A Study on the Chinese Translation of Family Conflict Conversations in Educated from the Perspective of Functional Equivalence Theory
DOI:
https://doi.org/10.63313/SSH.9139Keywords:
Educated, Family Conflict Conversations, Functional Equivalence Theory, Translation Strategies, Cross-Cultural CommunicationAbstract
Guided by Eugene Nida’s Functional Equivalence Theory (Nida,1964), this thesis examines the Chinese translation of family conflict dialogues in Ren Aihong’s (Ren,2018) version of Educated. In cross-cultural communication, current literary translation studies often ignore targeted analysis of conflict dialogues, especially those with strong emotions and cultural features. To solve this problem, this study uses several research methods. It reviews relevant literature and places Functional Equivalence Theory in the context of literary translation practice. It selects typical family conflict passages for case analysis and examines translation strategies from lexical, syntactic, pragmatic and cultural aspects. Through multi-level analysis, this study sums up practical strategies including emotion-centered semantic transfer, structure adaptation for equivalent rhythm, and context adjustment based on pragmatic intention. The study also points out the limitations of this theory. By clarifying these relations, the study provides theoretical guidance for dialogue-centered literary translation research. It also offers practical strategies for translators. Finally, this study aims to improve the accuracy and emotional resonance of conflict dialogue translation in Educated. It hopes to promote cross-cultural understanding of the book’s key themes, including family relations, self-growth, and the tension between individual identity and cultural heritage.
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