谚语的翻译论文

Ⅰ 关于中国谚语的翻译的英文论文

摘 要
英语 谚语是英国人民智慧的结晶。作者从语言形式上介绍了英语谚语的特点：简练的文字，短小的形式，鲜明的比喻，深刻的寓意，具有鲜明的民族特色和地方色彩等。同时，作者从文化背景方面介论文联盟www.lwlm.com整理绍了英语谚语的产生与英国的传统习俗，宗教信仰，典故及其文学作品有关， 正是以上这些因素使得英语谚语翻译比较困难。最后，作者分析了英语谚语的四种翻译方法：直译，同义谚语套用法，意译，直译与意译相结合。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论文联盟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.(三个皮匠会比诸葛亮先生更聪明。)

其实，我们中国的许多谚语，都有对应的英语谚语，两者意思相同或者相似，完全可以互相代替，一般情况下，不需要我们自己翻译。比如“三个臭皮匠，赛过诸葛亮”这个谚语，就有一个对应的英语谚语，请看下面第一行。另外一个与《三国演义》人物有关的谚语“说曹操，曹操到”，也有对应的英语谚语，请看下面第二行。

①Two heads are better than one.(两个脑袋比一个脑袋更好。)

②When we talk about the devil, he will appear.(当我们谈论魔鬼的时候，他将会出现。)

看到这里，有些朋友可能会问：在哪里可以找到这些对应的英语谚语呢？我曾在北京王府井的外文书店中，看到过这方面的书，书名好象叫做《汉英谚语词典》(时间长了，记不清楚了)，我们可以从这种词典中，查出大多数中国谚语的对应英语谚语。现在国内是“英语热”，英语图书(包括英语词典)多如牛毛，我想这种词典应当不难找到。

一个中国谚语，只有在词典中找不到对应的英语谚语时，我们才考虑自己翻译，不过这种情况好象并不多见。比如“周瑜打黄盖，一个愿打，一个愿挨”这个谚语，我就一直没有找到对应的英语谚语，因此我把它翻译为：

One is willing to sell, and the other is willing to buy.(一个人愿意卖，另外一个人愿意买。)

Ⅱ 俗语及成语的翻译论文

每个刊物的要求不一样 一般的要求 不端行为检测要求 在百分之20左右 或高或低 一般都不会高于百分之30 所以那个不需要担心 只要不是抄袭的 就不要担心那个 就算是高了 也可以修改

Ⅲ 英语谚语翻译的论文该怎么写

给你看看我的毕业论文就知道了，是国外大学的，可不是国内的蹩脚翻译。最后就是引用的。所以要标明作者，书名，年代，和页数。最难的其实是最后的appendix，那个不能错。

Ⅳ 关于英美谚语翻译所表现的中英文化差异 这类的论文 希望大家能帮忙找些相关的全文~ 留地址也行 越多越好

其实这个论文不难写，我也没有找到好的链接...
但是，有个建议就是你可以把中文的成语和官方的英文翻译找出来。有了这些例子你自己也就很好分析出来文化差异了。

Ⅳ 有关英语谚语翻译的论文或资料。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 求教论文: 浅谈英文谚语的翻译

去学校图书馆，找相关的论文来参考
比如：万方、维普……

Ⅶ 英汉谚语的文化差异及其翻译 论文的开题报告怎么写呢

怎么写开题报告呢？
首先要把在准备工作当中搜集的资料整理出来，包括课题名称、课题内容、课题的理论依据、参加人员、组织安排和分工、大概需要的时间、经费的估算等等。
第一是标题的拟定。课题在准备工作中已经确立了，所以开题报告的标题是不成问题的，把你研究的课题直接写上就行了。比如我曾指导过一组同学对伦教的文化诸如“伦教糕”、伦教木工机械、伦教文物等进行研究，拟定的标题就是“伦教文化研究”。
第二就是内容的撰写。开题报告的主要内容包括以下几个部分：
一、课题研究的背景。 所谓课题背景，主要指的是为什么要对这个课题进行研究，所以有的课题干脆把这一部分称为“问题的提出”，意思就是说为什么要提出这个问题，或者说提出这个课题。比如我曾指导的一个课题“伦教文化研究”，背景说明部分里就是说在改革开放的浪潮中，伦教作为珠江三角洲一角，在经济迅速发展的同时，她的文化发展怎么样，有哪些成就，对居民有什么影响，有哪些还要改进的。当然背景所叙述的内容还有很多，既可以是社会背景，也可以是自然背景。关键在于我们所确定的课题是什么。
二、课题研究的内容。课题研究的内容，顾名思义，就是我们的课题要研究的是什么。比如我校黄姝老师的指导的课题“佛山新八景”，课题研究的内容就是：“以佛山新八景为重点，考察佛山历史文化沉淀的昨天、今天、明天，结合佛山经济发展的趋势，拟定开发具有新佛山、新八景、新气象的文化旅游的可行性报告及开发方案。”
三、课题研究的目的和意义。
课题研究的目的，应该叙述自己在这次研究中想要达到的境地或想要得到的结果。比如我校叶少珍老师指导的“重走长征路”研究课题，在其研究目标一栏中就是这样叙述的：
1、通过再现长征历程，追忆红军战士的丰功伟绩，对长征概况、长征途中遇到了哪些艰难险阻、什么是长征精神，有更深刻的了解和感悟。
2、通过小组同学间的分工合作、交流、展示、解说，培养合作参与精神和自我展示能力。
3、通过本次活动，使同学的信息技术得到提高，进一步提高信息素养。
四、课题研究的方法。
在“课题研究的方法”这一部分，应该提出本课题组关于解决本课题问题的门路或者说程序等。一般来说，研究性学习的课题研究方法有：实地调查考察法(通过组织学生到所研究的处所实地调查，从而得出结论的方法)、问卷调查法（根据本课题的情况和自己要了解的内容设置一些问题，以问卷的形式向相关人员调查的方法）、人物采访法（直接向有关人员采访，以掌握第一手材料的方法）、文献法（通过查阅各类资料、图表等,分析、比较得出结论）等等。在课题研究中，应该根据自己课题的实际情况提出相关的课题研究方法，不一定面面俱到，只要实用就行。
五、课题研究的步骤。
课题研究的步骤，当然就是说本课题准备通过哪几步程序来达到研究的目的。所以在这一部分里应该着重思考的问题就是自己的课题大概准备分几步来完成。一般来说课题研究的基本步骤不外乎是以下几个方面：准备阶段、查阅资料阶段、实地考察阶段、问卷调查阶段、采访阶段、资料的分析整理阶段、对本课题的总结与反思阶段等。
六、课题参与人员及组织分工。
这属于对本课题研究的管理范畴，但也不可忽视。因为管理不到位，学生不能明确自己的职责，有时就会偷懒或者互相推诿，有时就会做重复劳动。因此课题参与人员的组织分工是不可少的。最好是把所有的参与研究的学生分成几个小组，每个小组通过民主选举的方式推选出小组长，由小组长负责本小组的任务分派和落实。然后根据本课题的情况，把相关的研究任务分割成几大部分，一个小组负责一个部分。最后由小组长组织人员汇总和整理。
七、课题的经费估算。
一个课题要开展，必然需要一些经费来启动，所以最后还应该大概地估算一下本课题所需要 的资金是多少，比如搜集资料需要多少钱，实地调查的外出经费，问卷调查的印刷和分发的费用，课题组所要占用的场地费，有些课题还需要购买一些相关的材料，结题报告等资料的印刷费等等。所谓“大军未动，粮草先行”，没有足够的资金作后盾，课题研究势必举步维艰，捉襟见肘，甚至于半途而废。因此，课题的经费也必须在开题之初就估算好，未雨绸缪，才能真正把本课题的研究做到最好。

Ⅷ 帮我找篇论文《汉英谚语比较及翻译》，谢谢

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 辞海 is: 撌煊锏囊恢郑

Ⅸ 我想写英国谚语翻译方面的英语论文，可以从哪些角度入手

HBV