高一学生汉英翻译练习中的常见错误分析及其教学启示 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-10编辑:lgg点击率:8256
论文字数:38596论文编号:org201709032113488840语种:英语 English地区:中国价格:$ 66
关键词:英语翻译论文错误分析汉英翻译教学启示
摘要:本文是英语翻译论文,在本文中,笔者着重翻译错误,试图用EA探讨翻译错误的原因,寻找有效的方法来减少高一学生翻译错误。笔者希望本文的研究能够给一些建议,为提高教师的教学效果,帮助学生提高他们的翻译能力。
lation is hard to be understood. Thus it can be seen that students are weak in translation.Therefore, students’ translation ability should be cultivated so as to improve their Englishproficiency.
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Conclusion
The thesis was based on the Output Hypothesis theory and the EA theory. The authoridentified 915 errors from students’ translation and classified these errors into four generalcategories: spelling errors, grammatical errors, literal translation and redundant expressionbased on the error classification of James(2001)and Zhang Chuanbiao and Miu Min (2009).Among the four categories, the frequency of the spelling errors was 11.04%, while theproportion of the grammatical errors was 77.38%. The frequency of the literal translation was4.59%, while the proportion of the redundant expression was 6.99%. All of the errors weredescribed with some examples. Besides, the author analyzed the causes of errors. In addition,this research put forward some teaching implications based on students’ translation errors andthe results of the teacher interview. Three major findings were concluded by the author asfollows:Firstly, among the four general categories, grammatical errors happened more frequentlyand the number of it was 708, which occupied the most proportion with the amount of 77.38%.The frequency of spelling errors and redundant expression errors were less, and the frequencyof literal translation errors were the least.Secondly, grammatical errors included morphological errors and syntactic errors.Morphological errors were subdivided into noun errors, verb errors, adverb errors, articleerrors and pronoun errors. Verb errors took a large proportion, which accounted for 45.79% ofthe total morphological errors. Syntactic errors included subject less errors, word order errors,relative errors, passive voice errors and Chinglish. 27.15% students made errors on relatives.Thirdly, the causes of errors were discussed in this thesis: Students’ translation abilitywas weak, the influence of linguistic differences between English and Chinese, the differentculture and the different thinking modes between the West countries and Chinese. Throughanalyzing students’ translation errors and the results of the teacher interview, the research putforward the following suggestions for
Reference: cultivating students’ translation ability,selecting translation exercise reasonably, strengthening the contrastive teaching betweenEnglish and Chinese, focusing on cross cultural teaching and contrasting the differencesbetween the West countries and Chinese in thinking modes.
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Reference documents (omitted)
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