国际中文教育中“同译词”英译的辨析困境——以“看/看见/看到”为例

The Translation and Differentiation Dilemma of “Co-Translation Words” in International Chinese Language Education—A Case Study of “Kàn/Kànjiàn/Kàndào”

摘要: 本文以国际中文教育中普遍存在的“同译词”现象为切入点，选取视觉动词“看”、“看见”、“看到”作为具体案例进行深入研究。文章的核心目标是揭示这类词语给学习者带来的辨析困境及其成因。研究方法上，作者结合了教材分析、语料库偏误分析和对比分析，首先系统考察了三部主流中文教材对这三个词的英文释义方式，发现普遍存在将多个中文词汇翻译为同一个英文单词(如“see”)的“同译”问题。随后，基于HSK动态作文语料库，文章对留学生使用这三个词的偏误进行了归纳，总结出误代、误加、遗漏、错序和杂糅五种主要类型。研究发现，教材中模糊的同译处理方式与学习者的系统性偏误高度相关。最后，文章提出了一套教学优化策略，包括“分阶释义”、“语义特征对比”和“创设对立语境”，并总结了同译词教学的通用原则，旨在为解决这一教学难点提供理论依据和实践指导。

Abstract: Taking the prevalent “same-translation” phenomenon in international Chinese language education as its point of departure, this study selects the visual verbs kàn, kànjiàn, and kàndào as specific cases for in-depth investigation. The central aim of this paper is to uncover the discrimination difficulties these lexical items create for learners and to elucidate their underlying causes. Methodologically, the author integrates textbook analysis, corpus-based error analysis, and contrastive analysis. The study first systematically examines how three mainstream Chinese textbooks gloss these three words in English, revealing a widespread “same-translation” problem whereby multiple Chinese lexical items are rendered by a single English equivalent (e.g., “see”). Then, drawing upon the HSK Dynamic Composition Corpus, the paper categorizes learners’ errors in using these three words, identifying five principal types: substitution, redundant addition, omission, misordering, and blending. The findings indicate that the ambiguous same-translation treatment in textbooks is highly correlated with learners’ systematic errors. Finally, the article proposes a set of pedagogical optimization strategies, including “graded definition”, “comparative semantic feature analysis”, and “creating contrasting contexts”, and distills general principles for same-translation word instruction, aiming to provide theoretical foundations and practical guidance for addressing this persistent pedagogical challenge.