浅析国际金融英语词汇特征及其翻译技巧 1.docx
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浅析国际金融英语词汇特征及其翻译技巧 1.docx
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浅析国际金融英语词汇特征及其翻译技巧1
OntheinternationalfinancialEnglishvocabularycharacteristicsandtranslationskills
WangZhibo
(ForeignLanguages?
?
InstituteofChongqingUniversity,Chongqing400030)
Abstract:
TheinternationalfinancialEnglishasanEnglishforSpecificPurposes,English
Combinedwiththefinancialindustryandfinance.AndfinancialvocabularyFeaturesutterly.Inthispaper,
TranslationskillstoexploreaspectsofthefinancialcharacteristicsoftheEnglishvocabularybuckle.
Keywords:
internationalfinancialEnglishvocabularycharacteristicstranslationskills
I.Introduction
InternationalfinancialEnglishvocabularybasicallybedividedintotwocategories:
financialtermsand
ButterTermspass.Thefinancialterminologyreferstotheinternationalfinancialprofessionalspecial
Pointvocabulary,mostofthemcanbefoundinprofessionalfinancialEnglishDictionary.
Whenthecommonwordsusedininternationalfinancialcontextintheformwiththephrase.
Useinthegeneralcontextdonothavesignificance.Sincethe
Differentareas.Professionalterminologyandvocabularyshowingdifferentcharacteristics.
ThispaperattemptstofinancialEnglishvocabularylevel.FinancialEnglishtranslation
Discussed.
Learningrationalizeenter.Ortargetlanguagelearnersincontactwithnatureenvironment
Foreignlanguageproficiencyisreachedanotherpeak.
2.Causesofinterlanguagefossilization
2.1LanguageTransfer
Languagetransferinsecondlanguagelearning.ThelearnersSincenotfullygrasp
Thegrammaticalrulesofthetargetlanguage.Consciousorunconscioususeofthemothertongueofrulestodealwith
Suchaphenomenonofthetargetlanguageinformation.Whenthemothertongueofsomecharacteristicswiththetargetlanguageissimilarto
Orexactlythesame,oftenpositivemigration;whilesomeofthecharacteristicsofthenativelanguageandthetargetlanguage
Arenotthesame.Learnersoftenwithsomeoftherulesofthemothertongueasatemporarytransitionmeans.
Butsomeofthemtendtobelong-termuse,theformationofpetrochemical.Canbeseen.Learner'smothertongue
ToprovideaveryrichonthetargetlanguageiShu.Weonlythroughalotof
Targetlanguageinput,inordertoreducethedegreeofinterferenceofthemothertongue.Createacognitivesystemofthetargetlanguage.
2.2Trainingtransfer
Thetransferoftrainingreferstotheuseofforeignlanguageteachersisnotauthenticorinappropriatelanguage
AndProfessor.Somelanguagefeaturesandsyntaxrulesofthetargetlanguagelearners
Isnotproperlyunderstood.Thesemisconceptionslearnersproducedintheinitialphase
Sections,namelythelanguagehabitsoftheperiod.Therefore,oftendeep-rooted.
2.3LearningStrategies
Thelearningstrategiespetrochemicalisthemostcommonkindofphenomenon.Isabouttoend
Simplifythelanguage.ThesimplifiedMingkunisreflectedinthesyntax.Theintermediarypetrochemicallanguagefirstappeared
Inthevoiceandthegrammaticalstructureofthesentence.Thisisthevoiceandgrammarlearningshouldberunthrough
Inforeignlanguagelearninghasalwaysbeenthereason.OntheotherhandalsoshowsthattheCommunicativeApproach
Inadequacies.Ifthelearnertofocusonlyonfluencywhileignoringaccuracy.Somewrong
MistakewillPetrochemical.IfonlythepursuitofCommunicativeCompetenceandignorethelanguageskills
Theincreasewillresultinthelearnerlanguageskillspetrochemical.
2.4CommunicationStrategies
TheCoulterandSelinkerfoundlearnershaveacertainlanguageproficiency
Aftertendtouseavoidancesimplifiedcommunicativestrategiestoovercomecommunicationdifficulties
Inordertoachievethepurposeofcommunication.Asthecommunicativepurposehasbeenachieved,thelearnerorcompletelystoplearning
Learning.Eithernolongerasinthebeginning,thattheyfocusontheimprovementoflanguageskills.Resultingpetrochemicals.
2.5communicativefeedback
TheVigiland0llerthat:
speaker(orlearners)andobedient(mainly
Bettergraspofthetargetlanguage)betweenthetwokindsofinformationexchange:
oneisemotional
(Tripodctive)information,andotherinformationofcognition(coprinteditive).
Theformersuperformofthelanguage.Thelatterpacket,suchasfacialexpression,gestures,etc.toachieve;
Includingfacts,conjectureandbeliefs.Twotypesofinformationexchangeseachofthreeconditions,thatiscertain,
Neutralandnegative.Sothattheprocessofcommunication,thereisaninecombinations.Whichcertainly
Emotionalresponseandcertainlycognitivefeedbackwillencouragelearnerstocontinueusingthesame
Formoflanguageorexpression,soeasilyleadtotheproductionofpetrochemical.
3.Strategiestosolveinterlanguagefossilization
The3.1teachersshouldadjustteachingstrategiesinatimelymanner
Thelearningabilityofforeignlanguagelearnersintherapidincrease,toentertheso-called
Theplateau(pIateau),(thetheTDEwoodWiliiam,1984)isselinkerthe
Saidthestabilizationperiod(Stabilization).Atthisstagestudentsofforeignlanguages?
?
hastendedtostabilize
Given,accordingtoSelinkerargument.Thisphenomenonoccursafterfiveyearsofcontinuouslanguage
Petrochemical.Therefore,beforethestabilizationperiodandthecontinuousphase,teachersshouldactivelyadjustitsstrategy,
126
Arousethestudents'interestinlearning.Developtheircross-culturalawareness.Minimizethemothertongue
Interference.Intheinitialphaseofthestudy.Learnerspronunciationisnotveryeasytoform
Goodhabits,teachersshouldbepromptlyfound,andactivelyguide.Otherwise,thefuturewillbedifficulttochange.
3.2teacherstoguidetheacquisitionconvertCommunicationStrategies
Asmentionedearlier,successfulcommunication.ReduceorevenmakeLearners'motivationforlearning
Stoplearning,resultinginpetrochemicals.Therefore,wemustchangeourconcepts,notcommunicativeapproach
Foronlyteachingguidingideology.Shouldbecombinedwiththecommunicativeapproachandtraditionalteachingmethods
Correctlygrasptheacquisitionofthetargetlanguagefluencyandaccuracy.Train
Practicewhointerpersonalskills.Encouragecreativewiththestructureofavarietyofexpression
Freelyusethetargetlanguage,teachersshouldprovidemoreeffectiveinput.
Solearnedbettergraspofthelanguagesystem.Reduceacquisitiontoavoid,forargument
Andothercommunicationstrategies.Toeffectivelyenhancetheacquisitionoflanguageskillsandintercultural
Actualabilitytodelayorpreventtheoccurrenceofinterlanguagefossilization.
3.3betweenteachersandstudents.Mustbeapositiveinteraction
Positiveinteractionbetweenteachersandstudentscanpromoteemotionalexchangeofteachersandstudents.Promotionletter
InterestrateseffectivelyFeedback.Improvestudents'interestinlearning,butalsomakesteacherseasytopalm
Gripthedegreeofstudents'progress.Toenablestudentstotheirownlearningandpolicy
Soalittletimelytoreflecton,andgraduallyincreasethelevelofforeignlanguagestudents.Currentsecondlanguageteaching
Theschoolcontinuestolectures.Organiccomplexesbetweenteachersandstudentstopromotetheteaching
Averyimportantsignificance.Itwasobservedthatalotofcommunicationbetweenteachersandstudentsarenon-
Oftenlimited.Intheclassroom,teachersoftengiveupbecauseofthepassiveresponseofthestudentsand
Thestudentsinteractattempt.Thestudentisnotinterestedbecauseofthetopicbecomes
Action.Therefore,teachersshouldpayattentiontohowtomobilizetheenthusiasmofstudents,toattracttheattentionofstudents
Force.Practiceshowsthatthesevenclassroomforthedirectintroductionoftheculturewillnotonlyobtainthis
Theeffectoftheaspect.Andhelpimprovestudents'cross-culturalawareness.Soastopromotetwo
Languagelearning.Inaddition.Theexchangeofteachersandstudentscangivestudentstheopportunitytoreflect.Meaning
Knowledgeoftheirmistakestendtoimprovegraduallyandundertheguidanceofteachers.
Theaboveistheleadtoreasonsoflanguageandpetrochemicalanalysisandrecommendationstopreventpolicy.First
Secondlanguageacquisitionisacomplexprocess,andforthestudyoflanguagefossilization
Stillinthedevelopmentstage,manyquestionsremaincontroversial.Butbasedontheexisting
Thetheoreticalbasis.Researchersareconstantlylookingandperfectforlanguagepetrochemical
Ananswertothequestion.Foreignlanguageteachingandlearningprocess,teachersandstudentsshould
Takesnoteofthedifferencesbetweenthelanguages.Tofullyunderstandtheculturalbackgroundofthesecondlanguage.Real
Thepracticegraduallyworkedtoimprovetheteachingandlearning.
References:
[1]0maggio.Alice.C.TeachingIJanguageinContext:
Pmfi¡¤
aciencv0rientedINSTXingction[M].Boston:
Heinle&Heinle.1986.
[2]cattle.InterlanguagefossilizationandTeachingImplications[J].Foreignoutside
Languageteaching,2002,(5):
28-31.
[3]XuYulong.ComparativeLinguistics[M].Shanghai:
ShanghaiForeignLanguageEducation
PublishingHouse.1992.
[4]ChenHuiyuan.LanguageFossilization[J].ForeignLanguageTeaching
AndResearch,1999,(3):
37-43.
[5]DaiWeidong,cattle.InterlanguagefossilizationandTeachingImplications[J].Language
Research,1999,
(2):
1015.
.
Second,thefinancialEnglishlexicalfeatures
1.Jargonwordmeaningunity
Inthefieldofadiscipline.Atermexpressingonlyaconcept.Thesame
Theconceptofusingonlythesametermtoexpress.Thisisallscientifictermsthemostprominent
Characteristics,namely:
theacceptationsinglefixed.FinancialtermsinEnglishandChineseisnoexception,an
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