本科毕业设计（论文）On Paragraph Translation of CET-4 from the Functional Equivalence Theory

ContentsTOC\o"1-3"\h\u2273Abstract I12255摘要 II21557Introduction 1133611OverviewofFunctionalEquivalenceTheory 388251.1DefinitionofFunctionalEquivalenceTheory 334161.2ClassificationofFunctionalEquivalenceTheory 4324731.3PrinciplesofFunctionalEquivalenceTheory 6252802IntroductiontoParagraphTranslationofCET-4 855622.1TestStandardsofParagraphTranslationofCET-4 822692.2ContentsofParagraphTranslationofCET-4 986212.3CharacteristicsofParagraphTranslationofCET-4 10320703ParagraphTranslationofCET-4BasedonFunctionalEquivalenceTheory 11169733.1VocabularyTranslation 11199533.2SentenceTranslation 12227923.3TranslationProcess 1918512Conclusion 2429520Bibliography 265176Acknowledgments 28AbstractLearningEnglishistoexpandtheinfluenceofChinesecultureintheworld,tolaythefoundationforstudentstocommunicatewiththeworldbetter,andtolettheworldknowmoreaboutChina.InordertoincreasethevalueofCET-4andfurtherimprovestudents’Englishproficiencylevel.Afterthereform,thesentencetranslationarechangedintoparagraphtranslationinCET-4,thusthereformincreasesthedifficultyofparagraphtranslationcomparedwithsentencetranslation,moreattentionispaidtotheassessmentofstudents’comprehensivetranslationcompetence.Asaresultoftheincreaseinparagraphlength,therearelonganddifficultsentences,andthesentencestructurehasbecomemorecomplexthanbefore.ThereformrequireshighEnglishproficiency.Somanystudentsstillhavemanyproblemsduringthetranslationprocess.Thispaperisdividedintothreeparts.ThefirstpartintroducesthefunctionalequivalencetheoryproposedbytheAmericanlinguistEugeneNida.ThesecondchapterdiscussesabouttheinvolvingcontentandcharacteristicsofCET-4.Thethirdpartadoptsthemethodofcombiningtheorywithpractice,fromtheperspectiveoffunctionalequivalence,doingsomeanalysisandresearchontherelevantexaminationquestions.Basedonthefunctionalequivalencetheory,thispaperattemptstoreducetheerrorsandimprovetheabilityofCET-4paragraphtranslation.ThestudyofEnglishtranslationisbecomingmoreandmoremature,andtherearemanytranslationtheorieswhichcanbeusedintranslation,amongwhichfunctionalequivalencetheorymakesiteasierforstudentstomastertranslationskillsandgethighmarksintranslationexaminations.Thispaperputsforwardappropriatetranslationmethodsforcollegestudents’EnglishlearningandrelevantstrategiesforimprovingtranslationabilityinCET-4,aswellasmethodsandprocessesforparagraphtranslation.ThispaperanalyzesandresearchesthedifficultiesofparagraphtranslationinCET-4.Keywords:CET-4;paragraphtranslation;functionalequivalencetheory摘要英文学习，是为了扩大中国文化在国际上的影响力，为学子能更好地与世界沟通打基础，让世界更加了解中国。为了增加大学英语四级的含金量，进一步提高学生英语水平，在经过改革之后，大学英语四级考试中的翻译题型由单句翻译改革为翻译段落，相比起句子翻译，段落翻译的难度提升了，更加注重考核学生的综合能力。因为段落翻译相比较起句子翻译，篇幅更长，需要积累更多知识基础，因此不少学生在翻译过程中还存在不少问题。本文分成三部分，第一部分介绍美国语言学家尤金·奈达提出的功能对等理论，第二部分探讨大学英语四级涉及到的内容及特点，第三部分采用理论与实际相结合的方法，重点从功能对等的角度，结合搜集到的相关考试题目进行分析研究。借助现有功能对等理论基础，深入研究，试图减少四级段落翻译过程中的错误，提高大学生四级英语段落翻译的能力。英语翻译研究日益成熟，能够运用在翻译上的翻译理论很多，其中运用功能对等理论，学生能更容易掌握翻译技巧，在考试翻译时获得高分。本文提出适宜大学生英语学习的翻译方法和提高四级考试中段落翻译能力的相关策略，段落翻译的方法和过程，针对课题研究中对大学英语四级考试中段落翻译难点进行分析。关键词：大学英语四级考试；段落翻译；功能对等理论IntroductionThispapermainlytalksaboutfunctionaltheoryandtheparagraphtranslationofCET-4,whichisbasedonthetheorytotheprocessoftranslation.FunctionalequivalencetheorywasformallyproposedbytheEugeneNidain1964.In1969,EugeneNidachangedtheterm“dynamicequivalence”to“functionalequivalence”,“tomakethetranslationandtheoriginaltextequalinthefunctionofthelanguage,ratherthanintheformofthelanguage”[1].InChina,EugeneNida’stranslationtheoryisthemostwidelyintroducedandinfluentialtranslationtheoryincontemporarywesterntranslationtheory.NidaandhistranslationtheorieshavebeenahottopicinthefieldoftranslationinChinaformanyyears.Functionalequivalencetheorybringsmoderncommunication,information,andlinguisticstheoryintothetranslationfield,breaksthebondageoftraditionalideasandprovidesanewperspectivefortranslationstudies.Manynewmethodslayasolidfoundationfortranslationstudies.Adetailedstudyoftranslationfromvariousperspectiveshasprovidednewideas,conceptsandmethodsintotranslation.Itisfunctionalequivalencethathasgreatlypromotedliterarytranslation.Functionalequivalencehassolvedthedisputebetweenfreetranslationandliteraltranslation[2].Functionalequivalenceprovidesalotofconstructiveadvicefortranslators,whichrequiresthetargetlanguagetoreproducethemeaningofthesourcelanguageaswellaspossibleindifferentlanguagestructures[3].Atthesametime,iteasesthedebatebetweendomesticationandforeignizationfromtheperspectiveoflanguageandtriestofindthebalancebetweendomesticationandforeignizationfromtheperspectiveofvariousdisciplines.However,thefunctionalequivalencetheoryisnotsuitableforanysituation.Thetheoryenablesthetranslatortochangetheoriginalinformationaccordingtohisownunderstanding,andtocoveruptheculturaldifferencesbetweendifferentlanguages.Infact,thedifferencesbetweendifferentculturesareabsoluteandinevitable.Thesamesidebetweendifferentculturesisrelativeandaccidental.Iftranslatorshavetofindanequivalentexpressionbetweendifferentcultures,itwilloftenleadtothedistortionofculturalimages.Theconceptualvacancyofculture-loadedwordsisanotherobviousdefectoffunctionalequivalence.Itiswellknownthattheconceptexpressedbyculture-loadedwordsinthesourcelanguage,sometimesitdoesnothaveacorrespondingconceptinthetargetlanguage.Itisindeedthatsourcelanguageiseasierfornativespeakerstounderstand,comparedtonon-nativespeakers.However,combinedwithfunctionalequivalencetheorytostudyandexplorehowtogetbettermarks.Itseemslikeagoodchoice.ThereisnottoomuchliterarylanguageinCET-4paragraphtranslation,andstudentscangethighmarkswithconciseandaccuratewords.Thefirstchapterismainlyaboutthebasictranslationtheory,functionalequivalencetheory,whichisproposedbyEugeneNida.Theprinciplesofthefunctionalequivalenceandfewstagesarealsomentioned.ThesecondchapteriswritingabouttheimportanceofCET-4,itscontentsandteststandards.ThelastpartisontheparagraphtranslationofCET-4basedonthetheoryoffunctionalequivalencetheory.Translationisaprocess,formwordtranslation,sentencetranslationtoparagraphtranslation.Studentsneedtoavoidtranslatingassoonastheygetthetestpaper.Acompleteparagraphtranslationneedsanoverallconsideration.Whenthestudentsgetthetextpaper,theyneedtoanalyzetherelationshipbetweenthesentencesandthelogicorderoftheparagraphfromphrase,sentencetoparagraph,andstrivetouseaccuratewordstomeetthebasicrequirements.

1OverviewofFunctionalEquivalenceTheoryTranslationisanindispensablepartofdailycommunicationamongpeoplewhoareintwodifferentculturalbackgrounds,evenmore,anditisalsoanimportantwaytopromoteeffectivecommunicationamongdifferentcountries,technologiesandinformation.EugeneNida,afamoustranslationscholar,putforwardthetheoryoffunctionalequivalenceintranslationprocessonthebasisofalargenumberofpracticaltranslationstudies,“tomakethetranslationandtheoriginaltextequalinthefunctionofthelanguage,ratherthanintheformofthelanguage”.1.1DefinitionofFunctionalEquivalenceTheoryFunctionalequivalencetheoryisatranslationtheoryputforwardbyEugeneA.Nida,whichmainlyexpressesthat“itshouldnotberigidinliteralcorrespondencebutachievefunctionalequivalencebetweentwolanguagesinEnglishtranslation”[4].Accordingtothetheoryoffunctionalequivalence,thetranslatorshouldnotbelimitedtoformalequivalenceorsubjectiveequivalenceduringthetranslationprocess,buttoinvestigatewhetherthepsychologicalresponseofthereadersofthetranslationisequaltothatoftheoriginalreaders.However,itisdifficulttofullyapplythetheoryofequivalenceinpractice.Theoriginaltextreadersandthetranslatedtextreadersarecomingfromdifferentsocialbackgroundsandaestheticexperiences,soitisdifficulttoachieveabsoluteequivalence,butarelativelydynamicequivalence.Thistheorybreaksthemodeofstaticanalysisandputsforwardtheprincipleofopentranslationtheory.Equivalencetheoryhasgraduallyformedamaturetranslationtheoryafteryearsofdevelopment,whichiswidelyusedintheprocessofhighschoolEnglishteaching.Fromtheperspectiveofpragmatics,intheprocessoflanguagetranslation,itisnecessarynotonlytoshowthecontentoftheoriginaltext,butalsotopayattentiontotheprofoundmeaningofthetext.Therefore,functionalequivalencetheoryincludeslexicalequivalence,linguisticequivalence,andstructuralequivalence.Inordertosetastandardbetweentheoriginaltextandthetargettextintheprocessoftranslation,soastoreducethedifferences,thetheoryoffunctionalequivalenceemerged,andthetranslatorpointedoutthatlanguagetranslationisthemostwidelyusedandthemostappropriatewaytoachievelanguageconversion.Translationistheexpressionoflanguageemotionandculturalemotionanditisnotonlyequivalentintermsoflanguagevocabulary,butalsoequalintermsofstructureandcontext.Dynamicequivalenceincludeslexicalequivalenceandstructuralequivalence.Theimportanceoflanguagetranslationistomasterthecontext,andtheplaceofformissecondary.Theformalsituationwouldhidethemeaninginthedocumentandhindertheculturalexchange,whichdemonstratestheimportanceofthefunctionalequivalencetomakesurebothsidescangetthemeaningoftheopposite,andthencometoanagreement.1.2ClassificationofFunctionalEquivalenceTheoryThecoreconceptofFunctionalEquivalenceTheoryis“FunctionalEquivalence”[5],whichmeansnotliterallyachieverigidcorrespondence,butuptothefunctionalequivalencebetweentwodifferentlanguages.Equivalenceindynamicequivalenceincludesfouraspects:lexicalequivalence,syntacticalequivalence,textualequivalence,andstylisticequivalence[6].IntheopinionofNida,meaningisthemostimportantandformisthesecondone.Formisnotnecessarytobedoneinthetranslationprocess.Moreover,iftheformhastobesame,itmayleadtothedistortionoforiginalmeaningandbecomeanobstacletoexpressionandarestrictiveframework.Nidaoncesaid,“Translationisculturalcommunication.”Therefore,ifatranslationachievesthepurposeofculturalcommunication,andtheresponseofwhoreadsthetranslationworksisbasicallythesameasthatoftheoriginalreaders,thenthetranslationissuccessfuland“functionalequivalence”isrealized.Nidaalsoproposedtwolevelsofequivalence:thehighestlevelofequivalenceandthelowestlevelofequivalence[7].Thelowestlevelofequivalencemeansthatthetranslationreadershouldbeabletoimaginehowtheoriginalreaderunderstandsandappreciatestheoriginaltextthroughtheunderstandingofthetranslation.Thehighestlevelofequivalenceisthattheunderstandingofreaderswhoarereadingtheresultoftranslationissameasthatoftheoriginalreader.1.2.1TheStagesofFunctionalEquivalenceTherearethreestagesduringthedevelopmentoffunctionalequivalencetheory.Atthefirststage,thetheoryoffunctionalequivalenceisappliedtodescriptivelinguisticsbasedonmodernlinguistics.Nidasuccessfullyappliedtheresearchachievementsofmodernlinguisticstotranslationtheories.Startingfromtheessenceoflanguage,hemakesanobjectiveandaccurateanalysisofthesignifiedandassociativemeaningsofwordsbyusingsemantictheory.Inopinionofthetheory,thestructuresofvariouslanguagesareverysimilartoeachother,andthedeepstructureshavemuchmoreincommonthanthesurfacestructures.Therefore,thetranslationcanbeguaranteedtobefaithfultothegreatestextentthroughtheconversionofthedeepstructurebetweenlanguages,andthefreeexpressionofthesurfacestructureofthetranslationcanguaranteethesmoothnessofthetranslationasmuchaspossible.Thefaithfulandsmoothtranslationcreatestheconditionsfortheequivalenceoftheresponsecomefromreaders,whichmakestherealizationoffunctionalequivalencepossible.Thesecondstageisfunctionalequivalencetheorybasedoninformationtheory.Nidathinksthattranslationistheactivityoftransformingtheinformationexpressedinonelanguageintotheinformationofanotherlanguage,whichistransformingtheonetypecodeintoanotheronethatisloadedthesameinformation.Thepurposeoftranslationistoplayacommunicativerolebytransmittinginformation.Onlywhenthetargetlanguagereadergetsthesameamountofinformationastheoriginalreadercantherelationshipbetweenthetargetlanguagereceiverandthetargetlanguageinformationisbasicallythesameasthatbetweenthesourcelanguagereceiverandthesourcelanguageinformation.Nidanotesthatthereceptivityofthesourcelanguagereaderisdifferentfromthatofthetargetlanguagereaderespeciallyifthesourcelanguageandthetargetlanguagebelongtodifferentlanguagefamiliesanddifferentcultures.Inordertomakethetranslationreadersgetthesameinformationastheoriginalreaders,Nidastressedthattheformoftheoriginaltextcanbechangedtoenhancetheunderstandingofthetranslation.Thethirdstageisfunctionalequivalencetheorybasedonsocialsemiotics.InNida’sbookLanguage,Culture,Translation,hepointedoutthatsocialsemioticsstudiesallthecodesandcodesofhumansocietyandfocusesonthemostcomprehensiveandcomplexsymbolsystemlanguageusedbyhumanbeings[8].Therefore,intheprocessofdecodingandencoding,notranslationmethodisascomprehensiveasthatofsocialsemiotictranslation.1.3PrinciplesofFunctionalEquivalenceTheoryInfact,Chinese-Englishtranslationisanothermanifestationoflanguagecultureinanotherform.Accordingtotherequirementsoffunctionalequivalenceperspective,theclosestlanguagetranslationisactuallytoformastateofunity[9].Therefore,thefollowingprinciplesshouldbefollowedintheprocessofChinese-Englishtranslation.1.3.1CulturalEquivalenceDuringthetranslationprocess,studentsshouldadheretotheprincipleofculturalequivalence.IntheprocessofCollegeEnglishTestBand4(CET-4)Chinese-Englishtranslation,collegestudentsareinfluencedbytheirnativelanguagehabitsandlivingenvironment,andthelanguageandculturaldifferencesbecomeoneofthedifficultiesintranslation,resultinginsomeuniquemeaningsinsocialculture[10].Thiskindoflinguisticsituationhasagreatinfluenceonthewayofexpression.BecauseofthedifferencesinthebackgroundofthedevelopmentofEnglishandChinese,itisnecessarytorealizethecommonculturalknowledgeofbothsidesintheprocessoftranslation,soastoachievebetterfunctionalequivalencetranslation[11].Intheprocessoftranslation,specificculturalsituationsshouldbepresented.Foreignculturesshouldbeanalyzedandsortedouttodeepentheunderstandingofthelanguagebackground,soastoachieveahigherleveloflanguagetranslationtechnology.Intheprocessofverbaltranslation,tomasterthemulticulturalthoughtsistostriveforculturalequivalencesothatthetranslatedcontentcanbeunderstoodbyothers.1.3.2LanguageHabitsoftheTargetAudienceThelanguagehabitsofthetargetaudienceshouldbeconsidered.Thetargetaudienceisveryimportantinlanguagetranslation.Thelanguagetranslatorneedstosuggestareasonablebridgebetweentheoriginaltextandothers[12].Combiningwiththeactualsituationofthetargetaudience,themethodoftranslationisselectedtomakethetranslatedlanguagemoreappropriate.Onlybymakingsourcesentencesandtargetsentenceshighlyrelevantcantranslatorsachievefunctionalequivalenceoftranslation,getacompletetranslation.Forexample,intheprocessoftranslatingEnglishsentences,manysentencesreallywanttoexpressnotonlytheliteralmeaning,butalsoalotofEnglishwordsrepresentsomedeepermeaning,soaccordingtothesecircumstancesspecificcombination,thetargetaudienceslanguageusinghabitsshouldbefullytakenintoaccountintheprocessoftranslation,andtheoriginaltextshouldbeproperlytranslatedtoavoidtheimpactsofculturaldeviations[13].2IntroductiontoParagraphTranslationofCET-4Withtherapiddevelopmentofeconomy,thereismorecommunicationbetweenChinaandtheoutsideworld,especiallybetweenChinaandtheWest.Duetothedifferencesoflanguageandbackground,culturalconflictsinevitablyoccurinthediverseenvironment.Chinesecollegestudentsareinfluencedbytheirmothertongue,whichoftenfacelanguagecommunicationbarriersinthecommunicationprocess.TherearegreatculturaldifferencesbetweenChinaandotherEnglish-speakingcountries,eveninsomeEnglish-speakingcountries,thesamewordsmayexpressindifferentmeanings,sovocabularymustbeusedaccordingtothespecificlanguageenvironmenttoimprovethequalityoftranslation.Inaddition,culturecanonlybeshownthroughcertainlanguages,andlanguageitselfalsoexistsinculture.Therefore,thereisaveryintimateconnectionbetweenlanguageandculture.PracticalresearchshowsthatthetranslationofChineseandEnglishparagraphsinCET-4isofteninconsistent.ItaffectsthequalityofEnglishlearning.Therefore,itisnecessarytoreplacethelanguageatanytimeinthespecificcontexttoachievethemostcompletetranslation,sothatreaderscanunderstandtheinformationanddataintheoriginaltextaccuratelyandclearly.2.1TestStandardsofParagraphTranslationofCET-4FromDecember,2013,thetypeoftranslationofCET-4changedfromsentencestoparagraphs,whichistranslatedfromChineseintoEnglish.ThistypeoftranslationrequirestheabilitytoexpressinformationloadedbyChineseinEnglish,whichaccountsfor15%[14].Generally,thelengthofCET-4paragraphtranslationis140-160.CollegeEnglishTestBand4isanationalEnglishTestadministeredbytheHigherEducationDepartmentoftheMinistryofEducation.Thesubjectsincludecollegestudents,undergraduatesorpostgraduates.Thetestsaremainlythroughthewriting,translation,listeningandreadingoffourtypes,toassessthecollegestudents’Englishabilityobjectivelyandaccurately.Amongthesetypesofquestions,paragraphtranslationaccountsfor15%ofthetotalscore,106.5.Thisisofgreatsignificanceandinfluence.Thiswayoftestingcanbefullyreflectedbystudentshowtouselanguage,throughthetestofChinese-Englishparagraphtranslation.Itprominentisthattheorderofwords,grammarandsentencesintheprocessoftheChinese-Englishparagraphtranslation.Ifstudentswanttogetmoremarksonthepartoftranslation,theyshouldmastermorevocabulary.Studentsarerequiredtomasterbasicgrammarandtechnicalskillstoachieveacorrect,coherenttranslation.Inrecentyears,themaintopicformofCET-4translationismainlyparagraphtranslation.Therefore,itputforwardhigherrequirementsoflanguageusingabilitiesforthecollegestudents.Accordingtotheresearch,thekeytothetranslationofthewholesentenceisthatthestudentscanindependentlydisassembletheEnglishsentences,butonlytheclearunderstandingofthesentencestructureisthepremiseofthestructuresplitting.OnlywhenstudentshaveagoodcommandofthestructuralelementsandlinguisticlogicinshortEnglishsentences,cantranslationbecarriedouttodemonstratestudents’languageability.Inviewofthis,thispaperstudiesthetranslationofCET-4Chinese-EnglishparagraphsfromtheperspectiveoffunctionalequivalencetheoryandtakesthecaseofCET-4Chinese-Englishparagraphtranslationastheresearchobject.ThispaperexpoundsthetranslationskillsofCET-4Chinese-EnglishparagraphtranslationfromtheperspectiveoffunctionalequivalencetheoryinanattempttoimprovethepracticaltranslationabilityofcollegestudentsandenhancetheirEnglishlanguagelearningability.2.2ContentsofParagraphTranslationofCET-4Since2013,therearetwotestsayearseparatelyinJuneandDecember.Toavoidplagiarizing,eachexamhasthreesetsofpapers.Therearethreedifferentparagraphtranslationsinoneclassroom.Afteranalyzingthekeywordsofeachparagraphtranslation,itwasfoundthatmostmaterialsarerelatedtoChinesecultureandenvironment.Inrecentyears,itexaminedproblemsonChineseeducation,familynameandfamilyvaluesinthesecondhalfof2019;papercutting,liondancing,lanternsinthefirsthalfof2019;smartphonesinfluencesonreading,over-relianceonphonesandmobilepaymentinthesecondhalfof2018;travelingbyair,meansoftransportationandsubwaysinthefirsthalfof2018;MountTai,MountHuaandMountHuanginthesecondhalfof2017;theYellowRiver,YangtzeRiverandthePearlRiverDeltainthefirsthalfof2017.June2016forKungFu,Weifangkite,Wuzhen;December2016isred,yellowandwhite.InJune2015,forChina’seconomy,expressdeliveryindustry,Chinesefood;December2015forfamilyeducation,Lijiang,Chinesespeechcontest.InJune2014,thetranslationsareaboutthefairdevelopmentofnuclearenergy,readingandeducation.December2014,thereisyoungtourism,bigpanda,Internet.ItwasfoundthatChinesefood,ChineseknotandteaculturewerefoundinDecember2013.Accordingtotheanalysis,thesekeywordscanbedividedintofourcategories:students’lifeatallages,culture,tourism,andeconomicandsocialdevelopment,butallofthesetopicsareaboutChina.ThecultureincludesChinesefood,Chineseknot,teaculture,KungFu,red,yellowandwhiteinChinesecultureforeighttimes.Thetourincludesyouthtour,giantpanda,Lijiang,WeifangkiteandWuzhenfivetimes.Collegelife:Chinesespeechcontest,Internet,educationequity,familyeducationandreadingfivetimesAmongthem,cultureappearedthemosttimes,followedbytourismandcollegelife.Thethreekindsofcontentsaccountedfor80%approximatelyofthetotaltimes,andtheremaining20%approximatelywerecloselyrelatedtoChina’seconomyandsociety.Therefore,intheprocessofregularteachingandtestpreparation,itisnecessarytoaccumulaterelevantknowledgeandstrengthenrelevantcontents.2.3CharacteristicsofParagraphTranslationofCET-4Thereisahugedifferencebetweenparagraphtranslationandprevioustranslationofknowledgepoints.Paragraphtranslationismoreflexible,theexamineeplaysarelativelylargespace,soitisparticularlyimportanttomasterthebasicprinciplesandcharacteristicsofparagraphtranslation.Firstofall,CET-4iscurrentlyintheformofChinese-Englishtranslation,andthetranslationprocessisextremelyflexible.Ameaningcanbeexpressedinmorethanonephrase,andchoosingtheappropriateonerequiresskills.Secondly,intheprocessoftranslatingfromChinesetoEnglish,itisnecessarytoconsiderwhattensesandvoicesshouldbeusedtomakethecontextcorrespondandconformtotheEnglishexpression.Finally,thewholeparagraphofparagraphtranslationisacompleteparagraph,sointheprocessoftranslationnotonlyneedtotranslateeachsentencewordbyword,butalsoneedtoconsiderthecoherencebetweeneachsentence.InCET-4forChinesetranslation,underthebackgroundofEnglishparagraphtranslation,itisnecessarytoconsiderthewholefromwordgroup,sentencetoparagraphfrompointtosurface,andstriveforaccuratewording,reasonablesentence,completemeaningofparagraph,toachievethebasicrequirementsof“Faithfulness,ExpressivenessandElegance”.3ParagraphTranslationofCET-4BasedonFunctionalEquivalenceTheoryUsually,peoplewillcarryouttextself-analysisaccordingtotheirownwayofthinking,fillinginthegapsinthetext,andshowingthecontentofthetext,becauseofculturedifferences.ThetranslationofChinese-Englishprocessneedstoconveynotonlytheliteralinformation,butalsothetransmissionofakindofculture.Especially,thecontextbehindthelanguagecultureiswhatthelanguagetranslatorpaysspecialattentionto.Inordertoachievefunctionalequivalenceoflanguagetranslation,thetranslatorneedstocreateacertaincontactpointbetweentheoriginaltextandthetargetaudience.UndertheguidanceoffunctionalequivalencetheoryfromNida,thispaperdiscussespassagetranslationinCET-4frommultipleperspectives,summarizesthetranslationmethodsofpassagetranslationaccordingtoCET-4questions,andthenanalyzesthelonganddifficultsentencepatternsfromvocabularylevel.3.1VocabularyTranslationBecauseofdifferentwaysofthinking,thewayofhowtoexpressinChineseandEnglisharetotallydifferent.StudentsoftenmakesomebasicknowledgemistakesinthetranslationofCET-4paragraphs.Forexample,whentheytranslatingasentencewhichincludes“幸运”,manystudentstranslate“幸运”into“lucky”,andmanystudentssubstitute“happiness”for“luck”,whichisthemostbasicvocabularymistake.Inthetranslationof“commondumplings,meatincludingpork,beef,meatandfish”thissentence,“pork”istranslatedinto“pigmeet”,“beef”istranslatedinto“cowmeat”,“fish”hasevenbeentranslatedinto“fishmeat”,including“containwheneatingdumplingswithvinegar,garlicorp