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f one’s mind. Gadamer brought forward“pre-understanding” and developed it into “Horizon”. He thought readers’ horizon isformed by the knowledge, cultural background, inclination, values, experience,taste,views, etc. a reader already has before he or she enters the text and that thehorizon of the text consists of its own meaning. Jauss further raised the concept“Horizon of Expectation”, which is one of the core concepts of his study. From thepoint of Jauss, “Horizon of Expectation” refers to “an intersubjective system orstructure of expectation, a system of references or a mind-set that hypotheticalindividual might bring to any text” (Jauss, 1982:59). In the process of reading, it isdemonstrated as readers’ certain directed aesthetic expectation of literal works, whichdecides their acceptance criterion for the content and form of the works they read andtheir choices and key points in the reading process and also decides their basic attitudetowards and evaluation on the work. This kind of expectation is not limitless butwithin a comparative range to which readers refer to appreciate and evaluate the work.That is to say, “Horizon of Expectation” affects readers’ understanding andinterpretation of the text and thus has much to do with the actual effect of the literalreception activity. Generally speaking, the distance between readers’ “Horizon of Expectation” and the horizon of the text is considered as aesthetic distance. It mattersa lot in the reading activity. When there is no distance between two horizons, readersdon’t have any difficulty in understanding, and they are not challenged by any newelements; when two horizons are not in consistence with each other, readers may bechallenged by something like new stores and new values. Clearly, it is not that thoseworks which totally appealing to readers’ expectation are of most great value as theircreative nature brings about disappointment; or it is not that those works whichcompletely contradict with readers’ expectation are of most great value. If the readercannot understand them at all, then the effect of reception is nearly zero. In conclusion,readers are likely to be attracted by a literal work at an appropriate aesthetic distance,suiting both refined and popular tastes.

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Chapter Three Employing Domestication and Foreignization toSatisfy the Readers’Horizon of Expectation..........22

3.1 Preference to Domestication at Linguistic Level..................23

3.1.1 Conversion at Phonetic Level....................23

3.1.2 Simplification at Lexical Level....................25

Chapter Four Resorting to Paratext to Promote the Fusion ofHorizons Between the Text and its Readers....................45

4.1Addition of Peritext.........................45

4.1.1 Title and Subtitle of the Series........................ 46

4.1.2 Introduction and Prologue...................47

Chapter Five Balancing Blanks in the Text to Maintain the AppealingStructure..................54

5.1 Filling of Blanks in the Target Text............................54

5.2 Preservation of Blanks in the Target Text..........................58

5.3 Creation of Blanks in the Target Text..................................60

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