英语论文提纲写作

1、英语论文提纲写作 英语论文提纲写作模板 写的时候要从中心论点出发，决定材料的取舍，把与主题无关或关系不大的材料毫不可惜地舍弃，尽管这些材料是煞费苦心费了不少劳动搜集来的。下面是为大家提供的关于英语论文提纲的写作模板，内容如下： Idiom Translation under the Chinese and English Cultures Class XXX Number XXX Name XXX Abstract: Nida, a famous translator, says, For truly suessful translation, it is much more importan

2、t to familiarize two cultures than master two languages, because words are assigned meanings in its particular cultures.(Background information) This is to say, translation is closely related with not only languages but also cultures. Studies of the cultural distinction in idiom translation are stil

3、l relatively weak in the field of translation in China. Exclusive research on the translation of Chinese and English idioms is still inplete. In the last twenty years, idiom translation has mostly emphasized the level of inter-lingual munication, but cultural differences were rarely involved in it.(

4、Identify problem) This thesis analyses the cultural differences in Chinese and English idioms, then studies English-ChineseChinese-English idiom translation methods(Research subject) from the angle of culture(Method) and points out some warnings concerning idiom translation: pay attention to context

5、 and choose the right version in line with the style and meaning of the original passage(Results); culture is a whole way of life, when new culture emerges, new idioms also appear, therefore idiom translation should develop with the time.(Conclusion) Key Words: idioms; culture; translation 摘要:著名翻译学家

6、奈达指出:“对于真正成功的翻译而言，熟悉两种文化甚至比掌握两种语言更为重要， 因为词语只有在其作用的文化背景下才有意义。”也就是说，翻译不仅与语言有关也和文化有关。习语翻译中对文化差异的.研究在中国的翻译领域中仍然较弱，专门对中英习语翻译的研究还不很完善。近20年来，习语翻译大多强调语际的交流，而很少涉及文化差异。本文通过分析中英习语的文化差异，进而从文化角度研究中英习语翻译方法，并指出中英习语翻译要注意的问题:联系上下文，选择与原文风格，意思相符的翻译;文化是一种生活方式，文化在变化，出现新的习语，习语翻译要与时俱进。 关键词：习语;文化;翻译 1. Introduction Idioms

7、universally exist in every language. An Idiom is a word or an expression that cannot be literally translated from the source language into the target language because its idiomatic meaning cannot be understood by literally defining its ponent parts.(Background) In a broad sense, idioms contain set p

8、hrases, proverbs, colloquialisms, slangs, maxims, allusions, etc. (YinLi, xx:9) In Chinese, they also include enigmatic folk similes. Newmark, a British translation theorist, in his work A Textbook of Translation, said, I define as culture the way of life and his manifestation that are peculiar to a

9、 munity that uses a peculiar language as its means of expression. (Previous research) English Idioms derives from English cultures and daily life. In real context, idioms explain themselves: nine times out of ten they carry their own explanations. If we are unaware of these, we will find ourselves i

10、n a state of confusion since we will assign literal meaning to them. The Chinese Idioms, especially the four-character idioms, have their own unique origins which are closely correlative to the Chinese history and cultures. In view of the difficulties in understanding idioms, we should pay due atten

11、tion and efforts to understand their cultures and customs. This thesis is designed to dig into the cultural differences between Chinese and English and then elaborates on the translation theories applied to idioms. (Subject + Method) 2. A Comparison Between English and Chinese Idioms 2.1 The Cultura

12、l Differences Between English and Chinese Idioms 2.1.1 Geographical Conditions The formation of culture is closely related with natural geographical conditions. A specific geographical environment produces a specific culture, which also leads to a particular expression. Great Britain covers islands

13、including the Northern one-sixth of the island of Ireland between the North Atlantic Ocean and the North Sea, northwest of France. It has a moist climate with much rainfall. Rivers and lakes are numerous. No wonder that fishery is thriving and most important in Britain. Aordingly, idioms concerning

14、fish and navigation constitute a great part in English idioms. (LiYuping, xx:20)(Theory/Results of previous research) For example, like a fish out of water. If you feel like fish out of water, you feel awkward and unfortable because you are in an unusual and unfamiliar situation. Fish in the air 缘木求

15、鱼 An odd fish 怪人 Miss the boat 错过机会 Trim the sails to the wind 顺势前进 A small leak will sink a great ship 小洞不补要沉大船 (Examples) On the other hand, China is located in the Asian Continent and reputed as an agricultural country with a large population of peasants. It is not surprising to find many idioms

16、relevant to farming, such as 骨瘦如柴，对牛弹琴, 众人拾柴火焰高,竹篮打水一场空. Chinese people also have a mysterious and awe feeling for sea, so they have idioms like 海角天涯，海枯石烂，海阔天空，海底捞针，海市蜃楼. (Analysis) 2.1.2 History 2.2 The Similarities Between English and Chinese Idioms 2.2.1 Colours 2.2.2 Numbers 3. Methods of Idiom

17、Translation Translation is far more than a science. It is also a skill, and at the ultimate analysis, fully satisfactory translation is always an art. (Nida, 1982:49) Translation is considered as the cultural bridge and media between two languages. As there are wide differences in vocabulary and syn

18、tax between English and Chinese, translation is no easy job. Therefore, in order to keep the flavor of the original as well as cater for both the Chinese and English languages, translation skills should be reasonably employed in the process of translating, such as the following translating methods:

19、3.1 Literal Translation 3.2 Free Translation 3.3 Translation with Notes 3.4 Replacement with Similar Idioms 3.5 The Translation of Corresponding Idioms with the Same Meaning 3.6 A Combination of Literal and Free Translation 4. Some Warnings Concerning Idiom Translation 5. Conclusion One of the major

20、 characteristics identifying us as human is our ability to use language. Language plays a very important role in peoples daily life; it enables people municate with each other and understand others feelings. Language has close relations with culture. It is impossible to separate language from cultur

21、e. As the essence of language, idioms also have close relations with culture. The contents of them range from society, history, psychology to customs and other various social phenomena. So, in the process of translation, translators should pay more attention to the cultural factors, in doing this, h

22、e can dig up the implicit meanings. (Conclusion of research) Only the cultural factors are concerned, translators can have a satisfactory translation. Besides, people should get acquaintances with the cultural background when using idioms to avoid embarrassment in munication. (Suggestions) Reference

23、s * _. 书名(英语的斜体). (出版地：)出版社，年份：参考内容页码 * _. 文章名(英语的斜体). 刊物名称. (出版地：)出版社，年份 1 Li Mei. Mother tongue and translation. Shanhai: Shanhai Foreign Language Education Press,xx 2 Li Qingming. A Comparison of the Cultures between the Chinese and English Language. Xian: Northwest University of technology Press

24、, xx 3 Nida Eugene. The theory and Practice of Translation. Leiden: E. J. Brill, 1982 4 Nida Eugene. Language, Culture, and Translating. Shanhai: Shanhai Foreign Language Education Press, 1993 5 Susan Basst, Andre Lefevere. Translation, History, Culture. Shanghai: Shanhai Foreign Language Education

25、Press, 1987 6 Luo Shiping. A Research on English Idioms. Shanhai: Shanhai Foreign Language Education Press, xx 7 Li Yuping. English Idioms and their Cultural Origin. Tian _: Nankai University Press, xx 8 Yin Li. English-Chinese Idioms and Folk Culture. Bei _g: Be _g university Press, xx 9 Zhang Yaju

26、n. A Kaleidoscope of Chinese Culture. Bei _g: Sinolingua, xx 10 李云(Li Yun).新编大学翻译教程. 北京：世界知识出版社, xx 11 马爱英(Ma Aiying).中英文化翻译. 北京：科学出版社, xx 12 孙致礼(Sun Zhili).新编英汉翻译教程. 上海：上海外语教学出版社, xx 13 王宗炎(Wang Zongyan).英汉语文问题面面观. 北京：北京高等教育出版社, xx Acknowledgements 4-6 Contents 6-10 List of Figures 10-12 List of Ta

27、bles 12-20 Abstract 20-22 摘要 23-25 Chapter 1 Introduction 25-32 1.1 Purpose of the study and research questions 28-29 1.2 Significance of the study 29-30 1.3 Organization of the study 30-31 1.4 A note on terminology 31-32 Chapter 2 Literature review 32-51 2.1 T/TP and coherence in English writing 32

28、-35 2.1.1 Defining coherence 32-33 2.1.2 T/TP as means to realize coherence 33-35 2.2 T/TP in EFL/ESL writing 35-42 2.2.1 T/TP and coherence in EFL/ESL writing 35-37 2.2.2 T/TP in EFL/ESL writing as pared to NS writing 37-42 2.3 T/TP in English research articles by EFL/ESL scholars 42-44 2.4 The fac

29、tors that influence T/TP in EFL/ESL writing 44-47 2.5 Training in T/TP 47-49 2.6 Summary 49-51 Chapter 3 Theoretical background 51-70 3.1 Systemic Functional Grammar 51-55 3.1.1 Five dimensions of language as a semiotic system 51-53 3.1.2 Three metafunctions of language as a functional system 53-54

30、3.1.3 Three lines of meaning from metafunctions 54-55 3.2 Theme and thematic progression 55-70 3.2.1 Theme 56-62 3.2.2 Thematic progression 62-70 Chapter 4 Research Design 70-88 4.1 The participants and the educational context 70-73 4.1.1 Background of the participants and the participating school 7

31、0 4.1.2 The allocation of participants to the training 70-71 4.1.3 The sample sizes 71-72 4.1.4 The pilot study 72-73 4.2 The interventional procedures 73-74 4.3 The questionnaire 74-75 4.4 The training 75-80 4.4.1 Considerations behind the training 75-76 4.4.2 The training material 76-79 4.4.3 The

32、role of the researcher as the trainer 79-80 4.5 Data analysis 80-86 4.5.1 Analysis of the writing 80-86 4.5.2 Analysis of the questionnaire 86 4.6 Ethical considerations 86-88 4.6.1 Informed consent 86-87 4.6.2 Anonymity 87 4.6.3 Harm 87-88 Chapter 5 Results and analysis of pre-training writing 88-1

33、15 5.1 Comparison of Themes in EEL pre-training writing and CEL pre-writing 88-102 5.1.1 Topical,textual and interpersonal Themes 88-91 5.1.2 Topical Themes:marked and unmarked Themes 91-95 5.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 95-100 5.1.4 Interpersonal Themes 100

34、-102 5.2 Comparison of thematic progression in EEL pre-training writing and CEL pre-writing 102-110 5.2.1 Linear,constant,summative and split progressions 102-107 5.2.2 Back,contextual and new Themes 107-110 5.3 Summary 110-115 Chapter 6 Results and analysis of post-training writing 115-137 6.1 Comp

35、arison of Themes in EEL post-training writing and CEL post-writing 115-129 6.1.1 Topical,textual and interpersonal Themes 115-117 6.1.2 Topical Themes:marked and unmarked Themes 117-121 6.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 121-126 6.1.4 Interpersonal Themes 126-12

36、9 6.2 Comparison of thematic progression in EEL post-training writing and CEL post-writing 129-132 6.2.1 Linear,constant,summative and split progressions 129-131 6.2.2 Back,contextual and new Themes 131-132 6.3 Summary 132-137 Chapter 7 Results and analysis of pre- and post- training writing 137-155

37、 7.1 Comparison of Themes in pre- and post- training writing 137-147 7.1.1 Topical,textual and interpersonal Themes 137-139 7.1.2 Topical Themes:marked and unmarked Themes 139-142 7.1.3 Textual Themes:continuatives,conjunctions and conjunctive adjuncts 142-145 7.1.4 Interpersonal Themes 145-147 7.2

38、Comparison of thematic progression in pre- and post- training writing 147-150 7.2.1 Linear,constant,summative and split progressions 147-149 7.2.2 Back,contextual and new Themes 149-150 7.3 Summary 150-155 Chapter 8 Results and analysis of the questionnaire 155-165 8.1 Findings from closed questions

39、 155-160 8.1.1 EEL participants general attitude to training on T/TP 155-157 8.1.2 EEL participants perception of the usefulness of the training on T/TP 157-158 8.1.3 EEL participants perception of the learnability of T/TP 158-159 8.1.4 EEL participants perception of the applicability of T/TP in writing 159-160 8.2 Findings from open questions 160-164 8.2.1 The changes that ourred 161-162 8.2.2 The perceived difficulty of applying the theory of T/TP in wr