发布时间：
ABSTRACT The development of people's ability totranslate figurative speech was studied, using sentences containing metaphors, dual function words, and proverbs, aspresented in classroom workbooks. One hundred twentychildren from first, third, fifth, and seventh grades wereasked to describe the meaning of each figurative word orphrase placed in context. Responses were scored on a fourpoint scale indicating the extent to which the child used aliteral or figurative translation. Significant effects betweengrade levels and figurative conditions were found, indicatingthat the ability to translate figurative speech proceeds alonga developmental hierarchy of language comprehension. Themajority of third grade children were able to translate metaphors and dual function words into figurative language successfully. The ability to translate proverbs required a levelof comprehension that does not appear in most childrenuntil seventh grade, as suggested by recent review of the psychological literature onmetaphor suggests a strong relationship betweenmetaphor comprehension and Piaget's cognitive stagesof thought development (3). Piagetian theory suggeststhat children from seven to twelve years of age developa broad range of transformational skills that allows themto operate on reality, building a repertoire of symbolsand signs (8). This display of cognitive growth representsan enormous expansion of power and abstraction in thatit frees children from the literal aspects of their percep and Piaget suggest that the capacity for poeticusage and the ability to operate on linguistic elementsmay be the last facet of language to develop (3). Theauthors' experiences in third grade classrooms, whileobserving children's understanding of figurative speechas presented in reading workbooks, revealed a wide rangeof abilities in the children's interpretation of metaphorsand proverbs at the concrete operations period of development. Some children had an immediate grasp of the multiple meanings of terms, while others, regardless of theamount of explanation given, could not override theircognitive ties to the literal suggests that the capacity to understandmetaphoric speech occurs at an age beyond the preschoollevel (5). An early study investigated the development ofchildren's ability to understand dual function words,terms that have a joint reference in language to bothphysical and psychological data (1). For example, suchwords as "cold" and "warm" denote thermal propertiesand can serve a dual function in describing psychologicalaspects of people. The authors suggested that these termsare an elementary instance of metaphorical thinking andinvestigated the order in which children's understandingof dual terms emerged. Results indicated that childrenfrom three to seven are sensitive only to the literal translation, while seven- to eight-year olds demonstrate thebeginning of the ability to use the psychological sense ofthe terms. The ability to state the dual function of theterms was clearly developed in the twelve-year-old group(for example, "hard things and hard people are bothunmanageable").Further work examined the ability of preschool children to make metaphoric links, to perceive relationshipsamong disparate phenomena (6). Children, ages three tonineteen, were asked to indicate their knowledge ofliteral meanings of word pairs and then project them ontosensory domains using metaphoric skills. In contrast toearlier findings, these results indicated that the capacityfor metaphoric association between sensory modalitiesand adjectives was evident in young recent investigation found a developmental trendtoward the comprehension of metaphors, though it concluded that not until the age of ten were children ableto demonstrate metaphoric understanding of dual function words (12).The ability to understand proverbs has been explainedby Piaget as part of the development of cognitive thinking (10). He proposed that children from nine to elevenyears of age use a simple projection of the proverb intosentences by process of immediate fusion. At this level,there is no analysis of detail in comprehending proverbs,but a general fusion of two propositions without analysisof their meanings. Piaget believed that this phenomenonprecedes the development of logical thinking, that theability to translate proverbs does not occur until theformal operations present study examined the relationship amongmetaphors, dual function words, and proverbs, specificallylooking at children's ability to translate classroom materialpresented in context. Context has been cited as an impor
学术堂整理了十五个好写的英语论文题目，供大家进行参考：1. 试论简奥斯汀生活对其小说的影响 (On the Impact of Jane Austen’s Life on Her Novels)2. “真实的诺言”与传统文化的碰撞——简析“真人秀”的实质和本地化过程 (When True Lies Challenge Tradition—An Analysis of the Reality and Localization of Reality TV)3. 从台湾问题看中美关系 (The Sino-US Relation—The Taiwan Issue)4.《傲慢与偏见》的生命力 (The Great Vitality of Pride and Prejudice)5. 平凡中的不平凡——《傲慢与偏见》(Significance in Commonplace—Pride and Prejudice)6. 萨皮尔沃夫理论 (Sapir-Whorf Hypothesis)7. 论格里高尔的悲剧 (An Analysis of Gregor’s Tragedy)8. 对大学生心理健康问题予更多关注 (More Attention to the Psychological Health of College Students)9. 文体学: 语言学习的科学 (Stylistics: A Scientific Approach)10. 佛教在西方 (Buddhism in the West)11. 非语言交际 (Nonverbal Communication)12. 国际反恐 (International Anti-Terrorism)13. 全球资金市场近期特征与走向 (The Character and Tendency of Global Capital Market in Recent Decades)14. 从《老人与海》中桑堤亚哥的性格可知——人是打不败的 (A Man Cannot Be Defeated—From the Character of Santiago in The Old Man and the Sea)15. 南方的失落 (The Loss of the South)
(英语系毕业论文)英文谚语的文化场景在中译文中的缺失与弥合 摘 要本文从谚语文化角度着手，分析谚语中的文化因素，以及英汉谚语中的文化差异，尝试研究在谚语的英汉翻译过程中发生文化缺失时如何弥合。最终通过意译手段实现英语谚语的可译性，从而顺利完成跨文化交际活动，实现国际间的文化交流与传播。关键词 谚语文化; 文化缺失; 意译; 翻译补偿ContentsAbstract ⅠKeywords Ⅰ摘要 Ⅱ关键词 ⅡIntroduction 1I. The Brief Introducton to Proverb 3II. Proverb Culture Factors in Proverb Different Cultures Between English and Chinese Proverb. Belief Living Conditions. 8III. English Proverb Translation in English to Chinese Translation of English Proverb National Feature Art of Language Compensation 12Conclusion 14Acknowledgements 15Bibliography 16
提供一些英语专业翻译方向的论文题目，供参考。商务合同英汉互译技巧英文品牌汉译知识对于翻译的重要性中英文化差异及其对英汉互译的消极影响英语广告中修辞手法的应用及其翻译<<红楼梦>>金陵判词两种译文的比较及评析从红楼梦诗词翻译看翻译中的文化补偿关于李后主“虞美人”的3种英译本的鉴赏跨文化交际与商标翻译中式菜肴的命名与翻译浅谈英语电影片名的翻译英文电影片名的翻译策略英文化妆品广告之美学翻译数字在中西文化中的内涵差异及数字习语翻译初探浅析原语文本在目标语文本中文体的适应性英语习用语翻译中的等效性研究论语境在英汉翻译中的作用浅析英语动画片翻译的基本原则中英服饰广告的翻译论英汉翻译中语篇连贯的重要性论译者的风格与译风经济英语中的隐喻及其翻译从翻译的美学角度浅析旅游资料的中英译
我觉得写个谚语反映文化的题目吧，日本的历史、文化，你们布兜有学过吗
去学校图书馆，找相关的论文来参考比如：万方、维普……
我建议LZ写一个类似<<异国语言文化的艺术--汉语与日语谚语比较>>这样的题目~ 感觉很可写~ 记得以前老师提过日语中的很多谚语与汉语中的表达方式有很微妙的差别~ 从这个角度来分析论证的话~ 很有写头~ 比如:汉语里讲:瘦死的骆驼比马大日语却说:腐った鲷比如从这个来分析的话~ 可以写写日本人与水物有很深的渊源云云~再比如:汉语讲:欲速则不达日语讲:急げば回れ（大概^^） 可以从这个例子来分析日本人和中国人看事情的角度~ 中国人说这句话~ 讲的意思是要循序渐进~ 稳中求胜~ 而日本人是从事先保证充足的余裕,这样一个角度来看的~ 建议LZ多参考下~ 在下感觉很有发掘潜力
毕业论文题目1.现代汉语语音研究2.汉语新词语研究3.汉语外来词语研究4.汉语字母词研究5.汉语媒体语言特点研究6.汉语修辞研究7.汉语多音字研究8.汉语复活词研究9.当代汉语科技词语研究10.现代汉语成语变化研究11.当代汉语词语语音形式的发展变化12.汉语惯用语研究13.当代汉语新谚语研究14.当代汉语青年流行语研究1.现代汉语同音误用研究2.谈谈副词“终于”的用法3.论正极意义和负极意义4.语用正误与语频统计5.因果关系与转折关系的上位义比较6.给病句一个理由1.作为文化符号的语言符号2.文化符号“道”和“道”族词汇的研究（说明：本题中的“道”也可换成“气”、“心”、“性”、“理”、“天”、“命”、“神”等字，分别成为不同的题目）3.当前我国社会称谓的使用问题4.“女士、先生、小姐、太太”使用情况调查5.“同志”的尴尬6.文学语言研究7.汉语语气词研究8.书名和社会文化心理9.店名和中国文化（说明：本题中的“店名”也可换成“人名”、“姓氏”、“地名”、“菜名”、“品牌名称”等等词语，分别成为不同的题目）10.鬼神名称和宗教文化11.命名和艺术世界——谈小说《西游记》的人物、地点命名在艺术建构中的作用12.成语和中国文化（说明：本题中的“成语”也可换成“歇后语”、“惯用语”、“俗语”等词，分别成为不同的题目）13.汉语动物名称研究14.汉语植物名称研究15.新时期小说语言粗鄙化现象研究16.“X吧”类新生店名研究17.说“秀”（英show）18.汉语象声词研究19.泛义动词“整”与“搞”的比较研究20.汉语感叹词研究21.东北方言动词“造”的研究22.东北方言语气助词“呗”的研究23.东北方言后缀“——巴”的研究24.新时期以来新生句法现象研究25.话语与政治的关系研究1.字词误读研究、字词误用研究2.汉字形体演变及识记研究3.褒义词考查分析4.同义词辨析与运用5.贬义词考查分析6.汉英词语对比研究（包括对外汉语教学）7.成语运用研究、习语运用研究8.新闻语言研究9.广告用语研究10.法律、商贸语言研究11.社交用语研究、文艺用语研究（小品、歌词等）12.词类区分研究13.语境与语言表达研究14.新辞格研究或辞格发展研究15.语境对词义（句子结构）的影响16.有特点的句法结构考察分析1.现代汉语语法2.汉语应答句研究3.标题语法研究4.标题语用研究5.标题语义研究6.东北官话地点方言研究7.东北官话语音研究8.东北官话词汇研究9.东北官话语法研究10.东北官话语用研究11.现代汉语词典编纂研究12.现代汉语修辞研究1.现代汉语主谓谓语句研究2.现代汉语补语研究3.程度副词与状态形容词的组合研究4.程度副词与特殊的动词性结构组合研究5.“副＋名”的社会运用考察6.句法结构中的语义分析7.动词和名词的句法语义关系研究8.现代汉语歧义问题研究9.歧义现象和语境研究10.现代汉语形容词重叠式研究11.现代汉语程度副词重叠式研究12.成语和中国文化（说明：本题中的“成语”也可换成“歇后语”、“惯用语”、“俗语”等词，分别成为不同的题目）1. 当代作家语言研究（包括词汇、语法、修辞）2. 报刊语言研究3. 节目主持人语言特点考察4. 少儿节目语言特点考察5. 流行歌曲中的若干语言现象6. 法律语言研究7. 辩论、演讲语言的特点8. 对外汉语教材的对比研究9. 留学生汉语习得的语误研究10. 汉语各方言的语音、词汇、语法研究11. 现代汉语插入语的个案或宏观研究12. 现代汉语委婉语的个案或宏观研究13. 汉语口语中的话语标记研究（如：对了、嗯、好、得了、回头、然后、我说等）14. 代词“人”、“人家”使用情况考察15. 句末语气词使用状况调查16. 谈“俗话”17. 汉外对比研究（如：亲属称谓、外来词、具体语法现象）18. 状语的类型与状语的位置（是否可以前置）19. 《现代汉语词典》收词情况分类考察20. 夫妻互称的历时、共时研究21.交际语言的若干问题研究1.对外汉语语音教学2.俄罗斯留学生汉语声调学习研究3.韩国留学生汉语单字音学习研究4.歧义格式的实验语音学研究5.哈尔滨方言单字音研究6.歧义结构的语音分化研究7.黑龙江方言语音研究8.“都”字歧义句的实验语音学研究9.哈尔滨方言声调研究10.实验语音学11.对外汉语单字音教学研究12.语音史研究13.语音的规范与发展毕业论文题目1.《审音表》与《现代汉语词典》定音比较研究2.第二语言教学流派研究3.对外汉语教学技巧研究4.对外汉语词汇教学5.对外汉语语法教学6.对外汉语汉字教学1.语言文化教学策略与方法2.汉语中介语研究3.对外汉语教学史研究4.对外汉语教材分析5.对外汉语教学中的听力训练6.对外汉语教学中的口语训练7.对外汉语词汇教学技巧1.关于中国文化教学问题的宏观讨论2.语言课的文化教学3.对外汉语教学中的跨文化意识4.对外汉语口语课堂教学5.任务型教学法在对外汉语教学中的应用6.情景教学在对外汉语课堂教学中的应用7.对外汉语中的俗语教学8.交互式教学在对外汉语教学中的应用9.对外汉语教师的职业角色10.对外汉语教学中的近义词辨析1.惯用语与对外汉语教学2.对外汉语中的成语教学3.对外汉语写作教学4.对外汉语形容词教学5.对外汉语虚词教学6.程度副词的对外汉语教学7.祈使句的对外汉语教学8.疑问句的对外汉语教学9.感叹句的对外汉语教学
不明白啊==！
英汉日常俗语比较
英汉日常俗语比较，中国的汉语有着悠久的历史，在相同的意思的情况下可以用很多种不同的汉字来描述，但是相比较英语就比较单一，因此中国的一些俗语翻译起来就比较麻烦，以下是英汉日常俗语比较的分享。
最相似的一类，其表达方式与内容几乎完全相同，看起来就好像是直接的翻译．比如：
Tostrikewhiletheironishot。
趁热打铁．
Goodluckwouldnevercomeinpairs。
福不双至．
Fireprovesgold，adversityprovesmen。
烈火显真金，逆境识英雄．
Longhairandshortwit。
头发长，见识短．
Bloodisthickerthanwater。
血浓于水．
Ifyouwouldnotbeknowntodoanything，neverdoit。
若要人不知，除非己莫为．
Inunityhereisstrength。
团结就是力量．
Hewhosebellyisfullbelievesnothimwhoisfasting。
饱汉不知饿汉饥．
Easiersaidthandone。
说时容易做时难．
Idlenessistherootofallevil。
懒惰是万恶之源．
Wallhasears。
隔墙有耳．
这类对应谚语，从形式上几乎看不出任何文化差异．在谚语的起源上，有些甚至可能是相互的.借鉴或翻译．东西方文化交流的比较研究，或许会提供一些证据．但不同文化中能有如此相通的谚语流传，也说明人类社会的文化积累过程有很多基本的共同进程．
还有一类谚语，所表达的含义完全相同，但所隐喻于的事物略有文化上的差异．比如：
Betterbetheheadofadogthanthetailofalion。
宁做鸡头，不做凤尾．
Theforemostdogcatchesthehare。
早起的鸟儿有虫吃．
Everypotterpraiseshisownpot。
老王卖瓜，自卖自夸．
Thefoxpreysfarthestfromhome。
兔子不吃窝边草．
Theproofofthepuddingisintheeating。
要知道梨子的滋味，最好是亲口尝一尝．
Oneswallowdoesnotmakeasummer。
一花独放不是春．
Onedropofpoisoninfectsthewholetunofwine。
一颗老鼠屎坏了一锅粥．
Setafoxtokeepone‘’‘’sgeese。
引狼入室．
Whatdoyouexpectfromapigbutagrunt？
狗嘴里吐不出象牙
Hethatcomesofahenmustscrape。
老鼠的儿子会打洞．
Whenthecat‘’‘’saway，themicewillplay。
山中无老虎，猴子称大王．
谚语也是表达的内容相同，但语言表达方式有异：
Sinkorswim。
不进则退．
Hethathadnocrossdeservesnocrown。
不吃苦中苦，难得人上人．
Jackofalltrades，masterofnone。
博而不专．
Opportunityseldomknockstwice。
机不可失
Amissisasgoodasamile。
失之毫厘，谬以千里．
Bettertobesurethansorry。
宁可信其有，不可信其无．
Enoughisasgoodasafeast
知足者常乐
Whospitsagainstheaven，itfallsinhisface。
自作自受
Anunfortunatemanwouldbedrownedinatea-cup。
人倒霉喝凉水都塞牙
Romewasnotbuiltinaday。
冰冻三尺非一日之寒
Ittakestwotomakeaquarrel。
一个巴掌拍不响
Failuresarethepillarsofsuccess。
失败是成功之母
Truthneedsnotmanywords。
有理不在声高
Topayhimbackinhisowncoin。
即以其人之道，还治其人之身这类谚语本质上和第二类相同，但不是借用具体事物，而是用特定的语言来表达某种经验，思想。
I am grateful to several people for their generous help in my study for the master抯 degree and work on proverbs, either recently or in the past: in particular, my supervisor, Prof. Zhou Fangzhu, whose gracious encouragement and help must be acknowledged in the first place. And he has led me into the field of translation and offered me valuable advice for my thesis research, without which, the completion of the thesis would have been impossible. I cannot wait to express my heart-felt thanks to Prof. Zhou in whom I find an admirable combination of intellectual profundity and personal indebtedness is due especially to Prof. Chen Zhengfa and Prof. Tian Debei, whose great attainments in the field of translation have granted me inspiration in writing the , I would also extend my heartfelt gratitude to Prof. Hong Zengliu and Prof. Zhu Yue whose lectures have nourished me in different fields of English but not the least, a word of thanks to the faculty of School of Foreign Studies of Anhui University as well as to my colleagues. Their kindness and help in the course of my study will forever be (English version)Abstract (Chinese version)Chapter 1 Introduction……………………………………………………………1Chapter 2 A Comparative Study of Chinese and English Proverbs…………… Similarities………………………………………………………… Similar Origin……………………………………… Similar Features………………………………………… Similar Practical Values…………………………… Differences……………………………………………………… Different Numbers…………………………………… Different Images and Meanings………………………… Different Cultural Tint………………………………… The Correspondence between Chinese and English Proverbs… Correspondence……………………………………… Approximate Correspondence……………………… Non-correspondence……………………………………40Chapter 3 Translation Principles and Approaches………………………… for Translation Approaches……………………… Translation Approaches…………………………………………… Synonymous Replacement ………………………………… Literal Translation………………………………… Liberal Translation…………………………………… Compensation Approaches…………………………… Some Points Worth Enough Attention in Translation………53Chapter 4 Conclusion………………………………………………………………60Notes…………………………………………………………………………………62Bibliography………………………………………………………………………64Chapter OneIntroductionWhat is a proverb? The definition by Longman Modern English Dictionary is 揳 brief familiar maxim of folk wisdom, usually compressed in form, often involving a bold image and frequently a jingle that catches the memory.?The definition given by 辞海 is: 撌煊锏囊恢郑�餍杏诿窦涞募蛄吠ㄋ锥�挥幸庖宓挠锞洹4蠖喾从橙嗣裆�詈投氛�木�椤H纭�硕嗔ζ胪粕降梗�谌耸安窕鹧娓摺�取Q栌镆彩敲窦湮难У囊恢中问健� An English patron named Robert South defined proverb in his book Sermons like this: What a proverb, but the experience and observation of several ages, gathered and summed up in one Wang Qin, in his book谚语.歇后语概论, defines proverb in this way, 撗栌锸侨嗣袢褐谏�疃氛�木�樽芙? 是具有传授经验和教训劝戒功能, 流传于人民群众口头中的现成语.2From these definitions, we may find out the common grounds shared by different definers. That is, a proverb, which succinctly sums up human experience and observation of the world, states a general truth and gives advice or warning. A proverb, often involving a bold image, musical rhythm and compressed form, can bring reality and vividness to the readers and so they are very easy to are many proverbs about proverbs themselves. Some of them are about the values of proverbs such as A proverb has contents of gold; Proverbs are the wisdom of the ages3; 名花添春色,谚语增智慧;十句谚语十句真.4 From them we may see that proverbs have something in them and they can give people valuable advice or warning. Some proverbs are about their effect on language such as Proverbs are the lamps to words; A proverb is an ornament to language; 泉水最清，谚语最精;美丽的季节是春天，美丽的语言是谚语. These proverbs reveal that proverbs can make language more colorful and beautiful. Still, some others are about the origin of proverbs as Proverbs are the daughter of daily life; Proverbs are the children of experience; 丰收在劳动中获得，谚语在实践中获得;蓓蕾在枝叶上孕成，谚语在生活中提炼.Because proverbs are the summing up of folk wisdom and they are usually very pithy, they have universal appeal. People love to pick up proverbs when they try to reason things out and the proper use of proverbs can make their views more convincing. Proverbs are the cream of a language and they are 搕he wisdom of the streets and the alley? Lord John Rushell, who was the Premier Minister of England during the period of 1846-1852, once said, 揂 proverb is one man抯 wit and all men抯 wisdom.?The great writer Francis Bacon also spoke highly of proverbs, 揋enius wit and spirit of a nation are discovered by their proverbs.?And proverbs also won the enthusiastic approval of William Shakespeare, the great writer: A proverb never stale in thrifty English people comment their proverbs like this: What flowers are to gardens, spices to food, gems to a garment and stars to heaven, such are proverbs interwoven in the are the crystal of the national wisdom and experience. They are an important part of a national language and they appropriately reflect the relation between culture and language. They have been connected closely with the national characteristics ever since their coming into being and in their later development. Proverbs reflect many aspects of the nation such as the historical stories, natural styles and features, cultural traditions, native conventions and the religious belief, etc. As a folk literature form, they carry a vivid color of a national culture and are beneficial to study a nation comprehensively such as the national history, folk-customs and language. In this chapter, the relationship between culture and language will be discussed in order to penetrate some insights into and culture are highly integrated with each other. It is generally acknowledged that language and culture are inseparable and mutually influenced so that one cannot understand or appreciate the one without knowledge of the other. Brown (1980: 124) describes the two like this: ?a language is a part of culture and a culture is a part of a language; the two are intricately interwoven so that one can not separate the two without losing the significance of either language or culture.?/P>Language is a part of culture and plays a very important role in it. Some social scientists consider it the keystone of culture. Without language, they maintain, culture would not be possible. In the broadest sense, language is the symbolic representation of people and it comprises their historical and cultural backgrounds as well as their approaches to life and their ways of living and thinking. Therefore, language can help people express their understanding of the world and attitudes toward the world. Language can record the development of a nation and a society. People can learn culture left behind by their ancestors through the acquisition of language, so language becomes the embodiment of culture. Language is a part of culture, perhaps best defined as the totality of beliefs and practices of a society. This makes language the distinctive feature of human society, something indispensable for the functioning of a culture and for handing it down to succeeding the other hand, culture has an important influence on language. Language is influenced and shaped by culture. It is the carrier and a part of culture and reflects short, language and culture are tightly interacted with each other in the sense that 1) culture includes language; language is a member of the family of culture; 2) that language is the carrier of culture, it records all the material and spiritual achievements of human beings in , as a part of language, are also a kind of social phenomenon and are closely integrated with the society and culture. They not only represent a kind of cultural phenomenon, but also record culture and its development. They cannot exist out of culture. Their coming into being, growth and death are more or less caused by cultural influences. Proverbs can provide interesting clues to a people抯 geography, history, social organization, social views and attitudes and they have great cultural values. For this reason, proverbs are is generally acknowledged that different peoples have great differences in their cultures. But since different peoples live on the same earth with roughly similar needs and some of them have even experienced similar social development stages, their experiences, emotional reflection and observation of the world are in many aspects similar. This shows that different peoples may have cultural generality besides cultural differences. Chinese and English peoples are with no exception. Their cultural differences and generality, on the other hand, unavoidably leave their traces in their , as the cream of a language, inevitably carry the imprint of cultural differences and generality. The differences and generality respectively lead to the dissimilarities and similarities between Chinese and English proverbs and make a comparative study of the proverbs possible.
语言是思维的表达方式，不同的语言特征往往反映着不同地域、民族的思维习惯差异。下文是我为大家整理的关于英汉语言对比方面论文的 范文 ，欢迎大家阅读参考!关于英汉语言对比方面论文篇1 浅探英汉委婉语对比 摘 要： 本文应用范畴和构造手段对英汉委婉语进行了对比，通过对比英汉两种语言中的委婉语可以了解委婉语不仅是一种语言现象，更是一种社会 文化 现象。研究英汉委婉语的异同，有助于我们了解英语国家的社会风俗与文化。 关键词： 英汉委婉语 应用范畴 构造手段 一、引言 委婉语euphemism源自希腊语，由词头“eu”(good)和词干“phemism”(speech)构成，意为吉利之语(words of good omen)或优雅的说法(good speech)。委婉语是人类语言使用过程中的一种普遍现象。 通过对比英汉两种语言中的委婉语，我们可以了解委婉语不仅是一种语言现象，更是社会文化现象。委婉语的产生和发展是不同社会心理和语言因素共同作用的结果。委婉语反映了不同社会的发展、价值观、道德观和社会文化。 二、英汉委婉语应用范畴的对比 1.关于疾病的委婉语 生病是人们忌讳说的，因而东西方人常常用委婉语表达。在现代英语中，多用trouble婉指病，如heart trouble，lung trouble等。cancer的委婉语为“the Big C”或“long illness”，“terminally ill”。性病在英语里被称为“social disease”，“the French disease”，“certain disease”，“communicable disease”。汉语里人们把这种病称为“花柳病”、“富贵病”、“那种病”。汉语中，我们把“生病”称作“身体不好”、“身体欠安”，说“癌症”为“不治之症”。 而在身体缺陷方面，英语中婉称crippled(残疾)为physically handicapped(有生理缺陷的)或者用disabled，the inconvenienced表示crippled(瘸子)，用imperfect hearing(听觉不完美)代替the deaf(聋子)，用visually retarded(视力有障碍的)代替the blind(瞎子、盲人)。在汉语中，四肢残疾称“手脚不灵便、走路不便”，偏瘫称“半身不遂”等，秃顶婉称“谢顶”，耳朵聋称“耳背、耳朵不灵”。其他的还有“挨了一下子”、“划了个口子”等代称“受伤”。 2.关于性的委婉语 从古至今，各民族对性爱及与其相关的一些说法均持谨慎态度。随着人类的进步，也出现了一些开放性的说法，但其主流仍然采用回避、模糊、委婉的说法。英语中谈及性行为的委婉语有make love，to have sex with，to go to bed with etc.汉民族历来对性行为持封闭态度，谈及性行为时总是遮遮掩掩，含混模糊。汉语中表达性爱的委婉语有：同房、夫妻生活、房事、云雨之事、那种事等。在谈到性行为不检点时，英语中有free love，trial marriage，love companion，mixed singles等模糊与中性化的委婉语。汉语中则采用较严厉的贬义词抨击不检点的性行为。如男盗女娼、三者插足、寻花问柳、水性杨花等。对于妓女这一令人鄙弃的角色，西方社会给予了许多雅号，如，street walker，street girl，a woman of the town，pavement princess。谈到怀孕时，英汉两种语言均用委婉语，如英语很少直接说pregnancy(怀孕)，而说be in the family way，in an interesting condition，in a delicate condition，knitting little bootees etc.汉语则说，有喜了、要当妈妈了、身怀六甲等。 3.关于死亡的委婉语 古今中外，无论东西方，“死亡”都是一个避讳莫深的话题。人们在语言交际中尽量回避“死亡”二字而尽可能用委婉语代替。虽然英汉语中都有很多表示“死亡”的委婉语，但其中的差异具体表现在： (1)英汉表达死的委婉语在体现社会地位上大相径庭。中国经历了几千年的封建社会，封建制度对中国文化影响颇深。天子死称“崩”，诸侯死称“薨”，大夫死曰“卒”，士死曰“不禄”。西方人笃信__，认为人都是上帝创造的，故生来人人平等。英语中有一条古老的格言：Popes，Kings，beggars，and thieves alike must die.头衔和地位并不能免人一死。在死神面前，卑贱者和高贵者一律平等。 (2)由不同的宗教文化带来的表达差异。英语中die的很多委婉语来自《圣经》，如to go to a better place/world(到一个更美好的地方、世界)，to go to Heaven/Paradise(进入天国)。汉语中，入佛门的则说“迁化、圆寂、舍生”等;对信仰道教的则说“蝉脱、羽化、别驾、遁化”等。 (3)因价值观念的不同，英汉委婉语也不同。汉语中表“死亡”的委婉语还有褒贬之分，如壮烈牺牲、慷慨就义、为国捐躯等。英语国家的民族英雄常常受人敬仰，在英语里找到一些表示为国家或事业而捐躯的委婉词语，如bite the dust/the ground，fire one’s last shot，give one’s life，kiss the dust lay down one’s life。 4.有关“低微职业”的委婉语 在英汉这两种语言里，职业也是一个敏感的话题，因为它直接反映了一个人的社会和经济地位。为提高某些职业的社会地位，人们往往使用委婉语加以美化。这种现象在现代英语中俯拾皆是：把maid(女仆)或housekeeper(女管家)称为domestic help(家务助手)、day-help(白天帮工)或live-in help(住家帮手);一般服务员也升级为service manager(服务管理人员);butcher(屠夫)也改称为meat technologist(肉类技术专家);garbage collector(垃圾收集工)也称sanitation engineer(环境卫生工程师)。 现代汉语也有类似的职业委婉语，“理发师“成了“发型设计师”，理发店也随之改成了发型设计中心，“佣人”成了“家政人员”，“厨子”婉称为“大厨”、“大师傅”，用“服务员”代替“跟班、听差、跑堂”，“司机”代替“车夫”等。这些职业委婉语的使用一方面反映出人们文明程度的提高和追求高雅的心理趋势，另一方面体现出现代人的尊重意识和平等观念。 5.关于年龄上的委婉语 英语中有关老的委婉语很多，这与其文化密切相关。美国文化以个人主义为中心，讲究独立与隐私，子女成人后即与父母分居，老人生活孤单寂寞，于是老成了生活中的一大忌。因此，英语中有许多关于老的委婉语。如：senior citizen，advantage in the age，the mature，seasoned man等。 同时人们把晚年称为golden years(黄金年华)，养老院并非理想去处，也被婉称为a home for adults(成人之家)、a rest home(休养所)等。然而在中国，情况却正好相反，因为中国历来有尊老敬老的传统观念和价值观。在中国，“老”字带敬意，是资历和地位的象征。人们有时还倚老卖老，以老为荣。 如什么“老板、老大、老总、老师、老师傅”等。汉语中类似“年老”的委婉语也很多，如：古稀之年、高龄、高寿、桑榆、夕阳红等。同时，中国人还常把老字放在姓氏的前面或者后面，来称呼那些德高望重的老年人，以表尊重，如：老赵、王老。这体现了中国重视老人的价值观，而这些在英美文化中是不可思议的。可见，在不同的文化背景中，人们对同一事物的态度可能截然相反。 三、英汉委婉语构造手段的对比 由于英汉民族的语言不同，两种语言在文化、语言形式和 思维方式 等方面存在较大的差异。英汉委婉语的差别正是由于两种语言的语言特点差异所造成的，主要体现在英汉委婉语各自的词汇形态特点、语义特点和语法特点等方面。英语是一种拼音文字，通过语音及语法手段构成委婉语，或拼写形式的变异，达到委婉的目的，汉语却侧重于词汇手段。 英语委婉语的构成方式： (1)缩略(Abbreviation)：ladies代替ladies’ room，婉指女厕所。 (2)尾脱落(Apocopation)：lav代替lavatory(厕所)。 (3)首字母缩略(Initiating)：.代替body odor(狐臭)。 (4)逆生(Backforming)：ecnop 代替ponce，婉指“拉皮条的人”。 (5)音节或字母重复(Reduplication)pee-pee=piss(小便)。 (6)音节扭曲(Phonetic Distortion)Cripes=Christ(基督)、God(上帝)。 (7)混合词(Blend word)：gezunda=This object“goes under”the bed.(那东西放在床底下，即“夜壶”)。 (8)小词(Diminutive)：heinie=hind end(后端，即“臀部”)。 汉语委婉语独特的构成方式： (1)拆字法。如：张俊氏道：“胡子老官，这事你作法便了，做成了，少不得言身寸。”(“谢”拆开后即“言”、“身”、“寸”)。(《儒林外史》第32回) (2) 歇后语 法。人们在做一些消极评论时，常会借助一些歇后语来缓冲过于直白的语气，以达到委婉的目的。比如骂人时说：茶壶里的水(滚开)。 (3)换字法。例如，北方话口语中常说“扯蛋”，书面语转写时，换成“扯淡”。 (4)符号替换法。例如：“×你妈!你怎么不说话，哑巴吗?” (5)反义法。所谓反义就是指与禁忌语的意义相反。如广州人把“气死我”说成“激生我”;把“笑死我”说成“笑生我”。显然，生与死是 反义词 ，这里用“生”避开了“死”。 三、结语 笔者对英语和汉语中的委婉语从应用范畴与构造手段两方面进行了比较，试图找到两种语言中的差异和相似之处。委婉语不仅仅是修辞现象、语言学现象，更蕴含浓厚文化内涵、民族特征。在各个国家的日常交往及工作中，委婉语的运用极为广泛，它可以润滑和协调人际关系，使交际活动顺利进行。充分认识其构造手段、形式特点、发展规律将有助于我们了解英语国家的社会风俗与文化，从而增强跨文化交际的能力。 参考文献： [1]邓志昌，刘润清.语言与文化[M].北京：外语教学与研究出版社，1989. [2]束定芳，徐金元.委婉语研究：回顾与前瞻[J].外国语，1995(5). [3]王希杰.汉语修辞学[M].北京：商务印书馆，2004. [4]刘瑞琴.英汉委婉语对比与翻译[M].银川：宁夏人民出版社，2010. 关于英汉语言对比方面论文篇2 浅谈英汉词缀对比研究 【摘 要】英语和汉语是两种不同的语言，两者在构词法上有着巨大的差别。分析了这两种语言的词缀，通过前缀和后缀的词缀对比，会给英语教学以及英汉互译提供一些启发。 【关键词】词缀;前缀;后缀;对比 1 词缀的定义 词缀法是把词缀附加在词根上构造新词的 方法 (陈，1991)，也叫做派生法。总的来说，前缀起着语义功能，而后缀有语法功能。在英语中，它是一种重要的构词法，自从第二次世界大战以来，它在新的 英语单词 中占。在汉语中，由词缀法构成的词非常少，然而词缀化是汉语本身发展的自然趋势(吴，2001)。 2 英汉前缀对比 英汉前缀的不同反映在英语比汉语有更多的前缀。英语前缀是构词主要的成分，仅次于词根。整体来说，英语派生过程比汉语更复杂、更多样化。 英语前缀的分类 英语前缀大多只是改变词义而不改变词性，所以英语单词是在意义的基础上分类的，英语前缀可以分为九类，列举如下： 汉语前缀的分类 汉语的前缀表示语法意义，其首要功能是改变词性，这种功能相当于英语的后缀，这是两种语言最大的区别。汉语的前缀可以分为两类，一类只是为了构词，如“老”，老婆、老大、老虎;“阿”，阿爹、阿婆。另外一类不全是语法的性质，可能会改变词性，汉语前缀根据意义可以划分为以下类型。 汉语前缀和其相对应的英语形式： 1)否定前缀 不人道 inhuman 非正式 informal 不科学 unscientific 非导体 nonconductor 无形 invisible 无条件 unconditional 2)态度前缀 反建议 counterproposal 亲美 pro-American 反常 abnormal 伪政府 pseudo-government 反社会 anti-social 3)程度或大小前缀 超自然 supernatural 泛非 pan-African 超音速 hypersonic 次大陆 subcontinent 准学者 quasi-scholar 4)数字前缀 半封建 semi-feudal 单边 unilateral 半人半神 demigod 单晶体 monocrystal 双音节 disyllabic 多中心 polycentric 双语 bilingual 多级 multipolar 英汉前缀的对比分析 通过上面的分析，可以推测出两种语言的大多数前缀都有对应关系。总体来说，英语前缀在不改变词性的基础上，对词根起着语义功能，而汉语前缀具有语法的功能，更倾向于语义分类。 然而，在两种语言中，由相对应的前缀构成的派生词并不是一一对应的关系。也就是说，一种语言中的派生词在另一种语言中有着相同意义也可能不是派生词。例如，“不毛”在汉语中是个派生词，由前缀“不”和名次“毛”组成。在英语中相对应的词是“barren”，是个单词素的词。同样，英语中派生名词“non-smoker”是由一个前缀“non-”和一个名词“smoker”组合起来的，在汉语中是个名词词组“不吸烟的人”。 许多前缀具有多种意义，这种现象是非常普遍的，即一种语言的前缀在另一种语言中具有几种意义，反之亦然。英语前缀“a-”有三种意思：a. 强调原来的意思，如await; b. 改变词性和意思，如awash; c. 非、不， atypical。在汉语中，前缀“不”可以用英语中不同的前缀来表示，如un-， il-， ir-， a-等。 3 英汉后缀对比 与英语相比，汉语中表示人的后缀比指示状态和动作等的后缀多。两种语言的后缀都是加在词根之后。 英语后缀的四种范畴 英语后缀是对原来的词的一种修饰，它改变了词原有的词性。英语后缀有四种类型：名词后缀、形容词后缀、副词后缀和动词后缀。当词根加上这些后缀后，分别形成名词、形容词、副词和动词。 汉语后缀的分类 与英语后缀不同，汉语后缀主要构成名词。加上后缀的词根几乎限于名词、动词和形容词，尤其是名词。下文选择了若干汉语后缀和所对应的英语后缀。 1)名词后缀 ①表示代理人和职业的后缀 专家 specialist 教员 teacher 银行家 banker 打字员 typist 发明家 inventor 技术员 technician 读者 reader 讲师 lecturer 逃亡者 escapee 工程师 engineer 马克思主义者 Marxist 魔术 师 magician 助手 assistant 积极分子 activist ②表示属性、状态和学说意义的后缀 灵活性 flexibility 创造性 creativity 正确性 correctness 湿度 humidity 长度 length 唯心论 idealism 相对论 relativity 社会主义 socialism 达尔文主义 Darwinism 电子学 electronics ③表示亲昵或轻蔑意味的后缀 胖子 fatty 酒鬼 drunkard 赌棍 gamester 电影迷 filmnik 2)动词后缀 人格化 personify 简化 simplify 深化 deepen 现代化 modernize 革命化 revolutionize 3)形容词后缀 男孩子气 manly 孩子气 childish 阔气 luxurious 傲气 cocky 井然 orderly 默然 speechless 4)副词后缀 油然 spontaneously 惨然 miserably 特地 specially 继而 afterwards 率尔 rashly 英汉后缀对比分析 如上所述，汉语在构成名词方面有丰富的后缀，尤其是指示人的名词。据估计汉语表示人的后缀在词缀中达到32%，在英语中只有13%。两种语言的后缀很明显的不同在于汉语后缀大多带有些许感情色彩，尤其是轻蔑意义;而英语后缀很少带有这种贬义的感情色彩。 汉语中一定量的后缀在英语中没有相对应的后缀，因此，在英语中由自由词来表达这些后缀的意思，例如桌子(desk)、杯子(cup)、石头(stone)、尾巴(tail)、泥巴(mud)。同样，当表示女性的后缀附加于对应的动词之上，整个词就代表了女性。然而，在汉语中单个词就代表了相同的意义，比如女演员(actor-actress) and母老虎 (tiger-tigress)。 后缀中有一种有趣的现象，加上后缀的英语派生词与加上前缀的汉语派生词相对应，比如，“lawless” 和 “fearless”分别译成“非法”和“无畏”。英语中带有指小意义名词后缀在汉语中经常译成前面加“小”的名词，如小鸭(duckling)、小猫(kitten)。有时，同时使用前缀“小”和后缀“儿”，如小罐儿(cannikin)。 4 结语 总之，科技全球化给英语和汉语提供了更多的接触机会，在此过程中相互学习、相互比较。英汉词缀既有相似处也有不同点，将两者相比不仅有益于 英语学习 者深刻认识两种语言，而且有益于他们丰富英汉词汇。 【参考文献】 [1]陈治安.英汉词缀法构词比较[J].四川外语学院学报，1991(1). [2]韩汉雄.英汉词缀比较及 其它 [J].杭州师范学院学报，1994(7). [3]胡壮麟.语言学教程[M].北京：北京大学出版社，2006. [4]吴东英. 再论英语借词对现代汉语词法的影响[J].当代语言学，2001 (3). [5]萧立明.英汉比较研究与翻译[M].上海：上海外语 教育 出版社，2010. [6]张晗.英汉构词法对比[J].厦门大学外文学院，2010(3).
在前面的帖子中，我提到一句中国谚语“三个臭皮匠，赛过诸葛亮”。这个帖子发表后，网友vmax给我留言，问我这个谚语是否可以翻译成下面的句子。我回答他说，当然可以，但我不鼓励您这样做，主要原因是：您的译文，我们中国人看得懂，但外国人看不懂，他们根本不知道诸葛亮是什么人，如果您想让外国人也能看得懂，您就必须在译文的后面，额外增加一段注释，介绍一下《三国演义》，再介绍一下诸葛亮，只有这样，外国人才能真正理解这个谚语，您说麻烦不麻烦？！ Three cobblers are more clever than Mr. Zhuge Liang.(三个皮匠会比诸葛亮先生更聪明。) 其实，我们中国的许多谚语，都有对应的英语谚语，两者意思相同或者相似，完全可以互相代替，一般情况下，不需要我们自己翻译。比如“三个臭皮匠，赛过诸葛亮”这个谚语，就有一个对应的英语谚语，请看下面第一行。另外一个与《三国演义》人物有关的谚语“说曹操，曹操到”，也有对应的英语谚语，请看下面第二行。 ①Two heads are better than one.(两个脑袋比一个脑袋更好。) ②When we talk about the devil, he will appear.(当我们谈论魔鬼的时候，他将会出现。) 看到这里，有些朋友可能会问：在哪里可以找到这些对应的英语谚语呢？我曾在北京王府井的外文书店中，看到过这方面的书，书名好象叫做《汉英谚语词典》(时间长了，记不清楚了)，我们可以从这种词典中，查出大多数中国谚语的对应英语谚语。现在国内是“英语热”，英语图书(包括英语词典)多如牛毛，我想这种词典应当不难找到。 一个中国谚语，只有在词典中找不到对应的英语谚语时，我们才考虑自己翻译，不过这种情况好象并不多见。比如“周瑜打黄盖，一个愿打，一个愿挨”这个谚语，我就一直没有找到对应的英语谚语，因此我把它翻译为： One is willing to sell, and the other is willing to buy.(一个人愿意卖，另外一个人愿意买。)
只要肯出血，我给你找个，我是管理这个往届英语专业毕业生论文的
(英语系毕业论文)英文谚语的文化场景在中译文中的缺失与弥合 摘 要本文从谚语文化角度着手，分析谚语中的文化因素，以及英汉谚语中的文化差异，尝试研究在谚语的英汉翻译过程中发生文化缺失时如何弥合。最终通过意译手段实现英语谚语的可译性，从而顺利完成跨文化交际活动，实现国际间的文化交流与传播。关键词 谚语文化; 文化缺失; 意译; 翻译补偿ContentsAbstract ⅠKeywords Ⅰ摘要 Ⅱ关键词 ⅡIntroduction 1I. The Brief Introducton to Proverb 3II. Proverb Culture Factors in Proverb Different Cultures Between English and Chinese Proverb. Belief Living Conditions. 8III. English Proverb Translation in English to Chinese Translation of English Proverb National Feature Art of Language Compensation 12Conclusion 14Acknowledgements 15Bibliography 16
说话的时候总是不知道说些什么好?掌握的 句子 太少了?多背一点多记一点，让你交流无障碍!接下来我为大家整理了英语 谚语 带翻译，欢迎大家阅读!
英语谚语带翻译
1、Between two stools one falls to the ground.脚踏两头要落空。
2、Beware beginnings.慎始为上。
3、Big mouthfuls ofter choke.贪多嚼不烂。
4、Bind the sack before it be full.做事应适可而止。
5、Birds of a feather flock together.物以类聚，人以群分。
6、Birth is much, but breeding is more.出身固然重要，教养更且重要。
7、Bite off more than one can chew.贪多咽不下。
8、Bite the hand that feeds one.
恩将仇报。
9、Bitter pills may have wholesome effects.良药苦口利于病。
10、Blind men can judge no colours.不宜问道於盲。
11、Blood is thicker than water.血浓于水。
12、Bread is the staff of life.民以食为天。
13、Brevity is the soul of wit.言以简洁为贵。
14、Bring up a raven and he'll pick out your eyes.养虎贻患。
15、Burn not your house to rid it of the mouse.投鼠忌器。
16、Burnt child dreads the fire.一朝被蛇咬，十年怕井绳。
17、Business before pleasure.事业在先，享乐在后。
18、Business is business.公事公办。
19、By doing we learn.经一事，长一智。
20、By falling we learn to go safely.吃一堑，长一智。
英语谚语带翻译
1、All lay loads on a willing horse. 好马负重。
2、Health is better than wealth. 健康胜于财富。
3、Look at the bright side. 满怀信心。
4、Hear all parties. 兼听则明，偏听则暗。
5、Fast bind, fast find. 藏的好，丢不了。
6、Where there is a will, there is a way. 有志者，事竟成。
7、Stolen fruit is sweetest. 偷来的果子分外甜。
8、Waste not, want not. 俭则不匮。
9、Joy surfeited turns to sorrow. 乐极生悲。
10、All things are difficult before they are easy. 万事开头难。
11、Doing nothing is doing ill. 无所事事，必干坏事。
12、Once bitten, twice shy. 一朝被蛇咬，十年怕井绳。
13、Better lose the saddle than the horse. 宁可失鞍，不可丢马。
14、A useful trade is a mine of gold. 一技在身犹如金矿在手。
15、Still waters run deep. 流静水深，人静心深。大智若愚，大巧若拙。真人不露相。
16、Every bird likes its own nest the best. 金窝银窝，不如自家的草窝。
17、Tall trees catch much wind. 树大招风。
18、Words are but wind, but seeing is believing. 耳听为虚，眼见为实。
19、Seeing is believing. 眼见为实。
20、A man who has friends must show himself friendly. 要想交朋友，就得有诚意。
21、Knowledge is power. 知识就是力量。
22、Fine feathers make fine birds. 佛要金装，人要衣装。
23、Cheats never prosper. 靠欺，难发财。
24、Soon got, soon spent. 来得容易，去得也快。
25、No pains, no gains. 不劳无获。
26、Misfortunes comes on wings and depart on foot. 祸来如飞行，祸去似步行。
27、Fortune favors the brave. 天佑勇者。
28、Content is better than riches. 知足胜于财富。
29、A wonder lasts but nine days. 什么新奇得事也新不了几天。
30、Better to wear out than rust out. 与其锈坏，不如用坏。
31、Home is where the heart is. 哪里最欢乐，哪里就是家。
32、Every man hath his weak side. 人皆有弱点。
33、Do not try to teach your grandmother to such eggs. 不要班门弄斧。
34、Bad excuses are worse than none. 狡辩比不辩还糟。
35、Half a loaf is better than no bread. 有总比没有好。
36、East or west, home is the best. 东也好，西也好，还是家最好。
37、Experience must be bought. 要取得 经验 ，须付出代价。
38、After dinner sit a while. 饭后坐一会。
39、A penny saved is a penny earned. 省一文就是得一文。
40、A man is known by his friends. 视其友，知其人。
41、Lies have short legs. 谎言终究要败露。
42、Soon learnt, soon forgotten. 学的快，忘得快。
43、Satan always finds work for idle hands. 游手好闲不干好事。
44、Well begun is half done. 良好的开端是成功的一半。
45、You can not see the wood for the tree. 见数不见林，问题看不清。
46、Envy never enriched any man. 妒忌决不会致富。
47、It is better to do well than to say well. 与其夸夸其谈，不如埋头苦干。
48、A friend is easier lost than found. 失友容易交友难。
49、Fools build houses and wise men live in them. 愚者造房，智者租房。
50、Constant dropping wears away a stone. 水滴石穿。
51、Weak things united become strong. 一根筷子易折断，十根筷子硬如铁。
52、Say nothing, think the more. 多思寡言。
53、Sadness and gladness succeed one another. 乐极生悲，苦尽甘来。
54、Experience is the best teacher. 经验是良师。
55、Never buy a pig in the poke. 东西没看清，不要急着买。
56、Pardon all men , but never thyself. 严以待己，宽以待人。
57、God help those who help themselves. 自助者天助。
58、Second thought are best. 三思而后行。
59、Even a worm will turn. 人急造反，狗急跳墙。
60、Love is blind. 爱是盲目的。
61、First come, first served. 先到先招待。
62、A true jest is no jest. 真笑话非笑话。
63、So many countries, so many customs. 国家不一，风俗各异。
64、A burnt child dreads the fire. 一朝被蛇咬，十年怕井绳。
65、Love me little, love me long. 细水常流，淡交长久。
66、It is good fishing in troubled waters. 混水好摸鱼。
67、Everybody's business is nobody's business. 众人的事儿没人管。
68、Children and fools tell the truth. 孩子和傻子，口中无诈语。
69、Do not cut off your nose to spite your face. 勿做害人害己事。
70、Great minds think alike. 英雄所见略同。
英语谚语带翻译
1、千学不如一看，千看不如一练。
A thousand schools are better than one.
2、宁死不背理，宁贫不堕志。
It is better to die than to be backward.
3、砍柴上山，捉鸟上树。
Chop wood up the mountain, catch birds on trees.
4、山高流水长，志大精神旺。
High mountains and long rivers, great ambition.
5、人非圣贤，孰能无过。
A man is not a saint.
6、好茶不怕细品，好事不怕细论。
Good tea is not afraid of fine products, but good things are not afraid of details.
7、知足称君子，贪婪是小人。
Contentment is a gentleman, and greed is a villain.
8、万句言语吃不饱，一捧流水能解渴。
Ten thousand words can not eat enough, a handful of water can quench thirst.
9、家无主心骨，扫帚颠倒竖。
The family has no backbone, broom is upside down.
10、读书譬如饮食，从容咀嚼，其味必长;大嚼大咀，终不知味也。
Reading, for example, eating, chewing gently, it will taste long, chew big mouth, do not know the taste.
11、看人挑担不吃力，自己挑担步步歇。
It takes a lot of effort to watch people pick up their responsibilities.
12、砍柴砍小头，问路问老头。
He chopped wood and chopped his head and asked the old man.
13、金无足赤，人无完人。
No man is perfect without gold.
14、不要骑两头马，不要喝两头茶。
Do not ride two horses, do not drink two cups of tea.
15、不摸锅底手不黑，不拿油瓶手不腻。
Do not touch the bottom of the pot, not black, do not take oil bottle hands are not greasy.
16、冷，冷在风里，穷，穷在租里。
Cold, cold in the wind, poor, poor in the rent.
17、门前出起青草墩，嫡亲娘舅当外人。
Before the door came out the green grass pier, and my dear uncle became an outsider.
18、有理说实话，没理说蛮话。
It's fair to tell the truth.
19、吃尽苦中苦，方为人上人。
If you eat bitterness, you will go for others.
20、天凭日月，人凭良心。
Heaven and earth depend on conscience.
21、路不平，众人踩;事不平，大家管。
The road is uneven, people step on it; things are uneven.
22、要知父母恩，怀里抱儿孙。
We should know our parents' kindness and embrace our children and grandchildren in our arms.
23、百闻不如一见，百见不如一干。
Seeing is believing.
24、不看人亲不亲，要看理顺不顺。
If we don't look at people, we must look at them.
25、锲而舍之，朽木不折;锲而不舍，金石可镂。
If you give up, you will never lose your rotten wood.
26、只有修桥铺路，没有断桥绝路。
Only bridges are paved and bridges are broken.
27、得意时淡然，失意时泰然。
When I am proud, I am calm and frustrated.
28、井越掏，水越清;事越摆，理越明。
The more the well went out, the more Mio Kiyo put it.
29、不怕山高，就怕脚软。
Not afraid of mountains, but afraid of feet.
30、上了赌场，不认爹娘。
On the casino, do not recognize father and mother.
31、不读书的人，思想就会停止。
People who do not read will cease to think.
32、吃过的馍馍不香，嚼过的甘蔗不甜。
The steamed bun is not fragrant, and the sugarcane that is chewed is not sweet.
33、眼睛不识宝，灵芝当蓬蒿。
Eyes do not know treasure, Ganoderma lucidum when Peng Hao.
34、无理心慌，有理胆壮。
Irrational and nervous, rational and brave.
35、山里孩子不怕狼，城里孩子不怕官。
Children in the mountains are not afraid of wolves, but children in cities are not afraid of officials.
36、三百六十行，行行出状元。
The three hundred and sixty line, the row and the champion.
37、千金难买心，万金不卖道。
Thousands of gold is hard to buy, but gold is not sold.
38、宁愿折断骨头，不愿低头受辱。
I would rather break bones than humiliate my head.
39、脚正不怕鞋歪，心正不怕雷打。
The foot is not afraid of the crooked shoes, but the heart is not afraid of thunder.
40、欲穷千里目，更上一层楼。
You can enjoy a grander sight by climbing to a greater height.
41、走不完的路，知不完的理。
We can not finish the road without knowing the truth.
42、打空拳费力，说空话劳神。
It's hard to fight empty handed and empty words.
43、山高有攀头，路远有奔头。
The mountain has a head and a long road.
44、菜无心必死，人无心必亡。
Vegetables die without heart.
45、和尚不说鬼，袋里没有米。
The monk does not talk about ghosts, but there is no rice in the bag.
46、一问三不知，神仙没法治。
One asks three questions.
47、穷人求饭吃，富人胀破肚。
The poor ask for food, and the rich bulge.
48、不吃酒，脸不红;不做贼，心不惊。
No wine, no red face, no thief, no heart.
49、只给君子看门，不给小人当家。
Only for gentlemen to guard the door, not to be a villain.
50、不当家，不知柴米贵;不生子，不知父母恩。
I don't know what to do with my family. I don't know Chimiguel.
51、小人记仇，君子长志。
A villain bears his revenge, a gentleman grows his ambition.
52、好酒不怕酿，好人不怕讲。
Good wine is not afraid of brewing, but good people are not afraid to speak.
53、经一番挫折，长一番见识。
After a setback, he had a long experience.
54、香花不一定好看，会说不一定能干。
Fragrant flowers do not always look good, but they do not necessarily work well.
55、百日连阴雨，总有一朝晴。
It is sunny all the time.
56、人靠心好，树靠根牢。
A good man depends on his heart, and a tree depends on his roots.
57、有志不在年高，无志空长百岁。
Ambition is not high in years, but empty in mind.
58、不挑担子不知重，不走长路不知远。
No burden is heavy, no long road.
59、只有上不去的天，没有做不成的事。
Nothing can be done without a day.
60、力是压大的，胆是吓大的。
The force is heavy, and the bile is frighten.
61、宁可身骨苦，不叫面皮羞。
It is better to be bitter than to be ashamed.
62、举手不打无娘子，开口不骂赔礼人。
Raise your hand and do not fight.
63、老牛肉有嚼头，老人言有听头。
Old beef chews and old man speaks.
64、刀无钢刃不锋利，人无意志不坚定。
A knife without a steel blade is not sharp.
65、有理摆到事上，好钢使到刃上。
It is reasonable to put things on the right side.
66、没钱时挨饿，有钱时耀阔。
When you have no money, you will starve and you will be rich when you are rich.
67、舌头是肉长的，事实是铁打的。
The tongue is flesh, and the truth is iron.
68、文官三只手，武官四条腿。
A civil servant has four legs.
69、灯不拨不亮，理不辩不明。
The lamp must not be ignored.
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在前面的帖子中，我提到一句中国谚语“三个臭皮匠，赛过诸葛亮”。这个帖子发表后，网友vmax给我留言，问我这个谚语是否可以翻译成下面的句子。我回答他说，当然可以，但我不鼓励您这样做，主要原因是：您的译文，我们中国人看得懂，但外国人看不懂，他们根本不知道诸葛亮是什么人，如果您想让外国人也能看得懂，您就必须在译文的后面，额外增加一段注释，介绍一下《三国演义》，再介绍一下诸葛亮，只有这样，外国人才能真正理解这个谚语，您说麻烦不麻烦？！ Three cobblers are more clever than Mr. Zhuge Liang.(三个皮匠会比诸葛亮先生更聪明。) 其实，我们中国的许多谚语，都有对应的英语谚语，两者意思相同或者相似，完全可以互相代替，一般情况下，不需要我们自己翻译。比如“三个臭皮匠，赛过诸葛亮”这个谚语，就有一个对应的英语谚语，请看下面第一行。另外一个与《三国演义》人物有关的谚语“说曹操，曹操到”，也有对应的英语谚语，请看下面第二行。 ①Two heads are better than one.(两个脑袋比一个脑袋更好。) ②When we talk about the devil, he will appear.(当我们谈论魔鬼的时候，他将会出现。) 看到这里，有些朋友可能会问：在哪里可以找到这些对应的英语谚语呢？我曾在北京王府井的外文书店中，看到过这方面的书，书名好象叫做《汉英谚语词典》(时间长了，记不清楚了)，我们可以从这种词典中，查出大多数中国谚语的对应英语谚语。现在国内是“英语热”，英语图书(包括英语词典)多如牛毛，我想这种词典应当不难找到。 一个中国谚语，只有在词典中找不到对应的英语谚语时，我们才考虑自己翻译，不过这种情况好象并不多见。比如“周瑜打黄盖，一个愿打，一个愿挨”这个谚语，我就一直没有找到对应的英语谚语，因此我把它翻译为： One is willing to sell, and the other is willing to buy.(一个人愿意卖，另外一个人愿意买。)
一九二九莫伸手，三九四九冰上走朝霞不出门，晚霞行千里会插不会插，瞅你两只脚买种百斤，不如留种一斤七月秋，里里外外施到抽一季草，两季稻，草好稻好夏至后压，一担苗，一担薯会种种一丘，不会种种千丘花草田种白稻，丘丘有谷挑千处粪田，不如一处来粪秧立秋前早一天种，早一天收破粪缸，不用甩，壅田多餐饭种田不施肥，你它，它你荞不见霜不老，麦不吃风不黄要想多打粮，包谷绿豆种两样种种甘薯种种稻，产量年年高头麻见秧，二麻见糠，三麻见霜春插时，夏插刻，春争日，夏争时 谷雨前后，种瓜点豆立了秋，麦不收今冬麦盖三层被，来年枕着馒头睡麦子不怕草，就怕坷垃咬春雷响，万物长。春雨贵似油，多下农民愁。立春三场雨，遍地都米。春雨漫了垅，麦子豌豆丢了种。雨洒清明节，麦子豌豆满地结。麦怕清明连夜雨。夏雨稻命，春雨麦病。三月雨，贵似油；四月雨，好动锄。春天三场雨，秋后不缺米。清明前后一场雨，豌豆麦子中了举。有钱难买五月旱，六月连阴吃饱饭。春得一犁雨，秋收万担粮。六月下连阴，遍地出黄金。春雨满街流，收麦累死牛。黑夜下雨白天晴，打的粮食没处盛。一阵太阳一阵雨，栽下黄秧吃白米。伏里无雨，谷里无米；伏里雨多，谷里米多。三伏要把透雨下，丘丘谷子压弯桠。伏里一天一暴，坐在家里收稻。秋禾夜雨强似粪，一场夜雨一场肥。立了秋，那里下雨那里收。立秋下雨万物收，处暑下雨万物丢。处暑里的雨，谷仓里的米。处暑下雨烂谷箩。
ABSTRACT The development of people's ability totranslate figurative speech was studied, using sentences containing metaphors, dual function words, and proverbs, aspresented in classroom workbooks. One hundred twentychildren from first, third, fifth, and seventh grades wereasked to describe the meaning of each figurative word orphrase placed in context. Responses were scored on a fourpoint scale indicating the extent to which the child used aliteral or figurative translation. Significant effects betweengrade levels and figurative conditions were found, indicatingthat the ability to translate figurative speech proceeds alonga developmental hierarchy of language comprehension. Themajority of third grade children were able to translate metaphors and dual function words into figurative language successfully. The ability to translate proverbs required a levelof comprehension that does not appear in most childrenuntil seventh grade, as suggested by recent review of the psychological literature onmetaphor suggests a strong relationship betweenmetaphor comprehension and Piaget's cognitive stagesof thought development (3). Piagetian theory suggeststhat children from seven to twelve years of age developa broad range of transformational skills that allows themto operate on reality, building a repertoire of symbolsand signs (8). This display of cognitive growth representsan enormous expansion of power and abstraction in thatit frees children from the literal aspects of their percep and Piaget suggest that the capacity for poeticusage and the ability to operate on linguistic elementsmay be the last facet of language to develop (3). Theauthors' experiences in third grade classrooms, whileobserving children's understanding of figurative speechas presented in reading workbooks, revealed a wide rangeof abilities in the children's interpretation of metaphorsand proverbs at the concrete operations period of development. Some children had an immediate grasp of the multiple meanings of terms, while others, regardless of theamount of explanation given, could not override theircognitive ties to the literal suggests that the capacity to understandmetaphoric speech occurs at an age beyond the preschoollevel (5). An early study investigated the development ofchildren's ability to understand dual function words,terms that have a joint reference in language to bothphysical and psychological data (1). For example, suchwords as "cold" and "warm" denote thermal propertiesand can serve a dual function in describing psychologicalaspects of people. The authors suggested that these termsare an elementary instance of metaphorical thinking andinvestigated the order in which children's understandingof dual terms emerged. Results indicated that childrenfrom three to seven are sensitive only to the literal translation, while seven- to eight-year olds demonstrate thebeginning of the ability to use the psychological sense ofthe terms. The ability to state the dual function of theterms was clearly developed in the twelve-year-old group(for example, "hard things and hard people are bothunmanageable").Further work examined the ability of preschool children to make metaphoric links, to perceive relationshipsamong disparate phenomena (6). Children, ages three tonineteen, were asked to indicate their knowledge ofliteral meanings of word pairs and then project them ontosensory domains using metaphoric skills. In contrast toearlier findings, these results indicated that the capacityfor metaphoric association between sensory modalitiesand adjectives was evident in young recent investigation found a developmental trendtoward the comprehension of metaphors, though it concluded that not until the age of ten were children ableto demonstrate metaphoric understanding of dual function words (12).The ability to understand proverbs has been explainedby Piaget as part of the development of cognitive thinking (10). He proposed that children from nine to elevenyears of age use a simple projection of the proverb intosentences by process of immediate fusion. At this level,there is no analysis of detail in comprehending proverbs,but a general fusion of two propositions without analysisof their meanings. Piaget believed that this phenomenonprecedes the development of logical thinking, that theability to translate proverbs does not occur until theformal operations present study examined the relationship amongmetaphors, dual function words, and proverbs, specificallylooking at children's ability to translate classroom materialpresented in context. Context has been cited as an impor
去学校图书馆，找相关的论文来参考比如：万方、维普……