The Continuation of Chinese Traditional Approach Towards Translation Studies — On Pan Wenguo's“Three Matching”Theory of Translating and Translation

LIN Yuan-Biao

Foreign Language Learning Theory and Practice ›› 2015, Vol. 1 ›› Issue (2) : 73.

PDF(108 KB)
PDF(108 KB)
Foreign Language Learning Theory and Practice ›› 2015, Vol. 1 ›› Issue (2) : 73.
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The Continuation of Chinese Traditional Approach Towards Translation Studies — On Pan Wenguo's“Three Matching”Theory of Translating and Translation

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Abstract

The tradition of translation in China was rooted in writing studies, or wenzhangxue, the most important Chinese academic tradition of language and poetic studies long known for its integrative humanistic demand on scholars' morality, scholarship and literary capability. In fact, YAN Fu's much controversial observation“three difficulties in translation”was not anything about a workable set of translation principles, but a direct heritage and a compact theoretical summary of such academic lineage. Thus were built the humanistic fundamentals of Chinese writing-based study of translating and translation. However, it is not until recent years, when PAN Wenguo re-discovered the true meme of Chinese traditional translation ideas, that YAN Fu's speculation assumes a workable framework. By arguing“Three matching in meaning, genre and literary strength” , PAN suggests a concrete set of principles for translation process and translation criticism in the light of traditional writing studies, bringing YAN Fu's fundamental observation into full functionality. PAN's“three matching”theory has been found especially true and useful in guiding and assessing the translation of Chinese ancient classics.

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Chinese Approach / PAN Wenguo / Writing-based study of translating and translation / “Three matching in meaning / genre and literary strength&rdquo /

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LIN Yuan-Biao. The Continuation of Chinese Traditional Approach Towards Translation Studies — On Pan Wenguo's“Three Matching”Theory of Translating and Translation[J]. Foreign Language Learning Theory and Practice. 2015, 1(2): 73
PDF(108 KB)

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