| Summary: | 碩士 === 國立臺灣師範大學 === 翻譯研究所 === 93 === Abstract
The purpose of this research is to investigate the phenomenon of Europeanized Chinese sentences occurring in the Chinese-to-English translation items in teaching materials such as reference books, work books, and test sheets for both regular and monthly exams for junior high school English teaching in Taiwan. The focus is on the extent of the phenomenon as well as the pattern of Europeanized Chinese sentences appearing in translation items in the above-mentioned teaching materials. The research has found that translation items, coming in various patterns of Europeanized Chinese sentences, are a regular section in all reference books, work books, and regular and monthly exams.
Twenty-two indicators are selected to examine this Europeanized phenomenon, including 1) possessive nouns, 2) the verb ‘to be’, 3) adjectives, 4) determiner ‘a’, 5) progressive tense, 6) future tense, 7) perfect tense, 8) ‘when/while’, 9) ‘if’, 10) passive voice, 11) modal adverbs, 12) prepositions, 13) ‘and’, 14) increase of subject, 15) ‘though’, 16) plural nouns, 17) adverbial clauses, 18) relative clauses, 19) dummy subject ‘it’ clauses, 20) topic-comment, 21)nominalization, and 22) word order at sentence-level. The result reveals that at word-level, significant instances of Europeanization can be found in six of the twenty-two indicators, namely: possessive noun, progressive tense, ‘when/while’, ‘if’, ‘and’ (for connecting verbs, sentences and nouns), and increase of subject. As for the instances at sentence-level, two of the indicators are distinctively characterized by Europeanization: relative clauses and topic-comment.
In addition, a questionnaire was designed for the purposes of this research on the cognition aspect of Europeanized sentences. The subjects were professional translators and English teachers, and this choice was made in light of both groups’ participation in translation activity. A close analysis of the questionnaire has led to the conclusion that most of the English teachers were conscious of the Europeanized nature of the sentences, although not as sensitive as the professional translators.
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