Reasearch On The English Translation And Explanation Of The Vocabulary Of The Intermediate Textbooks “Road To Success:lower Intermediate” Of Teaching Chinese As A Foreign Language Based On Functional Equivalence Theory

Teaching materials for teaching Chinese as a foreign language are a media tool for teachers to engage in teaching and students to learn,and play a very important role in teaching Chinese.The English annotation part of the textbook is particularly important,as accurate English annotation of new words is conducive to learners’ understanding of the meaning and basic usage of words.Based on the four equivalence principles of functional equivalence theory,this study analyzes whether different annotation methods comply with the principle of equivalence,analyzes the reasons,and finally puts forward reasonable suggestions for the preparation of teaching materials.The first chapter of this thesis is introduction,which discusses the research background and significance,research objects,research methods,overview of functional equivalence theory and literature review.The literature review mainly focuses on the research on English annotation of new words in Chinese as a foreign language textbooks,the theory of functional equivalence and its application status,and the application of functional equivalence theory in teaching materials as a foreign language.The second chapter analyzes the overview of new words in "Road to Success:Lower Intermediate",starting from the three aspects of quantity,level and annotation method,and roughly divides the new word annotation method into three ways: explaining semantics,explaining grammar functions,and transliteration.Chapter three analyzes the three English annotation methods of new words based on functional equivalence theory: "explaining semantics,explaining grammatical functions,and transliteration".Each annotation method is refined into three situations according to the form: word explanation,phrase explanation,and sentence explanation,and then the discussion is carried out.Chapter four summarizes and analyzes the compliance with the principle of functional equivalence and the non-compliance with the principle of functional equivalence in the English annotations of the "Road to Success:Lower Intermediate".This thesis finds that the main reasons why English annotations of new words conform to the principle of functional equivalence are: the Chinese words to be annotated and the English words used in annotations are both object nouns with a single meaning,and the annotations combine context,and pay attention to the part-of-speech annotation when annotating.The main reasons for not conforming to the principle of functional equivalence are: the unequal relationship between Chinese and English word meanings,the different backgrounds of Chinese-English language,and the negligence of the compilers of teaching materials.Chapter five puts forward reasonable suggestions for the preparation of textbooks from four aspects: explaining semantics,explaining grammatical functions,annotating cultural words,and compiling textbooks.The suggestions for interpreting semantics include paying attention to the semantic correspondence between English notes and interpreted words,avoiding direct translation of Chinese synonyms or synonyms into the same words,adding qualifiers and paraphrases,increasing the color meaning of interpretive words,paying attention to the part of speech of Chinese words and paying attention to the voice of words,and finally suggestions for cultural word annotation and improper editing of teaching materials,strengthening the cultural penetration of Chinese words,increasing non-verbal annotation methods,and reducing the "hard injury" of teaching materials.