Exploring Translation in International Chinese Teaching Materials from the Perspective of Functional Translation Theory: A Case Study of HSK Standard Course 4 (Volume 1)
DOI:
https://doi.org/10.61173/peska006Keywords:
Functional translation theory, International Chinese teaching materials, Translation strategies, Cultur-al communication, HSK Standard Course translationAbstract
With the acceleration of globalization, China's global status and discourse power continue to rise, leading to a growing number of Chinese language learners worldwide. As a widely used and influential learning resource, the HSK Standard Course serves as a crucial tool for Chinese language learners, and the quality of its translations directly impacts their learning outcomes. This study adopts the perspective of functional translation theory, taking HSK Standard Course 4 (Volume 1) as a case study, to explore translation strategies in international Chinese education materials. Through qualitative analysis of the textbook's content—including dialogues, vocabulary, and grammar explanations—this research examines whether its translations fulfill intended communicative purposes and meet learners' needs, thereby achieving the pedagogical function of the text. Additionally, the study identifies shortcomings in the current translations and proposes improvements to enhance Chinese learners' comprehension and translation abilities.
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