外交论文发表模板英文翻译

发布时间：2023-12-08 18:47:41

外交论文发表模板英文翻译

英语论文格式模板

英文论文格式均以美国土木工程师协会出版社发布的标准格式为准。

英语论文用激光打印机打印，打印稿为黑白稿，彩色打印件会影响出版效果。版心：a4纸，上、下页边距3.5 cm，左、右页边距均为3.25 mm。论文内容宽不得超过14.5cm，长不得超过22.5cm。

字体和字号：正文，标题，作者联络信息和图表中的文字均为times new roman 12号字。可以跟据需要使用同类字体中的粗体，斜体。

行距：单倍行距。

页码：论文正文和文后所附图例都需添加页码。页码为阿拉伯数字，位于页面下方居中。

文体：文章应语法正确，技术用词准确。标题应该以最简洁的语言概括文章内容。如果标题较长，请采用title: subtitle的形式。

数学公式：文中的数学公式不得手写，必须打印。公式如果在文中多次被引用，应该编号。公式之间，公式和正文之间都应该空一行。单位：文中所用的度量衡单位应为国际单位。可在括号内，单位对应表中列出其他单位。有关国际单位的使用(standard practice for use of the international system of units)可以通过电话1-向asce索取。其他相关使用参考文献，如anmc metric editorial guide， 5th ed，1992 可向美国国家公制协会索取(american national metric council， 1735n. lynn street， suite 950， arlington， va 22209-2022)

图表：

标题说明和图例：插入的图表应该以出现顺序编号(figure 1，figure 2，table 1，table 2)。图的说明和标题，包括图的序号应该位于图的下方。表的说明和标题，包括表的序号应该位于表格上方。

位置：图可以插入到正文中，或者集中放在文章最后。如果在正文中插入图，尽量放在页面的顶部或尾部。不要选择文字环绕图形的对齐方式，可选择上下环绕方式。

底纹：插图中不要选择带阴影或底纹，否则会影响印刷效果。

照片：如果文中需要附上照片，在文中出现照片的地方贴上其黑白光面冲洗照片，标题说明位于照片下方。照片将和正文一起缩印，请不要提供彩色照片，以免影响印刷效果。

扫描图：印刷后的扫描图不如原件清晰。如果文中有扫描图，请提供灰色色标扫描图。

作者联络信息：请用横线和正文隔开。联络信息可以为一位作者或所有作者的，包括以下内容：作者全名;所属学会;学历或授予的荣誉;所在单位;通讯地址和电子邮箱;电话和传真。

参考文献：所有参考文献为单倍行距，放在文章最后，按照第一作者姓氏的字母顺序排列。如有同一作者的两篇以上文献，按出版年代先后排列。正文中引用参考文献时，作者和出版年代应该放入括号内。由于上标缩印后会变小，难于辨认，正文中不使用上标标注参考文献。所列出的参考文献应当在正文中都有所引用，如果正文中没有引用，请将文献列入文章最后的附加信息(additional information)部分，或者相关材料(related materials)部分。

基本论文格式

论文一般由题名、作者、摘要、关键词、正文、参考文献和附录等部分组成，其中部分组成(例如附录)可有可无。论文各组成的'排序为：题名、作者、摘要、关键词、英文题名、英文摘要、英文关键词、正文、参考文献、附录和致谢。

1、毕业论文格式的写作顺序是：标题、作者班级、作者姓名、指导教师姓名、中文摘要及关键词、英文摘要及英文关键词、正文、参考文献。

2、毕业论文中附表的表头应写在表的上面，居中;论文附图的图题应写在图的下面，居中。按表、图、公式在论文中出现的先后顺序分别编号。

3、毕业论文中参考文献的书写格式严格按以下顺序：序号、作者姓名、书名(或文章名)、出版社(或期刊名)、出版或发表时间。

4、论文格式的字体：各类标题(包括参考文献标题)用粗宋体;作者姓名、指导教师姓名、摘要、关键词、图表名、参考文献内容用楷体;正文、图表、页眉、页脚中的文字用宋体;英文用TimesNewRoman字体。

5、论文格式的字号：论文题目用三号字体，居中;一级标题用四号字体;二级标题、三级标题用小四号字体;页眉、页脚用小五号字体;其它用五号字体;图、表名居中。

6、格式正文打印页码，下面居中。

7、论文打印纸张规格：A4210297毫米。

8、在文件选项下的页面设置选项中，字符数/行数选使用默认字符数;页边距设为上：3厘米;下：2.5厘米;左：2.8厘米;右：2.8厘米;装订线：0.8厘米;装订线位置：左侧;页眉：1.8厘米;页脚1.8厘米。

9、在格式选项下的段落设置选项中，缩进选0厘米，间距选0磅，行距选1.5倍，特殊格式选(无)，调整右缩进选项为空，根据页面设置确定行高格线选项为空。

10、页眉用小五号字体打印XX大学XX学院20XX级XX专业学年论文字样，并左对齐。

11、使用软件：MicrosoftWord2000以上版本。

文献注释

注释不同于参考文献。参考文献是作者写作论著时所参考的文献书目，集中列于文末。而注释则是作者对正文中某一内容作进一步解释或补充说明的文字，不要列入文末的参考文献，而要作为注释放在页下，用①②标识序号。注释中提到的论著保持通常格式，如：

①与正文部分空出两行;②按照文中的索引编号分别或合并注释;③注释采用五号黑体，注释内容汉语采用小五号宋体，英语采用Times New Roman 9号。

The English translation of 论文 is "thesis" or "dissertation".

英文翻译:Publish a paper。

He was awarded his PhD for a thesis on industrial robots.

他凭一篇研究工业机器人的论文获得博士学位。

Please write an abstract of this article 〔 thesis 〕.

请写一份这本书〔这篇论文〕的`摘要。

Your thesis wouldn't get across if you used too many technical terms in it.

如果你用了过多的专门术语，你的论文就不会被人理解。

He is writing his doctoral thesis in electrical engineering.

他在写关于电气工程学的博士论文。

发表论文外文翻译格式模板

外文文献翻译格式要求包括文献翻译中摘要和关键词部分采用宋体五号字体，行间距为18磅，段前段后距离为0.5行，对齐方式选择两端对齐；正文内容的二级标题字体采用小三号，黑体，段前和段后距离设置为0.5行，段前空间设置为0.5行。扩展资料外文文献翻译格式要求如下：文献翻译中摘要和关键词部分一般采用宋体五号字体，行间距设置为18磅，段前段后距离为0.5行，对齐方式选择两端对齐，每个关键词使用分号或逗号隔开，最后一个关键词不用加标点符号。正文内容一级标题字体一般采用小三号，黑体，用粗体显示，段前段后距离设置为0.5行。正文内容的二级标题字体采用小三号，黑体，段前和段后距离设置为0.5行，段前空间设置为0.5行。第一级标题和第二级标题都采用“左对齐”的'形式。正文内容文字采用宋体，大小为四号，行间距为0行，段前和段后的距离设置为2字符，首行缩进2个字符，文本对齐格式选择“两端对齐”。

同样也是摘要【abstract】和关键词【key words】另外一定要注解清楚什么地方用到了引用的话【quotation】以及明确的出处

毕业论文外文翻译：将外文参考文献翻译成中文版本。

翻译要求：

1、选定外文文献后先给指导老师看，得到老师的确认通过后方可翻译。

2、选择外文翻译时一定选择外国作者写的文章，可从学校中知网或者外文数据库下载。

3、外文翻译字数要求3000字以上，从外文文章起始处开始翻译，不允许从文章中间部分开始翻译，翻译必须结束于文章的一个大段落。

参考文献是在学术研究过程中，对某一著作或论文的整体的参考或借鉴。征引过的文献在注释中已注明,不再出现于文后参考文献中。外文参考文献就是指论文是引用的文献原文是国外的，并非中国的。

原文就是指原作品,原件，即作者所写作品所用的语言。如莎士比亚的《罗密欧与朱丽叶》原文是英语。

译文就是翻译过来的文字，如在中国也可以找到莎士比亚《罗密欧与朱丽叶》的中文版本，这个中文版本就称为译文。

主要标准

翻译是语际交流过程中沟通不同语言的桥梁。一般来说，翻译的标准主要有两条：忠实和通顺。

忠实

是指忠实于原文所要传递的信息，也就是说，把原文的信息完整并且准确地表达出来，使译文读者得到的信息与原文读者得到的信息大致相同。

通顺

是指译文规范、明白易懂，没有文理不通、结构混乱、逻辑不清的现象。

实践产生理论，欧美许多国家的翻译理论是五花八门的。从大的方面来看，可以分为两大派：一派是翻译可能论，一派是翻译不可能论。其实，完完全全百分之百的可能是没有的，完完全全百分之百的不可能也是没有的。

世界上一切翻译活动都是在这两个极端之间进行的。欧洲许多著名的人物，比如马丁·路德、M.阿诺德、F.W.纽曼、J.B.波斯特加特、H.白洛克、Fr.R.诺克斯、V.那巴可夫等等，都对翻译提出了自己的理论。据《开塞尔世界文学百科全书》的意见，这些理论中有些是刚愎自用的。

论文发表文案英文翻译模板

翻译是将一种语言所表达的意思用另一种语言准确而完整地表达出来。下文是我为大家整理的关于的范文，欢迎大家阅读参考! 篇1 漫谈英文定语从句的翻译摘要：英文中有大量的定语从句，在翻译时不仅要正确理解定语从句和句子其它成分之间的语法关系和内在逻辑关系，进行必要的句子结构分析和语义分析，还要根据表达的需要对句式做适当变动和调整，使译文顺畅，符合汉语表达习惯。关键词：定语从句前置后置状语在英文中，用来修饰、限制、说明句中某一名词、代词、名词或代词短语乃至整个句子的从句叫定语从句。在语序上，定语从句置于先行词之后，是句子中起形容词作用的主谓结构。定语从句是英语语言表达中重要的基本句型之一，在英语中大量出现，它的句子有长有短，结构有繁有简，对先行词的限制作用有强有弱，还有的定语从句在逻辑上具有表示原因、结果、让步、目的、条件、假设等意义。由于英汉两种语言分属于不同的语系，它们的行文结构存在很大的差异。定语从句虽然在英文中很常见，但却是中文中所没有的结构之一。所以，在将英文中含有定语从句的复合句翻译成汉语时，需要作适当的调整，具有较大的灵活性。在具体翻译时，必须正确体会原文的逻辑概念，合理安排译文的语序，根据其结构和含义采用不同的译法。一、前置译法前置译法主要用于限制性定语从句，尤其是一些较短的限制性定语从句。此时，定语从句与它所修饰的先行词关系非常密切，如果分开译会影响主句意思的完整。翻译时可按照汉语定语前置的习惯，将其译成带“的”的定语片语，放在先行词的前面，使译文简洁明了，符合汉语的行文习惯。例如： 1The boy who just went out is my nephew. 刚出去的那个男孩是我的侄儿。 2The old lady died on the day when her son arrived. 那个老太太在她儿子到达的那天去世了。 3Objects that do not transfer light cause shadows. 不透光的物体会造成阴影。 4Shanghai is the place where he was born. 上海是他出生的地方。 5I know the reason why he came late. 我知道他来迟的原因。 6I want to buy a watch which is waterproof. 我想买一块防水的表。 7This is the reservoir that we bulit after the flood last year. 这就是去年洪水过后我们修建的水库。 8Our two countries are neighbors whose friendship is of long standing. 我们两国是有着悠久友好历史的邻邦。除此之外，一些非限制性定语从句，或因结构短小，或因与先行词关系较密切，或因拆译后会造成译文结构松散，在翻译时也可以译成前置定语结构。例如： 1My brother-in-law’s laugh，which was very infectious，broke the silence. 我姐夫富有感染力的笑声打破了沉默。 2The American busines *** an，who had long been interested in Chinese products，was invited to visit a development zone in East China. 早就对中国产品感兴趣的那个美国商人应邀参观了华东地区的一个开发区。 3He likes his sister，who is warm and pleasant，but he doesn’t like his brother，who is aloof and arrogant. 他喜欢热情愉快的妹妹，而不喜欢冷漠高傲的哥哥。 4Last night I saw a very good film，which was about the French revolution. 昨晚我一部关于法国革命的精彩电影。 5A man，who bites others，gets bitten himself. 害人者，反害已。二、后置译法后置译法在翻译非限制性定语从句时使用比较普遍。英语中的非限制性定语与先行词的关系较为松散，在文字上一般有逗号与先行词隔开。非限制性定语从句对先行词不起限制作用，有些只是用来对其先行词加以描述、解释或补充说明，在语意上与主句接近于并列结构。翻译时可将其与主句分开，译成一个独立的汉语句子，放在先行词的后面。将非限制性定语从句单独译成一句可以使译文层次分明，并符合汉语简洁、明了的表达习惯。例如： 1She has two brothers，who are both doctors. 她有两个兄弟，他们都是医生。 2We will put off the party until next week，when we won’t be so busy. 我们将把聚会推迟到下星期，那时我们不会这样忙。 3They turned a deaf ear to our demands，which enraged all of us. 他们对我们的要求置之不理，这使我们大家都很气愤。 4I told the interesting story to Jessica，who told it to her hu *** and. 我把这个有趣的的故事告诉了杰西嘉，杰西嘉又告诉了她的丈夫。 5Nevertheless the problem was solved successfully，which showed that the putations were accurate. 不过问题还是圆满地解决了，这说明计算很准确。 6Mechanical energy is changed into electric energy，which in turn is changed into mechanical energy. 机械能转变为电能，电能又转变为机械能。 7He had talked to Vice-President Nixon，who assured him that everything that could be done would be done. 他和副总统尼克松谈过话。副总统向他担保，凡是能够做到的都会去做。另外，有些较长的限制性的定语从句结构相对复杂，若译成前置定语结构往往显得冗长，而且也不符合汉语的表达习惯。在这种情况下，也可译成后置的并列分句。例如： 1A fuel is a material which will burn at a reasonable temperature and produce heat. 燃料是一种物质，在适当温度下能够燃烧并放出热量。 2Statuses are marvelous human inventions that enable us to get along with one another and to determine where we fit in society. 身份是人类的奇妙发明，它可以使人们相互之间相处融洽，并使人们得以确定在社会中所处的恰当地位。 3Philosophy is speculative in that it attempts to construct patterns from life experiences that give meaning to reality in the universe. 哲学的推断性在于试图从生活经历中构筑模式，这些模式给天下存在的万物赋以意义。 4The airline has a booklet that will tell you most of the important things about the trip to Eorope. 这家航空公司备有一本小册子，小册子会告诉你有关欧洲之行的大部分重要事情。 5Late last century all the universities in the United States adopted the credit system which benefited students a great deal. 上世纪末，美国所有大学都实行了学分制。学生们从中受益匪浅。三、合成译法英语中有些限制性定语从句与主句关系十分紧密，并且在意义上突出了全句的重点;而主句仅起结构上的作用，其本身的意义并不突出。这时，可将原句中的主句和定语从句融合在―起译成一个独立的汉语句子。英语中带定语从句的There be…结构和它的变体结构或先行词在逻辑上与定语从句中的动词构成主谓或动宾关系时，汉译时常用这种方法来处理。例如： 1There are some metals that are lighter than water. 有些金属比水轻。 2There are many people who want to see the film. 许多人要看这部电影。 3There is a man downstairs who wants to see you. 楼下有人要见你。 4What's the time you usually go to bed? 你通常什么时候睡觉? 5Her hair is the same color as her mother's. 她的头发和她母亲的头发一样颜色。 6ABC is a triangle whose sides are of unequal length. ABC是不等边三角形。 7This is the paper mill that they set up in 1980. 这个造纸厂是他们在1980年建造的。 8I saw a cow that was grazing under a tree. 我看见一头牛在树下吃草。四、转换译法英语中有些定语从句，其表层结构虽为定语，实际上却起状语的作用，兼有状语从句的职能，在逻辑上与主句有状语关系，具有说明原因、结果、目的、让步、假设等含义。翻译时不能只注意定语从句及其所修饰的先行词，而应善于从原文的字里行间发现整个从句和主句的内在联络及它们之间逻辑上的关系，增译“由于”， “结果”，“尽管”，“不论”，“当”等词，将其译成相应意义的汉语偏正复句。例如： 1The newswoman wishes to write an article that will attract public attention to that assassination. 这位女记者想写一篇文章，以便能够引起公众对那起暗杀事件的注意。译成目的状语从句 2Electronic puters， which seems to play the role of a human brain， is often called an electronic brain. 由于电子计算机起著类似人脑的作用，所以常常被称做电脑。译成原因状语从句 3An automatic production line is excellent for the automotive industry where thousands of identical parts are produced. 自动生产线最适合用于汽车工业，因为那里要生产成千上百个同样的零件。译成原因状语从句 4Those who are in favor please hold up their hands. 如果赞成，就请举手。译成条件状语从句 5He insisted on buying another coat，which he had no use for. 他坚持要再买一件上衣，虽然他用不着。译成让步状语从句 6My assistant，who had carefully read through the instructions before doing his experiment，could not obtain satisfactory results. 虽然我的助手在做试验之前已经仔细阅读过说明书，但他还是未能得到满意的结果。译成让步状语从句 7Electronic puters，which have many advantages，cannot carry out creative work and replace man. 虽然电子计算机有很多优点，但它不能进行创造性的工作，也代替不了人。译成让步状语从句 8Friction，which is often considered as a trouble，is sometimes a help in the operation of machines. 摩擦虽然常被看作是一种麻烦，但有些时候却有助于机器的运转。译成让步状语从句 9Rubber is a light，elastic，durable and water-resistant material，which makes rubber industry very important. 橡胶是一种质轻、富有弹性、经久耐用和防水的材料，因此橡胶工业十分重要。译成结果状语从句 10He took Chinese medicine，which relieved her symptoms. 他服了中药，结果缓解了症状。译成结果状语从句综上所述，中、英文关于定语修饰语的差别使得我们在翻译时必须善于变通，充分考虑汉语的表达习惯。英文中的大多数定语从句在翻译成汉语时并不译成中文中的定语，而是灵活变通，转换成其他型别的从句或译成各种型别的状语，并体现他们之间因果、让步、并列等的关系，还有的甚至译成汉语的独立句。这就要求我们在实际的翻译中，不仅要正确理解定语从句和句子其它成分之间的语法关系和内在逻辑关系、进行必要的句子结构分析和语义分析，还要根据表达的需要对句式做适当变动和调整，使译文顺畅，符合汉语表达习惯。参考文献： [1]浩瀚，马光.轻松掌握英语翻译[M]395-398.北京：中国书籍出版社，2001. [2]张先刚.英文被动语态的汉译技巧[J].安阳师范学院学报，2006，3. [3]任爱民.定语从句的状语功能例说[J].青海教育，2005，12. 篇2 浅谈中国菜肴的英文翻译【摘要】饮食文化是中国悠久历史文化的重要组成部分，内涵丰富、博大精深.随着对外贸易的进一步扩大和全球化程度的不断加深，中国与国际交往日益频繁.外国朋友在品尝中国美食的同时，也想了解每道菜名的含义、使用原料、烹饪方法等.因此，中餐菜肴的准确英译在传播中华饮食文化上起着重要的作用.本文以宣传中国饮食文化为出发点，分析了中餐菜名和主食在英译中的基本原则，并结合具体示例提出了六种中餐菜名英译的方法和建议。【关键词】中国菜名;翻译原则;方法俗话说，“民以食为天”，中国的烹饪艺术博大精深、源远流长，享有“烹饪王国”之美誉。近年来，随着全球化程度的不断深入，来华投资经商、旅游观光的外国客人越来越多。他们在工作之余或饱览中国的美丽风光之后也极想品尝一下中国的菜肴。因此，中餐菜名和主食的英译问题就突出地摆在了我们面前。因为这既是增进友谊与了解的需要，也是传播博大精深的中国传统文化的重要工作。一、中国菜肴英译的基本原则一求实避虚原则根据Newmark对实用文字的划分，中餐菜名翻译文字应属资讯型文字，翻译的目的是让外国朋友了解菜肴的内容，以及菜名所包含的文化内涵。因此译者在翻译中餐菜名时所要遵循的首要原则应是求实避虚原则，如实翻译出菜肴的主料、配料、调料、烹调方法等真实内涵，而不是完全按照菜名的字面意思翻译。例如：有一道菜叫“金玉满堂”，其实就是虾仁鸡蛋汤，如果照菜名字面意思翻译成“Hall full of Gold and Jades”，外国客人准得大吃一惊，“How can Chinese people eat gold and jades?”;但如果译成 “shrimp and egg soup”，大家就很容易理解了。又如“百鸟归巢”应根据菜名组合实译为“chicken and pork with egg and bamboo shoots”。由此可见，对于这类改变了以原配料、加工形状和烹饪手段等常规命名方式的雅致菜名，必须化“虚”为“实”，翻译出该菜的原配料成分和烹调方法等辅助因素。二避免文化冲突原则在中式菜谱里，以龙、凤、鸳鸯、如意、芙蓉、翡翠、元宝、荷包等中华民族象征吉祥意义的动植物和象征著荣华富贵的物品来命名的菜名比比皆是。有些甚至借用了一些实际无法食用的物品或西方人所忌讳食用的动物名。如“龙凤配”这道名菜有些中餐馆直译成“Dragon & Phoenix”显然不妥。因为在西方文化中Dragon含有邪恶之意，而Phoenix是只在中国神话中才出现的飞禽，西方人对它没有感性认识。因此该菜名的翻译是不合适的。实际上这道菜的主料是Lobster龙虾和Chicken老母鸡，因此，我们可以译成Lobster and Chicken。又如脆皮乳鸽，象征著和平的鸽子烹而食之，西方人是无法接受的，还有诸如动物内脏、青蛙等。因此，又有如鱼香牛肝、火爆腰花、麻辣肥肠等菜名。译者应该具有跨文化意识，特别要注意那些根据联想意义而命名的菜肴，以免引起文化冲突和不必要的麻烦。三舍繁取简原则与西餐菜名相比，中国菜名显得过于冗长繁杂，如果将主料、配料、调料、烹调方法、刀工或蕴含的文化等全部逐字翻译，很难被外国人接受，应力求简明扼要。如corned beef罐头碎牛肉，corned的英文释义为pre-served in salt or brine用盐或盐卤腌制的，在这里涵盖了大量的资讯。有的菜名并不强调烹调方式、或者根据主配料的搭配可知其烹制程式，翻译时可将其省去。同样的道理，有些英译菜名可省去调料，甚至可省去配料。如蒜茸猪红拌时蔬，菜名太繁琐，把蒜茸省去，用spiced表示其部分语义，译为spiced pig’s blood with vegetables即可。省略调料或配料。如蜜汁烤叉烧：barbecued pork 略去调料蜜汁凉拌海蜇：special seaweed略去凉拌的调料，而用“special”来表示。二、中餐菜名英译的方法上面提到了中餐菜名英译的三个基本原则。下面通过一些范例对中餐菜名的英译进行一些具体探讨。一直译法烹调法+原料烹调法是指中国菜的做法，即煎、炸、煸、炒、蒸、煮等等。英译时把对应的制作法译出来，再以该菜的主要砂料为中心词就可以了。例如：炒肉丝 Sauteed Stir-fried Pork Slices 炖牛肉Stewed Beef 清蒸桂鱼Steamed Mandarin Fish 煎鸡蛋Fried Eggs 红烧鱼 Braised Fish with Brown Sauce 灼海螺片 Scalded Sliced Conch 回锅肉 Twice-cooked Pork/Double Cooked Pork 软炸里脊soft-fried pork fillet 二直译+释意法该方法就是在英译时直接按中文菜名译出其意，然后再补充说明其内在的含义。示例如下：全家福Happy Family-A bination of shrimps， pork， beef， chicken， lobster and mixed vegetables with brown sauce 龙凤配Dragon & Phoenix Two separate dishes characterize this distinctive plate. On one side， lobster meat in Sichuan chili sauce， which is and inviting. On the other is house special chicken， which never fails in delighting. 左宗鸡General Tso’s Chicken A mouth watering dish made with large chunks of marinated chicken， sautéed with scorched red chili peppers in special， tangy sauce. 三意译法 1.原料+with+作料用原料为中心词，有时捎带把烹调法也译出，再加上用介词with或in与作料构成的短词即可。示例如下：鱼香肉丝 Shredded Pork with Garlic Sauce 豆豉桂鱼 Mandarin Fish in Black Bean Sauce 黄焖大虾 Braised Prawns in Rice Wine 海米白菜Chinese Cabbage with Dried Shrimps 2.作料+原料此方法是把作料用作修饰语，放在中心词原料的前面，用英文译出。示例如下：咖哩鸡 Curry Chicken 麻辣豆腐 Spicy Bean Curd 怪味鸡 Multi-flavored Chicken 古老肉 Sweet & Sour Pork 3.以“实”对“虚”法从严格的意义上说，该法也是意译法的一种。其方法是舍去中餐菜名里的喻义、夸张等说法而采用直接、明白的英语把它翻译出来。示例如下：白玉虾球 Crystal White Shrimp Balls 红烧狮子头 Braised Meat Balls with Brawn Sauce 发财好市 Black Moss Cooked with Oysters 龙虎凤大烩 Thick Soup of Snake， Cat and Chicken 4.“移花接木”法这种方法是用西方人熟悉并了解的欧洲菜名或主食名来译部分中国菜名与少数主食，因为它们之间有许多相似之处，故借彼之法为我所用。译文地道、通俗易懂，能收到事半功倍的效果。示例如下：烤排骨 Barbecued Spare Ribs 盖浇面 Chinese-style Spaghetti 饺子 Chinese-style Ravioli 锅贴Pot Stickers 鸡肉串 Teriyaki Chicken Stick 这里的teriyaki一词是从日语来的借用词即“烤”的意思，该字用于此类英译在美国的中餐馆里十分流行。另外，spaghetti和ravioli两字均源自义大利语，其含义与吃法恰巧分别与我们的“盖浇面”和“饺子”非常相似，外国人都异常熟悉。PotStickers乃是一种通俗、诙谐的译法，较之呆板的译文pan-frieddumplings更显出其幽默而传神。另外，dumpling一字似有滥用之嫌，例如，在译“烧卖”、“馄饨”、“元宵”、“锅贴”、甚至“粽子”时，都用该字，往往容易引起误解。 5.音译+释义法该方法是指先按中文用汉语拼音译出，然后再加以解释性的英译，使英译文保留点“中国味儿”。示例如下：包子 Baozi Stuffed Bun 饺子 Jiaozi Chinese-style Ravioli 馒头Mantou Steamed Bread 锅贴 Guotie Pot Stickers 木须肉 Moo Shu Pork A bination of shredded pork and assorted vegetables as fillings rolled in *** all thin pan-cakes 6.“随机应变”法原料+地名+style 应用此方法可以灵活地处理一些难以对付的坟风味特色菜名。英译出原料名后，再稍加“点拨”就可以大功告成。示例如下：广东龙虾 Lobster Cantonese Style 家常豆腐 Bean Curd Home Style 麻婆豆腐 Bean Curd Sichuan Style 中式泡菜 Chinese-style Pickles 湖南肉 Pork Hunan Style 另外，关于中餐主食的一些英译较之于中餐菜名来说就容易多了，这里简单举几个示例：汤面 Noodles in Soup 炒面 Stir-fried Noodles 炒饭 Fried Rice 蛋炒饭 Egg Fried Rice 叉烧炒饭 Roast Pork Rice 由此可见，中餐菜名的英译方法是灵活多变的。至于我们在翻译中最终采用哪种方法，则可根据各人的习惯和具体情况确定。同时，有些译法也不是正式或固定译法，因为在口译或笔译时往往因人而异、因语境而异，常常会有不同的英译。随着全球化程序的加快和我国对外交往活动的日益增多，餐饮业也逐渐走向世界。中国饮食文化历史悠久，博大精深，中国菜系多样，烹饪方法众多，各种菜式均有自己的品评标准和鲜明的民族特色。中餐菜名与主食的英译是中国饮食文化对外宣传工作中的重要一环。上面介绍到的几种翻译方法并非孤立，而是相互联络，可以并用。但不管采用哪种翻译方法，都要求译者首先必须熟悉中西饮食文化的差异，了解中餐菜名的构成及其内涵，这样才能对中餐菜名有更加准确的翻译，才能对中国文化的传播和促进世界烹饪文化的交流做出应有的贡献。参考文献 [1]钟述孔.实用口译手册[M].北京：中国对外翻译出版公司，1999. [2]何川.英语导游口译手册[M].北京：中国青年出版社，1989. [3]黄海翔.中餐选单英译浅谈[J].中国科技翻译，1999，1. [4]吴冰.汉译英口译教程[M].北京：外语教学与研究出版社，1995. [5]何高大.实用英汉汉英口译技巧[M].长沙：中南工业大学出版社，1997. [6]冯庆华.实用翻译教程[M].上海：上海外语教育出版社，1997. [7]黄承球.中国菜谱英译初探[J].广西师范学报，1997，2. [8]陈洪薇.汉英翻译基础[M].上海：上海外语教育出版社，1998. [9]林克难.新闻宣传英语[M].天津：南开大学出版社，1998. [10]罗赛群.中国饮食文化菜谱的翻译探讨[J].韶关大学学报，1998，5. [11]黄海翔.中餐选单英译浅谈[J].中国科技翻译，1999，1：18-21.

下面是关于学术论文英文摘要模板，希望对你们有帮助。

Abstract

Since Dewey developed the concept of “critical thinking”, many scholars abroadhave carried out a series of studies about improving students' critical thinking skills ineducation field. In the 1980s,critical thinking became the target of higher educationprograms in such foreign countries as the US and Canada. It has gained its widespreadattention in China only in recent years. But there are only few studies about it ineducation field. Our traditional English teaching method pays much attention to thetraining of students' linguistic knowledge and language skills but ignores thecultivation of students' critical thinking abilities. In the process of skill practice,teachers often stress the importance of memorizing vocabulary and imitating skillsrigidly,but neglect the students' abilities in analyzing problems and putting forwardinnovative solutions. Therefore, English writing teaching is affected by this andmerely attaches emphasis to train students' reading and writing skills. There are fewstudies which aim at systematically cultivating students' analysis, synthesis, summary,comparison and reasoning skills while they are writing. Therefore,this study aims atdesigning some writings tasks and teaching strategies which can be used to fostercollege students' critical thinking awareness and promote students' all-rounddevelopment.

According to six critical thinking skills,this study was carried out by requiringstudents to hand in an argumentation. All participants in this study are non-Englishmajor college freshmen from a 211 key university. The revised version of Rubric forQualitative Critical Thinking Skills Instrument was used in this study. Withquantitative and qualitative analysis,writing experiment is conducted within a wholesemester to collect data concerning students' learning behavior. Reading-to-write isused in experimental class while traditional method is adopted in control class. Thewriting scores by the experimental and control class were statistically processed bysoftware SPSS 19.0. And also the interview was launched in some of students inexperimental class to assess students' critical thinking abilities reflected in theirwritings-The final analysis indicated that EGAP writing model exerted a significantlypositive influence in improving students' critical thinking skills, especially in arousingstudents' writing enthusiasm and critical thinking awareness. Compared with controlclass, students in experimental class made big progress in writing competence. Inaddition, this study put forward some reform proposals to the teaching of Englishwriting. The study is of great value to instruct students to employ critical thinkingskills in their writing.

Abstract

A large body of research has been conducted on the effects of technology-enhancedEnglish vocabulary learning since the 1960s (Marty, 1981)。 However, no consensus hasbeen reached yet (Choo, Lin, & Pandian,2012; Mohsen & Balakumarohsen, 2011)。

Despite the fact that some narrative reviews have evaluated and explored thesecontradictory results, this study aims at quantifying the overall effectiveness oftechnology-enhanced English vocabulary learning with a different approach to review:meta-analysis and performing in-depth moderator analyses of learning method and testtype further.

Totally, twenty effect sizes from thirteen pieces of primary research are obtainedafter collecting related literature published or unpublished in recent ten years via fourchannels and selecting through three filters. Later, all the primary research is coded anddata are computed in random-effects model with software ComprehensiveMeta-Analysis.

Results show that: (1) Technology has a positively large effect on Englishvocabulary learning according to Cohen's standards as proposed in 1992 (g = 1.26,witha 95% confidential interval of [0.86, 1.66])。 (2) Learning methods (intentional learning,incidental learning, and integrated learning) have impacts on the overall effectiveness.

Heterogeneity exists in the three learning methods (g = 9.22,p = 0,01 < 0.05)，Effectiveness of intentional learning, incidental learning and integrated learning is ^ =0.61, g 二 2.14, g = 0.98 respectively. Incidental learning under technology-enhancedenvironment yields the largest effectiveness on English vocabulary learning. (3) Testtypes (recognition tests, recall tests,recognition + recall tests) also have impacts on theoverall effectiveness. The three test types are heterogeneous as well {Q = 17.04, p =0.000 < 0.05)。 Recognition tests, recall tests, and recognition + recall tests have effectsizes of 3.59,0.71 and 0.37 respectively. Technology-enhanced English vocabularylearning achieves the largest effectiveness in recognition tests.

Abstract

The present study, which is based on the Competing Values Framework (i.e. CVF:a framework to identify the organizational effectiveness and to define organizationalculture)， aims to investigate English teachers, teaching motivation at universities, theirperception of the organizational culture in the target university,their professionalaspiration and how they affect each other. The research questions to be addressed are asfollows: (1) How do the English teachers perceive the organizational culture at theirworkplace? (2) How much effort will the teachers pay for their professionalengagement and aspiration? (3) What kinds of motivation do the English teachers in thetarget university appear to have? (4) How will the organizational culture and theprevious experience affect teachers' motivation?

This study employed four different questionnaires as the research instruments,including one demographic questionnaire and three research questionnaires, i.e. thedemographic questionnaire, the Organizational Culture Assessment Instrument (i.e. theOCAI) (Cameron & Quinn, 1999)，the Professional Engagement and CareerDevelopment Aspiration-scale (i.e. the PECDA-scale) (Watt & Richardson, 2008b)，andthe Work Tasks Motivation Scale for Teachers Teaching (i.e. the WTMST) (Fernet et al.,2008)，to investigate the above mentioned research questions. The whole investigationtook roughly 12 weeks and involved three stages: the preparation stage,the pilot study,and the main study.

The findings of the present study show that most of the teachers are intrinsicallymotivated and with identified regulation influenced by the performance culture and theclan culture which are the dominant culture types of the target research site. Results alsoindicate that the overseas experience and length of teaching experience affect teachers'perception of tixe organizational culture and motivation. The participants who haveoverseas experience tend to be more with the sense of professionalism, moreintrinsically motivated and be more confident with their competence in the academicarea; and the ones who have longer years of teaching experience are with moreidentified regulation and introjected motivation and are more committed and moreassured of staying in the education field. The participants in the target universitybasically belong to the highly engaged persisters,and the male teachers expect to be theleadership.

Abstract

Owing to the economic, social and academic needs as well as the advantages of EGAP(General Academic Purpose in Chinese College English) itself, there exist 这 great deal ofnecessity and feasibility for applying English for EGAP class. It is our understanding thatwriting plays an extremely important role in the course of EGAP and genre is a quiteinfluential factor in improving students5 writing competency. However,the investigation ofstudents' current writing situation shows that being deeply influenced by traditional writingteaching methods which emphasize grammar and vocabulary; the students have littleknowledge about genre approach theoretically or systematically and lack the awareness ofgenre. Because of this,it becomes necessary to put forward an English writing teachingapproach which is effective as well as applicable to the situation in China so as to enhancetheir writing competence.

This paper firstly gives a brief introduction to the developing trend of EGAP bydiscussing its necessity and applicability in China and the main views of two schools of genretheory, the tiieoretical foundation and genre-based approaches of three main schools of genrestudy and practice. And also,their characteristics are compared and the adaptability inChinese College EGAP class is analyzed, based on which it puts forward a modifiedGenre-based approach in EGAP writing class in order to enhance students' genre awarenessand improve their writing skills.

To achieve this, two non-English major classes of freshmen in East China University ofScience and Technology (ECUST) have been selected as the experimental class andcontrolled class, and the research lasts one semester. The Genre-based approach is applied inthe experimental class following a modified Genre-based approach. And a comparison hasbeen made on the same subject at the beginning and the end of the semester and thecomparison and contrast between the experimental class and controlled class have also beenmade. Owing to various factors,such as learning motivation, different students show variedextent of acceptance to certain teaching approaches. Therefore, emphasis has not only beenput on the overall changes,but also on the individual differences.

There are three hypotheses:

1. Can Genre-based approach enhance students' genre awareness? 2. Can “genreawareness” really improve students' writing ability in EGAP? If the students can get overallimprovement, is there any difference in gender and the students with diverse learningaptitudes because of the individual difference? If some students fail to improve, what's thepossible reason behind it? 3. Will Chinese students accept and adapt to Genre-basedApproach?

Three sets of data from six writing assignments, writing in final-term examination andquestionnaires are collected and analyzed with the help of the software SPSS 19.0. And thestudy indicates that: (1) Genre-based approach has a significant effect in sensitizing students'genre awareness, improving holistic writing competence; (2) during the whole experimentalprocess, girls have a stable superiority over boys, however, boys' improvement fluctuation iscomparatively obvious; (3) students of medium efficiency have the greatest potential to makebig improvement; (4) Unavoidably, in this research there are some students who fail to gainimprovement in terms of writing ability or get changed in terms of writing notions, andthrough analysis it has been found that the main objective reasons are: the difficulty ofwriting itself,the differences of culture and ways of thinking between east and west,thelimited teaching period, etc.; and subjective reasons mainly come from: the limitedcompetence of students themselves, the lack of interest in English writing, etc(5) aoverwhelming majority of students are liable to accept this approach and able to adapt to itpretty well, yet acceptation is not absolutely accompanied by adaptation; (6) feedback is adispensable part in English writing teaching, and more specific feedback will bring strongermotivation in students' self-correcting and developing;In the end,the author presents some limitations in her research and hopes that this cangive some hints and tips to further research in EFL writing classes.

Abstract

In college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis (MDA)derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.

Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.

Therefore, when conducting the multimodal teaching design, attention should bepaid to: (1) Modalities influence each other with clear priorities in this course. (2)Words modality and acoustical modality are the primary modalities, while othermodalities are just used as tools to provide supplementary information and to improveteaching efficiency. (3) The chosen modalities should provide supplementaryinformation to make the learning material more easily understood and help studentsconcentrate. Then, on the basis of the above principles and the writer's teachingexperience, a sample teaching design has been worked out, then its' feasibility andeffectiveness have been verified by an empirical study with the method of interview.

Abstract

Degree adverbs play a crucial role in daily language communication. However,owing to their wide varieties and similar meanings, it is hard for language learners toreally master their meanings and usages.

With the aid of AntConc 3.4.lw and based on the corpora of FROWN (TheFreiburg-Brown Corpus of American English)，FLOB (The Freiburg-LOB Corpus ofBritish English) and CLEC (Chinese Learner English Corpus)， the study aims tocompare the actual use of common English degree adverbs in terms of semanticprosody between Chinese EFL learners and native English speakers. The researchprocedures consist of two steps. First, AntConc 3.4.lw is launched to extractconcordance lines of the target node words in each corpus and the semantic featuresof the node words' collocates are analyzed; then, the semantic prosodies of these nodewords are summarized and comparisons are made between the two corpora.

The results indicate that there are differences as well as similarities betweennative English speakers and Chinese learners in their use of semantic prosody.

Chinese EFL learners tend to underuse the negative semantic prosodies of fairly,highly, and totally?,overuse the negative semantic prosodies of extremely; and misusethe semantic prosody of terribly. The results also show that some problems exist inChinese learners' use of semantic prosodies of degree adverbs, and the reasons mayinclude their first language transfer, intralingual transfer, and the lack of informationabout the semantic prosody in dictionaries and textbooks.

Abstract:In summing up the previous research papers on the basis of information through data collection, data analysis, a formation backstripping law (Backstrippingmethod) of the study area seven representative profile for the basin restoration of buried history, on the basis of this structure in the area Evolution for analysis. By analyzing a number of seismic profiles, described Tg7-Tg of the earthquake sequence and the reflection characteristics of geological significance, on various floors of the formation of the distribution. Layered described Cambrian - the Triassic formation, with the period of tectonic events on the sedimentary layers and structural features several important period of formation is not integrated interface, and Tajikistan low uplift tectonic evolution into paleouplift a period ( As early as the late Ordovician), paleouplift stereotypes period (late Ordovician late), the uplift of ancient period (Silurian Period to the Devonian), partial adjustment period (late Hercynian) in four phases. At the same time period the main structural style was analyzed. Papers further study of the work area and tectonic evolution of the relationship between oil and gas accumulation, Ordovician oil and gas exploration in the Tarim Basin is the main purpose of layers. Research shows that: the main source Depression, the Tarim Basin in the Cambrian an Ordovician, the first distribution of the reservoir basin structural framework and system control oil and gas, followed by the source-portfolio, integrated fault and not control. Ⅰ fracture in the tower of the study area of oil and gas accumulation effect Obviously, the fault is the major oil and gas migration channels.

英语翻译论文发表笔记模板

英语作文是可以提前积累一些模板的，在考试的时候套用这些句型，可以提高写作速度，也可以确保句式的准确性。下面是英语议论文的万能模板及范文，速看！

英语议论文写作模板一

recently the issue of whether or not______(讨论话题) has been in the limelight and has aroused wide concern in the public. there are two major arguments that can be made for_________. for one thing， __________can bring ____ to_____________(优点一 )。 for another， it is widely hold that people usually ____when ________________________________(优点二)。

but we must not lose sight of the fact that there are also drawbacks to__________， among which are ____________(列举缺点)。 for instance， it can be __________to _____________(举例说明)。 in addition， many people find it ________(形容词)to _______________(第二个缺点)

when asked to __________， i tend to ____________. this is because i _______________(原因一 )。 furthermore， _______________________(原因二)。 finally， ______________(原因三)。

英语议论文写作模板二

the effects ___________ has produced on____________ can be boiled down to two major ones.

first ， __________________(影响一 )。 more importantly， ________________(影响二)。 hence， i believe that we will see a ____________(提出展望)/ nevertheless， i do not think we will see a ______(或反面展望)

there are numerous reasons why ____， and i would like to explore a few of the most important ones here. the first is that the more(比较级)_____， the more (比较级)。 in addition， we all agree that________________________(第二个原因)

In recent years, college students find it increasingly difficult to get a job. It sounds strange since young college students are usually intelligent, well-educated phenomenon, aspirant and eager to bring their talent into full play. Then what underlies the strange phenomenon?

近几年，大学生发觉找工作越来越难了。这听起来很奇怪，因为年轻的大学生通常是聪明的，受过良好教育，上进和渴望他们的才华得到充分发挥的。那么，是什么引起这一奇怪现象呢？

There are several reasons for this. To begin with, nowadays college students aim too high. All they want are “good” jobs which could offer good salary, comfortable working conditions, high social status among others. Consequently, most college students are unwilling to accept vacant jobs they consider not “good” enough. Another reason is that there is a big gap between the majors some students study in school and the demands of vacant jobs. So companies think some students are not fit for the jobs.

有很多原因可以解释。首先，现在大学生的要求太高了。他们想要的是能提供较好的薪酬，舒适的工作环境，较高的社会地位的好工作。结果，大部分的大学生都不愿意接受他们认为不够好的空缺职位。另一个原因是一些学生在校学习的专业和空缺职位的需求有很大的差距。所以企业认为有些学生不适合那些工作。

Solution to the problem requires efforts on both the society and the students. The companies should value the students, talent and knowledge while the latter should not merely aim at material gains. They should be down-to–earth in building up their career. Furthermore, they should face their weak points so as to improve themselves and be more competent.

解决这一问题需要社会和学生的共同努力。企业应该看重学生，才能以及知识，而学生不应该只着眼于物质利益。他们应该脚踏实地的建立自己的职业生涯。另外，他们应该面对他们的弱点从而提高自己，使自己更有能力。

1、论文题目

2、摘要与关键词

3、目录

4、翻译任务描述：主要写有关报告的背景，翻译任务的内容，目的、意义及报告整体结构。

5、翻译过程描述：包括译前——准备、文本特点分析、有关文献的查阅等，译中——翻译工具、翻译策略的选择等，译后——译后的校对、修改等。

6、文献综述：对该研究领域的研究现状（包括主要学术观点、前人研究成果和研究水平、争论焦点、存在的问题及可能的原因等）、发展前景等内容进行综合分析、归纳整理和评论，并提出自己的见解和研究思路，而不仅仅是相关领域学术研究的“堆砌"。

7、案例分析：如何通过具体翻译案例将翻译理论运用到翻译实践中，应从不同维度、不同侧面，如从词汇、句法、语篇等方面分析理论与实践的结合。这部分一定要分析到位，突出理论如何对翻译实践起指导作用，但也不能生搬硬套，要做到理论指导实践。

8、结论：主要包括翻译实践的总结、主要发现、局限性以及展望。

9、参考文献：应使用规范的格式将引用的参考文献一一列出（如APA或MLA）。

10、致谢。

翻译报告注意事项：

1、合理拟定翻译选题和理论

研究理论与选题的匹配程度和创新程度大概率会影响报告质量！一个优秀的选题通常源于对现实问题的兴致。选题必须是明确的问题，并与具体的学术领域紧密关联。选择方向、提炼观点、确定理论是确立题目的必经之路。

如果实在迷茫，不知道选取哪个理论，就把所有有关翻译的理论找出来，列一个清单，选择最擅长、最稳妥的理论我们需要大量阅读、吃透所选理论和与翻译材料，积极查阅知网等文献检索工具，多多查看与所选理论和翻译材料相近的类似的实践报告，学习使用规范严谨的学术语言。

2、制定翻译计划

在阅读材料之前，应当先统筹制定一份翻译方案，确定翻译进程，确定译中、译后总结复盘事宜。在阅读翻译材料过程中，可以顺手记录材料中的生词、术语、长难句，优先进行翻译。

3、撰写结论

撰写结论的内容，包括以下三个方面：

1）翻译过程的总结。

2）翻译报告的局限性。

3）对翻译的进一步展望。可主要写翻译中的经验、收获、局限以及建议等。

包括英文标题,英文作者名和单位名,英文摘要,英文关键词,中图分类号,正文,参考文献,中文标题,中文作者名和单位名,中文摘要,中文关键词等部分,并建议按此顺序书写.1. 文章标题英文标题一般在10个实词以内,最多不超过15个实词,避免使用非公知公用的缩略词,代号等.2. 作者简介作者真实姓名,作者单位全称,所在城市,邮编;如有多名作者,在每一作者姓名右上角依次标出与作者单位相对应的序号,如: CHUN Yu 1, DONG Xiao-xue2 (1.Department of Electronic Engineering, School of Information Science and Technology, Beijing Institute of Technology, Beijing 100081,China; 2. School of Mechatronic Engineering, Beijing Institute of Technology, Beijing 100081,China).3. 论文如有涉密问题或已在公开期刊上发表,请在篇首页地脚处注明.4. 摘要英文摘要一般为150-180个实词,中文摘要一般在300字以内,中英文摘要应基本一致.其内容应包括研究目的,方法,结果,结论等,禁用"本文","作者","This paper"等作主语.详见"科技期刊文章摘要5. 关键词每篇文章可选3～8个能反映文章主要内容的单词,词组或术语.英文关键词应与中文关键词相对应.6.中图分类号请查《中国图书馆分类法》.7. 正文正文篇幅一般希望控制在成书5页(记空格,图表占位)以内.内容力求有创新,论证严谨,语句通顺,文字精炼.8.文中正体,斜体,黑体字符的用法:9.图形图中所有线条,文字必须用黑色绘制;用线形或标识符区分;不得有背景;图中线条须清晰,均匀,刻度线向内侧画,并且间隔应均匀;图中坐标线粗0.5磅,曲线宽度为坐标线宽度的3倍;10.表格要求表格采用三线表,表头中使用物理量符号/单位,11.参考文献来稿引用他人观点与材料,须将参考文献按正文中出现的先后次序列于文后,文中须在引用处右上角加注"[序号]".中文参考文献必须列出相应的英文,并在后面加注"(in Chinese)".