1.有关英语谚语翻译的论文或资料

Let me try, but I need time.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 Piaget.A 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 percep­tions.Inhelder 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 interpretation.Research 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 children.A 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 period.The present study examined the relationship amongmetaphors, dual function words, and proverbs, specificallylooking at 。

2.有关英语谚语翻译的论文或资料

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 Piaget.A 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 percep­tions.Inhelder 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 interpretation.Research 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 children.A 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 period.The present study examined the relationship amongmetaphors, dual function words, and proverbs, specificallylooking at children's ability to translate cl。

3.帮我找篇论文《汉英谚语比较及翻译》,谢谢

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 integrity.My 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 thesis.Likewise, 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 study.Last 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 cherished.ConTENTS Abstract (English version) Abstract (Chinese version) Chapter 1 Introduction……………………………………………………………1 Chapter 2 A Comparative Study of Chinese and English Proverbs……………52.1 Similarities…………………………………………………………52.1.1 Similar Origin………………………………………52.1.2 Similar Features…………………………………………122.1.3 Similar Practical Values……………………………202.2 Differences………………………………………………………232.2.1 Different Numbers……………………………………232.2.2 Different Images and Meanings…………………………242.2.3 Different Cultural Tint…………………………………272.3 The Correspondence between Chinese and English Proverbs…372.3.1 Correspondence………………………………………372.3.2 Approximate Correspondence………………………382.3.3 Non-correspondence……………………………………40 Chapter 3 Translation Principles and Approaches…………………………433.1.Rationale for Translation Approaches………………………433.2 Translation Approaches……………………………………………453.2.1 Synonymous Replacement …………………………………463.2.2 Literal Translation…………………………………473.2.3 Liberal Translation……………………………………493.2.4 Compensation Approaches……………………………513.3 Some Points Worth Enough Attention in Translation………53 Chapter 4 Conclusion………………………………………………………………60 Notes…………………………………………………………………………………62 Bibliography………………………………………………………………………64 Chapter One Introduction What 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 expression.1 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.2 From 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 remember.There 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。

4.英语习语翻译的毕业论文

谈英语习语的翻译[摘 要] 习语是民族语言文化的结晶，在英语语言中占重要地位。

习语的翻译是英语翻译的一个重点。本文在分析英语习语特性的基础上，总结归纳了英语习语翻译的方法。

[关键词] 英语习语；文化差异；翻译方法 习语结构稳定、言简意赅、生动形象，是人们在劳动和认识世界的过程中的思想结晶，它们主要来源于生活。另外，它还来源于神话故事和历史典故。

它们同文学作品、诗歌一样是语言的精华，承载着不同民族的文化特色和文化信息，与文化、传统紧密相连，不可分割。翻译作为语际交流的手段，不仅仅是语言符号的转换过程，而且也是一种文化移植的过程，因为语言是文化的载体，文化是语言赖以生存的土壤，二者密不可分。

本文现从文化信息传递的角度，就英语习语的翻译进行了探讨。一、英语习语的特性李福宁说：“一个英语习语是一种语言的一个要素，这种语言在其时代的基础上拥有一种独一无二的表达方式。”

所有历史悠久的语言都包含着许多丰富的习语。一方面，英语习语是一种艺术，它主要反映英语国家的文化特征，所以思想和内容必须是可译性习语的先决条件；另一方面，在语法上习语的结构是固定的，且作为一种规则，任何一种习惯用法中的任何元素都是不能改变的。

例如：在句子“A stitch in time saves nine”中，“A”不能被“one”所代替。“To be at liberty”不能改变成“To be at freedom”。

随着中西方交流的日益频繁，中西方文化背景间的差异大量减少，这为英语习语的翻译提供了新的机遇。二、英语习语的翻译方法（一）直译法所谓直译法是指在不违背译文的语言规范和不引起错误的联想的条件下，在译文中保留英语习语的比喻、形象和民族、地方特色的方法。

随着国际间的交往日益频繁，一些具有民族特色的东西越来越多地被其他民族所理解和接受，英汉语的文化差异正在缩小，民族特色正在逐步融合，这使得习语的直译成为可能。用这种方法翻译习语把西方习语移植到汉语中来，可以很容易地翻译原文。

例1: Hewentwith the stream, forhe lacked confidence inmaking his own decisions·（A·他随波逐流，因为他对自己做的决定缺乏信心。B·他跟着别人做，因为他对自己做出的决定缺乏信心。）

显然， A比B更忠实原句，因为英语习语“gowith thestream”，翻译成汉语“学别人的样做事”意思一样。如果我们选择B，“学别人的样做事”无法准确表达原来意思。

相反B会使中国读者产生歧义。例2: She refused several offers ofmarriage, and then, atthe age of forty, found herself left on the self·（她拒绝了多次求婚，到了40岁，发现自己被“束之高阁”。）

这里“on the self”被翻译成“束之高阁”。这种译法不仅忠实表达原句的意思，而且还展现出说话人有点自卑的心理。

例3: He who follows two hares is sure to catch nei-ther———Benjamin Franklin·（追逐两只兔，两头都落空。）这种译法成功再现了原始谚语的形式和所描绘的情景，同时还给读者一种原汁原味的感觉。

如果翻译成“同时干两事，全都干不好”，虽然通顺，但由于失去话语原来的特征而显得不够忠实原文，不够生动。（二）意译法语言毕竟是交流的工具，因此译者的首要任务是让读者理解原文隐含的意义。

在翻译时如果不可能或没有必要保留英语习语的表达形式，且汉语中也找不到合适的同义习语来套用，就得使用意译法结合上下文把习语的含义表达出来，也就是在翻译时使用另外一个中国读者能接受的类似的习语来翻译。意译法的特点是简洁易懂，不足之处是失去了原文的风格特色，也可以说意译法是一种不得已而采取的方法。

由于英汉两种语言差别很大，在实际翻译中此方法使用得很广泛，尤其是翻译民族色彩浓厚的习语时。例4: She can tdo itwell because she is a green hand·（A·她做不好这件事，因为她是新手。

B·她做不好这件事，因为她是绿色的手。）这里A显然更加合适。

在这个英语习语中“greenhand”代表“无经验的人”，所以这个习语应该被翻译成“新手、生手”。许多读者第一眼看这译文的时候会觉得很茫然，可仔细想想就会觉得这样翻译很有道理。

译文B看起来翻译比较呆板，虽然做到了忠实原文，但事实上它不仅没有把这个习语的灵魂翻译出来，而且产生了不切实际的汉语表达方式，让读者觉得乏味。（下接60页）（上接158页）（三）直译意译兼用法直译法有时候会减少译文的可读性，同时也会导致阅读的厌倦和文化传递的失效。

意译法经常会改变英语习语的原汁原味。为了使习语的翻译通俗易懂却又不失其原有风格，在翻译过程中可以采取直译意译二者兼用的方法。

例5: Make hay while the sun shines·（趁着晴天晒干草，莫失良机。）“趁着晴天晒干草”，属于直译法，它在成功地表达出内容的同时，也保持了谚语原来的风格。

然而读者可能无法理解其含义，因而“莫失良机”这种意译法被附加上。这两种译法的联合增加了可读性也保留了谚语的原始韵味。

例6: Every family is said to have at least one skeleton inthe cupboard·（俗话说：衣柜里藏骷髅，家丑家家有。）To lifta rock only to have his own 。

5.英汉谚语的文化差异及其翻译 论文的开题报告怎么写呢

怎么写开题报告呢？

首先要把在准备工作当中搜集的资料整理出来，包括课题名称、课题内容、课题的理论依据、参加人员、组织安排和分工、大概需要的时间、经费的估算等等。

第一是标题的拟定。课题在准备工作中已经确立了，所以开题报告的标题是不成问题的，把你研究的课题直接写上就行了。比如我曾指导过一组同学对伦教的文化诸如“伦教糕”、伦教木工机械、伦教文物等进行研究，拟定的标题就是“伦教文化研究”。

第二就是内容的撰写。开题报告的主要内容包括以下几个部分：

一、课题研究的背景。 所谓课题背景，主要指的是为什么要对这个课题进行研究，所以有的课题干脆把这一部分称为“问题的提出”，意思就是说为什么要提出这个问题，或者说提出这个课题。比如我曾指导的一个课题“伦教文化研究”，背景说明部分里就是说在改革开放的浪潮中，伦教作为珠江三角洲一角，在经济迅速发展的同时，她的文化发展怎么样，有哪些成就，对居民有什么影响，有哪些还要改进的。当然背景所叙述的内容还有很多，既可以是社会背景，也可以是自然背景。关键在于我们所确定的课题是什么。

二、课题研究的内容。课题研究的内容，顾名思义，就是我们的课题要研究的是什么。比如我校黄姝老师的指导的课题“佛山新八景”，课题研究的内容就是：“以佛山新八景为重点，考察佛山历史文化沉淀的昨天、今天、明天，结合佛山经济发展的趋势，拟定开发具有新佛山、新八景、新气象的文化旅游的可行性报告及开发方案。”

三、课题研究的目的和意义。

课题研究的目的，应该叙述自己在这次研究中想要达到的境地或想要得到的结果。比如我校叶少珍老师指导的“重走长征路”研究课题，在其研究目标一栏中就是这样叙述的：

1、通过再现长征历程，追忆红军战士的丰功伟绩，对长征概况、长征途中遇到了哪些艰难险阻、什么是长征精神，有更深刻的了解和感悟。

2、通过小组同学间的分工合作、交流、展示、解说，培养合作参与精神和自我展示能力。

3、通过本次活动，使同学的信息技术得到提高，进一步提高信息素养。

四、课题研究的方法。

在“课题研究的方法”这一部分，应该提出本课题组关于解决本课题问题的门路或者说程序等。一般来说，研究性学习的课题研究方法有：实地调查考察法（通过组织学生到所研究的处所实地调查，从而得出结论的方法）、问卷调查法（根据本课题的情况和自己要了解的内容设置一些问题，以问卷的形式向相关人员调查的方法）、人物采访法（直接向有关人员采访，以掌握第一手材料的方法）、文献法（通过查阅各类资料、图表等，分析、比较得出结论）等等。在课题研究中，应该根据自己课题的实际情况提出相关的课题研究方法，不一定面面俱到，只要实用就行。

五、课题研究的步骤。

课题研究的步骤，当然就是说本课题准备通过哪几步程序来达到研究的目的。所以在这一部分里应该着重思考的问题就是自己的课题大概准备分几步来完成。一般来说课题研究的基本步骤不外乎是以下几个方面：准备阶段、查阅资料阶段、实地考察阶段、问卷调查阶段、采访阶段、资料的分析整理阶段、对本课题的总结与反思阶段等。

六、课题参与人员及组织分工。

这属于对本课题研究的管理范畴，但也不可忽视。因为管理不到位，学生不能明确自己的职责，有时就会偷懒或者互相推诿，有时就会做重复劳动。因此课题参与人员的组织分工是不可少的。最好是把所有的参与研究的学生分成几个小组，每个小组通过民主选举的方式推选出小组长，由小组长负责本小组的任务分派和落实。然后根据本课题的情况，把相关的研究任务分割成几大部分，一个小组负责一个部分。最后由小组长组织人员汇总和整理。

七、课题的经费估算。

一个课题要开展，必然需要一些经费来启动，所以最后还应该大概地估算一下本课题所需要 的资金是多少，比如搜集资料需要多少钱，实地调查的外出经费，问卷调查的印刷和分发的费用，课题组所要占用的场地费，有些课题还需要购买一些相关的材料，结题报告等资料的印刷费等等。所谓“大军未动，粮草先行”，没有足够的资金作后盾，课题研究势必举步维艰，捉襟见肘，甚至于半途而废。因此，课题的经费也必须在开题之初就估算好，未雨绸缪，才能真正把本课题的研究做到最好。

6.寻找一篇英文的谚语论文

1.One finger cannot lift a small stone.

团结就是力量。

2.When an ant says'Ocean', he's talking about a small pool.

井底之蛙。

3.It is less of problem to be poor than to be dishonest .

人穷志不短.

4.Becareful of the the person who does not talk,and the dog that does not bark.

会叫的狗不咬人/明枪易挡，暗箭难馈？

5.You can't wake a person who is pretending to be asleep.

装睡的人叫不醒。（天要下雨， 娘要嫁人， 随他去吧.）

6.Tell me and I'll forget. Show me and I may not remember. Let me try, and I'll understand.

纸上得来终觉浅，绝知此事要躬行。/百闻不如一见. /实践出真知

7.Don't let yesterday use up too much of today.

今日事，今日毕。

7.英语专业习语翻译论文

语言研究从文化差异角度看英汉习语的翻译高晓娜华东理工大学上海200237摘要：英汉习语的翻译可以从文化差异角度进行研究，英汉习语文化差异的主要根源在于文化。

中英两国园地理环境不同、风俗习惯不同、历史背景不同形成文化差异。英汉习语在其表达形式和内容上有很大的差异。

只有在了解和掌握两个民族各不相同的文化渊源的基础上，才能顺利进行习语的翻译。关键词：英汉习语文化差异翻译策略【中图分类号】H159【文献标识码】A【文章编号】1002-2139{2009)-16-0065-02一、英汉习语中所体现的文化差异1、自然地理环境差异由于地域条件的差异，导致英汉两个民族对“东风”和“西风”的理解完全不同。

在汉语中“东风”既是暖风，象征“春天”、“温暖”。它吹绿了中华大地，万物复苏，古诗中有“春城无处不飞花，寒食东风卸柳斜”（韩愈）。

而英语中，。东风”与“西风”的象征意义与汉语恰恰相反。

西风从大西洋吹来。吹绿了英伦诸岛。

而东风从欧洲大陆吹来。正如中国的西风。

如“ andingbluenosedintllesnow“AnEnglishman's home is his castle.”（英国人的家是独立王国）即 为一例。从传统上讲.中国人的隐私观念不强.与个体主义相对而 言，中国人比较崇尚集体主义（或称人伦本位1价值观，它是中国文 化的主线。

受其影响，汉语习语中有着极其浓厚的人伦本位色彩， 它体现为倡导人与人之间的互助友爱和团结合作关系。例如：习语 “一个篱笆三个桩，一个好汉三个帮”、“众人拾柴火焰高”、。

独木不 成林，单丝难成缕”。人伦本位还体现在亲情和友情上的密切关系， 人们比较注重对浓浓亲情和友情的回报.强调彼此之间的情义和 义务，“一日为师，终生为父”、“谁言寸草心，报得三春晖”、“士为 知己者死”：人伦本位也体现在个人与集体之间的关系，如：“先天 下之忧而忧，后天下之乐而乐”等崇高的集体主义思想。

二、习语的翻译方法 1、直译法 many winter days east have I辩en and wind.(Charles Dick. ens)。”（在许多的冬13我都看见他，鼻子冻得发紫，站在飞雪和东风 之中）。

2、宗教信仰的差异 英汉习语也反映出中西方宗教信仰方面的差异。 由习语“借花 献佛”、“闲时不烧香，临时抱佛脚”、“跑得了和尚跑不了庙”等等， 我们可以看出佛教在中国的影响力已经根深蒂固。

而在西方许多 国家.特别是在英美，长期以来深受基督教文化的影响。大量的英 语习语都与《圣经》或与基督教有关。

例如：“硇old as 所谓直译法是指原习语的表现形式和意义原则上不做任何调 整的一种翻译方法。 例如：（1）Fish in troubled water.译为“趁混水摸鱼”； （2）a bolt from the blue译为“晴天霹雳”； （3）to break the record译为“打破记录”； Adam”直译是 “与亚当一样老”，因为亚当是最早的人类；“God help helps those who themselves”（天助自助者），意为上帝帮助自助的人等等。

3、生活习俗的差异 但是这样做往往会带来损害习语的修辞性特点的负面影响， 甚至影响到翻译的正确和表达。如美国著名作家Pead S.Buek（塞珍 珠）在翻译汉语古典名著《水浒传》中就犯过这种错误。

她坚持采用 直译的原则来翻译该部作品，所以她在翻译“你不在家时，谁敢来 放个屁？”译作：“When near 英汉两种语言中的习语有它们各自的民族风俗、习惯的特点， 比如在对一些动物的态度上.狗在中国文化背景下是一种卑微的 动物，常被赋予贬义。 如“狐朋狗友”、“狗急跳墙”等等，而在西方英 语国家，狗被认为是人类最忠诚的朋友，受到人们的普遍喜爱。

英 语中有关狗的习语绝大部分都没有贬义。如You are a you were not at home,who dared to come and pass his wind？”这里。

pass one'8 wind”是指一种生理现象。 youwere lucky dog. 这与原著的意思悬殊很大。

J.H.Jackson将其译作：。when not at （你是一个幸运儿），Every dog has his day（凡人皆有得意13）等等。

4.历史文化背景的差异 英汉两种语言都历史悠久。含有大量由历史典故形成的习语， 这些习语结构简单。

意义深远，往往是不能单从字面意义去理解和 翻译的。如“东施效颦”、“名落孙山”、“叶公好龙”等一系列四字成 语，还有一些俗语.如“不到长城非好汉”、“三个臭皮匠，顶个诸葛 亮”等等。

英语典故习语多来自《圣经》和希腊罗马神话。如 “Achilles'heel”（唯一致命弱点）、“mee tone'8 home.who dared to come and insult me？”虽然语言的外壳变 了。

但思想内容与原文保持一致，比PeaJl的译文要妥当。 2、套译法 鉴于习语的特殊性。

我们在翻译时要照顾到西域习语的突出 特点：其民族、地域的差异性和习语的独特的修辞性，特别是要保 持习语的修辞性的特点。鉴于这点，我们最好采用归化翻译法，即 用目的语里的同义习语去套译出发语中的习语。

waterloo”遭遇残败（拿 例如：（1）T扯of 操到。 （2）Beauty (3)Rome 3、意译法 is in the devil,and he is Sure to appear.说曹操，曹 破仑在滑铁卢的惨败.类似于中国历史上三国时期的关羽败走麦 城）、Penelope's web（永远完不成的工作）、a Pandora'8 box（潘多拉之 盒即。

8.英语习语翻译特点 论文资料 急

看这篇对你有没有帮助。

内容没有显示完，你自己在百度文库里面去搜索“英语习语的翻译技巧”英语习语的翻译技巧初探【摘 要】习语通常包括成语、俗语、格言、歇后语、谚语、俚语、行话等。其表现形式音节优美，音律协调，或含蓄幽默，或严肃典雅，言简意赅，形象生动，妙趣横生，给人一种美的享受。

习语是语言的精华，它带有浓厚的民族色彩和鲜明的文化内涵。因此对英语读者和汉语读者来说，做到彻底精确地理解蕴含深刻文化内涵的习语的翻译是相对比较困难的。

本文首先从修辞手法方面分析了英汉习语的相似性，然后分别从生存环境、对事物的认知、历史典故、宗教信仰等四个不同方面来比较和分析英汉习语存在的巨大差异，接着概括了英汉习语互译中存在的典型问题，，最后，本文侧重探索了英汉习语互译的最佳方法，包括直译加解释、直译加联想、意译改造法、采用汉语对联的形式，形象意义兼顾法等五种手段。整篇论文的意义在于最大限度地传递习语中的文化信息，对语言学习具有重大指导意义。

【关键字】习语；对比；翻译 [Abstract] Idioms usually include idioms,Saying, motto, Two-part Allegorical Saying, proverbs, slang, jargon, etc.. Syllable beautiful forms of expression, temperament coordination, or implicitly humorous, serious or elegant, concise, vivid, fun and the enjoyment of giving the impression that the United States. Idioms are the essence of language, with a strong national colors and distinctive cultural connotations. So readers of English and Chinese readers, to be completely accurate understanding contains profound cultural connotation of Idioms translation is relatively difficult. This paper first rhetoric from the ways of the similarity of English Idioms, and then from the living environment, awareness of things, historical allusions, four different aspects of religious belief, and analysis to compare the English and Chinese Idioms the huge disparities , and then summarizes the translation in English and Chinese Idioms the typical problems, and finally, we focus on exploring the translation of English and Chinese Idioms the best way, including literal explanation, literal and Lenovo, the translation of law, a Chinese couplet in the form of balance of the image of significance, such as the five means. Whole thesis is that the significance of the maximum transmission of cultural information idioms, language learning is of great significance. [Keywords] Idioms; Contrast translation1.Introduction 成语的本质是一种语言，这都是哲学和永恒的。据牛津优势学习者英汉词典，一个成语是"一个短语或句子的含义不明确的含义的话和个人必须学会作为一个整体单位" 。

"在广泛的意义上说，习语可包括：确定短语，谚语，俗语；警句；俚语表达；俗语；报价；两部分歇后语，其中的第一部分，总是说，是描述性的，而第二部分，有时未说明的，携带的信息（主要是在中国） 。而在中国，被称为习语作为'熟语' ，其中包括：短语，成语（通常是4个字组成的） ，俗语，谚语，格言，箴言，名言（报价或记录话语） ，警句，隽语，俚语，粗话，行话，歇后语（包括双关语） ，习语等" [ 1 ]然而，该论文将讨论英语和汉语成语在一个狭窄的意义上说，只有建立短语和谚语将讨论之中。

英语习语和汉语成语是宝石的两种语言，以及结晶两个民族的文化。大多数成语是生动的形象是比较适当用于其它事情，因此，它们通常包含独特的国家和地方的颜色。

有些成语有相当明确的含义，有的含蓄，深刻的，可能会导致大量的协会，而另一些可能包括若干含义，这取决于确定其真正的迹象。 英语和汉语成语是重要的修辞手段，语言，以及组装表现各种不同的修辞手段本身。

许多成语有对称的形式，优美，和谐的音节节奏。所有这些特点产生的特殊困难的翻译：这是更难了解和更具挑战性的文化传达的信息清楚，准确地以外的共同语言，但是，为了保持翻译的忠实，这些特点应当保留。

不仅成语似乎主要是在文学作品，而且在政治和科学论断。素质的习语翻译直接影响到整个翻译。

因此，有必要研究习语及其翻译方法严重。 2 。

之间的相似性英语和汉语成语中的修辞手段 虽然总是有一些"文化距离"的中文和英文，有很多重叠，也和它表明在许多方面。但是，联络点的论文将在于分析英语和汉语成语相似的观点修辞手段。

英语和汉语成语通常通过修辞手段，如韵，韵，重复，和对立等，目的是丰富韵和节奏。 2.1韵 "韵是发生在同一封信中或声音开始时的两个或两个以上的字继承" [ 2 ] ，它的声音不断，易于阅读和记忆。

英语和汉语成语充分优势的手段，使他们可以通过代代相传。让我们来看看一些例子。

在中国有"恍恍惚惚，红红火火，乒乒乓乓"等英文也有"凉爽的小黄瓜" （泰然自若） ， "忙碌蜜蜂" （忙个不停） ， "针锋相对" （以牙还牙） ， "厚的小偷" （非常亲密，要好） ， "唱歌的六便士" ， " '的重要组成部分（主要部分） ， '可能和主要' （竭尽全力。

9.关于 英汉谚语的对比分析及翻译原则 的资料 谢谢

tell me and I'll forget. SShow me ,and I may not remember. Let me try, and I'll understand.

实践出真知.

7:Don't let yesterday use up too much of today.

今日事，今日毕.

8:He who would do great things should not attempt them all alone

一个好汉三个帮.

10.如何选择一篇英语专业翻译方向的论文题目,是否能提供一些例子

论文选题参考方向 1. 谈英语谚语的翻译 2. 谈英语幽默的翻译 3. 英语汉译技巧初探 4. 地方名胜古迹汉译英 5. 翻译中常见错误分析 6. 中英思维方式的差异对翻译的影响 7. 会话含义的推导与翻译 8. 词汇的文化内涵与翻译 9. 语境在翻译中的作用 10.翻译技巧探索 11.商标词翻译 12.广告语言的翻译 13.论英汉互译中的语义等值问题 14.英汉文化差异对翻译的影响 15.英汉谚语的理解和翻译 16.浅谈颜色词在英语中的翻译 17.中西文化差异与翻译障碍 18.英语比喻性词语中文化内涵及翻译 19.英语意义否定表现法及其汉译 20.浅谈新闻标题的翻译 也可以自己根据查阅的资料确定题目。