目的论视角下《三字经》英译本对比研究-以翟理斯英译本和赵彦春英译本为例

北京理工大学珠海学院2020届本科生毕业论文ICONTENTSAbstract Ⅰ摘要 ⅢIntroduction 11IntroductiontoTheThree-CharacterClassicandItsTwoTranslators 21.1BasicInformationofTheThree-CharacterClassic 21.2PresentSituationofItsTranslation 21.3TwoTranslatorsoftheSelectedVersions 31.3.1HerbertAllenGiles 31.3.2ZhaoYanchun 42TheoreticalFramework:SkoposTheory 52.1SkoposTheoryandItsThreeRules 52.2ThreeDevelopingStagesofSkoposTheory 63ComparativeStudyofGiles’andZhao’sVersionsBasedonSkoposTheory 73.1TextualLevel 73.2LexicalLevel 11Conclusion 18References 20Acknowledgments 21PAGEPAGE19IntroductionTranslationisextremelycomplicated,evenconsideredbyI.ACharlieasthemostcomplicatedthinginthehistoryofuniverseevolution（Wilss2001:111）.Thetranslationofliteraryworksrichintraditionalcultureisevenmoredifficult.Nowadays,theinfluenceofChinesetraditionalcultureisgraduallyincreasing.ThusthereisagreatdemandforthetranslationofChinesetraditionalculture.TheThree-CharacterClassicisfamousofitsmeaninganditsthreecharacterformat.WecanfindtheloftyinternationalstatusofTheThree-CharacterClassics,nomatterfromthemultipletranslationversionsorfromthestudyofTheThree-CharacterClassicsbythefamiliesofforeignleaders.Becauseofthelimitationofthree-characters,itstranslationisconsideredbymanyscholarsas"thefieldwhichangelsdarenottosetfoodin".AndSirJohnDenhanbelievesthat:Itisnotlanguageintolanguage,butpoesieintopoesie(Bassnett1980:59).Thetranslatorshouldnotonlystayonthesurfaceofthetext,butalsogodeepintothe"innerdepthoftwolanguagehabits"(Wang,2007).Mistranslationwillleadtomisunderstandingofforeignreaders.Therefore,itismeaningfultostudythetranslationofChinesetraditionalculture.UndertheguidanceofthreerulesofSkoposTheory,theauthordiscusstranslationskillsofliteraturefilledwithtraditionalChineseculturebasedonthetranslationofTheThree-CharacterClassicbyHerbertAllenGilesandZhaoYanchun.InaccordancewiththeguidingrulesofSkoposTheory,theauthormakesacomparativestudyofthetwoversionsatthetextuallevelandlexicallevelandfiguresouttheadvantagesofZhaoYanchun'sversion.TheauthorsummarizesthetranslationskillsoftraditionalChinesecultureinordertoimprovethetranslationskillsoftraditionalChinesecultureandmakingcontributionstothespreadoftraditionalcultureabroad.Thispaperconsistsofthreechapters.ThefirstchapterintroducesTheThree-CharacterClassicanditstwotranslators.ThesecondchapterexpoundsSkoposTheory,itsthreerulesandfourdevelopingstage.ThethirdchaptermakesacomparativestudyofGiles’andZhao’sversionsbasedonSkoposTheoryatthetextualandlexicallevel.Thencomesaconclusion.1IntroductiontoTheThree-CharacterClassicandItsTwoTranslatorsBasicInformationofTheThree-CharacterClassicTheThree-CharacterClassic,oneoftheChineseclassictexts,iswrittenbyWangYinglingintheSouthernSongDynasty.ItissaidthatWangYinglingusedittoeducatehisdisciples.However,theauthorandthedateofcreationarestillcontroversial.Withthepassageoftime,thecontentoftheTheThree-CharacterClassichasbeenmodifiedorincreasedindifferenthistoricalperiods.RevisedandenlargedbookofTheThree-CharacterClassic,createdbyafamousscholarinthelateQingDynastynamedZhangTaiyan,isthemostwidelycirculatededitionofTheThree-CharacterClassicinthepastcentury.Itisarhymingclassicwiththreewordsinoneline.TheThree-CharacterClassicisbasedontypicalmaterials,includingliteratureoftraditionalChineseculture,history,philosophy,astronomyandgeography,ethicsofhumanrelations,loyalty,filialpietyandjustice,etc.Andthecoreideasinclude"benevolence,righteousness,honesty,respectandfilialpiety."ThecontentsoftheTheThree-CharacterClassicaredividedintosixparts,eachwithatheme.Thearrangementofthecontentsreflectstheauthor'seducationalthought.ItcanbesaidthatTheThree-CharacterClassicisnotonlyachildren'stextbook,butalsotheauthor'sworkontheenlightenmenteducation.TheThree-CharacterClassicisabookcomposedundertheguidanceofConfucianismandfullofpositivespirit.1.2PresentSituationofItsTranslationTheThree-CharacterClassicisatraditionalChinesechildren'senlighteningbookwithhighpopularity.TheThree-CharacterClassic,togetherwiththehundredfamilynamesandthethousandcharacters,areknownasthethreeenlighteningbooksofsinology.SincetheMingDynasty,TheThree-CharacterClassichasbeenspreadtocountriesoutsideChina.Asearlyasthe18thcentury,itbecameaclassicpopularreadinginRussianculture.Ithasleftadeepimprintinmanycountriesbecauseoftheexcellenteducationalsignificancethatitcontains.What’smore,in1990,TheThree-CharacterClassicwascompiledintotheChildren'smoralityseriesbytheUnitedNationsEducational,Scientific,andCulturalOrganization,whichwasintroducedtochildrenallovertheworldandbecameaworldfamousenlightenmentbook.AsthemostinfluentialtraditionalMongolianclassicsinChina,TheThree-CharacterClassicisanimportanttopicinthetranslation.Inthepast200years,thetranslationofTheThree-CharacterClassichasgonethroughadevelopmentpathfrommainlyforeigntranslatorstomainlyChinesetranslators,fromignoringthepoeticcharacteristicsofTheThree-CharacterClassictopayingattentiontoitspoeticcharacteristics(Zheng,2016).Since1834,theEnglishtranslationhasbeennumerous.Althoughwesternersareskilledexpertsintheirmothertongue,manyEnglishtranslationsarenotideal.Someofthemonlyinterpretthetextsemantically,andevensomeofthemarenotcompleteandhavesomesemanticdeviation,whichleadstoreaders'misunderstandingoftheoriginalclassics.However,someofversionsthoughgoodatsemanticinterpretation,arenotthreewordformsorrhymes.ThereisstillabiggapbetweenTheThree-CharacterClassicandtheEnglishtranslations.1.3TwoTranslatorsoftheSelectedVersions1.3.1HerbertAllenGilesBorninEnglandinDecember1845,HerbertAllenGilesisascholarofChineselanguage,cultureandliterarytranslation.AfterpassingtheselectionexaminationoftheBritishforeignoffice,hecametothedistantandstrangeeastandbecameatranslatorstudentintheBritishembassyinChinain1867.ThenhelivedinChinaformanyyearsinwhichhepublishedseveralbooksaboutChinesecharactersandculture.Hisworkscanberoughlydividedintofourcategories:languagetextbooks,translations,referencebooksandessays.Forexample,inordertohelpforeignerslearnChinese,hecompiledmanylanguagetextbooksforlearningChineselikeChinesewithoutaTeacher;SynopticalStudiesinChineseCharacter;HandbookoftheSwatowDialect,withavocabularyandTheSecondHundredBestCharacters.HealsopublishedseveraltranslationsoftraditionalChineseliterature,suchasCARecordoftheBuddhisticKingdoms;GemsofChineseLiterature;ChinesePoetryinEnglishVerseandTwoChinesePoems(whichcontainsthetranslationofTheThree-CharacterClassic.).ItisworthmentioningthatwhentranslatingTheThree-CharacterClassic,hismainpurposeistopresentChinesecharactertonon-Chinesereaders(thepurposewillbeanalyzedindetaillater),notitsform.ThusthetranslationpresentedbyGilesisaprose.1.3.2ZhaoYanchunZhaoYanchun,bornin1962,isaprofessorofpragmaticsandtranslationstudiesatTianjinForeignStudiesUniversity.Hefocusesmainlyontheoreticallinguistics,cognitivelexicography,aswellasphilosophyoflanguage,translation,etc.HeisalsocommittedtothestudyandEnglishtranslationofthesutraofsongsandothersutrahistorysubsetsaswellasmodernandcontemporarypoetry.WhentranslatingTheThree-CharacterClassic,hechosetokeeptheoriginalthreewordformatandrhymeformat,strivingtoretainthebeautyoftheoriginalinform.Somecharacteristicwordsarealsoconsideredrepeatedly.However,inordertoretainthethreewordformat,somepartsoftheoriginaltexthavebeenomitted,andasmallpartofthechaptersarenotmeaningcomplete.Generallyspeaking,itpresentsasatisfactoryandexcellenttranslationtothereadersbecauseitisaversionmoreequivalenttotheoriginalclassic,thuspleasingtheChineseaestheticsenseoftaste.Theauthorchoosesthesetworepresentativetranslators.GilesisaforeigntranslatorwithlittleresearchonChinesetraditionalculture.Hetranslatedeverycharacterstoachievemeaningintegrity.However,duetodifferentculturalbackgrounds,somewordsrichintraditionalChinesemeaningscannotbetranslatedwell,causingmeaningdeviation.WhileZhaoYanchunisaChinesescholar,whohasain-depthresearchonChinesetraditionalculture.Buthechallengesthethreewordformat.Thisformatalsolimitshim.Somepartscannotachievemeaningintegritybecauseoftherestriction..Bothhaveadvantagesanddisadvantages.Thesewillbeanalyzedindetaillaterinthepaper.2TheoreticalFramework:SkoposTheory2.1SkoposTheoryandItsThreeRulesThispaperisguidedbytheSkoposTheoryanditsthreerules:skoposrule,fidelityruleandcoherencerule.Tofacilitateabetterunderstanding,theauthorwillgiveabriefintroductiontotheSkoposTheory.ThefunctionalistSkoposTheory,originatedfromthetrainingoftranslators,is"themostinfluentialtranslationschoolinGermanysincethe1970s(Tan,2004）)andisknownas"astrongforceinwesterntranslationtheory"（Yamg,2001）.SkoposTheoryisatheorythatappliestheconceptofskopostotranslationwhichindicatesthatthemostimportantfactorinthetranslationprocessisthepurposeofthewholetranslation.AccordingtoVermeer'sSkoposTheory,oneofthemostimportantfactorsdeterminingthepurposeoftranslationisthetargetandtherecipientofthetranslationbecausetheyconveytheirownculturalbackgroundandknowledge,translationexpectationsaswellascommunicationneeds.Eachkindoftranslationpointstoacertainaudience.Thustranslationisadiscourseproducedforacertainpurposeandtargetaudienceinthecontextofthetargetlanguage.Undertheroleofthetranslator,itisacross-culturalcommunicationactivitybasedontheoriginaltext(Yang,2008).Thetheoryincludesthreemainprinciples:skoposrule,coherenceruleandfidelityrule.Theprincipleofpurposeisthefirstprinciple.Inotherwords,thepurposeoftranslationdeterminesthewholeprocess.Usually,thispurposereferstothecommunicativepurposeoftranslation.Thecoherencerulerequiresthetranslationtobecoherentwithintheconformity.Thatistosay,intheculturalandcommunicativeenvironmentofthetargetlanguage,thetranslationmustbereadableandmeaningfultotherecipient.Thefidelityprinciplerequiresintertextualcoherencebetweenthesourcetextandthetargettext.Thismeansthatthetranslationshouldbefaithfultotheoriginal.Thedegreeandformoffidelitydependonthepurposeofthetranslationandthetranslator'sunderstandingofthesourcetext.Skoposrulesaresuperiortotheothertwo.2.2ThreeDevelopingStagesofSkoposTheoryThefirststage:linkinglanguagefunction,texttypeandtranslationstrategy,Katherinetookintroducedfunctionalcategoryintotranslationcriticismforthefirsttime,developedatranslationcriticismmodelwhichwasbasedonthefunctionalrelationshipbetweensourcetextandtargettext,andthusputforwardtherudimentoffunctionalism.Theequivalenceofconceptualcontent,linguisticformandcommunicativefunctionwiththeoriginalisconsideredasanidealcomprehensivecommunicativetranslation,butinpractice,thepriorityshouldbegiventothefunctionalfeaturesofthetranslation.Thesecondstage:VermeerputforwardtheSkoposTheorybybreakingawayfromtheshacklesofthesourcecenteredtheory.Thetheoryholdsthattranslationisapurposefulandproductiveactbasedontheoriginaltext,andtranslationmustfollowaseriesofrules,ofwhichtheruleofpurposeisthefirst.Inotherwords,thetranslationdependsonthepurposeofthetranslation.Inaddition,translationshouldfollowtheprinciplesof"intralingualcoherence"and"interlingualcoherence".Theformerreferstotheinternalcoherenceofthetranslation,whichisunderstandabletotherecipient,whilethelatterreferstothecoherencebetweenthetranslationandtheoriginal.Thethirdstage:JastaHotzmantariproposedthetheoryoftranslationbehaviorbasedonthetheoryofcommunicationandbehavior,furtherdevelopedthefunctionalisttranslationtheory,whichregardstranslationastheinteractionbetweenpeopledrivenbypurposeandguidedbytranslationresults.Therearemanysimilaritiesbetweenthistheoryandteleology.ThusVermeerlaterintegratedthem.Thefourthstage:ChristinaNordcomprehensivelysummarizesandperfectsthefunctionalisttheory.Itisthefirsttimeforhertosystematicallyexplaintheinternalandexternalfactorsthatneedtobeconsideredintextanalysisintranslation,andhowtoformulatetranslationstrategiesbasedonthefunctionsoftheoriginaltext.Shealsoaddedfidelityrulewhichmakesthewholetheoryperfect.Inthischapter,SkoposTheoryispresentedwithitsthreerulesanditsdevelopment.Inthenextchapter,theauthorwillmakeacomparativestudyofthetwoselectedversionsofTheThree-CharacterClassicbasedonSkoposTheory.3ComparativeStudyofGiles’andZhao’sVersionsBasedonSkoposTheory3.1TextualLevelTheThree-CharacterClassic,theclassicofChinesetraditionalculture,isthetraditionalenlightenmenttextbookofourcountry,carryingaveryhigheducationalsignificance.Therefore,agoodtranslationshouldaccuratelyandcompletelyexpressitseducationalthoughts.Itcanalsobesaidthattheeducationalpurposeoftheoriginaltextshouldbeachieved.Asweallknow,inadditiontoitseducationalthoughts,theclassicofTheThree-CharacterClassicliesintherhymeformofitsthreecharactersperline.Andbothmeaningandformshouldbereflectedinanexcellenttranslation,whichputsforwardhigherrequirementsforthetranslationofTheThree-CharacterClassic.Onthepremiseofaccomplishingthepurposeofeducation,ifthetranslationcankeeptheoriginalrhymepatternofthreecharactersinoneline,itwillbeabettertranslation.Onthepremiseofachievingthegoalofeducation,translatorscanchoosetheirowntranslationstrategiesorskillsaccordingtotheirowngoals,andfinishthetranslationthatthetargetreadersexpect.ItissaidthatGiles’purposeintranslatingTheThree-CharacterClassicistopresenttheinterpretationofTheThree-CharacterClassictoforeignreadersinsteadofhelpingforeignreadersunderstandthefeatureofTheThree-CharacterClassic.HedidnotdelveintotheformofTheThree-CharacterClassic,nordidhestudythetraditionalChineseculturecontainedinTheThree-CharacterClassic.Histranslationislimitedtothetranslationorinterpretationofthewords.Undoubtedly,hisversionfailstoreflecttheoriginalcharacteristicsorspecialityofTheThree-CharacterClassic,justbecausethepriorityisgiventotheconveyanceofmeaningoverform.Thereforesuchtranslationisnotaformofpoetry,likeaprose,lackingpoeticflavor(Zhang,2008：55).Sometimes,thepracticeofgivinguptheformforthemeaningwillmakethetranslationloseitsexcellence(Zhu,2016).Thus,somescholarsbelievethatTheThree-CharacterClassictranslatedbyGilesismorelikeabookoflanguagematerials.What’smore,itisworthmentioningthattherearesomedeviationsinhistranslationaboutwhattheoriginaltextofTheThree-CharacterClassicintendedtoexpress.Thesewillbeanalyzedindetaillaterinthispaper.DifferentfromGiles,ProfessorZhaoYanchuniscommittedtothestudyofChinesetraditionalcultureandthetranslationofexcellenttraditionalliterature.HewantstoconveytheclassicsandexcellentcultureofTheThree-CharacterClassictothereaders.Therefore,thetranslationversionofMrZhaoretainsthethreewordformat.BecauseEnglishandChinesebelongtodifferentlanguagesystems.MrZhaousesrhymetomakeupforthedifferenceofEnglishwords.Beingfaithfultothefourlinesandthreewordsineachsectionoftheoriginal,wecanreproducetheinformationoftheoriginaltexttothegreatestextentwhiletakingintoaccountthebeautyofform.Eachsectionofthetranslatedversioniscomposedoffoursentencesandthreewords.However,duetothelimitationsofform,somepartsofhistranslationfailtoexpresstheoriginaleducationalideas.Here,theauthorwillusesomeexamplesfromGT(Giles'version)andZT(ZhaoYanchun'sversion)foranalysis.Example1：人之初，性本善。性相近，习相远。Whattheoriginaltextistryingtosayisthatwhenpeopleareborn,theirnatureisgoodandsimilar.Thereasonforthedifferenceisthedifferentenvironmentanddifferenteducation.ZT：Menonearth,Goodatbirth.ThesamenatureVariesonnurture.Mencius,aConfucianthinker,believesthathumannatureisinherentlygood.Theissueofhumannatureinwesterncultureisbasicallythekeynoteof"goodness".TheBibleoncesaid,"andGodcreatedmaninhisownimage;intheimageofGod,hecreatedhim;maleandfemale.Hecreatedthem.".ThiscoincideswiththefactthathumannatureisinherentlygoodintraditionalChinesethoughts.Theword"birth"hasthepunmeaningorassociationofspeciescreationandindividualbirth.Inthisway,foreignreaderscaneasilyunderstandthemeaningof"人之初，性本善""Onearth"isderivedfromthepurposeofachievingfourlinesineachsection.Evenifthesetwowordsareadded,theydonotdestroytheideasexpressedintheoriginaltext.Thusitisreasonable.Lookatthenexttwolines."Nature"canbetranslatedas"天性",and"nurture"carriesthemeaningofcultivation,whichhasthemeaningof"artificial"or"acquired".Heused"nature"and"nature"totranslate"性"and"习".Thesetwowordsnotonlyhavesimilaritiesinform,butalsoinphonology.Itisalsoeasyforforeignreaderstounderstandthemeaninghere.Inthetranslationofthiswholesection,"men"isthesubjectofthissection,whichissyntacticallyorsemanticallycoherent.Thetranslationisfaithfultotheoriginalincontentandform.Therefore,theauthorbelievesthatthethreeprinciplesofSkoposTheoryarewellembodiedinthistranslation.GT：Menattheirbirth,Arenaturallygood.Theirnaturesaremuchthesame;Theirhabitsbecomewidelydifferent.LikeZhaoYanchun,Gilesalsouses"birth"totranslate"初".Lookatthenexttwosentences.Forthetranslationof"习",Gilesuses"habit"whichhasthemeaningof"习惯","习性"or“嗜好”,whichcannotreflecttheoriginalmeaningcorrectly.Intheauthor’sopinion,itwouldbebetterifGilesuse"practice".Fromtheperspectiveofoverallcoherence,thoughGiles'subjectisalsoaccurate.Gilesusesthepluralinhistranslationof"human".Theconceptof"human"intheoriginaltextisaspeciesconceptwithfullmeaning.Itisnotinappropriatetoexpresstheconceptofhumanwithpluralnumber.However,thelattersentence,"nature"isnotacollectionofindividuals,butanabstractconcept."nature"cannotbeusedtoexpressthefullnameconcept.Fortunately,themeaningofthetranslationislargelyfaithfultotheoriginal.Therefore,itcanbesaidthattheprinciplesofskoposruleandfidelityrulearereflectedinGiles'translation.Comparedwiththetwotranslations,theauthorprefersZhaoYanchun'stranslation.Because,onthepremisethatbothofthemachievethegoaloftheoriginaleducation,ZhaoYanchun'stranslationalsoachievesthegoaloftheoriginalinform.Bothversionsarefaithfultotheoriginalmeaning,butZhaoYanchun'sversionisfaithfultotheoriginalformaswellastheoriginalmeaning.Fromtheperspectiveofcoherence,ZhaoYanchunhasrealizedtheprincipleofcoherencebothinsenseandstructure,butGilesisnot.Therefore,theauthorbelievesthatthethreeprinciplesofSkoposTheoryarebetterreflectedinZhaoYanchun'stranslation.Example2：为人子，方少时，亲师友，习礼仪。GT：Hewhoisthesonofaman,Whenheisyoung,Heshouldattachhimselftohisteachersandfriends;Andpractiseceremonialusages.Inthissection,Gilesuses"who"and"when"toguidetwoclauses,whichleadstothesubject"he"isolatedfromthesentence,causinggrammaticalerrors.Thiscannotachievesemanticcoherencewithinthetranslation.Itseemstobeovercoloredwhenusingtheword"attach"todiscusstherelationshipbetweenstudentandteachers.AlthoughGiles'wordsarenotidealinmeaning,theyarealsorelativelycompletetoexpresstheconnotationandpurposeoftheoriginal,andthecoherencebetweenthetranslationandtheoriginalisalsoachieved,whichcanalsobesaidtobefaithfultotheoriginal.ZT：Sonofman,Matureyoucan.Teacherorpeer,Holdthemdear.Firstofall,itisundeniablethatitisextremelydifficulttoexpressthecontentofthissectionintheformofthreewordsinonelineandfourlinesinasection.Becausein"亲师友",“师”and“友”canbetranslatedinto"teacherandfriend"withoutgrammaticalerrors.However,therearealreadythreewordshere,buttheyhaven'ttranslated"亲".Inordertoachievetheformofthreewordsinoneline,andfourlinesineachsection,ZhaoYanchunfinallychosetoomitthewholesentenceof"习礼仪"toachieveformalfaithfulness.However,itcannotfullyexpressthefullmeaningoftheoriginal.Therefore,theauthorbelievesthatthisonlyachievestheformalpurpose,buttheoriginaleducationalpurposeisnotachieved.ForforeignreaderswhoarenotparticularlyfamiliarwithChinesetraditionalculture,itisverydifficulttoassociateorunderstandtheomittedsentence.Thereisnodoubtthatthefidelityrulehasnotbeenattained.Therefore,threemainprinciplesofSkoposTheorycannotbewellrealizedinthistranslation.Inthecomparisonofthistranslation,theauthorprefersGiles'translation.Althoughthewordselectionisnotparticularlyaccurate,theIdeologicalExpressionoftheoriginaltextiscomplete.ComparedwithZhaoYanchun'stranslation,healsoembodiestheprincipleoffaithfulnessandcoherencebetter.TheauthorbelievesthatthethreeprinciplesofSkoposTheoryarebetterreflectedinGiles'translationofthissection.3.2LexicalLevelBecauseofthedifferenceofpurposeandculture,thetwopeoplealsohavegreatdifferencesinwordselection.Intheauthor’sopinion,inmostcases,thewordschosenbyZhaoYanchunaremoresuitable.BecauseheknowsChinesetraditionalculturebetterthanGiles,andunderstandstheconnotationandculturalsignificanceoftheoriginaltextmoreclearly.Let'stakesomeexamplestoanalyze.Example3：苟不教，性乃迁。GT：Iffoolishlythereisnoteaching,Thenaturewilldeteriorate.ZT:Withnoeducation,There’dbeaberration.FirstlookatGiles'translation.Inthefirstsentence,thereisanelement"foolishly"thatisnotfoundintheoriginaltext,whichcannotbefoundinthedictionary.Itsaccuracyneedsfurtherstudy.Secondly,"性"hererefersto"humannature"."Thenature"usuallyrefersto"自然"ratherthan"人性".Thenlookattheinterpretationoftheword"迁".ThebiggestfailureofthissectionbyGilesisthetranslationofthisword.BecauseitviolatesthespiritofTheThree-CharacterClassic(thethoughofgoodnature)."Deteriorate"consistsof"deterio"andsuffix"ate"."Deterio"istranslatedas"worse",whichisinterpretedinEnglishas"makeorbecomeworse".Itisusedheretoimplythat"nature"is"evil".Thisdoesnotagreewiththeoriginal.Therefore,itistheoppositeoftheoriginal.Theauthorthinksthewordgoesagainsttheprincipleofpurposeandtheprincipleoffaithfulness.ZhaoYanchunuses"aberration"totranslate"migration".Fromthecompositionoftheword,"ab"means"away","err"means"go"or"goastray",whichbetterexpressesthemeaningoftheoriginaltext,anddoesnothaveabadpresuppositionoftheword"nature".ThereforeZhao’sversionismorefaithfulthanGiles’.What'smore,‘err’canremindpeopleofAlexanderPope'sfamoussaying:“Toerrishuman,toforgivedivine”.Inthisway,foreignreaderscanbetterunderstandtheoriginaltextandbetterreflectthepurposeoftheoriginaltext.Therefore,theauthorthinksZhaoYanchun'schoiceofwordisbetter,whichcanbetterreflectbothfidelityruleandskoposrule.Example4：子不学，断机杼。GT：Andwhenherchildwouldnotlearn,Shebroketheshuttlefromtheloom.ZT：AtMencius’sloth,Shecutth’cloth.Gilesusespastandfuturetenseasadverbialsoftime,whichmakespeoplethinkit'sahabitualaction.ItiseasyforreaderstomisunderstandthatMencius’motherbroketheloommanytimes,whichisagainstthehistoricalfacts.Accordingtothehistoricalrecords,Mencius’motherdiditonlyonce.Secondly,thetranslationoftheword"机杼"isalsoinaccurate."Broketheshuttle"iseasyforreaderstomisunderstandthatMencius’motherisaferociousandrudeperson.Accordingtothehistoricalfactthat"themotherofMenciusweaveswithaknife",theauthorthinksthattheword"cloth"chosenbyZhaoYanchunismoresuitable.Thisdoesnotviolatetheimageoflovingmother.What'smore,"cloth"alsoformsarhymewith"sloth",retainingtheoriginalrhyme.Therefore,theauthorbelievesthatZhaoYanchun'stranslationisbetteronthepremiseoffidelityrule.Andtheformisrectified,whichcanbetterachievetheeducationalpurposeofenlightenment.Itcanalsobesaidthatthepurposeprincipleisbetterfollowed.Example5：马牛羊，鸡犬豕，此六畜，人所饲。GT：Thehorse,theox,thesheep,Thechicken,thedog,andthepig.Thesesixanimals,Arewhatmenkeep.ZT:Horses,sheep,cows,Chickens,dogs,sows.ThesesixbreedsAhusbandmanfeed.Intheprocessoftranslation,Gilestranslatedthesixanimalsintheorderoftheoriginal.Thereisnothingwrongwiththat.Differentfromthis,inordertokeeptherhymeformoftheoriginal,ZhaoYanchunchangedtheorderofsixnounswhichisparallel.Therefore,it'snotabadmethod.Thisisdonesothatthewordattheendofthefirstlinehasthesamepronunciation"ow"asthewordinthesecondline.