466
THEORETICAL AND PRACTICAL PROBLEMS IN
CONTEMPORARY TRANSLATION STUDIES EXPLORING THE
TEACHING PRACTICE OF OVERVIEW OF UZBEKISTAN
Liu Xuemei,
Uzbekistan State World Language University
Abstract:
After Uzbekistan’s education policy has been adjusted and
confirmed, the diplomatic relations between China and Uzbekistan, Uzbekistan and
China have reached friendly cooperation agreements in many fields. The cultivation
and exertion of Chinese high-skilled, application-oriented professionals has become
the basis for the implementation of the development strategy of Uzbekistan.
According to the requirements of the curriculum objectives under the masters training
focuses of Chinese majors at college, this paper is focused on the explorations of the
issues in the teaching practice of the course of “Overview of Uzbekistan”. Under the
guidance of functional translation theory and Yan Fu's “Faithfulness,
straightforwardness and comp
etence” translation theory, research the channels and
ways to improve the training of experienced and applied talents for Chinese majors
in Uzbekistan, enable students to master Chinese and tell Chinese stories well, they
can tell Ukrainian stories well at the same time, promote Sino-Uz extensive
exchanges and cooperation at all levels and more fields
，
lay the foundation for
Chinese education services at all levels in Uzbekistan as well.
Keywords:
Chinese major, high-skilled application-oriented talents, overview
of Uzbekistan, functional translation theory.
I. Theoretical guidance in teaching concepts
German functional translation theory, which began in the 1970s, defines
translation as a purposeful act and emphasizes that a specific translation aim
requires corresponding translation strategies and translation methods from the
function and aim of translation. It discloses diversified translation standards and has
a greater theoretical inclusiveness.
The translation standard of
“Faithfulness, straightforwardness and
competence
” by Yan Fu, a famous modern translator, was navigated forward for
more than a hundred years, which is the most influential translation theory in Chinese
translation circles since the late Qing Dynasty. Yan Fu
’s translation theory of
“Faithfulness, straightforwardness and competence” justifies the principles and
standards to be guided in the process of joint translation.
“faithfulness” means
“faithfulness to the original”, “straightforwardness” means “fluency and smooth
access
”, and “competence| means “elegance and clarity”
，
which goal is to
“strive to
make the effect of the translation on the target language readers the same as that of
the authentic text on the source language readers
”, hereby, the focus of
communicative translation is to convey information according to the language, culture
and pragmatics of the target language, instead of translating the text of the original
text as properly as possible.
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The two theories have their similarities, taking into consideration the
purposeful, communicative and social nature of the language in translation. The main
viewpoints of these translation theories to provide a new perspective for the teaching
and research on the daily basis of Uzbekistan. Taking the teaching practice of the
Uzbek Chinese majors’ course "Overview of Uzbekistan" as an example, the process
evaluation is combined with the final evaluation, and the measurement criteria are
diversified. So as to enhance the enthusiasm, initiative and enthusiasm of the skillful
students in Chinese expression and simultaneous interpretation, a variety of methods
and various forms to assist the output of the Chinese language has been continuously
strengthened, and finally achieve the curriculum goal of serving the goal of training
high-skilled and applied talents.
II. Problems in Translation Studies of Overview of Uzbekistan
i. Error confusion in Chinese Translation in the context of multilingual Learning
Uzbekistan is the multinational country among the five Central Asian countries,
there are more than 130 ethnic groups in Uzbekistan. Uzbek language is the official
language of Uzbekistan, and Russian is the lingua franca, there are also English,
Arabic, Chinese, French, German, Spanish, Korean, Japanese and other languages
for Uzbekistan people to study. Most students basically master 2-3 languages, and
many students actually learn 4-5 languages from an early age. When the major
students introduce the Uzbekistan in Chinese, the errors showed the negative
transfer effect of their languages in grammar and words may influence by any of them
owe individual languages. If the teacher is not multilingual, it is difficult to see what
the language errors are from.
ii. Lack of textbooks of the course of Overview of Uzbekistan
Ukrainian students learn Chinese language and try to learn China, but they do
not have the consciousness to fully introduce Ukraine to China, nor do they have this
ability at present. As a Chinese teacher, the research, familiarity and emotion to
Uzbekistan are far inferior to those of the citizens of Uzbekistan. The textbook
compiled with the cooperation between teachers and students is undoubtedly a win-
win process.
Although students, like Uzbeks, "cannot understand the true face of Lushan
Mountain only because they are in the middle of these mountains" from the
perspective of few countries, students need to jump out and comprehensively
introduce the national conditions of Uzbekistan in Chinese, so as to fully sort out and
introduce the national conditions of Uzbekistan from a certain height, so as to truly
emdiv the fundamental purpose of language serving vocational learning and
development.
iii. Lack of translation methods study and training
At the very beginning of the Chinese course in Uzbekistan, the teaching
resources were provided by the Chinese side, the Hanban of China assisted in the
training of local teachers, and the teaching equipment and consumables were also
donated by the Chinese side, followed by the support of project funds for curriculum
construction and resource construction. Whether it is
“New goal of Chinese”, “New
starting Point of Chinese
”, “Chinese course” and the comprehensive skills series
textbooks of HSK course, oral textbooks such as
“spoken Chinese 301sentences”
and
“Quick Chinese”, bilingual cultural materials such as “100 riddles”, “Chinese
Geography
”, “Chinese History” and “Chinese Culture”, or bilingual textbooks such as
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"Typical spoken Chinese", "Standard short sentences" and "Typical Chinese
expression". In short, there are no courses and Sino-Uz textbooks on translation in
the Chinese curriculum.
III. Teaching Strategies and practice under the guidance of translation
theories
i. The introduction and application of translation methods:
1.
“Free Translation + literal Translation” The purpose of this course is to
enable students to introduce their people, things, and stories of the country in
Chinese. Including local conditions and customs, geography, history and politics,
economy and tourism, culture and education, etc., involving all aspects of life. The
contents that are different from that of China, if cannot be correspondently translated,
and free translation or paraphrase can be made if it is difficult to translate literally.
For example, “
这
是
乌兹别
克人最喜
欢
吃的手抓
饭
plov
、
плов
和烤包子
samsa
самса”. Plov
（手抓饭）
is originally named according to its having style, although
now most people use spoons to eat. The name of the baked stuffed-bun is named
according to its cuisine process.
2.
“original text + parenthesis interpretation”.
There is not a one-to-one correspondence between the two languages of
translation, and there are some differences in grammar, vocabulary, structure and
contents. For example, China
’s “red scarf” is very common in China, but not in other
countries. Another example, the names of place names and people in Ukraine are so
long that it is difficult to translate them directly into Chinese. And an Uzbek may have
many names, and those with two names are common, such as Uzbek and Russian
names. The composition of their names is also very complicated, which consists of
three parts:
“family name + second name + father’s name”. e.g. G'ofurova Mahbuba
Nurali kizi. Translation in this way: G'ofurova Mahbuba Nurali kizi
（
2003
班学生
明
珠）
.
明珠
is the girl’s Chinese name.
3.
“free translation+ cultural meaning” After understanding the purpose and
content of communication, translation has cultural characteristics and methods of
expression. For example, when two people meet,
One A asks: “
你出去啊？你吃饭
了
吗
” Another one B answers: “
我出去下，回来再去食堂吃饭，没关系
,
来得及的
” B will
not think that A is nosy, knowingly ask, and will not think that A wants to invite him to
dinner. What he said is just a kind of greeting. He can easily understand that A uses
a more humane greeting than hello. So, translation needs to switch to the culture of
the target language for free translation according to the needs of communication,
such as English translation in this way: “Hello, how are you? Will you go out for sth.?”
“Hello, my friend, how are you. Yes, I will be back very soon. Anything else?” “
你吃
了吗
” can be translated into “Hi, how are you?” when greeting. Because of the
differences between Chinese and Western cultures, Western culture pays more
attention to respect for other people's privacy, and conversation generally does not
involve private content such as family, marriage, age, income, religion, politics and
so on. On the other hand, Eastern culture is more willing to show closeness,
friendliness, enthusiasm and goodwill. Language is a culture of special envoys.
ii. Pay special attention to the colorful meaning and stylistic features of
translation
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The translation of the contents that reflect some characteristics other than the
nature of the objective object is called perceptual meaning. Perceptual meaning
refers to the style of expression, including emotional, image, stylistics and the times.
Perceptual meaning, implied meaning, rational meaning etc., which are not
necessarily possessed by every word.
Style means that in the process of long-term use, language symbols will form
speech expressions corresponding to specific communication fields, and speech
expressions correspond to specific contexts and themes.
Take an example, the introduction of scenic spots is to attract tourists and
introduce the relevant culture, so it has to get effective translation methods of tourism
translation in order to make the translation not only propagate tourism resources, but
also spread Chinese culture and attract foreign tourists. Sometimes oral expression
has a more profound impact on people's minds.
Conclusion
Everything has its pros and cons. Challenges and opportunities coexist.
Without teaching materials for the overview of Uzbekistan course, but it is good
opportunity with full of choices and communication. Teachers my focus on the
contents that the students are interested in, and guides the students to study the
higher level and related recourses together, and guides the students to output their
knowledge and skills in Chinese and follow translation theories they have learned to
interpret the Uzbek stories well.
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