characteristics of a language, so the obstacles in English-Chinese translation stem from their syntactic differences. Making a syntactic contrast between English and Chinese is needed, in order to remove the obstacles in translation.1.2. Significance of this studyIn order to translate adequately, it is essential to figure out the syntactic differences between English and Chinese and to make some corresponding adjustments according to the differences. If the translator pursue mechanically the formal correspondence, but not take the ways of thinking, idiomatic expressions and syntactic differences into consideration, no satisfying translation will be generated. Due to the key role that the syntactic difference plays in translation, many syntactic comparisons have been conducted in the past. But most of the researchers concentrate on finding out the syntactic differences between English and Chinese, rather than pay attention to how to deal with the syntactic differences in translation. This preference fails to combine the syntactic differences with translation and do little favor in improving and perfecting translation.To remedy this, this article will not only make a tentative study of English-Chinese syntactical structure from the following aspects: hypotaxis and parataxis, subject and topic, impersonal subjects and personal subjects, dynamic language and static language, active voice and passive voice; but also summaries some translating techniques an methods on the basis of these syntactic differences. This article put the theoretic syntactic differences into practical use in translation, which helps make translation both faithful in meaning and suitable in style.2. Syntactic differences and corresponding translation skills2.1. Subject and topic2.1.1. Introduction―T opic is a semantic notion mainly for it is the core of a whole sentential frame; meanwhile it is a syntactic notion for it is a key constituent in a Chinese sentence‖ (Pan Wenguo, 1997: 215). Due to its different functions in a whole sentential frame and in a Chinese sentence, topic is not only a semantic notion, but also a syntactic notion. However, subject is a notion in pragmatics. To some extent, subject referents have the same informational statue as required for topic referents.According to C. N. LI and S. A. Thompson’s (1967:38) new theory on the how to classify languages, they divide languages into four types: topic-prominent, subject-prominent, languages whose topic and subject are both prominent, languages whose topic and subject are not prominent.Jack Richard once made a comment on subject-prominent language and topic –prominent language: Subject-prominent language is a kind of language in which the grammatical units of subject and predicate are basic to the structure of sentences. While topic–prominent language is one in which the informational units of topic and comments are basic to the structure of sentences (Cai Jigang, 2000: 173-174). In other words, subjects are necessary in subject-prominent language in which sentences usually have subject-predicate structures; informational units of topic and comments are needed intopic-prominent language.2.1.2. Topic-prominent language and subject-prominent languageChinese is a language in which syntactic units of topic and comment are basic to the structure of sentences, and for this reason, it is regarded as topic-prominent language. Here are some features in topic-prominent Chinese: Firstly, topic is chiefly determined by the surface order in the syntactic structure, and it is generally the leftmost noun phrase in a sentence. It means a person, an animal or a thing about which something is narrated.Secondly, Baker argues that ―a topic has to be definite because of its function setting the framework for interpreting for the sentence as a whole‖(1992:144). This means that a topic is not necessarily needed to act as a theme. What is more often is that it acts as a kind of framework within which the sentence is built.Besides, according to Xiao Liming(2002)，Chinese topics could be divided into the following categories: nominal topic, verbal topic, adjective topic and clause topic.Unlike Chinese, a subject-prominent language is a language in which the syntactic segments of subject and verb are fundamental to the structure of sentences. Subject is a crucial component in an English sentence and always located before the core verb and the topic of the sentence. English subjects can be divided into four types: causative subject, object being a subject, formal or empty subject and theme subject.Subject in English has something in common:①. There usually must be a subject and the subject possesses the preverbal position.②. Subject is the theme of the sentence.③. Subject takes the control of the case of the verb and its morphological change.④. Only a noun, a noun structure or a pronoun could be subject.2.1.3. Translation skillsBased on the syntactic contrast above, translator should bear the syntactic differences and characteristics of languages in mind during the process of translation. In addiction to this, translator also should apply proper translation techniques to translate the original language into the most suitable target language.In general, translating English into Chinese is to change subject-prominent sentences into topic-prominent sentences. Conversely, it is the other way. The author lists some specific translating techniques about how to translate Chinese into idiomatic English as follows.⑴. Put the subject in the frontMake the subject occupies the front position, reverse the order of the sentence and add some new materials.Example1: 工作的问题嘛，我想说几句。