scholarly journals “Cultural Self-confidence” or “Cultural Trust”—A Proposal for Teaching Literal Translation

2020 ◽  
Vol 10 (3) ◽  
pp. 300
Author(s):  
Wensheng Deng
Keyword(s):  
Chinese Culture ◽  
Present Situation ◽  
College English ◽  
Formal Equivalence ◽  
Literal Translation ◽  
Self Confidence ◽  
Cultural Image ◽  
Cultural Self ◽  
Classical Culture ◽  
Core Part

The implementation of transmitting China’s classical culture to the world calls for more translators today. So, teachers of English must train more qualified talents to meet the demands. In college English teaching, teaching translation is an indispensable core part. In order to enhance students’ translation competence, English teachers are striving to explore how to teach translation efficiently for the goal. Under such a circumstance, the thesis is to explore literal translation in teaching. Based on Geoffrey Leech’s theory of seven types of meanings, the thesis has provided students’ translators with several guidelines to it, i.e., translating rational sense directly, preserving unique cultural image, insisting to adopted version of English, catching associative sense, forgetting verbal or formal equivalence. To preserve and spread Chinese culture, the paper also suggests that foreignization is the first strategy at present situation, so literal translation will be proper, and that a good translator is an archeologist of knowledge as well. For students, he must have critical eyes in translating.

scholarly journals The English Translation of Tang Poetry Based on Cultural Self-confidence and Selective Adaptation-Taking “Changgan Xing” as an Example

2019 ◽  
pp. 75-81
Author(s):  
Wang Xu ◽  
Wang Feng ◽  
Zeng Yan
Keyword(s):  
English Translation ◽  
Soft Power ◽  
Chinese Culture ◽  
Selective Adaptation ◽  
Chinese Poetry ◽  
Aesthetic Value ◽  
Self Confidence ◽  
Tang Poetry ◽  
Poetry Translation ◽  
Cultural Self

Tang poetry has great poetic and aesthetic value. Based on the theories of cultural self-confidence and selective adaptation, the necessity and rationality of the English translation of Tang poetry will be discussed under the guidance of "Harmony-guided Three-level Criteria of Poetry Translation", and comparative analyses of five English versions of Li Bai’s “Changgan Xing” will be made. The study holds that "Harmony-guided Three-level Criteria of Poetry Translation" not only embodies cultural self-confidence, but also conforms to the spiritual essence of the theory of selective adaptation. It can effectively disseminate Chinese poetry and improve the soft power of Chinese culture.

scholarly journals Research on the Countermeasures of Ideological and Political Education of College Students from the Perspective of Cultural Confidence

2020 ◽  
Vol 2 (3) ◽  
pp. 1-6
Author(s):  
Song LI
Keyword(s):  
College Students ◽  
Moral Education ◽  
Cultural Awareness ◽  
Chinese Culture ◽  
Colleges And Universities ◽  
Ideological And Political Education ◽  
Political Education ◽  
Self Confidence ◽  
Cultural Self ◽  
Culture Development

Cultural self-confidence is rooted in the fertile soil of Chinese civilization. It has maintained the value foundation of the changes of the times in the course of thousands of years of historical evolution and evolution. It is also a spiritual bond with the blood of the nation and influences the destiny of the country and nation. , Lasting, deep power. The value orientation of cultural self-confidence coincides with the direction of college students' cultural and moral education and moral education, which is conducive to the cultivation of students' cultural awareness, overall situation awareness, national beliefs, and life concepts, and opens up a new perspective of ideological and political education in colleges and universities. Starting from the perspective of cultural self-confidence, the article has successively investigated the current situation of college students’ ideological and political education, the relationship between cultural self-confidence and ideological and political education, focusing on the top-level design of ideological and political education, the construction of college campus culture branding, the discovery and utilization of excellent local cultural resources, and mainstream ideology Special topic education, traditional Chinese culture development and inheritance, characteristic school-based curriculum development and setting, put forward the countermeasures of ideological and political education for college students, so as to play an important role in the practice of ideological and political education in colleges and universities.

scholarly journals Exploring Ideological and Innovative Education for Integrated Course of New College English (Second Edition)

2021 ◽  
Vol 4 (10) ◽  
pp. 170-175
Author(s):  
Yan Li ◽  
Wu Biyu ◽  
Lou Yanfei ◽  
Yuan Xiaohui
Keyword(s):  
Moral Education ◽  
Civic Education ◽  
Chinese Culture ◽  
Ideological And Political Education ◽  
Classroom Teaching ◽  
College English ◽  
Innovative Thinking ◽  
English Classroom ◽  
Research Students ◽  
Selection Of

The series of textbooks of the Integrated Course of New College English (Second Edition) was conceived at the end of the last century. The first edition was published at the beginning of the new century and the second in 2010. Due to the long period of time, the selection of materials in the textbook is not well integrated with the localized Chinese culture and is missing content closely related to traditional Chinese culture and Civic Education, etc. The paper puts forward constructive suggestions on how to use the Integrated Course in an innovative way. Firstly, from the perspective of moral education, it is suggested that the moral education elements in the textbook be sorted out and matched with socialist core values and that the ideological and political education of the curriculum is achieved through explicit interpretation of the unit themes and implicit infiltration into language ontology teaching. Secondly, through teaching for learning and learning for research, students are encouraged to participate in innovative and entrepreneurial projects for university students, realizing the extension of university English classroom teaching to extra-curricular research, deepening the content of the teaching materials, and thus cultivating students' innovative thinking and entrepreneurial abilities.

scholarly journals An English-language Multimedia Teaching Model Based on Krashen’s Theory

2018 ◽  
Vol 13 (08) ◽  
pp. 198
Author(s):  
Fang Yuan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Mode ◽  
Student Centered ◽  
College English ◽  
English Teaching ◽  
Self Confidence ◽  
Teacher Student ◽  
Multimedia Teaching

Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.

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