諺語的翻譯論文

Ⅰ 關於中國諺語的翻譯的英文論文

摘 要
英語 諺語是英國人民智慧的結晶。作者從語言形式上介紹了英語諺語的特點：簡練的文字，短小的形式，鮮明的比喻，深刻的寓意，具有鮮明的民族特色和地方色彩等。同時，作者從文化背景方面介論文聯盟www.lwlm.com整理紹了英語諺語的產生與英國的傳統習俗，宗教信仰，典故及其文學作品有關， 正是以上這些因素使得英語諺語翻譯比較困難。最後，作者分析了英語諺語的四種翻譯方法：直譯，同義諺語套用法，意譯，直譯與意譯相結合。Part I
Introction
Like other nation』s proverbs, English proverbs are the essence of English people』s wisdom. A well-translated English proverb can not only teach, enlighten and persuade people, but also can enrich our Chinese language and culture. So it is necessary to study a nation』s proverbs when we try to study its language and culture．
English proverbs have many characteristics, such as religious structure, concise form, deep moral, bold image, unique geographical and ethnic characteristics. These characteristics make difficulties for us to translate English proverbs if we want to keep the original proverb』s language form and taste.
Moreover, because of the differences of religious beliefs，habits and customs，fables and myth，and culture and art，English proverbs and Chinese proverbs carry on the different national cultural characteristics and information. If we do not know these cult論文聯盟www.lwlm.com整理ural backgrounds, we cannot understand the English proverb』s connotation and cannot translate them precisely. To our Chinese people with a little cultural knowledge about English, it is very difficult for us to understand and translate English proverbs. So when studying English, we should try to study its culture firstly.
In order to present an adequate translation of a proverb，we can use the four translation methods flexibly：literal translation，free translation，substitution translation，literal translation combined with free translation．When translating, we should try to choose a proper translation method firstly. Secondly, we should translate the proverb』s connotation. Meanwhile, we should try to keep the original proverb』s form.
In this paper, the author aims to introce the characteristics of English proverbs, and discuss the four translation methods and thEir advantages respectively．
Three cobblers are more clever than Mr. Zhuge Liang.(三個皮匠會比諸葛亮先生更聰明。)

其實，我們中國的許多諺語，都有對應的英語諺語，兩者意思相同或者相似，完全可以互相代替，一般情況下，不需要我們自己翻譯。比如「三個臭皮匠，賽過諸葛亮」這個諺語，就有一個對應的英語諺語，請看下面第一行。另外一個與《三國演義》人物有關的諺語「說曹操，曹操到」，也有對應的英語諺語，請看下面第二行。

①Two heads are better than one.(兩個腦袋比一個腦袋更好。)

②When we talk about the devil, he will appear.(當我們談論魔鬼的時候，他將會出現。)

看到這里，有些朋友可能會問：在哪裡可以找到這些對應的英語諺語呢？我曾在北京王府井的外文書店中，看到過這方面的書，書名好象叫做《漢英諺語詞典》(時間長了，記不清楚了)，我們可以從這種詞典中，查出大多數中國諺語的對應英語諺語。現在國內是「英語熱」，英語圖書(包括英語詞典)多如牛毛，我想這種詞典應當不難找到。

一個中國諺語，只有在詞典中找不到對應的英語諺語時，我們才考慮自己翻譯，不過這種情況好象並不多見。比如「周瑜打黃蓋，一個願打，一個願挨」這個諺語，我就一直沒有找到對應的英語諺語，因此我把它翻譯為：

One is willing to sell, and the other is willing to buy.(一個人願意賣，另外一個人願意買。)

Ⅱ 俗語及成語的翻譯論文

每個刊物的要求不一樣 一般的要求 不端行為檢測要求 在百分之20左右 或高或低 一般都不會高於百分之30 所以那個不需要擔心 只要不是抄襲的 就不要擔心那個 就算是高了 也可以修改

Ⅲ 英語諺語翻譯的論文該怎麼寫

給你看看我的畢業論文就知道了，是國外大學的，可不是國內的蹩腳翻譯。最後就是引用的。所以要標明作者，書名，年代，和頁數。最難的其實是最後的appendix，那個不能錯。

Ⅳ 關於英美諺語翻譯所表現的中英文化差異 這類的論文 希望大家能幫忙找些相關的全文~ 留地址也行 越多越好

其實這個論文不難寫，我也沒有找到好的鏈接...
但是，有個建議就是你可以把中文的成語和官方的英文翻譯找出來。有了這些例子你自己也就很好分析出來文化差異了。

Ⅳ 有關英語諺語翻譯的論文或資料。英文的

Let me try, but I need time.

ABSTRACT The development of people's ability to
translate figurative speech was studied, using sentences con­
taining metaphors, al function words, and proverbs, as
presented in classroom workbooks. One hundred twenty
children from first, third, fifth, and seventh grades were
asked to describe the meaning of each figurative word or
phrase placed in context. Responses were scored on a four­
point scale indicating the extent to which the child used a
literal or figurative translation. Significant effects between
grade levels and figurative conditions were found, indicating
that the ability to translate figurative speech proceeds along
a developmental hierarchy of language comprehension. The
majority of third grade children were able to translate meta­
phors and al function words into figurative language suc­
cessfully. The ability to translate proverbs required a level
of comprehension that does not appear in most children
until seventh grade, as suggested by Piaget.

A recent review of the psychological literature on
metaphor suggests a strong relationship between
metaphor comprehension and Piaget's cognitive stages
of thought development (3). Piagetian theory suggests
that children from seven to twelve years of age develop
a broad range of transformational skills that allows them
to operate on reality, building a repertoire of symbols
and signs (8). This display of cognitive growth represents
an enormous expansion of power and abstraction in that
it frees children from the literal aspects of their percep­
tions.

Inhelder and Piaget suggest that the capacity for poetic
usage and the ability to operate on linguistic elements
may be the last facet of language to develop (3). The
authors' experiences in third grade classrooms, while
observing children's understanding of figurative speech
as presented in reading workbooks, revealed a wide range
of abilities in the children's interpretation of metaphors
and proverbs at the concrete operations period of develop­
ment. Some children had an immediate grasp of the mul­
tiple meanings of terms, while others, regardless of the
amount of explanation given, could not override their
cognitive ties to the literal interpretation.

Research suggests that the capacity to understand
metaphoric speech occurs at an age beyond the preschool
level (5). An early study investigated the development of
children's ability to understand al function words,
terms that have a joint reference in language to both
physical and psychological data (1). For example, such
words as "cold" and "warm" denote thermal properties
and can serve a al function in describing psychological
aspects of people. The authors suggested that these terms
are an elementary instance of metaphorical thinking and
investigated the order in which children's understanding
of al terms emerged. Results indicated that children
from three to seven are sensitive only to the literal trans­
lation, while seven- to eight-year olds demonstrate the
beginning of the ability to use the psychological sense of
the terms. The ability to state the al function of the
terms was clearly developed in the twelve-year-old group
(for example, "hard things and hard people are both
unmanageable").

Further work examined the ability of preschool child­
ren to make metaphoric links, to perceive relationships
among disparate phenomena (6). Children, ages three to
nineteen, were asked to indicate their knowledge of
literal meanings of word pairs and then project them onto
sensory domains using metaphoric skills. In contrast to
earlier findings, these results indicated that the capacity
for metaphoric association between sensory modalities
and adjectives was evident in young children.

A recent investigation found a developmental trend
toward the comprehension of metaphors, though it con­
cluded that not until the age of ten were children able
to demonstrate metaphoric understanding of al func­
tion words (12).

The ability to understand proverbs has been explained
by Piaget as part of the development of cognitive think­
ing (10). He proposed that children from nine to eleven
years of age use a simple projection of the proverb into
sentences by process of immediate fusion. At this level,
there is no analysis of detail in comprehending proverbs,
but a general fusion of two propositions without analysis
of their meanings. Piaget believed that this phenomenon
precedes the development of logical thinking, that the
ability to translate proverbs does not occur until the
formal operations period.

The present study examined the relationship among
metaphors, al function words, and proverbs, specifically
looking at children's ability to translate classroom material
presented in context. Context has been cited as an impor­

Ⅵ 求教論文: 淺談英文諺語的翻譯

去學校圖書館，找相關的論文來參考
比如：萬方、維普……

Ⅶ 英漢諺語的文化差異及其翻譯 論文的開題報告怎麼寫呢

怎麼寫開題報告呢？
首先要把在准備工作當中搜集的資料整理出來，包括課題名稱、課題內容、課題的理論依據、參加人員、組織安排和分工、大概需要的時間、經費的估算等等。
第一是標題的擬定。課題在准備工作中已經確立了，所以開題報告的標題是不成問題的，把你研究的課題直接寫上就行了。比如我曾指導過一組同學對倫教的文化諸如「倫教糕」、倫教木工機械、倫教文物等進行研究，擬定的標題就是「倫教文化研究」。
第二就是內容的撰寫。開題報告的主要內容包括以下幾個部分：
一、課題研究的背景。 所謂課題背景，主要指的是為什麼要對這個課題進行研究，所以有的課題乾脆把這一部分稱為「問題的提出」，意思就是說為什麼要提出這個問題，或者說提出這個課題。比如我曾指導的一個課題「倫教文化研究」，背景說明部分里就是說在改革開放的浪潮中，倫教作為珠江三角洲一角，在經濟迅速發展的同時，她的文化發展怎麼樣，有哪些成就，對居民有什麼影響，有哪些還要改進的。當然背景所敘述的內容還有很多，既可以是社會背景，也可以是自然背景。關鍵在於我們所確定的課題是什麼。
二、課題研究的內容。課題研究的內容，顧名思義，就是我們的課題要研究的是什麼。比如我校黃姝老師的指導的課題「佛山新八景」，課題研究的內容就是：「以佛山新八景為重點，考察佛山歷史文化沉澱的昨天、今天、明天，結合佛山經濟發展的趨勢，擬定開發具有新佛山、新八景、新氣象的文化旅遊的可行性報告及開發方案。」
三、課題研究的目的和意義。
課題研究的目的，應該敘述自己在這次研究中想要達到的境地或想要得到的結果。比如我校葉少珍老師指導的「重走長征路」研究課題，在其研究目標一欄中就是這樣敘述的：
1、通過再現長征歷程，追憶紅軍戰士的豐功偉績，對長征概況、長征途中遇到了哪些艱難險阻、什麼是長征精神，有更深刻的了解和感悟。
2、通過小組同學間的分工合作、交流、展示、解說，培養合作參與精神和自我展示能力。
3、通過本次活動，使同學的信息技術得到提高，進一步提高信息素養。
四、課題研究的方法。
在「課題研究的方法」這一部分，應該提出本課題組關於解決本課題問題的門路或者說程序等。一般來說，研究性學習的課題研究方法有：實地調查考察法(通過組織學生到所研究的處所實地調查，從而得出結論的方法)、問卷調查法（根據本課題的情況和自己要了解的內容設置一些問題，以問卷的形式向相關人員調查的方法）、人物采訪法（直接向有關人員采訪，以掌握第一手材料的方法）、文獻法（通過查閱各類資料、圖表等,分析、比較得出結論）等等。在課題研究中，應該根據自己課題的實際情況提出相關的課題研究方法，不一定面面俱到，只要實用就行。
五、課題研究的步驟。
課題研究的步驟，當然就是說本課題准備通過哪幾步程序來達到研究的目的。所以在這一部分里應該著重思考的問題就是自己的課題大概准備分幾步來完成。一般來說課題研究的基本步驟不外乎是以下幾個方面：准備階段、查閱資料階段、實地考察階段、問卷調查階段、采訪階段、資料的分析整理階段、對本課題的總結與反思階段等。
六、課題參與人員及組織分工。
這屬於對本課題研究的管理范疇，但也不可忽視。因為管理不到位，學生不能明確自己的職責，有時就會偷懶或者互相推諉，有時就會做重復勞動。因此課題參與人員的組織分工是不可少的。最好是把所有的參與研究的學生分成幾個小組，每個小組通過民主選舉的方式推選出小組長，由小組長負責本小組的任務分派和落實。然後根據本課題的情況，把相關的研究任務分割成幾大部分，一個小組負責一個部分。最後由小組長組織人員匯總和整理。
七、課題的經費估算。
一個課題要開展，必然需要一些經費來啟動，所以最後還應該大概地估算一下本課題所需要 的資金是多少，比如搜集資料需要多少錢，實地調查的外出經費，問卷調查的印刷和分發的費用，課題組所要佔用的場地費，有些課題還需要購買一些相關的材料，結題報告等資料的印刷費等等。所謂「大軍未動，糧草先行」，沒有足夠的資金作後盾，課題研究勢必舉步維艱，捉襟見肘，甚至於半途而廢。因此，課題的經費也必須在開題之初就估算好，未雨綢繆，才能真正把本課題的研究做到最好。

Ⅷ 幫我找篇論文《漢英諺語比較及翻譯》，謝謝

I am grateful to several people for their generous help in my study for the master抯 degree and work on proverbs, either recently or in the past: in particular, my supervisor, Prof. Zhou Fangzhu, whose gracious encouragement and help must be acknowledged in the first place. And he has led me into the field of translation and offered me valuable advice for my thesis research, without which, the completion of the thesis would have been impossible. I cannot wait to express my heart-felt thanks to Prof. Zhou in whom I find an admirable combination of intellectual profundity and personal integrity.

My indebtedness is e especially to Prof. Chen Zhengfa and Prof. Tian Debei, whose great attainments in the field of translation have granted me inspiration in writing the thesis.

Likewise, I would also extend my heartfelt gratitude to Prof. Hong Zengliu and Prof. Zhu Yue whose lectures have nourished me in different fields of English study.

Last but not the least, a word of thanks to the faculty of School of Foreign Studies of Anhui University as well as to my colleagues. Their kindness and help in the course of my study will forever be cherished.

CONTENTS

Abstract (English version)

Abstract (Chinese version)

Chapter 1 Introction……………………………………………………………1

Chapter 2 A Comparative Study of Chinese and English Proverbs……………5

2.1 Similarities…………………………………………………………5

2.1.1 Similar Origin………………………………………5

2.1.2 Similar Features…………………………………………12

2.1.3 Similar Practical Values……………………………20

2.2 Differences………………………………………………………23

2.2.1 Different Numbers……………………………………23

2.2.2 Different Images and Meanings…………………………24

2.2.3 Different Cultural Tint…………………………………27

2.3 The Correspondence between Chinese and English Proverbs…37

2.3.1 Correspondence………………………………………37

2.3.2 Approximate Correspondence………………………38

2.3.3 Non-correspondence……………………………………40

Chapter 3 Translation Principles and Approaches…………………………43

3.1.Rationale for Translation Approaches………………………43

3.2 Translation Approaches……………………………………………45

3.2.1 Synonymous Replacement …………………………………46

3.2.2 Literal Translation…………………………………47

3.2.3 Liberal Translation……………………………………49

3.2.4 Compensation Approaches……………………………51

3.3 Some Points Worth Enough Attention in Translation………53

Chapter 4 Conclusion………………………………………………………………60

Notes…………………………………………………………………………………62

Bibliography………………………………………………………………………64

Chapter One

Introction

What is a proverb? The definition by Longman Modern English Dictionary is 揳 brief familiar maxim of folk wisdom, usually compressed in form, often involving a bold image and frequently a jingle that catches the memory.?The definition given by 辭海 is: 撌煊鐧囊恢鄭

Ⅸ 我想寫英國諺語翻譯方面的英語論文，可以從哪些角度入手

HBV