1.外国的谚语中国的翻译

两则关于同一条英语谚语Blood is thicker than water的译例。

其一是"清水不浓血却浓"，其二是"血浓于水"。从字面上看，上述两则译例译得固然不错，似无可厚非。

译文读起来很顺，又比较易懂，但读后似有不知所云之感。这是因为译文的形象没能准确地传达出这条谚语的喻义来。

Longman Dictionary of English Idioms(p.28)上对这条谚语的解释是 'The relationship between people of the same family is stronger than other relationships"因此，这则谚语似可以借用汉语中一句俗语"亲不亲一家人"来译更能表达出"属于同一血缘关系的一家人比别人更亲近一些"的寓意。 语言是文化的表现形式。

谚语同文学作品、诗歌一样是语言的精华。英语谚语是富于色彩的语言形式，一般具有生动形象、喻义明显、富于哲理的语言特征。

在一定程度上，英语谚语反映了英语民族的文化特点。因此，翻译英语谚语时，仅仅以语言之间词汇的同义性（等价性）为前提，寻求对等的表现是不够的。

译者须较多运用汉语的表现手段，力求能再现英语谚语的语言风格和丰富内涵。只有多注意英语谚语字面以外所特有的语言内涵色彩，才能使译文讽喻得当，宜于说理，又不失原来谚语所具有的语言形象。

某些英语谚语和汉语成语、俗语在表现形式和含义方面是一致的或基本一致的。汉译这些英语时，可惜用与其喻义相同或相近的成语或谚语及俗语直接对译。

这样不但可以比较好地保持原文的神韵和形式，又使译文易于为读者或听者接受。如： Pride comes before a fall.骄兵必败。

A miss is as good as a mile，差之毫厘，失之千里。 Two is company, but three is none。

两个和尚抬水吃，三个和尚无水吃。 Walls have ears。

隔墙有耳。 Enough is as good as a feast.知足常乐。

有些英语谚语虽然在语言习惯和文化背景方面和其相对的汉语谚语之间存在着某些差异，而且所比喻的事物并不一样，但他们的喻义却相互吻合，而且表达方式也很相似，汉译这些英语谚语时，常常需要"易其形式，存其精神"，即采用形象近似的汉语成语意译。这样可使译文既喻义明显，又含而不露，且可再现原文所具有的语言效果，容易达意。

如： Two can play the game.孤掌难鸣。 New broom sweeps clean。

新官上任三把火。 Speak of the devil, and he appears。

说曹操，曹操到。 The grass is greener on the other side of the hill.这山望着那山高。

Putting the cart before the horse。本未倒置。

有些英语谚语意在言外，语言含蓄，寓意深刻。如果仅从字面意义直译成汉语，而不领会原文的具体含义及其效果，译文势必平淡无味。

这样既不能表达意思，又有损于原文的语言形象和丰富内涵。因此，在翻译时，应在汉语中寻找那些与原文喻义相同或效果相似的成语、谚语或俗语来表达，则会使译文形象生动，准确达意。

试比较下列各译例。 People who live in glass houses should not throw stones。

如译成"住在玻璃房子里的人，不应扔石头"不如译成"己有过，勿正人''或"责人必先责己"。 In fair weather prepare for the foul.如译成"晴天要防阴天"，不如译成"有备无患"或"居安思危"或"未雨绸缪"。

Murder will out.如译成"谋杀终必败露"，不如译成"纸包不住火"。 Fools rush in where angels fear to tread.如译成"愚者敢闯天使不敢去的地方"，不如译成"初生牛犊不怕虎" One cannot make an omelet without breaking eggs。

如译成"想吃煎蛋卷，就得打鸡蛋"，不如译成工"有得必有失"。或甚至可以引申为"不破不立"。

如果所要翻译的谚语喻义清新，形象逼真，按其字面直译其意，就能表达出原文的喻义来，则可直译。这样做既能较完整地保存原文的表达方式，且又可丰富我们自己的语言文化，一举两得，请看下面的译例。

God helps those who help themselves。上帝帮助那些自己帮助自己的人。

或，自助者天助之。 Money is the root of all evil.金钱是万恶之源。

An empty sack cannot stand upright.空袋立不直。 DO as you would be done by。

以你所期望的别人待你的方式待人。 这与另一谚语： Don't do unto others what you don't want others do unto you。

"己所不欲勿施于人"很相似。 Money talks。

钱能通神。 有些英语谚语常常采用对称的修辞手段。

使用这一修辞手段的目的在于加强语势，宜于说理，读后有心悦诚眼之感。汉译这些谚语时，应适当注意保持其修辞色彩，以便体现原文的表达方式。

如： You may take a horse to the water, but you can't make it drink. 如果按字面译成，"你可以把马牵到河边去，但不能叫它饮水"至少是没有充分体现这句谚语本身所具有的强烈对比色彩。从语法分析的观点看，在这个句子里，情态动词may和can虽然都表示"可能"的，但在含义上有所不同。

这里may表示"事实上的可能性"，而can则表示"逻辑上的可能性"。并列连词but使前后两个分句意义相反，对比色彩强烈。

在这种情况下，译文也必须力求对偶整齐，前后呼应，形成对照。如将此句译作"牵马河边易，逼它饮水难"或"老牛不喝水，不能强按头"会更好些。

总之，即使像谚语这样孤立的语句，。

2.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 。

3.哪里有英语谚语的网站

外国的：第二次答你了planet.com/proverbs.htmIf you want to know your past life,look into your present condit.001.An idle youth,a needy age. ◎少壮不努力，老大徒伤悲。

002.Time flies. ◎时光易逝。 003.Time is money. ◎一寸光阴一寸金。

004.Time and tide wait for no man. ◎岁月无情；岁月易逝；岁月不待人。 005.Time tries all. ◎时间检验一切。

006.Time tries truth. ◎时间检验真理。 007.Time past cannot be called back again. ◎光阴一去不复返。

008.All time is no time when it is past. ◎光阴一去不复返。 009.No one can call back yesterday;Yesterday will not be called again. ◎昨日不复来。

010.Tomorrow comes never. ◎切莫依赖明天。 011.One today is worth two tomorrows. ◎一个今天胜似两个明天。

012.The morning sun never lasts a day. ◎好景不常；朝阳不能光照全日。 013.Christmas comes but once a year. ◎圣诞一年只一度。

014.Pleasant hours fly past. ◎快乐时光去如飞。 015.Happiness takes no account of time. ◎欢娱不惜时光逝。

016.Time tames the strongest grief. ◎时间能缓和极度的悲痛。 017.The day is short but the work is much. ◎工作多，光阴迫。

018.Never deter till tomorrow that which you can do today. ◎今日事须今日毕，切勿拖延到明天。 019.Have you somewhat to do tomorrow,do it today. ◎明天如有事，今天就去做。

020.To him that does everything in its proper time, one day is worth three. ◎事事及时做，一日胜三日。 021.To save time is to lengthen life. ◎节省时间就是延长生命。

022.Everything has its time and that time must be watched. ◎万物皆有时，时来不可失。 023.Take time when time cometh,lest time steal away. ◎时来必须要趁时，不然时去无声息。

024.When an opportunity is neglected,it never comes back to you. ◎机不可失，时不再来；机会一过，永不再来。 025.Make hay while the sun shines. ◎晒草要趁太阳好。

026.Strike while the iron is hot. ◎趁热打铁。 027.Work today,for you know not how much you may be hindered tomrrow. ◎今朝有事今朝做，明朝可能阻碍多。

028.Punctuality is the soul of business. ◎守时为立业之要素。 029.Procrastination is the thief of time. ◎因循拖延是时间的大敌；拖延就是浪费时间。

030.Every tide hath ist ebb.。

4.关于英语谚语起源与发展的文章

ARCHER TAYLORTHE ORIGINS OF THE PROVERB*关于英语谚语起源与发展的文章！THE definition of a proverb is too difficult to repay the undertaking; and should we fortunately combine in a single definition all the essential elements and give each the proper emphasis, we should not even then have a touchstone. An incommunicable quality tells us this sentence is proverbial and that one is not. Hence no definition will enable us to identify positively a sentence as proverbial. Those who do not speak a language can never recognize all its proverbs, and similarly much that is truly proverbial escapes us in Elizabethan and older English. Let us be content with recognizing that a proverb is a saying current among the folk. At least so much of a definition is indisputable, and we shall see and weigh the significance of other elements later.The origins of the proverb have been little studied. We can only rarely see a proverb actually in the making, and any beliefs we have regarding origins must justify themselves as evident or at least plausible. Proverbs are invented in several ways: some are simple apothegms and platitudes elevated to proverbial dignity, others arise from the symbolic or metaphoric use of an incident, still others imitate already existing proverbs, and some owe their existence to the condensing of a story or fable. It is convenient to distinguish as "learned" proverbs those with a long literary history. This literary history may begin in some apt Biblical or classical phrase, or it may go back to a more recent source. Such "learned" proverbs differ, however, in only this regard from other proverbs. Whatever the later history may be, the manner of ultimate invention of all proverbs, "learned" or "popular," falls under one or another of the preceding heads.It is not proper to make any distinction in the treatment of "learned" and "popular" proverbs. The same problems exist for all proverbs with the obvious limitation that, in certain cases, historical studies are greatly restricted by the accidents of preservation. We can ordinarily trace the "learned" proverb down a long line of literary tradition, from the classics or the Bible through the Middle Ages to the present, while we may not be so fortunate with every "popular" proverb. For example, Know thyself may very well have been a proverb long before it was attributed to any of the seven wise men or was inscribed on the walls of the temple of Delphic Apollo. Juvenal was nearer the truth when he said it came from Heaven: "E caelo descendit " (Sat., xi, 27). Yet so far as modern life is concerned, the phrase owes its vitality to centuries of bookish tradition. St. Jerome termed Don't look a gift horse in the mouth a common proverb, when he used it to refer to certain writings which he had regarded as free will offerings and which critics had found fault with: "Noli (ut vulgare est proverbium) equi dentes inspicere donati." We cannot hope to discover whether the modern proverb owes its vitality to St. Jerome or to the vernacular tradition on which he was drawing. St. Jerome also took The wearer best knows where the shoe wrings him from Plutarch, but we may conjecture that this proverb, too, was first current on the lips of the folk. Obviously the distinction between "learned" and "popular" is meaningless and is concerned merely with the accidents of history.PROVERBIAL APOTHEGMSOften some simple apothegm is repeated so many times that it gains proverbial currency: Live and learn; Mistakes will happen; Them as has gets; Enough is enough; No fool like an old fool; Haste makes waste; Business is business; What's done's done. Characteristic of such proverbs is the absence of metaphor. They consist merely of a bald assertion which is recognized as proverbial only because we have heard it often and because it can be applied to many different situations. It is ordinarily difficult, if not impossible, to determine the age of such proverbial truisms. The simple truths of life have been noted in every age, and it must not surprise us that one such truth has a long recorded history while another has none. It is only chance, for example, that There is a time for everything has a long history in English,--Shakespeare used it in the Comedy of Errors, ii, 2: "There's a time for all things,"--and it is even in the Bible: "To every thing there is a season, and a time to every purpose under the heaven" (Omnia tempus habent, et suis spatiis transeunt universa sub caelo, Eccles. iii, I), while Mistakes will happen or If you want a thing well done, do it yourself have, on the contrary, no history at all.The full text of this article is published in De P。