奈达翻译理论对大学英语四级考试汉译英解题的启示（Implications of Nidas translation theory for Chinese English translation of CET four）.docVIP

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奈达翻译理论对大学英语四级考试汉译英解题的启示（Implications of Nidas translation theory for Chinese English translation of CET four）.doc

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奈达翻译理论对大学英语四级考试汉译英解题的启示（Implications of Nidas translation theory for Chinese English translation of CET four）

奈达翻译理论对大学英语四级考试汉译英解题的启示（Implications of Nidas translation theory for Chinese English translation of CET four） This article is contributed by JackA654321 Pdf documents may experience poor browsing on the WAP side. It is recommended that you first select TXT, or download the source file to the local view. Journal of Tongling Polytechnic 20 years, third, 08 Implications of Nidas translation theory for Chinese English translation of CET four Xiao Ying Lu (Su information, Career Technical College, Su, Wuxi, Jiang, 246) 101 Abstract: through the use of Nidas translation theory, this paper analyzes the types of Chinese English translation in CET four. It can be seen that some of the translation skills in Chinese English translation are from... The application of translation theory has positive implications for the teaching of College English translation. Key words: nai; translation theory; English CET four; Chinese translation of English translation teaching; translation CLC number: 09R5 document code: A article number: 617220) 307 - 217 - (080 - 090 5X For a long time, in the field of translation there are many translation theories, such as the three principles that the complex, three standard, has an important guiding significance for the strict guidance and research of English translation teaching. According to the characteristics of English translation of university English four levels of translation, this paper intends to apply Nidas translation theory to carry on the analysis, the author of the theory and practice of translation, translation teaching has beneficial enlightenment. 1 test site requirements and proposition direction In the past four years, College English test was more emphasis on grammar and vocabulary, mainly on students language knowledge, but ignored the students ability to use language knowledge. In order to meet the requirements of the new college English syllabus, College English is 46 The examination committee made a brand new change in the four