翻译生态学视域下的《论语》英译本对比研究

ThesisSubmittedtoTianjinUniversityofTechnologyfortheMaster’SDegreeAComparativestudyonEnglishVersionsofLunYufromthePerspectiveofTranslationEcologyByLiuSiyuSupervisorXuJianzhongDecember2012\n分类号：740．5099密级：公开天津理工大学研究生学位论文IYllli2lll2lllIll7llU_IIJ静lllllH7翻译生态学视域下的《论语》英译本对比研究(申请硕士学位)学科专业：外国语言学及应用语言学研究方向：应用翻译作者姓名：刘思好指导教师：许建忠2012年12月\n独创性声明本人声明所呈交的学位论文是本人在导师指导下进行的研究工作和取得的研究成果，除了文中特别加以标注和致谢之处外，论文中不包含其他人已经发表或撰写过的研究成果，也不包含为获得天洼理工大堂或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。、h)学位论文作者签名孝I1瞄母彳签字日期：矽f参年f月≯f日学位论文版权使用授权书本学位论文作者完全了解天津ti．工大学有关保留、使用学位论文的规定。特授权天津理工大学可以将学位论文的全部或部分内容编入有关数据库进行检索，并采用影印、缩印或扫描等复制手段保存、汇编，以供查阅和借阅。同意学校向国家有关部门或机构送交论文的复本和电子文件。(保密的学位论文在解密后适用本授权说明)．》b学位论文作者瓤到b予导师托弓傺幺y，签字日期：弘I乃年f月砂f日签字日期：hf≥年1月2／1日\nAcknowledgementsLotsofpeopleencourageandhelpmealotduringtheprogressofwritingthisthesis，SO1wouldliketotakethisopportunitytogivemyheartfelttoallofthem．Firstofall，mysincereacknowledgementextendstomysupervisorProfessorXuJianzhongwhohasprofoundknowledgeandinsights，constantpatienceandprofessionalspiritHisinspiringguidance，academicsuggestionsandalsocountlesshelpencouragemealotduringpreparingthisthesis，helpmeovercomemanyobstaclesandachievethefinalgoals．Withouthisinvaluableinstructionsandcomments，thisthesiscouldnottakeitspresentform．MypreciousgratitudealsogoestootherprofessorsandteachersinourSchoolofForeignLanguageofTJUTwhoselecturesandinstructionsbenefitmealotinunderstandingthetheoriesofEnglishstudy,notonlyingaintheknowledgebutalsointhewayhowtogetthem．Inaddition，I'mreallygratefultomyclassmatesandlotsoffriendsduringmypostgraduatestudywhohelpmealotfindthedocumentsandinformationaswellastakemeintoanactiveenvironmenttodotheresearch．Finally,Iarndeeplyindebtedtofamilymembers，especiallymydearestmotherwhoseencouragementandlovesupportsmealotandmotivatesmetoovercomeanydifficultiesinordertoreachmygoal．\nA鼢s话actWh髓it∞mest0Chineseelas蟠calprose，￡蝴妇isbeoneoft置lomostbeauti如1窑iowingPearls。Alsoitisthomostauthorita隹iveme豫tureinmehistofyofChin嚣。互甜碑№wasco髓单姐耐_byGon瓯iusaIldhisdiseip№sal避se∞n小generationdisciplesd戚ngthoSpdnga畦dA醢它umnp谢。莲甜ldtlle、Ⅳ僦髓gS《atesp稚od，andwaslaterreg甜dedasaConmeia芏lclassiesofmoHa董ldyllasty．As髓辑second_best—seIlerpublicationinthewo昶d，tllefirstEn西ish—languageVerSionappearedinthe19亡hc锄tu】了aIld‘l诚ng如。强t3∞yeafsoftr鑫nsl绒ionhistorKEn西ishVersionswe稚t矗。mmissionarytosi娃010盛stsandCh童nesebothathome鑫nd幽road，五“，l玩hasmorethan30difl融entVerSions硼雠to磋獬册燃moV簖sionsof￡甜摊琢啦owcddi熊蝴撞conc印tsoftr黼sI拍ons吼Gandcul乏ur。e，疆t鑫nsl觚io鳇eeologyiso魏eoft魏eHlaste印ieoesofPro话ssof№jianzhong。Asanin￡《；趔iseiplina秽OftI：锄slationandecojogy，㈣sla￡ioneeologyisbasedon班ep捕neiplesofee0109弘li驺ki髓gecolo舀cal幽eory幻黩疆nsl旋on世1eo呼ItmeaIlstos镪dy也斑inte玎e1ationsa鳇dtheirmechanjsmformepu印oseofan麓yzi芏lgandeXplainingt量leV撕ous砖吼om％a，ino斌er耄omastcrmelawsoftranslationdevelopme秘taIldguidetotheprocessoftranslationpf礁捌融．So墩酞炽嫩slation鲡Jdiesco啦d栩nwellanddeVel叩in也e垃an餐砒ionecosyst眦e珏Viro㈣跏t雹orevealthetelldeneyo￡￡ra蓍薹sla￡iondevelopment，tosurVeyand辩search也eSustain螽bl。d斟甜曙meIltoftra鲢sl越。n勘墩an黼ti谳ynewperspeetiVe。I￡遗越otomyan昭wb∞a薹：觚u曲遮s瓤d姐馥g疆e嚣n西话hVGrsionsof三静硝张，bu童a藿soanowi飘tG脬a鼋iona礁dd州dop擞entoft阻热8l巍ioneoology泌i瞅唧ret像e谦腿雠t溉lsl锹ion8of五弹摊羝wi融隹heappIie砒ionoft黜slanoneGolo墅FyanditsprinGiplesin慨s1撕onpraetice。Itwi王呈bemea喇ng如1tos眦皿厕zo锨edif琵rentVersionsandwhat觚sia童i。ns舰t昭iesandm礤10醴s也eytakeunder吐letr勰sl旋onecoiogyprinciple，andalsot魏es灯engthsandlimita鞋onsof函自fbrentVersionsⅡ鹏u萌量heeon蚋stiVeanalysisoftheecolo瘿calenvi阳啪enta羔ldec010磐cal硒etionof仃anslationinEn鲥巅Vefsionsof￡“艇玩．what’smo托，itwillbeableto1e糊f．romeachomerinmereseare娃andpromotethehannoniou嚣deVelopmGntof吐le仃；糊sl融ioneeosystemto如set量le汀a程sla宦主onofChineseclassicsin邈e端se甜ch缸cldof抒anSlationecolog弘Keywo重'ds：￡帮船池translatort豫n臻ationecologystrategyandm酏hodof垭mslation\n摘要说到中国古典散文，《论语》必将是所有著作中最熠熠发光的明珠之一，是中国历史上最具权威性的文献典籍。《论语》是记载孔子及其弟子言行的书。成书时间大约在春秋、战国之际，汉代以后被奉为儒家经典。作为世界第二大畅销出版物，最早的英文版本出现在19世纪，三百余年的英译历程中，经历了从传教士到汉学家，再到海内外华人的译本，直至今日《论语》英译本已经有三十多部，《论语》英译本也因此呈现出不同的翻译风格和文化理念。翻译生态学是许建忠教授在翻译领域的力作之一。作为翻译学和生态学的交叉学科，翻译生态学是依据生态学的原理，将翻译理论和生态学理论联系起来，以其相互关系及其作用机理为研究对象，研究多种翻译现象及其成因，继而掌握翻译发展的规律，指导于翻译实践的过程中。从而使翻译学在整个翻译生态的大环境中得以良好的运行和发展，进而揭示翻译的发展趋势与方向，从一个全新的角度来审视翻译，研究翻译的可持续发展。运用翻译生态学原理来解读《论语》的不同英译本，探讨翻译生态学原理在翻译实践中的应用，不仅是对《论语》英译本研究的新突破，更是翻译生态学的新融合新发展。通过对比分析在《论语》英译本中的生态环境和生态功能，总结不同译本在翻译生态学原理下的体现和为之翻译生态平衡所采取的翻译策略和翻译方法，以及不同英译本的优势和局限性。将中国典籍的翻译融合到翻译生态学得研究领域之中，更能在研究中取长补短，促进整个翻译生态圈的和谐发展。关键词：《论语》译者译本翻译生态学翻译策略和方法\nContentsAbstract摘要Introduction．．．．．．．．．．．．．．⋯．⋯．．⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯．．．．⋯．．．．．⋯．．．．．⋯．．．．．⋯．⋯⋯．．．．．10．1SignificanceofThisResearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯10．2TheMotivationandObjectivesoftheResearch⋯⋯．⋯⋯．．．．．⋯⋯⋯⋯．．．⋯⋯．．10．3TheLayoutofThisThesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯⋯．．．．．⋯．⋯⋯⋯．．3ChapterOneLiteratureReview⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯．．．．．．⋯．⋯⋯．．．．．41．1PreviousStudyatHome⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯41．1．1PreviousStudyofLunYu’STranslation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．41．1．2PreviousStudyofLun玩’STransators⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．61．2PreviousStudyAbroad．．．⋯．⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯．．⋯．⋯．．．⋯．．．．．71．3TheComparisonofPreviousStudyatHomeandAbroad⋯⋯．．⋯⋯⋯．⋯．．⋯8ChapterTwoTheoreticalFrameworks⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．⋯⋯⋯⋯．．．．112．1TheEmergenceandCurrrentStatusofTranslationEcology⋯⋯⋯⋯⋯⋯⋯112．1．1TranslatologyandEcology⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．1l2．1．2AnInterdisciplinaryApproach--TranslationEcology⋯⋯⋯⋯⋯⋯．．122．2IntroductiontoTranslationEcology⋯⋯⋯⋯⋯⋯⋯．．．．⋯⋯．．．．．⋯⋯．．⋯．．．．．⋯．．142．2．1TheDefinationandMainContentofTranslationEcology⋯．．⋯⋯．142．2．2TheSignificanceandInnovationofTranslationEcology⋯⋯⋯⋯．．162．3TheMainTheoryofTranslationEcologyRelatedtoThisThesis．⋯⋯⋯．．17ChapterThreeIntroductiontoLunYuandItsTranslation．．．．．．．⋯．．．．．⋯．．．⋯⋯．．．⋯．．．183．1ConfuciusandLunYu⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．183．1．1AboutConfucius⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．183．1．2AboutConfucianism⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯193．1．3AboutLunYu’SContent⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯203．1．4TheStatusandSignificallceofLunYuandConfucius’ideas⋯⋯一223．2TheTrans】ationofE“珂玩⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．23\n3．2．1TheOriginofLunYu’STranslations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．233．2．2MainVersionsofLunYuinHistory⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一233．2．3ComparativestudyoftheThreeversions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯25ChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcology．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．284．1TheEcologicalEnvironmentofLunYu’STranslation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯284．1．1TheNaturalEco．Environment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．294．1．2T11eSocialEco．Environment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯314．1-3TheNormativeEco．Environment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．334．2TheEcologicalFunctionofLun玩’STranslation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．354．2．1111eInternalFunction：ProductionFuncfion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯364．2．1．1TheProducer(Translat00ofLunYu⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．364．2．1．2TheConsumer(TargetReaderandAudience)andDecomposerfTranslationResearchers)⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．374．2．2TheExternalFunction：CulturalDevelopmentFunction．⋯．．．．．⋯．．．384．3AnalysisofLunYu’STranslationundertheLawsofTranslationEcology394．3．1TheLawofToleranceandtheLawofOptimum⋯⋯⋯⋯⋯⋯⋯⋯⋯394．3．2AnalysisofKuHongming’Smistranslation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．404．3．3HowtoApplytheLawofOptimum⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．41Conclusion⋯．．．．．．⋯⋯⋯．．．．．．．⋯．⋯⋯⋯．．⋯．．．．．⋯．．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯⋯．．⋯．．．．⋯．⋯42BibHography．．．．．．⋯⋯⋯．．．．．．．．．．．⋯⋯⋯．．⋯．．．⋯⋯．．⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．⋯⋯⋯⋯．．．．⋯⋯⋯⋯．．44发表论文和科研情况说明⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．47\nIntroduction0．1SignificanceofThisResearchnestrangestfigurethatmeetsUSintheannalsofOrientalthoughtisprobablyConfucius．Tothepopularmindheisthefounderofareligion，andyethehasnothingincommonwiththegreatreligiousteachersoftheEast．WethillkofSiddhartha．thefounderofBuddhism，astheveryimpersonationofromanticasceticism，enthusiasticself-sacrifice,andfaimi11龇thingsthatareinvisible．ZoroasteristhefriendofGod．talkingfacetofacewiththeAlmi曲ty,anddrinkingwisdomandknowledgefromthelipsofOmniscience．Mohammedi8representedassnatchedupintoheaven，wherehereceivestheDivinecommunicationwhichheisbiddentopropagatewithfireandswordthroughouttheworld．ThesegreatfigurescannotbementionedinthesamebreathwithConfucius，andtheConfucianismandLunYuhavehadallimmeasurableimpactontheChinesepeopleandChinesecultureformorethantwothousandyears．nepoliticalimportanceandpopularityofConfuciusgrewthroughouttheHandynasty,andschoolchildrenandanyoneaspiringtoliteratureusuallyreaditbeforetheFiveClassicsbytheEasternHandynasty．TheHeirwasprovidedatutorspecializedinteachinghimLunYuduringtheEasternHan．AstheFiveClassicswasaddedtothe”SevenClassics”，thegrowingimportanceofLunYuwithinConfuciusthoughtWasrecognizedduringthisperiod．ThestatusofLunYucontinuedtogrowuntilthelateSongdynasty(960-1279)，asoneofthecentraltextsofConfucianismandalsoasoneoftheFourBooksbyZhuXi．ConfuciantraditionconstitutesthecoreoftheChinesecivilization，makinganinfluenceonthedevelopmentofChinathroughoutChinesehistory．ThoughChinesestudentstodaynolongerrecitetheFourbooksandFiveClassics．ConfucianthoughtisstillsubtlyinfluencingtheethosoftheChinesepeople．Confucianismisstillverymuchalivewithitspositivevaluesconcerningsocietyandethics．Centuriesago，missionarieswhohadbeentoChinabegantointroduceittothewest．Sincethepublicationof孤eMoralsofConfucius，manyEnglishversionsofLunYuhaveemerged．Scholarsfromdifferentcountries，orsuchdifferentprofessionslikemissionaries，sinologistsandtranslators，haveallcontributedtheirendeavorinshowingthismostinfluentialcanontotheWest．Wi吐linChina’Sincreasinginfluenceabroad．LunYuandConfucianismhaveevokedwidespreadallovertheworld．ConfuciusandConfucianismbelongnotonlytoChinabutalSOtothewholeworld．0．2TheMotivationand0bjeetivesoftheResearch\nIntroductionManyscholarswerekeenonresearchingtheversionsofLunYufromdifferentperspectivesallalong．TheresearchofdifferenttranslationversionsofLunYuhavebecomeahotsubject．WhilemostresearchesmainlyfoCUSoncertainaspectsinthefieldoftranslation，andtheresearchers’theorymaygetabitnarrowaStimepassby．Besides．thebreadthanddepthofalltheresearchoftranslationisnotenoughSOfar．Thus，thisthesisputtheresearchtranslationintoanewfieldoftranslationtheory--translationecologytoexplainhoWthetranslatorstranslatedtheversionsandwhytheytookdifferentstrategiesandmethodsoftranslation，what’Smore,howthebackgroundsandtranslatorsinfluencetheversionswhichshowUSdifferentculturesandstyles．ThisthesisattemptstodiscusstranslationecologyonacomparativestudyoftheEnglishversionsofLunYutranslatedbyJamesLegge．KuHungmingandArthurWaley．Allofthemenjoygoodfame．Therefore，theirversionsprovideUSwithaverygoodangletoanalyzetranslationecology．ThereforeinthisthesistheauthorwillfirstlyintroducetranslationecologyintotheresearchofEnglishversionsofLunYuwhichistotallyanewperspective．TranslationecologyisanewresearchoftranslationstudieswrittenbyProfessorXuJianzhong．Everycreatureintheworldcouldnotexistwithoutthecommunicationwithitscircumstances，SOtheymustobeytherulestokeepthebalanteofthenatureandthewholeworld，suchaseco-system，ecologicalbalance，andconvolution，SOistranslation．肌enatranslatorfinishesawholepieceofwork,theremustbesomefactorswhichinfluencethefillalwork，likehimself,thetargetlanguageandthesourcelanguage，andthesituationofthesocietyincludingnatural，social，psychological，normative，andphysiological．Thusthereissomethingincommonwiththesetwodisciplines，whichleadstotheemergenceofanewdisciplinecalledtranslationecology．ProfessorXucombinestranslationandecologyperfectlybyanalyzingthevarioustranslationphenomenaandexplanationsinthelightoftheprinciplesofecologytheory．GenerallySpeaking，translationecologyisacomprehensivestudyaboutthelawsoftranslationandmechanismoftranslationinteractingwithitssurroundingsbothinsideandoutside．Insummary,byexaminingtheviewpointsoftranslationecologyintheversionsofLunYu．thestudyistoprovethatdifferentversionsofLunYuandtheirtranslationstrategyaresuitableforthetranslationalenvironmentandfunctionoftheirtime．T11iSthesisattemptstoemployXuJianzhong’StranslationecologyperspectivetomakeatentativestudyofdifferentversionsofLunYu．Inaddition．ifthetranslatorsofLunYufolllowthe1awsandmechanismoftranslationecology,theymaygetamoresuitableandfabuloustranslationintheirtranslationprocess．Byputtingthevariedversionsbacktothespecifichistorical，social，politicalsituationsinwhichmeywerecreated，theauthorwillresearchonthereasonsofthetranslators’adaptationofthismethodinthedifferentialbackgrounds．ThefunctionsoftranslationecologywillbefurtherdiscussedinthetranslationprocessofLunYu．TheapplicabilityoftranslationecologyinexplanationofsometranslationproblemsofChina’S2\nIntroductionClassicisalsoprovedatthesametime．0．3TheLayoutofThisThesisThethesisisdividedinto4chaptersinadditiontotheintroductionandconclusion．Theintroductiongivesthesignificanceofthisresearch，themotivationandobjectivesoftheresearchandthemainideaofeachchapter．ChapterOneisliteraturereviewonthetranslationsofLunYu，concemingabouttheprevioustranslationstudyofLunYubethathomeandabroad，includingtheresearchofdifferentversions，varioustranslatorsandthehistoryofthetranslationofLunYu．ChapterTwoisTheoreticalFramework，whichgivesanintroductiontotheecology,thenitleadstothedefinitionoftranslationecology,briefstheoriginanddevelopmentofthetranslationecology,thepresentsignificanceofthetheory,andthemaincontentandtheoryaswellascontributionoftheresearch．Chapter恤eisthecasestudyoftheversionsofLunYu．ItiSabriefintroductiontoLunYuaboutitsauthor,content，anditslinguisticfeature．Besidesthese，thestatusandinfluenceofLunYuandConfucianisminthehistoryofChinaarementioned．ChapterFouristhemainchapterofthisthesis，itmakesacomparativeanalysisversionsofLunYufromtheperspectiveoftranslationecology．Itanalyzesseveralaspectsoftranslationecology,andatthesametimeputsthetheoryintotheresearchofLunYu．Itreferstotheecological．environmentoftranslation，thentheecologicalfunction，thetheoryandbasiclawswhichareusedtoexplainhowitappliedintheversionsofLunYu．ItgivesadetailedanalysisofthetranslationofLunYuunderthenewperspective，introducessomestrategiesandmethodsadoptedinitforthebalanceoftranslationecology,andcitessomeexamplestoprovethepoint．Thelastpartistheconclusionofthisresearchwhichconcludestheachievementsweget，andlimitationwecannotreachatthepresent．Intheend，itcomesupwithsuggestionsforfurtherresearchonthetranslationofChina’Sclassicandtheapplicationoftranslationecology．\nChapterOneLiteratureRenewOneLiteratureReview’I’hedirectorofConfuciusAcademyofChina—ZhangDainianoncesaidthatLunYuwastheChinesepeople’SBible．1hewesternholyscriptureisBibleofChristianity,whileinChinatheholyscriptureistheAnalectsofConfucius．Eventoday,thespiritofLunYustillactsontheculture,socialnorms．educationandhumanrelationshiptosomeextent．AsConfucianismhasincreasinglybecomeahottopicbothathomeandabroadinrecentyears，theresearchofitstranslationiSdrawingmoreandmoreattentionfromtheacademic6eld．Therearemorethan40degreepapersand72academicarticlesconcerningtheEnglishtranslationsofLunYuuptonow，accordingtothestatisticsfrominternet．(JinTingxian，2011)Absolutely,therearelotsofacadernicarticlespublishedabroad，whichwillbementionedlater．Froma11thesearticlesandpapersitcancometoaconclusionthattheresearchesCanbemainlydividedintofivekindsasfollows，researchesontranslators，researchesonthehistoryofEnglishtranslationofLunYuandthecorewordsinit．researchesontherecordofpublishingEnglishtranslationsofLunYu，researchesondifferentEnglishversions(1ikeasingleversionorcomparativestudiesoftwoversionsormore)．fnlemajorityofthepapersandarticlesstudytheEnglishtranslationsofLunYuattheexternalaspects，andbecauseofthistheirobjectivesofresearcharealittlcbitnarrower．11leminoritystudiesbelongtothenewanddifferentperspectiveswhicharenotmentionedmuchbefore．1．1PreviousStudyatHomeThebeginningoftheresearchesofEnglishtranslationsofLunYuinChinatrailedasfarasthebackofthe20咖century．Becauseofthesocialbackground，thereWasashortpauseofthisresearchafterthefoundingoftheChinaintheyearof1949．ButafterthattherehasmadeextremelyrapidprogressinthisareawiththeresurgenceofstudiesintheEnglishtranslationsofLunYusincethelateofthe20mcentury．1．1．1PreviousStudyofLunYu’STranslation’nlestudiesofLunYujtranslationsathomearemainlyinthefieldoftranslation．philosophyandhistory．Mostofthescholarsconcentratedonhowtoachievetheequivalenceintranslationstudy．WhilesomeofthempreferredtheappreciationsorcommentariesontheresearchofEnglishtranslations．ThetranslationstudiesofLunYudrewthelargestshareoftheresearchers’attention．ProfessorLiuChongdeperhapsisthefirstonewhohasinvolvedinthistopic．Hewrote“AResearchinto腑姆jEnglishVersionofLunYu”and‘么ComparativeStudyofTwo4\nChapterOneLiteratureRenewTranslationVersionsofLunYu”(i988)andalsosomevaluablecommentsontheEnglishversionsbyD．C．andLauLegge”(2001)．Afterthoseacademicpapers，professorLiucontinuedtomakeawholesummaryreportconcerninglanguagefeatures，thestyleandofthetwodifferenttranslationsbyLeggeandWaley．HepointedoutthatWaley’sfeaturesofEnglishversionweremuchsimilartotheoriginaltextinstyleandbriefinvocabulary．What’smore．bymakingacomparativeanalysisbetweenD．C．Lau’sversionandJamesLegge’sversion．hefoundoutthatLauusedsimplesentenceswhichweredifferentfromtheoriginalstyleandusedoralEnglishwhichwasunderstoodbyreaderseasily．Onthecontrary,LeggepreferredtousearchaicwordsandcompoundandcomplexsentencesandalllikethewrittenEnglishofthe19山century．“D雕珐已PublicationofClassicsTranslatiD行withReferencetotheThreeTranslationVersionsofLunYu”writtenbyWangHui(2003)inShenzhenUniversity,discussedthattheprintindustryoftencuttheprolegomenaindexes，notes，etc．insinologists’worksoftranslationatthetimeofpublication，whichmaynotonlyminusthevalueoftheworkbutalsomakethereadersandresearchersmisguided．Atthesarnetime，recentlythestudyintothecomparisonofversionshasalsobecomeasignificantthemeofpostgraduates’finalthesisforgraduation．YangTianheng,whoisfocusontheversionsofLunYu，puttingseveraltranslationsofLunYuintothestudy,suchas⋯byJamesLegge,theQiuBrothers，ArthurWaley,LaiBoandXiaYuhe,LaoAnandD．C．Lau．LiShuang，comesaconclusionthatforeignizationanddomesticationareusedinsteadofincompatibleinsomelevelaftermakingacomparativestudyofKuHung-ming’sversionandJamesLegge’sversion．LiuYing,givesaresearchofacontrastivestudyofWangFenlin’stranslationandthatofXiaYuhebyusing“functionalequivalence’’theoryofNidaaSastudybasis．Everytranslatorshouldhaveaclearpointofthegenreofthetranslation，thetranslationpurposeaswellasintendedaudience．Neitherofthetwostrategiesshouldbeappliedtoexcess，atthemeantime．NiBeifengdiscussestheimpactofsubjectivityoftranslatorondifferenttranslationsafteracomparativeresearchofthetranslationsbyKuHung—ming，JamesLegge，EzraPound，RogerAmesandLinYutang．Outsidethestudyoftranslationfield，thereareafewstudiesinphilosophyandhistory．Theyholdthedifferenttheme，angleandmythology．ChenGang(2002)analyzesthedisciplinarysystembycomparingJamesLegge’sandWaley’sversionfromtheperspectiveofcriticalinterpretationofancienttextswhichmovesabigstepintothebasisofthetwoversions．Legge’stranslationisinthelightofZhuXi’scommentary,whileWaley’sisaccordingtotheConfuciuscommentary．DuanHuaqing’sarticles(2005．2006)belongtothehistoricalintroductiontotheLegge’stranslationinChina’sclassicwhichisthelayoutofthematerialsofChina’shistoryincludingtheprocessoftranslation，theexampleoftranslation，andsoon．Inaddition，therearesomeD．A．thesesconcerningthestudiesofhistoricalarticles．WangDongb0(2008)analyzestheversionsofJamesLeggeandKuHongrningfromonechaptertoanotherbythewayofimpressionandreviews．Thethesisconcludestheadvantages5\nChapterOneLiteratureRenewanddisadvantagesofthesetwoversionsinthecriteriaof“faithfulness，expressivenessandelegance”，andgivesthefinalconclusion：Legge’stranslationistightlyclosetotheacademic，“loyaltotheoriginaltext’’but“inflexible’’“lackoflinking’’：whileKuHongming’stranslationcaremuchaboutthereaders‘‘influentandnatural’’but‘‘alwaystohisownthoughts”1．1．2PreviousStudyofLunYu’STranslatorsTherearealmost50EnglishversionsofLunYuuptonow．Everytranslatormakesaresearchonthepreviousversionsandexplmnsthereasonwhyhewouldliketoretranslatethetextintheprefaceortheappendix．Thestudyareaisexpandedfromthetranslationtotranslator,andtheconcentrationalsoshiftsfromlinguisticsmeaningtothefactorswhichcanimpactonthetranslatorslikestructuralism，feminism，post—colonialism，andpostmodemism，etc．Inaddition，itfocusesontheoutsideelementsthatmayaffecttranslator’Stranslationmethodsandideology．Inotherwords，thefocusisnotonthetextitselfbecauseitcouldnotexplainvarioustranslationsandretranslationsall·around．DifferenttranslatorsshowUSdifferenttranslationsoftheoriginaltextaccordingtotheirdifferentlifebackground，nationality,objectivesandreaders．ThusthestudiesoftranslatorsayeanotherimportantangleinthestudyoftheEnglishtranslationofLunYu．TranslatorsofLunYuusuallyalsointerpretedotherdisciplinesofConfucianism．Becauseofthis，researchersinvolvedintranslatorstudyalwaystaketheirtranslationsintoconsiderationbyevaluatingtheirwork．Inthisfieldofresearch，manyfocusononetranslatororthecomparisonoftwoormoretranslatorslikethepreviouscategoryoftranslationofLunYu．FanPeixudiscussedthatJamesLegge’Stranslationhastoomucherrors，whichiscalledatypeofunder-translationwhileontheotherhandKuHung-ming’Sisatypeofover-translation．WangHui(2003)wrotefivemorearticlesconcerningthetranslationtoexpressherpoints．ShegivesUSasimpleandclearaccountofLegge，alsoshemakesaconclusionaboutthetranslatorswhohadtoreadthesourcetextfromthebeginningtotheendwhentranslatingkeytermsofLunYu,tomasterthespiritandmakeaproperversiontotheoriginaltext．HegivesanintroductiontothelifeofJamesLegge，hischaracteristicfeatures，translationpurpose，andintendedreadersofhistranslation．AfterthathefindsoutthatLegge’SConfuciantranslationshavebothadvantagesanddisadvantages．Butasamissionary,JamesLeggecouldnevergiveanobjectivepictureofConfucius’originaldoctrines．HisunderstandingofConfuciusandtheConfucianismareallbasedontheworksofZhuXi，anddoesn’treflectthestatementintheQingDynasty．Inthelate20mcentury,moreandmorepostgraduatesandscholarsattemptedtodotheirstudiesonLunYu’Stranslations．Theirfocusisnotonlyonthetranslationandversionsbutalsothetextandtranslators．Onthebasisofthis，thetextandtranslatorsbothinfluencetext6\nChapterOneLiteratureRefiewmeaningwhichcallgiveagoodexplanationWhytherearesomanyversionsofLunYuinthehistoryandgivepointsonwhypeopleretranslateitoneafteranother．ZhangXiao，afteranalyzingKuHung-ming’Stranslation，pointsoutthat‘‘Ku’Stranslationtaketheintendedreaderstothemostsignificantpositionandleadtothereception-culture．OtherfactorsincludethestylisticfeatureofLunYu，theauthor’Sintentionintranslationprogressandthereaders’expectationafterreadingthepreviousversions．LiuMeiintroducesafamoustranslatorinChinainherfinalM．Athesis—LinWusun，acelebratedtranslatorinChina，nowanadvisortotheTranslatorsAssociafionofChina．HeiStotallyawareofthedifferentconceptualthoughtsandreadinghabitsofreadersabroadandentertainshisownideasonbridgingthegapbetweenChineseandWesterncultures．InthethesisLiuMeipointsoutthathisuniquefeatureinthetranslationprogressissatisfyingtheneedsofforeignreadersinunderstandingConfucianthoughtandChineseculture．1．2PreviousStudyAbroad、矾mtherapideconomyandexchangesinChina’Sdevelopment。moreandmorepeoplein廿leworldareeagerforlearningChineseandChineseculture．Inthisease，ChinahasestablishedmanyinstituteswithoutprofittohelpalltheforeignerslearnChineseandChineseculture．WecallthemConfuciusInstitutes．Therearealmost322ConfuciusInstitutesandnearly369ConfuciusClassroomsin96countriesbytheendof2010．SoitwillbeveryconvenientforthescholarsaboardtostudyfurtheraboutConfuciusandLunYuanditiSSOsurethatLunYuisworthstudying,notonlyinourcountrybutalsointheworld．ItiSalongstoryinthestudyofLunYu’StranslationwhichmayfoCUSinthefieldofsinology,mainlyoflbringthecommentaryinthepreface，bookreviewandacademicthesis．LunYuhasmorethan50Engiishversions，eachtranslatorcouldmakemoreorlesscommentsinmeprefaceorintheappendixtoexplainwhyheorshechoosetoretranslatethetext．Thecommentaryintheprefacebelongstotheimpressionevaluationintheearlyperiod．Forexample，KuHongmingcriticizesthatthetranslationofLeggeiskindofprolixityandinflexible．Whilethecommentaryatpresentleadtotheacademicarea，HemyRosemontandRogerT．mines(Ames&Rosemont，1998)concludedthatpreviousversionswhichtendtotheWesternculturetoexplainthedoctrineofLunYu，thatis，toputtheWesternphilosophicalandreligiOUSwordstoexplaintheideasofConfucianism．AndbecauseofthattheyfailedtoconveythespiritsofChinesephilosophy．BookreviewsarethespecialresearchofLunYu’Stranslationwhicharegenerallypublishedinsomeperiodicalofsinologyandphilosophy．Forinstance，ChineseLiterature：Essays,Articles,Review,砌eJournalofAsianStudies．PhilosophyEastandWest．MostbookreviewsareiustafeWsentencestoinuoducethepublicationstatement，butthecommentariesofnewversionsareveryplentifulinmanyaspectsandperspectives．DavidSchabergstudied7\nChapterOneLiteratureRenewthemostEnglishversionsofLunYu，andhiscommentwascharacterizedinthestyle，language，philosophyandhistory．Atthesametimehefoundoutthatmostversionswereinterpretedontheexplanationofcfitefiabutjustdifferedinstyle．TheinnovationonlyexistedintheCO-translationofE．BraceBrooksandA．TaekoBrook．AliceW：CheanganalyzedandmadeacomparisonoffourversionsofLunYu,pointedoutthattheexplanationofeachversionwaseachtranslator’Spersonalthoughts，buttherealideaofConfuciuswasfailedtoconveytothereaders．StephenWDurrantmadeanintegratecommentonD．C．Lau’Sversionwhichmacroscopicallyinvolvedtheacademicevaluation，versionwithoutannotationintheprefaceoftheversionandmicroscopicallymentionedthewordtranslation．HealsodiscussedtheproblemsweshouldpayaaentiontointranslatingChineseclassics．JonathanSpencemadeabookreviewofLeys’versiontointroduceseparatelythefeaturesofmissionaryPhilippeCouplet’SLatinversionandLegge’Sversion，andanalyzedthedifferencesofLeys’versionandtheothertwo．FinallyhesummarizedthatinLeys’versiontheauthortriedtoconveyLunYu’Sgreatimpactonmodemsociety,thustranslationwascombinedwithsomehispersonalexplanationandbriefandgracefulstyle．ThereareotherarticlesfocusingonthecoreconceptofLunYu，andsomeofthemonlystudyoneconcept，likethetranslationof“li”(礼)，“ren”(仁)，“dao”(道)．However,mostofthescholarsintendtofindthephilosophyessenceofLunYubytheanalysis．LikeJoelJ．Kuppermanoncesaid：“myinterestisnotthecomparisonofdifferentversionsbutthegaininthephilosophyofConfucius．”Ⅵlat’Smore．LaurenPfisterandNormanJ．GirardotmadearesearchonLegge’Sversiontoo．ItistheirfeatureofresearchthatputtingLegge’sversioninhishistoricalandculturalbackgroundandcombiningwithhistheologicalandphilosophicalthoughtstodomeirresearch．(WangYan．2010)ThereisnotSOmuchresearchontheEnglishtranslationofLunYuabroad．ResearchersmostlyfocusonthetranslationspublishedinWestandhavelittlerelationwiththereferencetothetranslationspublishedinChina．MaryPatersonCheadlestudiestheimportanceofPound’Stranslationsinrelationtohishistoricism，politics，economics，andthesubstantialcruxesofhispoetry．StephenOwen’SinvestigationisbasedonacomparisonofthetranslationsofHuangChichungandSimonLeysHepointsout，“LeysisthemostprosperousnaturaltranslatorofConfucius”．“Leyshas811exceptionalrhythmandphrasingthatmakesConfuciusasimpledignitywhichlesssensitivetranslatorscannotachieve．"(WangYong，201111．3TheComparisonofPreviousStudyatHomeandAboardFromallthepreviousstudiesbothathomeandaboardwhicharementionedabove，wearcabletofigurethemarvelousresearchesbothintheeastandinthewest：LunYu’SEnglishtranslationhasattractedmuchattentionallOVertheworld．ItiSclearthattraditionalChinese\nChapterOneLiteratureRenewclassicshaveasignificantstatusbothathomeYu．Foreignersarelookingforwardtolearntheandaboard，especiallyConfuciusandhisLunspiritandbeliefinit，notonlyfortheresearchofitanditstranslations；ofcourse．itisalsoabetterwaytounderstandChinaanditshistory．Atthesametime，wecouldmakeafurthercomparisonofthestudiesathomeandabroad．Obviously,theremustbesomedifferentfeaturesinthem．Atfirst，thedifferentcoresofresearch：theresearchathomefocusesonthecommentsontheversionquality,thesummaryoftranslationmethology,whiletheforeignscholarsfirekeenontheproblemoftheexplanationofideologyinLunYubytheperspectiveofphilosophyratherthanthelinguisticstudyintheprogressoftranslation．Thusmostoftheresearchesaboardaremuchdeeperthantheresearchathome，andthismayberelatedtothedifferentresearchmainbodiesofthem．WhenitcomestotheresearchmainbodyinLunYu分research，thedomesticscholarsaremainlyfromthetranslationarea,whilethescholarsabroadaremainlyfromtheacademicfieldofsinologyandphilosophy．What’smore，theperspectiveandmethodusedintheresearcharedifferent：whilethemajoritiesoftheresearchathomearefromonespecificperspective1ikelinguistics，culturereferredtothetranslationfield；whileforeignresearchersaremainlyinterestedinthewayofinterdisciplinarywiththeperspectiveoflinguistics，philosophy,culture，history,etc．(WangYan，2010)Definitely,thereissomethingincommonofthestudiesathomeandabroad．First，theyallfocusonthetranslationandversionsofLunYu．Theversionsathomearecrowedinthetwotranslators’wo吐|一-JamesLeggeandKuHongming．Onthecontrary,theversionsofRogerT．Ames，E．BruceBrookandA．TaekoBrooksaremorepopularinthewest,buttheydomakeallexhaustiveresearchontheversionsanda11kindsoftranslators．Nextthereareseveralgapsbetweenthem．LotsofLunYu≥versionsarenotonlytheachievementsoftranslationbutalsomeaningfultothesinologyintheWestwhichstillneedtogofurtherstudy．LunYu'stranslationisrelatedtosomeancientdocumentsandotherproblemsinthatdecades，butforeignresearchersarelackofthesematerialsandresearchachievements，constructingthenaturalculturalgapbetweentheeastandthewestwhichleadtotheweakpointinthisaspectoftheresearch．Thoughthereareplentyofmaterialsforthescholarsathome，butbecauseoftheacademicbackground，fewofthcrnwillgivesomedetailsofthisaspectwhichisapityforChinesescholars．(WangYan，20LO)Lastbutnottheleast，asitismentionedintheformer,theresearchathomearemainlyinthefieldoftranslation，andtheyalemainlyinthefieldofsinologyandphilosophy,thusfewscholarsareinvolvedinanother矗eld—thedevelopmentoftheversionsofLunYuovernearly200hundredyears．Thiskindofstudyistoanalyzewhythetranslatorsindifferentenvironments(differentbackground，differentnationality,differentexperiences)worksdifferentversionstothesanleoriginaltextinordertofindbasicrulesintranslationcircleandhowtodealwithittokeepthebalance．AndthisthesistriestomakeatentativeresearchoftheEnglishtranslationsofLunYufromthemacroperspective·-·-anewtheorybasedonthetheoryofecologytoexplainthelawoftranslationecology．Asnoonehas9\nChapterOneLiteratureReviewstudiedtheEnglishtranslationsofLunYufromtheperspectiveoftranslationecology,thisthesisismoresignificant，whichwillinfluencethestudyofEnglishtranslationofotherChineseclassics．\nChapterTwoTheoreticalFrameworksTwoTheoreticalFrameworks2．1TheEmergenceandCurrentStatusofTranslationEcologyFromancienttimestonow,everylndividualpersonandcreaturecannotliveonthisearthwithouttherelationtothesurroundingenvironment，SOisthetranslationactivity．Fromthehistoryofworldtranslation，weallknowthattranslationemergedastheneedofpeople’Scommunication．Fromthefirstdaywhentranslationwasbornintheworld，translationhaskeptacloserelationshiptoitsownecology．Withtherapiddevelopmentoftechnologyandeconomyineveryperiod，therelationshipbetweentranslationandecologyhasmadethesamestepsasthedevelopment．Currently,weareinthetimesofglobaldevelopment，thewholeearthbecomeaglobalvillage，weshouldtakegoodcareoftherelationshipbetweenthe“globalvillage’’andallthe“villagers”whichisaurgentprobleminfrontofUS．Translationecologyisaninterdisciplinaryapproachtodeal、历mthisprobleminaneffectiveway．2．1．1TranslatologyandEcologyTranslatologyisallindependentdisciplineandregardedasasciencetostudytranslation．Itisacomprehensivecoursesubjectconsistingofgeneraltranslatology,theoreticaltranslatologyandappliedtranslatology．Itisaboutgenerallawsoftranslation，studiesoftranslationwithspecialreferencetoChineseandEnglish，andmethodstoapplytheoriestopractice．Thestudyoftranslatologyaimsatprovidingmaterials谢t11traditionalperspectiveaswellaslatestdevelopmentsintranslationstudiesSOastoraiseabilitytopursuetheoreticalresearches；italsoaimsatanalyzingandsolvingproblemswhichconstantlyoccurintheprocessoftranslationbyfocusingoncontrastivestudiesbetweenChineseandEnglishand，betweentheChinesecultureandtheEnglishculture．Itcombinestheorywithpracticecloselybydiscussinggoodexampleswithspecificprinciplesasguidelines．Translationexerciseswillhelpconsolidatewhathasbeenlearnedandthediscussionwillpromoteexchangesofideas．Generaltranslatologyaddressesthedescriptionofthephenomenaoftranslationbyfocusingonsuchissuesasthedefinitionoftranslation，thenatureoftranslation，typesoftranslation，criteriaoftranslation，proceduresoftranslation，anddisciplinesrelatedtotranslation．Whileaccordingtothetheoreticaltranslatology,fourapproacheshavebeendominantatvarioustimesandhaveessentiallyservedinacomplementaryfashion：thephilologicalapproach，thelinguisticapproach，thecommunicativeapproach，andthesocio—semioticapproach．Thelastcategoryisappliedtranslatology,inwhichtranslationisdoneonthebasisofcontrastive\nChapterTwoTheoreticalFrameworksstudiesbetweenthelanguagesinvolved：ChineseandEnglish．Duringtheprocessofsuchstudies，equivalenceandnon—equivalencearestillthemainpointsdeservingourattention·Ecologyisthestudyoforganismsinrelationtothesurroundingsinwhichtheylive．Thesesurroundingsarecalledtheenvironmentoftheorganism．Thisenvironmentismadeupofmanydifferentcomponents，includingotherlivingorganismsandtheireffects，andpurelyphysicalfeaturessuchastheclimateandsoilalwaysaimingtounderstandhowanorganismtype．Ecologists，thosewhostudyecology,arefitsintoitsenvironment．Theenvironmentisofsupremeimportancetoanorganismanditsabilitytoexistintheenvironmentwhereitlivesbecauseitwilldetermineitssuccessorfailureasanindividual．ThewordecologywasfirstusedbyaGermancalledErnstHaeckelin1869．ItcomesfromtwoGreekwordsoikosmeaninghomeandlogosmeaningunderstanding．Haeckeldescribedecologyas‘‘thedomesticsideoforganiclife’’and‘‘theknowledgeofthesumoftherelationsoforganismstothesurroundingouterworld．toorganicandinorganicconditionsofexistence”．nis“surroundingouterworld”isanotherwayofsayingtheenvironment．Ecologyislikeanenormousjigsawpuzzle．Eachorganismhasrequirementsforlifewhichinterlockwiththoseofthemanyotherindividualsinthearea．Someoftheseindividualsbelongtothesamespecies，butmostareverydifferentorganismswithverydifferentwaysoflivingorinteracting．Fromtheresearchofthetwosubjectsabove，itissurethattranslatologyhaslotsofthingsincommonwithecology：bothofthesetwodisciplinesstudythesystemofthesubjectandtheelementsinitscircle．Tobespecific，translatologystudiesthesystemoftranslationactivityandtheotherfactorswhichinfluencethetranslationquality；ecologystudiesthesystemofallt11ecreaturesandthenaturalelementswhichexisteverywhereintheworld．ThuS，inordertomakeadeeperresearchoftranslationtheoryandpractice，ProfessorXuJianzhongtakesstudymethodsfromthesetwodisciplines，putstranslationinnatural，socialandnormativeenvironmenttostudytheprinciplesandlawsinthesystemoftranslationbyapplyingthetheoriesinecologywhichemergesasthenewinterdisciplinarycalledtranslationecology．2．1．2AnInterdisciplinaryApproach～TranslationEcologyFromtheperspectiveoftranslationecology,eachthingintheworldcouldnotexistwithoutthecommunicationwithitscircumstances，andtheymustobeytherulestokeepthebalanceofthenatureandthewholeworld，suchaseco—system，ecologicalbalance，andCO．evolution．SOiStranslation，whenatranslatorfinishesawholepieceofwork，theremustbesomefactorswhichinfluencethefinalwork，likehimself,thetargetlanguageandthesourcelanguage，andthesituationofthesocietyincludingnatural，social，psychological，normative，andphysiological．Thusthereissomethingincommonwiththesetwodisciplines，whichleadstotheemergenceofanewdisciplinecalledtranslationecology．\nChapterTwoTheoreticalFrameworksTranslationecologyisanewinterdisciplinaryapproachwhichappearsinrecentyears．Theresearchofthissubjectisstillinprimarystage．MichaelCroninfirstlyputforwardthisterminthebookTranslationandGlobalizationwhichwaspublishedin2003．Hecheckedoutthechanginggeographyoftranslationandshowsnewmethodsofstudyingtheroleoftranslatorsinglobalizedeconomiesandculture，arguesthattranslationiscentralpartofthediversityoflanguageandculture，finallyhepointedoutthathecouldnotagreemoreaboutthetheoryoftranslationecologyinFive‘'TranslationandMinorityLanguagesinaGlobalSetting”．Tobespecific，hefiguredoutthemajorityoflanguageintheworldthreatenedtotheextinctionofminoritylanguage，heemphasizethesamesignificanceofunificationandpluralism，andhethinksthattheglobalizationdoesnotmeantheextinctionofnationality．Itmeansthecompatibilityofunificationandpluralism，andofglobalizationandlocalization．Therefore，translationregardedastheculturalintermediaryshouldplayaroleintheglobalization：theyshouldtransfertheparticularvalueofcultureandlinguisticsatthesamestepofthedevelopmentofdiversecultureandethicspirits．Itisobviousthattranslationmustbeadouble-edgedswordwithoutproperlawsforthediversityoflinguisticandculture．AlthoughMichaelCroninputforwardthisterm，hedidn’tgiveasystematicresearchoftranslationecology．TheresearchhasmovedabigstepforwardathomeandgetssomeachievementsgainedbyChinesescholars．AnapproachtotranslationasadaptionandselectionwrittenbyProfessorHuGengshenisarepresentativeworkinthisresearch．Itdiscussestranslation‘asatranslator’sadaptionandselectionactivitiesinatranslationalcco．environmentwhichisanewkindofattempt．HeborrowedDarwinianprinciplesandlawsof“adaptation／selection’’intotranslationresearchesandusestheresearchwaysoftheothersubjectstoexplainthatthetranslatingprogressisaproductionoftargettextsbynaturalselectionbywayofthetranslator’sadaptationandselectiontotheCCO．environmentwhichbasedontheDarwinianprincipleofnaturalselection．AccordingtoProfessorHuGengshen，‘'Adaptionandselectioncouldberegardedasthetranslator’sinstinctaswellastheessenceoftranslating．Intheprocessoftranslating，thetranslatormustbothadaptandselect．111etranslator’sadaptationisselective，andatthesametime,theselectionisalsoadaptive．ThetranslatormustadapttothetranslationaleGO—environmentinordertobeabletoselectthespecifictargettexts．”(HuGengshen，2004)．SofarProfessorHuGengshen’sAnapproachtotranslationasadaptionandselectionrepresentsthepreparatorystudyonthetranslationandecology．What’smore．itisapartofthetheoryoftranslationecologyOnthebasisofthetheoryathomeandabroadwhicharementionedabove，translationecologywasputforwardin2008byProfessorXuJianzhongwhoisenthusiasticallypreparedtotacklenewfieldsintranslationstudies．In2008hecompletedhismanuscriptanditreceivedinterestfromtheChinaThreeGorgesPublishingHouse．ProfessorXuJianzhongfiguresoutthecurrentstatusofChina’stranslationstudyandstudiestranslationwithnewangleofideas\nChapterTwoTheoreticalFrameworksandmethods．Theemergenceoftranslationecologymeansalottotheresearchanddevelopmentoftranslatology,especiallytothetranslationtheoryandpractice．TranslationecologyisthenewdisciplineinChina’stranslationfield．Ononehand，asaresultofanewinterdisciplinaryapproach，itnotonlybridgesnaturalscienceandhumanitiesbutalsooffersanewperspectivetotranslationstudies．Ontheotherhand，itisnotthesimplesumofthetwodisciplines(translatologyandecology)，itownsitsparticularsystem，objectandtask．Generallyspeaking，translationecologyhasdevelopedthetheoryoftranslatologyandecologytoacertainextent，Infact，translationecologyhasacloseconnectionwiththetheoriesofmodemtechnologyandscienceincludingmanagementscience，systemtheory,behavioralscience，cybernetics，information，anthropology,sociologyandpsychology．InXu’Sopinion，eco—environmentisthesurvivalfoundationoftranslationwhichistheproductionofsocialecology．Therefore，nomatterwhenandwhere，translationhasacloseconnectionwimitsowneeo—environment．Translationisalsotheactivitybetweentranslatorandeco-environmentoftranslation,becauseitnotonlyaffectsthelivingeco—environment，butalsoisinfluencedbyit，thatis，thedialecticalrelationcalledtheunityofoppositeness．Thus，wemustmaketheharmoniousunityoftranslationactivityandeco—environmentwhichcanbringthemarvelouswealthtotranslationoritwillthreatenthelivingoftranslation．Insum，translationecologyisaninterdisciplinaryapproachinfieldoftranslationtheorybecauseitnotonlydissectsecologicallevelsoftranslationbutalsoexplainstheeffectsofdiverseecologicalsurroundingsontranslationandhowitreactstoitsowneco．environmentinordertoelaborateitsmacroscopicecologyandmicrocosmicecologyandanalyzetheleveloftranslationecologysuchasitsindividualandgroupecology,itseco—system，itsdissipativestructureanditshorizontalstructure．Atpresent．itiSstillinitsinitialprocessofresearchandthesystemoftranslationecologyneedstobestudiedwithgreateffortsbyeveryscholarandtranslator．2．2IntroductiontoTranslationEcologyXuJianzhongputsthetheoryintotheassumptionthattranslationcouldnotexistwithoutinteractionwithitssurroundingcircumstances．Translationhasacloseconnectionwinlsocialdevelopment，humanprogressandtranslationadvancement．ThetranslationprogresscannotworkwithouttheecologicalenvironmentoftranslationasinCO—evolution．2．2．1TheDefmitionandMainContentofTranslationEcologyAsthestudysaidintranslationecology，itanalyzestheouterenvironmentalfactorssuchasnaturalenvironment，socialenvironmentandnormativeenvironmentaswellastheinnerenvironmentalfactorssuchasphysiologyandtheindividualpsychology．Alsoitexpoundsthephenomena，lawsandfeaturesofdiversetranslationgenresandlevelsfrom\nChapterTwoTheoreticalFrameworksecologyperspective．Itemergesasaresultofpermeationofecologyandtranslatologyandconsistsofdifferenttranslationphenomenaandtheirexplanations．Mr．Xugivehisdefinitioninthebook,"Translationecologydealswiththelawsandmechanismoftranslationinteractingwithitssurroundingsincludingnatural，social，normative，psychological，andphysiological．Tobespecific，itmeanstointroducetheachievementsofecologystudiestotranslationstudies，toassociatetranslationwithitsecologicalenvironment,andtostudytheirinterrelationsandtheirmechanismforthepurposeofexaminingandstudyingtranslation，andoftryingtoanalyzeandexplainthevarioustranslationphenomena．”(XuJianzhong，2009)Aswereadintranslationecology，thestudycoversmuchknowledgeofdifferentdisciplineswhichCanbedividedintoafewmainparts：thecoo—environmentoftranslation，theecologicalstructureoftranslation，theecologicalfunctionoftranslation，thebasicprinciplesandlawsoftranslationecology,thebehavioralecologyoftranslation．Inordertostudytranslationecology,wemuststartwithinvestigationoftheeco-environmentoftranslation．Translationactivitiesarethecenterofeco—environmentoftranslationwhichasystemofmultiplefactorsandmultidimensionalspacethatinfluencesandconstrainstheprocessofproduction，developmentandchangesoftranslation．Thedevelopmentoftranslationdependsonitsowneco—environment．andt11ereiSaco-evolutionarytheoryintherelationshipbetweentranslationandeco—environment．Therearefivedimensionsofeco．environmentoftranslationinXu’Sbook：thenaturalenvironment．thesocialenvironment，thenormativeenvironment，thepsychologicalandphysiologicalenvironmentaswellasthemosaicismoftranslationeco．environment．Beforethefurtherstudiesoftheecologicalfunction，thebasiclawsandprinciplesoftranslationecology,weshouldfirstanalyzeeco．·structureoftranslationwithmulti．．dimensionsandvariousapproacheswhichisdividedintotwocategories：themacroscopicandmicrocosmicecologyoftranslation。Themacroscopicecologyoftranslationexploresthewholesystemoftranslationecologyandtakesecosphereoranationasawholeinordertofigureoutthetendencyandmodemtranslationinthefuture，buildareasonablemechanism，findtheproblemsintranslationprogressaswellascreateasuitableeco．environmentfortranslationdevelopment．Whileontheotherhand，themicrocosmicecologyconcernsaboutthespecificenvironment，someideas，someequipments，somespecifiedsystemofvaluation，i．e．，anythingnotincludedintheholisticenvironment．Onthebasisofecologicalstructuresoftranslation，theecologicalfunctiondealswiththeecologicalfunctionsfromthetheoriesofecologicallawsandideas，expoundstheinterprogressoftranslationecologyaswellastheouterinfluence．Afteranalysisoffunction，itcomestotheprinciplesandlawsoftranslationecology,suchaSthefollowingbasicprinciples：thelawofrestrictivefactors，theoptimum，translationecosystem，thetranslationniche，localecologicaleffect，itscommandment，anditsholism．mat’smore，itrevealsthebasiclawsoftranslationecologyasthefollowing：itsvirtuouscycle，itsbalanceandimbalance，its\nmigrationandcreep，itscompetitionmechanism，itsrulestransferanditsconcentrationanddecomposingrate．2．2．2TheSignificanceandInnovationofTranslationEcologyItissignificanttoestablishthisdisciplinethatfusingtheecologytheoriesintotheresearchoftranslation，connecttranslationandtheeco—environmentandgivethedetailedexplanationofthetranslationphenomenonandproductionfromthetranslationecologyperspective．Ⅵmat’Smore．thisresearchisanewangleandmethodintranslationfield．Tobespecific，itregardsthemutualrelationshipandthemechanismastheresearchobject，exploresandstudiesthetranslationfromtheperspectiveofecologybymakinggreateffortstobreakthe‘‘determinism”pattern．TranslationEcologyisdifferentfromtheprevioustranslationtheory．Itistheapplicationofecologicalconceptsintranslationstudiesmademphasizesasystematicandholisticview．Inaddition，ithasgreatpositiveinfluenceonexploringnewtheoriesandenlighteningthinkingwaystoinstructthetranslationpractice．Theperformanceofitssignificanceisjustasthefollowingaspects：1．Itisabletofindandresolveerrorsandmistakeswhichappearbothmacroscopicallyandmicroscopicallybyanalyzingthewholeandsystematicfactorsoftranslationecosystemsfromtheholismandsystematicperspective．2．Exploringthestructureandfunctionoftranslationecologyfromtheperspectiveofecolo百calsystemandecologicalbalanceoftranslation，correctandcontroltheecologicalimbalancebothinsideandoutsideinordertoremainthesustainabledevelopmentoftranslation．3．Itispossibletodigintotheessenceandreactionmechanismoftranslationbyapplyingtheprinciplesandlawsoftranslationecologytoproducethebestmulti—dimensionseffectoftranslationproduction．4．Makingtranslatorsandresearchersrebuildanddeveloptheirpsychologicalenvironmentbetterbythewayofreasonablearrangementofthenaturalandsocialenvironmentintheguidanceoftranslationecology．5．Putecologicalconsciousnessintothewholeprocessoftranslationtochangetherelationshipbetweentranslationandsocietyaswellasthesimilarinsideit．Althoughtherearestilllotsofpeoplewhoarenotfamiliarwithtranslationecologyandalsolackofacademicliterarybookinthisfieldbynow,wesurelybelievethattranslationecologywillperformanewflourishingroleintheadvantageoftheinterdisciplinaryandplaystrongvitalitytothedevelopmentoftranslationstudy,thedeepstudyoftranslationresearchandthespreadofecologicalknowledgeinordertopromotethehealthydevelopmentoftranslatology．\n2．3TheMainTheoryofTranslationEcologyRelatedtoThisThesisAsthepreviouspartshowsabove，translationecologycontainsmanyaspectsoftheoriesandprincipleswhichcannotbeanalyzedoverallinonethesis．thusinthisthesistherealeseveralmaintheorieswhichwillbeexplainedspecificallyinthefollowingchapters．Therelatedtheoriesconcludestheecologicalenvironmentoftranslation，theecologicalfunctionoftranslationandthebasiclawsoftranslationecologyaccordingtothecurrentmaterialsofLunYuandtranslationecology．\nChapterThreeIntroductionofLunYuandItsTranslationsThreeIntroductionofLunYuandItsTranslationsLunYualsoknownas历eAnalectsofConfuciusisaclassiccollectedofteachingsandexperiencesattributedtotheChinesephilosopherConfucius，andtraditionallybelievedtohavebeenwrittenbyConfucius’disciples．LunYuhasbeenoneofthemostwidelyreadbooksinChinaformorethan2,000years．ChinesepeopleareinfluencedbyConfucianismdeeplyyearsafteryears．YoucannotunderstandChinesecultureandhistorywithoutgettingtoknowConfuciusandLunYu．ConfuciantraditionconsistsofthecoreandbedrockoftheChinesecivilization，makinganimpactonthedevelopmentofChinainallages．AlthoughChinesestudentsonlongerrecitetheancientChineseclassicanymore，ConfucianthoughtisstillhaveasubstantialinfluenceonChinesepeople．Centuriesago，missionarieswhohadbeentoChinabegantointroduceLunYutotheWest．WithChina’srapiddevelopmentin也eworld．LunYuandConfucianismhavewidespreadinfluenceintheworld．Thus，manyscholarsbothathomeandabroadtranslatedandretranslatedLunYui11ordertolealTlChineseandChineseculture．腑couldsaythatthespiritualwealthofLunYuandConfucianismnotonlybelongtoChinabutalsotothewholeworld．neresearchoftranslationofLunYuhasdrawnmuchattentionfromthelinguistsandtranslatorsathomeandabroada11thetime．ThereforechoosingtheEn百iShversionsofLunYuasthestudyingobjectswillbesignificanttotheresearchofclassicalChineseliterature．3．1ConfuciusandLⅢt砌3．1．1AboutConfueiusConfucius(551—91BC)iSrecognizedasChina’Sfirstandgreatestteacher,andhiside,ashavebeenthefertilesoilinwhichtheChineseculturaltraditionhasflourished．Now,hereiSatranslationoftherecordedthoughtsanddeedsthatbestrememberConfucius—informedforthefirsttimebythemanuscriptversionfoundatDingzhouin1973．apartialtextdatingto55BCandonlymadeavailabletothescholarlyworldin1997．ConfuciusrankstheforemostamongChina’Sancientthinkers．Histeachingshadaprof(，undinfluenceonthedevelopmentofChinesehistoryandleftadeepimprintontheChinesepsyche．Heisalsosaidtohaveinitiatedprivatetutoring,whichconstitutedaforwardstepinChineseeducation．Priortohim．thereexistedonlyO蚯cialschools，thesolepreserversofthechildrenofthearistocracy．Peoplenowadayswhoareusedtopubliceducationmi曲tnotappreciatethe如llimpactofprivatetutoringasarevolutionarymeasurewhichhelpedtopromoteSOcialmobilityinancientChina．Theintroductiontothesystemofimperialexaminationwhosecontent．duringmostperiodsinChinesehistory,concerttratedonConfucius’teachings，gavethechildrenofdifferentsocialbackground，particularlythe\nChapterThreeIntroductionofLunYuandItsTranslationsunder-privileged．achancetopasstheexaminationandmoveupthesocialladder．TheearliestLunYuyetdiscoveredwhichprovidesuswithanewperspectiveonthecentralcanonicaltextthathasdefinedChinesecultureandclearlyilluminatesthespiritandvaluesofConfucius．ConfuciuswasbornintheancientstateofLuintoaneraofunrelenting,escalatingviolenceassevenofthestrongeststatesintheproto—Chineseworldwarredforsupremacy．Thelandscapewasnotonlyfiercepoliticallybutalsointellectually．Confuciushadaspecialdlildhood．HisfatherknownasShuliang．whowasawarriorofratherlowstatusintheLumilitary．WhenConfuciuswasthreeyearsoldhisfatherKongHedied．Asalittlechild，Confuciuswasraisedbyhismotherlivinginadifficultlire．Confuciusdidnotfai】hismother’sexpectations．Hislowsocialstatusdidnotpreventhimfrommasteringthelanguageskills，history,andotherfieldsofknowledge．Aself-taughtman，hetookupvariouslowlyjobsandavidlystudiedallthehistoricaldocumentshecouldlayhandson．Hethusbecameawidely-recognizedscholar．AlthoughConfuciusenjoyedgreatpleasuretobeateacher,andmanyofhisstudentsworkedinpoliticalomce．personallyhehadnotmuchinfluenceonLu．ThenhebegantotravelfromplacetoplaceasanitinerantphilosophertospreadhisdisciplinestopoliticalleadersthathisteachingswerearulesforpoliticalandsocialSuccess．Inthiscapacity,hebegantoteachwhilelookingforofficialpostsbyofferingadvicetotherulersandhighofficialsofLu．Despiteofseveralfailures，hedidoncebecomeaseniorofficialhimself．However,whenhetriedtointroducereformsinaccordancewithhispoliticaldoctrines，hemetwithstrongresistanceasthesemovesaffectedthevestedinterestsoftheofficialdom．Hethereforedecidedtoseekhispoliticalfutureabroad．Hetraveledtomanystateswithhisdisciplesandofferedhisservicetotheirrulers．Hewasreceivedwithhonorinseveralofthestates．Finally,Hisphilosophicalstudiescametoconstructthestandardofbehaviorforallcivilizations--··includingtheemperorhimself．However,nonetookhisadviceseriously．Totallydisappointed，hereturnedtoLu13yearsafterwardsandspenttherestofhislifeteachingandeditingancientclassics．Hishealthimpairedbytheuntimelydeathofhissonandtwoofhismostbeloveddisciples，hediedattheageof73，stillconvincedthathehadahistoricmission．(LinWusun．2010：3)3．1．2AboutConfueianismAlthoughConfucianismisoftenfollowedinareligiousmarinerbytheChinese，argumentscontinueoverwhetheritisareligion．ConfucianismdiscusseselementsoftheafterlifeandtheviewsconcerningHeaven，butitisrelativelyunconcernedwithsomespiritualmattersoftenconsideredessentialtoreligiousthought，suchasthenatureofsouls．Confucianismoriginatedasan“ethical—sociopoliticalteaching’’duringtheSpringandAutumnPeriod，butlaterdevelopedmetaphysicalandcosmologicalelementsintheHanDynasty．FollowingtheabandonmentofLegalisminChinaaftertheQinDynasty,Confucianism19\nChapterThreeIntroductionofLunYuandItsTranslationsbecametheofficialstateideologyofChina，untilitwasreplacedbythe“ThreePrinciplesofthePeople”ideologywiththeestablishmentoftheRepublicofChina，andthenMaoistCommunismaftertheROCwasreplacedbythePeople’sRepublicofChinaintheMainlandofChina．HumanismisatthecoreinConfucianism．AsimplewaytoappreciateConfucianthoughtistoconsideritasbeingbasedonvaryinglevelsofhonesty,andasimplewaytounderstandConfucianthoughtistoexaminetheworldbyusingthelogicofhumanity．Inpractice，theprimaryfoundationandfunctionofConfucianismisasallethicalphilosophytobepracticedbyallthemembersofasociety．Confucianethicsischaracterizedbythepromotionofvirtues，encompassedbytlleFiveConstants，ortheWuchang(五常)，extrapolatedbyConfuclanscholarsduringtheHartDynasty．Thefivevirtuesare：鼬n(仁，Humaneness)Yi(羲，RighteousnessorJustice)Lt(槌，ProprietyorEtiquette)Zhi(智，Knowledge)Xin(信，Integrity)．TheseareaccompaniedbytheclassicalSizi(四字)withfourvirtues：·Zh6ng(忠，Loyalty)·Xiho(孝，Filialpiety)·Ji6(饰，Continency)·Yi(羲，Righteousness)．Confucianismholdsthatoneshouldgiveupone’slife，ifnecessary,eitherpassivelyoractively,forthesakeofupholdingthecardinalmoralvaluesofrenandyi．AlthoughConfuciusthemanmayhavebeenabelieverinChinesefolkreligion,Confucianismasanideologyishumanisticandnon—theistic，anddoesnotinvolveabeliefinthesupernaturalorinapersonalgod．(http：／／en．wikipedia．org／wiki／Confucianism)3．1．3About三圳lYu’sContentLunYu，ortheAnalects，knownasaclassiconConfucius’teachingsandexperiences，isthecollectionofsayingsandideasattributedtotheChinesephilosopherConfuciusandhiscontemporaries．traditionallybelievedtohavebeenwrittenbyConfucius’disciplesandsecond—generationdisciplesduringtheWarringStatesperiod(475BC一221BC)inChinesehistory,anditdidnotachieveitsfinalformuntilthemid—Handynasty(206BC-220AD)．LunYuwasregardedasa“commentary'’ontheFiveClassicsbytheearlyofHandynasty,whilebytheendofthatdynastyLunYugrewtobeoneofthecoretextsofConfucianism．DuringthelateSongdynasty(960-1279)LunYuasaphilosophyworkWasabovethatoftheolderFiveClassics，alsoitwasincludedasoneoftheFourBooks．Itiscomprisedof20separate‘'books”，whicharebrokendowninto492passages．Thoughmanyofthepassagesareshort，20●\nChapterThreeIntroducfionofLunYuandItsTranslationstheyoftencarryprofoundmeaning．SinceveryfewreliablesourcesaboutConfuciusexist，theprincipalbiographyavailabletohistoriansisincludedinSimaQian’sShift．orHistoricalRecords,butbecauseShiftcontainsalargeamountofmaterialnotconfirmedbyothersources，thebiographicalmaterialonConfuciusfoundinLunYumakesLunYuarguablythemostreliablesourceofbiographicalinformationaboutConfucius．Confucius’socialandpoliticalidealswerenotpopularinhistime，butheputhisownideasintoLunYuastheformationofgoodgovernmentwhichcouldbedividedinto3aspects：socialphilosophy,politicalphilosophyandeducation．AccordingtoConfucius’thoughtsinLunYu，Confucius’socialphilosophymostlydepended011thecultivationofFertbyeachindividualinacommunity．LaterConfucianphilosophersregardedrenasthequalityofhavingakindmanner,closetotheEnglishwords‘‘humane”，‘‘altruistic”，or‘'benevolent'’，butofthenearlysixtyinstancesinwhichConfuciusdiscussesreninLunYu，notmanyhavethislatermeaning．Confuciususedthetermreninsteadtodescribeallall—encompassingstateofvirtue，onewhichnobodyhadgainedcompletely．(thetermre／'／ispeculiartoLunYu)．ToConfucius，thecultivationofteninvolveddepreciatingoneselfthroughmodestywhileavoidingartfulspeechandingratiatingmannersthatwouldcreateafalseimpressionofone’sownquality(Analects1．3)．ConfuciussaidthatpeoplewhohadcultivatedFenwouldbedistinguishedbytheirbehavior“simpleinmannerandslowofspeech”．HethoughtthatpeoplecouldcultivatetheirsenseofrenbypracticingtheGoldenRule：‘‘Donotdotootherswhatyouwouldnotlikedonetoyourself．’’Confuciusregardedtheexerciseofdevotiontoone’sparentsandoldersiblingsasthesimplest,mostbasicwaytocultivateFen．(Analects1．2)．ConfuciusbelievedthatFencouldbebestfollowedbythosepeoplewhohadalreadylearnedself-discipline，andthatself-disciplinewasbestlearnedbypracticingandcultivatingone’sunderstandingofli．Thushispoliticalthoughtswererootedinhisbeliefthatagoodrulermustbeself-disciplined，wouldmanagehissubjectsthrougheducationandbyhisownexperience，andalsowouldmakeailefforttocorrecthissubjectswithconcernandloveratherthancoercionandpunishment．Confuciusjudgedagoodrulerbyhispossessionofde(“virtue”)：asortofmoralforcethatallowsthoseinpowertoruleandobtaintheloyaltyofotherswithouttheneedforphysicalcoercion(Analects2．1)．Confuciussaidthatadevotiontothecorrectpracticesofliwasoneofthemostcentralwaysthatarulercultivateshissenseofde．Aswehavelearned，thedoctrinesofstudyandeducationarethefundamentalthemesofLunYu．DuringteachingheneverhasalonglectureoanysubjectcitedinLunYu，butinsteadcourageshisstudentstofindthetruththroughaskingdirectquestions，usinganalogies，alsocitingpassagesfromtheotherclassics．Aboveall，asweknow,Confucius’mostsignificantideaabouteducationwaswillingtoteachanyoneregardlessofsocialclass，aslongastheyweresincere，eager,andtirelesstolearn(Analects7．7；15．38)．Heiscreditedwithteachingaboutthreethousandstudents，althoughonlyseventyaresaidtohavemasteredwhathehadtaught．Hetaughtpracticalskills，buthis\nmostimportantsubjectwasregardedasmoralself-cultivafion．(http：／／en．wikipedia．org／wiki／TheAnalectsofConfucius)Afterwemaketheresearchofthecontent，wefindthatalltheChaptersandsectionsinLunYuarenotarrangedsystematically,forexamplesomeofthesectionsarerepetitive，andsomeofthemarenothistoricallayout．HoweverLunYuCOVerSa11themainconceptsofConfucianism：“humanity(仁)”，“rite(礼)”，“righteousness(义)”，“way(道)”，“harmony(和)”，“filialpiety(孝)”，“virtue(德)”，“thedoctrineofthemean(中庸)”，“thesuperiorman(君子)”，“t11emeanman(小人)”and“thedecreesofHeaven(天命)”．LunYuhasbeenoneofthewidelyreadandstudiedbooksinChinaforthelast2，000years，andcontinuestohaveasubstantialinfluenceonChineseandEastAsianthoughtandvaluestoday．3．1．4TheStatusandSignificanceofLunYuandConfucius’IdeasAsthesurveyshows，LunYuhasbeenrecognizedasChinesepeople’SBible，fromwhichwecanseeitshistoricalstatusinChinaclearly．ItWaSregardedasagreatclassicinthefeudaltime．Accordingtothehistory,itwasthefirstcompulsoryreferencebookaswellasthecompulsorysubjectfortheimperialexamination．TherewasasayingsincetheSongDynasty“AhalfvolumeofLunYuCanmletheworld”．Whileinthenewmodemperiod，therecomesanothersaying“AhalfvolumeofLunYucallrepairyourself．”(YuDan，2006)ItiseasytofindoutthatLunYunotonlyplaysanimportantroleinChinesehistorybutalsohasagreatinfluenceonourmodernlife．LunYuwasnotconsideredoneoftheprincipaltextsofConfucianismduringalmostHanperiod．DuringHanWudi’Sreign，ChinesegovernmentbegantopromoteConfucianstudies，butonlythe“FiveClassics”werebelievedcanonicaljudgedbythegovernment．ThusLunYuwasrangedsecondarybecauseitWasconsideredonlyacollectionofConfucius’oral“commentary'’ontheFiveClassics．ThepoliticalsignificanceandpopularityofLunYuandConfucianismgrewthroughouttheHand)aaasty,andbytheEastemHallLunYuwaswidelyreadbyschoolchildrenandanyoneaspiringtoliteracy,andWaSusuallyreadbeforetheFiveClassicsthemselves．DuringtheEasternHantheheirapparentwasprovidedatutorspecializedsolelyinteachinghimLunYu。ThegrowingimportanceofLunYuwithinConfucianismwasrecognizedduringtheEasternHanwhentheFiveClassicsWasexpandedtothe‘‘SevenClassics’’：theFiveClassicsplusLunYuandtheClassicofFilialPiety．ThestatusofLunYuasoneofthecentraltextsofConfucianismcontinuedtogrowuntilthelateSongdynasty(960—1279)，whenitwasidentifiedandpromotedasoneofthe‘'FourBooks”byZhuXiandgenerallyacceptedasbeingmoreinsightfulthantheolder“FiveClassics．’’Today,theinfluenceofLunYuisnotonlylimitedtoChina,itenjoyswidespreadrecognitionandhaveagreatinfluenceontheculture，societyandpoliticsinEastAsia，Korea，JapanandVietNam，especiallywell-knownintheislandstateofSingapore．Morescholarsin\nChapterThreeIn打oducfionofLunYuandItsTranslationstheWestarealSOinterestedintheresearchofLunYuwhichmeanstheConfucianismhasbeenacceptedeverywhereintheworld．‘‘Actually,somecomponentsofConfucius’teachingareoutdated，butsomeofhisideasstillcarrygreatweightwhenwelookintotheirdeepermeanings．Insummary,makinguseofLunYuasisapplicabletoyourownsituation．AndyouwillbenefitgreatlyfromyourencounterwithConfucius．"(LiuWusun，2010：16)3．2The]盱anslationofL圳qYu3．2．1TheOriginofLun砌，sTranslationsAstheresearchforLunYushowsabove．itisthemostsignificantmaterialintermsoftheresearchintoConfuciusandConfucianism。Ithasbeenmorethan300yearssinceitsfirsttranslationappeared．Since砀8MoralsofConfuciuspublicized．manyEnglishtranslationsofLunYuhaveemerged．Scholarsandprofessionsfrommanydifferentcountries，vailedasmissionaries，translatorsandsinologists，havecontributedalltheirendeavorsinbringingthismostinfluentialclassictotheWest．Attheprimarystage，LunYubegantoberecognizedbyWesternscholarsafterthosemissionariesfromtheWestca／fietoChinanearlyinthelatesixteenthcentury．SoontheyfoundthesignificanceofConfuciantraditionandcultureonChinesepeople’slifeandculture．TheyshouldbefamiliarwithChinesetraditioninordertodobetterinmiSsionarywork．Undoubtedly,ChineseclassicsespeciallyLunYuwereasignificantroleforthem．Thefirstforei舀1translationiSLatinwhichwastranslatedbythemissionarycalledMaReoRicci(1552—1610)andpublishedin1594．AnotllerMissionaryDavidCollieofLondonpublishedhistranslationofTheFourBooksin1828．ItiSinterestingthattheinitialtranslationworkWascarriedmainlybymissionaries．butitiSnotaccidentalata11．BecausethosemissionariescametoChinainordertospreadtheirowndoctrines．ButastheyknowChineseculturemoreandmore，theyfiguredthattheConfucianismwasrootedfirmlyinChinesepeople’sminds．TheybegantointerpretseveralancientphilosophicalclassicsamongwhichLunYuplayedanimportantroleforfacilitatingtheirmissionarywork．ItisobviousthatthemissionariestranslatedLunYugenerallywiththepurposeofspreadtheirdoctrinesinsteadoftheculturalcommunication．3．2．2MainVersionsofLunYuinHistoryAftertheprimaryperiodofmissionary,withmoreandmorecommunicationsbetweentheEastandtheWestanditwasneedtogettoknowaboutConfucianismimmediatelywhichWasthemostinfluentialthoughtinimperialChina．Sincetheindustrialrevolution，theScottishmissionaryJamesLegge，whoisprobablythemostinfluentialandrenownedsinologistofclassicalliteratureinthenineteenthcentury．HeWasthefirstpersonwhoused“analects”totranslateLunYu．HisversionofLunYuwascalledtheConfucianAnalectsand\nChapterThreeIntroductionofLunYuandItsTranslationswasincludedinTheChineseClassicswhichbecameoneofthemostauthoritativeEnglishversionscontinuingtillthisday．JosephJardine’SConfuciusworkWaSrathercompleteandacademic，especiallyforLunYuin1861．HistranslationwasintenttomaketheWesternpeopleknowmoreabouttheChinesecultureandwasgreatlyaffectedbytheacademiccommentariesintheSongandMingDynasties．Ⅵmat’Smore．therearestillmanydifferentversionscomingoutcontinuously．KuHungmingwasthefirstChinesetranslationscholarwhopublishedhisEnglishversionaboutConfucius--TheDiscoursesandSayingsofConfucius(1898)．InthetranslationhistoryofLunYu,Ku’StranslationwaswellrecognizedintheWest．HisSuccesswaspartlyduetohisexcellentmasteryoftheChineseandtheEnglishlanguages，whichmadehiminterprettheclassicintoidiomaticEnglishperfectly．AnothertranslatorEzraPoundwasaninfluentialAmericanpoetandakeyroleintheModernistMovementwhopublishedhistranslationtheAnalectsin1951．HewasextremelykeenonChineseculturethoughhedidnotknowmuchaboutChinese．Abouthistranslation，mostscholarsregarditaSapoeticinterpretationratherthanafaithfulreflectionoftheoriginaltext．RogerT．AlliesandHenryRosemontthinkthatthewrittenChineseofLunYuisanartificiallanguagewhichconveysmeaningnotonlyborrowedfromspeech，butalsothroughvisualmeans．111eymadeeffortsinthecourseoftheirtranslationwhichshowthewaythatthevisualhypothesiscouldhelpsolveproblemsofinterpretation。LinYutang，anoticeableChinesewriter,translatorandscholar,hiseditedtranslationoftheChineseClassics—TheWisdomofConfuciuswhichwasmuchmorepopularamongtheEnglishreaders．ThereWasanotherversiontranslatedbyArthurWaleywhichisstillessentialreadingtillnow．砀PAnalectsofConfuciuswaspublishedin1938．Generallyspeaking,hediscardedZhuXi’SCollectedMeaningsofConfuciusandfollowedafterthepre-Tangcommentators．Hisversion’Sfeaturesarefullofextensiveexplanationsandfootnotesofsomekeypoints．D．C．Lau’Sregarded确PAnalectsasthenewstandard．Althoughhisversionmaynotcloseenoughtotheoriginaltext，howeverhisversionhaSattractednumerousreadersbecauseofhisfreshandplainstyle．TherehavebeenEnglishtranslationsofLunYuindifferentperiodanddifferentnationalitytranslatedbyJoshuaMarshman，LeonardA．Lyall，、聊lliamEdwardSoothill，ThomasFrancisW矾e，WilliamJennings，Raymond，JamesWare，Dawson，RogerT．AmesandHenryRosemont，Jr．，E．BruceBrooks，andA．Taeko，ChenShih-chuan，LiTianchen，DavidHinton，PanFu’enandWenShaoxia，LaiBoandXiaYuhe，LaoAn，MeiRenyi，WangFulin，JackCaiandEmmaYu，LiXiangfu，HuangChichung,SimonLeys，AdamXia．ThetranslationworkdoesnotincludeLatin，English，andFrench，LunYuhasbeen24\nChapterThreeIntroductionofLunYuandItsTranslationstranslatedintomanyotherlanguagessuchasItalian，Japanese，Russian，Norwegian，German，Turkish，andRomanian，mostofwhichwerebornduringthe20‘hcentury．Obviously,wecanseetheculturalexchangeanddevelopmentofcommunicationbetweennations．3．2．3ComparativeStudyoftheThreeVersionsAstheresultsshowedabove,LunYu’shasnulTleroustranslatedworks．amongwhichthreeversionsaremostpopularandauthoritative：theversionstranslatedbyJamesLegge’s，ArthurWaleyandKuHungming．Itiswell—knownthatJamesLegge’sandArthurWaley’stranslationofLunYuaremostfamousandinfluentialintheWest，althoughtheirtranslationdifferfromstyle．purposeandculture．WhileKuHongmingwasthefirstChinesetranslatorwhotranslatedLunYuintoEnglishandtheonlyoneinhistimewhomadegreateffortstospreadChineseculturetotheEurope．JamesLeggewasbornatHuntly,Aberdeenshirein1815，wherepeoplewereoccupiedwithreligion．HestudiedatAaberdeenGrammerSchoolfirstandthenwenttoKingsCollege，Aberdeen．AndwhenhefinishedattheTheologicalCollege，London，hewenttoChinaasamissionaryin1839andhespentmostofhislifethere．WhenheWaSatschool，heWaSalwaysshowsgreatinterestinliterature．Besidesthesehedidwellinseverallanguages，whichmakeagoodfoundationforhisfuturecareer-一aconsistentpriestofChristianityandatranslatorofChineseliterature．LeggelivedforalmostthirtyyearsinHongKongandkeptstudyingtranslationofChineseclaSsicsallthetime．He矗nishedhisfirsttwovolumesofChineseClassicsin186l-Dudnghislife，hehadtranslatedmanydifferentChineseclassicssuchaSChunQiu，ShiJing,ShangShu,YiJing,Daotaring,ZuoZhuan，etc．AlsoLeggewroteotherbooksaboutChinesereligionandliteraturewhichreflectChinesehistoryandculture．ThusheWasknownasasinologywhotranslatedlotsofChineseclassicsintoEnglish，whichwereregardedasauthoritativeversionsatthattimeanddevelopedtheculturalexchangesbetweenChinaandtheWest．ThemostdistinctfeatureofLegge’Stranslationisthefidelitytotheoriginaltext．HisversionincludeshisowncommentaryandmanyothercitationsfromdifferentChinesecommentators，especiallyZhuXi．PeoplealwayssaidhistranslationisSOlong,thusitisbelievedtobeveryclosetotheoriginalone．Besidesthetranslationsandtexts，peoplealsoenjoyhisnumerousdetailednotesintheversions，whichisveryusefulforbetterunderstandingandsmdying．Butinanotherangle，over-faithfulnesstotheoff,haltextleadstohistype：WOrd—for-wordtranslation．Inadditiontothisfeaturewhichmeanstoomuchliteraltranslationinhisversions．hisversioniSsomehow1ackofelegance．Just1ikehesaidinhispreface，‘'hisobjectoftranslationisalmostthefaithfulnessoftheoriginalratherthanthegracecreation．”Insummary,hisstyleCanbeconcludedinthreewords“faithful，rigidandtedious．’’ArthurWaleywasbornin1889inTunbridgeWell，Kent，England．HeWasthesonofan\nChapterThreeIntroductionofLunYuandItsTranslationseconomistcalledDavidFrederickSchloss．initiallyhewasnamedasArthurDavidSchloss．AndWaleychangedhisfamilynametoWaleybyhisownin1914，whichwasthenanqeofhispaternalgrandmother．AftergraduatingfromRu曲YSchool，hewasacceptedtotheKing’sCollege，Cambridgein1907，wherehecontributedhimselftoliteratureandin1910gothisbachelor’sdegree．WhenfinishingCambridge，in1913WaleybegantoworkasanassistantwhowasinchargeofManuscriptsandOrientalPrintsattheBritishMuseum．Atthatperiodoftime，helearnedJapaneseandChineseonhisowntohelphisjoboflabelingthenumerouskindsofartisticworksinthemuscurn．Duringtheprocessoflearningbyhimsel￡hefoundthathewasveryinterestedintheorientalliteratureandclassic．Thusin1929hequitthejobandfullypreoccupiedhimselfwithliteraryandculturalstudysincethenforfurtherdevelopmentofthisinterest。HisversionhasbeenregardedasanauthorityaboutLiBaiandConfuciusjudgedbyTheBritishCyclopedia．Waleyhashisownviewonhowtotranslateoriginalclassics．AsfortheLunYu，heconcludedthattheformerversionsdependedtoomuchontheannotationsofZhuXi．ButinWaley’sopinion，ZhuXiisjustanormalpersonlikeamissionaryandmakeConfuciusexistlikeasageorGod．ButthismakesthewrongmeaningsofConfucius．Becauseofthetranslationsituation，Waleywaseagertomakehisownversion。“Thereisroomforaversionsuchasmine，whichtrytotelltheEuropeanreaderswhatitmeanttothosewhocompiledit．"(Cui，1999：23)．Insummary,hisversionisregardedasfluentandfaithful淅mexcellentexplanationsandfootnotesofsomekeypoints．(CaoShengnan，2009)KuHungmingwasborninPenang，Malaysiain1857．HewasinanoverseasChinesefamily．HisfatherworkedasamanagerinaplantationownedbyanEnglishmancalledFortiesBrown，wholaterbecameKuHungming’sadoptedfather．TheBrownsreturnedtoScotlandandalsotookKuwiththemtogoonstudyingtherewhenKuwasthirteenyearsold．SoKustayedinEuropeforalmostelevenyearsandwenttomanydifferentcountriessuchasEngland，FranceandGermanyetc．toacquirethewholeaspectsofWesternknowledgeinallages．HegotmanydegreesandwasquiteimmersedhimselfinWesternliterature，religion，socialsciences，andphilosophyetc．HewentbacktoPenangIslandandservedasacolonialgovernmentofficerinSingaporein1880．Later,KuHungmingmeteminentscholarinChinanamedMaJianzhongwhowrotethefirstgrammarbookinChina．KuHungmingstudiedmoreknowledgeabouttheChineselanguageandcultureunderMa’sconstructionandmadegreatprogressinthefollowingyears．In1885hewentbacktoChinaandworkedastheforeignaffairssecretaryofMr．ZhangZhidongwhowasaneminentConfucianscholarandarenownedstatesmanatthattimeintheQingDynasty．JustbecauseZhangZhidongmadeagreatculturalinfluenceonKuHungming，KustartedtolearnChineseliteratureandclassics，particularlyConfuciusandConfucianclassics，atlasthebecamemoreandmoreinterestedinChineseculture．Whenitcomestohisversions，wecouldobviouslyfindthathisversionisstronglyformedbyWesternstyle．HemainlyconcentratedontheunderstandingofWestern\nChapterThreeIntroductionofLunYuandItsTranslationsreadersaboutLunYu，thushetriedhisbesttotakeWestem-stylewordsandphrasestotranslateLunYu．Ⅵmat’smore．heusedsomeappliedstrategieswhichcouldhelpreducethesenseofmisunderstandingeffectivelyforthetranslatedEnglish．Insummary,inKu’stranslation，languageorrelevantculturepointstowhichmaybeuntranslatablebuthavebeentranslatedintoEn班shaptly,thusitreducestheobstaclesofthewesternreaderstounderstandthembetter．WhenwelookintohistranslationofLunYu，histranslationmethodcouldbesummarizedin“accessibletothegeneralEnglishreader'’．TherearemanydifferentfeaturesinLegge’Sversion，Waley’SversionandKu’Sversionwhichmakeitpossibletoresearchthecomparisonofthesethreeversions．ThecomparisonCanalsogivesstrongevidencetodifferentversionsoftheSalrleoriginalatthesatnetime．27\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyAswediscussedinthechaptersabove，translationecologyisanewinterdisciplinaryapproachwhichcombinestwodisciplines(translatology&ecology)togetherandcontainsmanyaspectsoftheinfluencingfactorseco—environmentoftranslation，eco—structureontranslationsandtranslatorsincludingoftranslation，eco—functionoftranslation，thebasicprinciplesandlawsoftranslationecologyandalsoitssustainabledevelopment，etc．Astheresultweresearchpreviously,LunYuisthefirstclassiconeducationinChinaandalsoaverysignificantlegacyinthehistoryofourcountry．ThoughwesterntranslatorJamesLegge，ArthurWaleyandChinesetranslatorKuHongminglivedindifferenthistoricalperiod，theyshowedtheprogressoftheclassictranslationandstimulatedtheculturalcommunicationanddevelopmentbetweenEastandWest．Itwillbemeaningfultoanalyzethethreeversionsandtranslationstrategiesandmethodstheytakeundertheprincipleoftranslationecology,andalsothestrengthsandlimitationsofdifferentversionsthroughthecontrastiveanalysisoftheecologicalenvironmentandecologicalfunctionoftranslation．Inaddition，itwillbeabletolearnfromeachotherinresearchandpromotetheharmoniousdevelopmentofthetranslationecos)rstemtofusethetranslationofChineseclassicsintheresearchfieldoftranslationecology．4．1TheEcologicalEnvironmentofLunYu’sTranslationWhenwediscusstheeco‘environmenthere，werefertothedefinitiongivenbyProXuinTranslationEcology．TranslationecologyCanregardthecreatureasthecore，allinfluencingenvironmentalfactorsrelatedtothegrowth，development，reproduction，behavioranddistributionofcreature；whileitalsocanregardhumanasthecore，referringtotheintegrationofthenaturalfactorsrelatedtothehumansurvivalanddevelopment．Differentkindsofanimalsliveindifferentenvironments．Fromthemacroscopicperspective，thebiggesteco—environmentisbiosphereandfrommicroscopicperspective，thesmallesteco·environmentishabit，micro·habitatandlocalhabitat．Asthesameprinciplesintranslationecology,wecouldeasilyfindwhattheeco-environmentoftranslationis．Translationeco—environmentregardstranslationasthecorewhichisaecosystemanddimensionalspaceconcerningthetranslationemergence，translationappearance，andtranslationdevelopment．Itanalyzestheouterfactorsofeco—environmentoftranslationincludingnaturalenvironmentoftranslation，socialandnormativeenvironmentoftranslation，andalsoanalyzesitsinnerfactorseco—environmentaltranslationlikethephysiologyandpsychologyindividually．Itisanimportantpremiseandalsothebasisofstudyingtranslationecologyinordertoanalyzethe\neffectofeco．environmentontranslationprogress．Throughdiscussingtheeco·environmentalfactorswecailrevealtheactionmechanismandtheCO．．relationofeco·-environmentaltranslation．aswellasthedevelopmentprinciplesoftranslation．InProXu’TranslationEcology，therearefivedimensionsofeco—environmentoftranslationasfollowing：(XuJianzhong，2009)1．Thenaturalenvironmentoftranslation．Inthispart，itmainlyconcelTIStherelationbetweentheecosphereandtheexistenceanddevelopmentofhumanactivities．Inaddition，itnotonlyanalyzesthenaturaleco．environmentanditsconnectiontotranslation，butalsoexplainsman’secologicaladaptationinthenaturaleco-environment．2．Thesocialenvironmentoftranslation．Itdealswiththeinfluencesofsocialenvironmentontranslationincludingthepoliticalenvironment，economicalenvironment，andhistoricalenvironment．3．Thenormativeenvironmentoftranslation，whichgiveaexhaustiveexplanationthathowthenormativeenvironmentinteractwithtranslation，suchasscience，nationality,culture，democracy,ethics，historyandlegislation．4．皿ephysiologicalandpsychologicalenvironmentoftranslationresearchers．Forthispart，itdiscussestheinfluencesoftranslator’Sphysiologicalandpsycholo舀calontheprogressoftranslation．5．Themosaicnatureoftheeco—environmentoftranslation．4．1．1TheNaturalEco-EnvironmentThenaturaleco．environmentCanbesimplyregardedasnaturalenvironment；itreferstotherelativestableecologicalsystemwhichisnotdisturbedandsupportedbyhumanandself-adjustmentdependingonthecreatureandtheenvironmentitself．Generalspeaking，itcontainstwocategories：livingcreatureandnon-livingcreature．Livingcreatureenvironmentincludesforest，grasslandsandbushes，thetundra,abio-zone，animalpopulations，plantpopulation．whilenon．1ivingcreatureenvironmentincludesmountains，hills，plains，arctic，desert．1akesandOcean．NaturalenvironmentiSthebasicconditionofhumansurvivalanddevelopmentandtheobjectofhumanactivitieswhichinfluencealotonthetranslation．Asweresearchinthenaturaleco—environmentoftranslation，themaindifferencebetweenthesourcelanguageandtargetlanguageisthehabitsofusingwords，arrangingthestructureofsentences，andalsosomeculturalbackgroundoflinguistics．Asweknow,therearemanydifferencesinthenaturalgeographicalenvironmentbetweentheeastandthewest，thustherewillbesomefactorsoflanguageinfluencingintheprogressandresultoftranslation．(XuJianzhong，2009)HereletUStakeKuHongming’SversionsofLunYuforexampletoexplainthenaturalenvironmentinhistranslationprogress．Asweresearchintheoriginoflinguisticsinthehistoryoflanguage，EnglishandChineseareindifferentlanguagesystems：Englishisa\nbranchtotheGermanicgroupofindo·EuropeanlanguagefamilywhileChineseisaoftheSino—Tibetanlanguagefamily．Becauseofthedifferentoriginalregionsandnaturalconditions，thesetwolanguagesdifferfromcharacteristicsandrulesincludingword—building，syntax，pronunciation，textualstructureandsomeotherhabitsoflanguage．Accordingtotheresearchinlinguistics．ChinesebelongstoparataxiswhichmeansusingfewconnectiveWOrdSandalsofewcombinationpartsinasinglesentenceorarrangingthecombinationofsentencesbythesemanticmeaning．InshortmostChinesesyntacticstructureisshortbutwithprofoundmeaning．Onthecontrary,theIndo—Europeanfamilybelongstohypotaxiswhichusesmoreconnectivewordsanddevicesofconnectionwaystoshowtherelativestructureofsentence．(1)子华使于齐，冉子为其母请粟。子日：“与之釜。”请益。FI：“与之庚。”冉子与之粟五秉。”Ku：OnoneoccasionwhenadiscipleofConfuciuswassentonapublicmissiontoaforeignstate，helefthismotherathomeunprovidedfor．AnotherdisciplethenaskedConfuciustoprovidewithgrain．“Giveher,”saidConfucius，“SOmuch，’’namingacertainquantity．Thediscipleaskedformore．Confuciusthennamedalargerquantity．FinallythedisciplegaveheralargerquantitythanthequantitywhichConfuciusnamedAsweseeinthesentenceabove，“子华”wasoneofexcellentdisciplesofConfucius．WhileKudidnottranslatethenamehere，heinterpreteditashisprincipleinsteadof“ZiHua'’inorderto仃yhisbesttotakeawaythesenseofpeculiarityandstrangenessfortheEnglishreadersintheWest．AndasweknowinKu’SversionmostBamesofthedisciplesaretranslatedasadiscipleinshorttomakeiteasiertounderstand．(2)子游问孝。子日：“今之孝者，是谓能养。至于犬马，皆能有养；不敬，何以别乎?Ku：AdiscipleofConfuciusaskedhimthesamequestionastheabove．Confuciusanswered，“Thedutyofagoodsonnowadaysmeansonlytobeabletosupporthisparents．Butyoualsokeepyourdogsandhorsesalive．Ifthereisnofeelingofloveandrespect，whereisthedifference?’’Itisknownthatpeoplein也eWeStusedmorenouns，andthatpeopletherealwaysexplainthingsinastaticway：InChina’peopleusemoreverbsandadverbsthannouns，inadditiontomoreverbalphrases，repletionofverbs，SOChineseismoredynamic．Whileconversely,intheEnglishcountries．theyusemorenouns，prepositions，andadjectives，andlSthereforetheydescribethingsinastaticway．Thus，wecanseeintheexampleabovewhichisthetranslationfromChineseintoEnglish．T11everb“养”translatesinto“keepalive”andthe\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyverb“敬”translateinto“feelingofloveandrespect'’whichmeansthechangefromthedynamicwaytothestaticway．(3)颜渊谓然叹日：“仰之弥高，钻之弥坚。瞻之在前，忽焉在后。夫子循循然善诱人，博我以文，约我以礼，欲罢不能。”Ku：Adisciple，thefavoriteYanHui，speakinginadmirationofConfucius’teaching，remarked：“ThemoreIhavelookeduptoitthehigheritappears．ThemoteIhavetriedtopenetrateintoitthemoreimpenetrableitseemstobe．WhenIhavethoughtIhavelaidholdofithere!Itisthere．ButtheMasterknowsadmirablyhowtoleadpeopleonstepbystep．Hehasenlargedmymindwithanextensiveknowledgeofthearts，whileguidingandcorrectingmyjudgmentandtaste．ThusIcouldnotstopinmyprogress，evenif1would．’’ThewholetranslationparagraphtranslatedfromChinese‘‘parataxis’’toEnglish“hypotaxis”，thatis，itbreakstheChinesepatternwhichmeans“wordspilesintosentences，sentencespilesintotexts，’’andusedmoreconjunctionsandadverbsinaccordancewiththehabitofEnglishthinkingmodel．4．1．2TheSocialEco-EnvironmentSocialenvironmentalsocalledstructuralenvironment，itisthespeciallivingenvironmentofhuman．Infact．translationitselfisakindofsocialactivityorsocialphenomenonwhichhasitsownsocialattribute．Asweknow,translationactivitydefinitelyrelatesthecommunicationactivitybetweenhuman，whilethecommunicationactivitybetweenhumangivesasocialattributeinturn．(XuJianzhong，2009)Generallyspeaking，thesocialenvironmentincludesthepoliticalenvironment，economicalenvironment，andhistoricalenvironment．ThroughouttheresearchwecouldfindthecomparisonoftheversionsofLegge’SandKu’S．AsThreesaysJamesLeggewasanotedScottishsinologist，aScottishCongregationalist，representativeoftheLondonMissionarySocietyinMalaccaandHongkong，andthefirstprofessorofChineseatOxfordUniversity．InassociationwithMaxMiillerhepreparedthemonumentalSacredBooksoftheEastseries，publishedin50volumesbetween1879andl891．Legge’StranslationwasintheeraofChina’SeconomicdepressionwhichdecidedthattheChineseneedoflifewasmatedal．珊lileat血attimeintheWest，theirneedswerenotinthemateriallevel，preciselybecauseofthefastspeedofeconomyintheWest，SOtheWesternershavesuchademandofculturecommunication．WhenLeggeWastranslating，ChinaalsousedclassicalChinesewhichwasdetrimentaltotheordinarylanguageofthepeopleandalsoinfluencedLegge’SunderstandingofChineseclassic，thushisacademic\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologytranslationinevitablylookedmoreloyaltooriginaltextandalittlestiffandboring．“为政以德，譬如北辰，居其所而众星共之。”Legge：‘‘Hewhoexercisesgovemmentbymeansofhisvirtuemaybecomparedtothenorthpolarstar,whichkeepsitsplaceandallthestarsrumtowardsit．’’Throughoutthecomparisonoftheoriginaltextandtranslation，generallyspeaking，Legge’Stranslationpreciselytranslatedthemeaningofthesourcelanguage．Butwecaneasilyfindthathistranslationalmostmadewordbywordwhichmakesthesentencelengthyandburdensome．Especiallythephrase“为政”，use“exercisegovernment”insteadof“rule”or“govem”，and“譬如”iStranslateditinto“maybecomparedto”not“islike”whichiSovernormalandnotsuitableoftheconciseori#naltext．(JinXueqin．2009：91)ThenativeChinesetranslatorKuHongmingtriedhisbesttochangetheChineseimagetotheWestbytranslatingChinesetraditionalclassic．ThoughhelearntChineseafterhereturnedthemainlandofChina,hisChinesewasreallyinahi曲levelbecauseofhisdiligenceandtheguidanceofZhangZhidong．What’smore，hewasinEuropeforafewyearswhenhewasyoungandproficientinEnglish．HethoughtthatonlyChinesecivilizationCanchangethewestemcivilization．KuHongrning’SEnglishtranslationofLunYuWaSintheerainwhichwesternimperialistpoweredthecolonialworldterritoriesandcarvedupChina．LaterQingGovernmentWasatstakepoliticallyandeconomicMlyandonthevergeofcollapselosinggroundmilitarily．A11thesecrisesalsoreflectedontheculture．Theintellectualsdevelopedrequirementsgraduallywhichfollowedthewestemperceptionofpoliticalsystemandculturaltrend，evenformedwavesofreformingChina．Generallyspeaking，thewestemcultureisinthestrongpositionwhilethetraditionalChinesecultureisrelativelyintheweakposition．HetriedtodosomethingrtochangetheimageofChineseclaSsicandcultureintheworldSOastomakeChinabecomes仃ongergradually．BecauseofthereadersofKuHongming’StranslationweremainlyforEnglisheducatedpeople，heoncesaidthatthetranslationofConfuciusandhisdisciples’worksshouldbeinaccordancewiththethoughtofaneducatedEnglishpeople．ThusinKu’Stranslation，wecouldeasilyfindthetypicalEnglishwaytotranslatetheworkstomaketheEnglishreadersunderstandbeRer．季氏使闵子骞为费宰。闵子骞日：“善为我辞焉!如有复我者，则吾必在汶上矣。”Ku：AminsterinpowerinConfucius’nativeStatesentforadiscipleofConfuciustomakehimthechiefmagistrateofanimportanttown．“Politelydeclinetheofferforme，’’saidthediscipletothemessengersenttohim，“andifyourmastershouldagainsendforme，Ishall32\nhavetoleavethecountryaltogether．”LiketheotherchaptersinKu’Stranslation，itomittedmostofthenamesofConfucius，disciples．ReaderscouldnotknowthatitisthechapterofLunYuexceptthename“Confucius”．ThemostimportantisKu’Saddedexplanationinthetranslation：ct闵子骞日，，translatedinto“thediscipletothemessengersenttohim'’，and“如有复我者，，into“andifyourmastershouldagainsendforme’’whichaddedtheexplanationcomparedtotheoriginalChinesetext．Throughoutthesetwochanges，Ku’Sversionhasturnedintoalifelikepicturewhichmakesthereadersfeellikeinthesceneoftalkingbetweenthediscipleandthemessenger．(ibid．2009：100)4．1．3TheNormativeEnvironmentNormativeenvironment，alsocalledspiritenvironmentorvalueenvironment，itistheattitude，ethos，temperamentandconceptwhichareinformedandheldbyhumaninthesocialgrouplife．Normativeenvironmentnotonlyregulateseveryperson’Slifeandbehavior,butalsofulfillsandsublimatesthespirituallifeofhumaninordertomastertheobjectandmeaningoflife，satisfythepsychologicalneedsofindividualpersonandmoveabigstepfromthepersontotheethnicgroupeventothewholeecologicalsystemoftheworld．Humanareinfluencedbytheothers’attitude，expectation，andrequirementstoformthesenseofworth．moralanddeveloptheintegrity．Atthesametime，humanCaninfluencetheothersbytheirowncone印tandspiritualvalueduetothematureofpersonalexperienceandthecreationofvalue，whichcouldalsoenrichthecontentofnormativeenvironment．Normativeenvironmentincludesculture，art，science，technology,philosophy,moral，ethnictradition，custom，legalsystem，managementanddemocracywhichallaffectthenormativeenvironmentbothpositivelyandpassively．Therearesixpartsinthenormativeenvironmentoftranslationintranslationecology：culturalenvironmentandtranslation，scientifictechnologyandtranslation，nationalityandtranslation,ethicsandtranslation，philosophyandtranslation，andlegalsystemandtranslation．Culturalenvironmentisthemainpointofourresearchonthisthesis．(Xu,jianzhong，2009)Culturalenvironmentisthemainnormativeenvironmentoftranslationecology．Asweknow,translationhastodevelopintheculture，consequentlyitmustbeinfluencedbytheecologicalfactorsintheculturalenvironment．Atthesametime，translationhasaneffectoncultureintransfer,propagation，developmentandcreation．Tobespecific，culturereferstoanation’Soranethnicgroup’Shistory,geography,localconditions，traditionalcustom，lifestyle，behaviorregulation，modeofthinkingandsenseofworth．FromtheCulturewithbigC，cultureISthesummationofmaterialwealthandspiritualwealthduringtheprocessofsocialdevelopmentwhichincludesmaterialculture，systemcultureandpsychologyculture．\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyAccordingtotheresearchorientationofthisthesis，wemakeadeepstudyaboutthesystemandpsychologyculture．Systemandpsychologycultureseparatelyreferstothelifeandfamilysystems，socialsystems，modeofthinking，religionandaesthetics，whichbelongstothevisiblecultureincludingliterature，philosophy,politics，etc．Inthispart，wewillfocusonthecomparisonofLegge’SandWaley’Sversions．AsitisstudiedthehistoryofLunYuinthepreviouschapters，LunYuhasreallybeenofficiallytranslatedintoEnglishin1809．TheProtestantmissionariesofJoshuaMarshmanpublishedthefirsttranslationofsomesectionsofLunYu．Accordingtotheavailableresources．ItWasthemaintranslationperiodoftheProtestantmissionariesfrom1809to1895．whichcontains9versions．SomeofthefamoustranslatorsareRev．DavidCollie，R．F．Intorcetta，L．E．BamardandJamesLegge．Indubitably,JamesLegge’Stranslationisthetypicaloneamongthesefamousworks．LeggeWascultivatedinthebackgroundofwesternculturesandrdigion，andhemadehisdecisiontodomissionaryworkinhisearlyages．Butontheotherside，hewasdifferentfromothermissionarieswhoputtheireffortstospreadanewreligionandtranslatedtheBibleinordertocultivateeasternpeople．JamesLeggespentmostofhislifetimestudyingChinesecultureandphilosophy．HehadexpressedthatamissionarywhodidknowanythingofChineseculturesandChinesepeoplecouldnotdohismissionaryworkwellenoughinChina．AlsowecannotdenythefactthatwesternmissionaryandsinologistgrewintheWest，thustheirtranslationsreflectedtheWesternculturalmoreorless，especiallythereligion．Theirtranslationpurposeistoexpresstheirownideasandsatisfytheirneeds．MissionariestranslatedLunYuaimedtoproveancientChineseherMdedinChristiantheology．TheytendedtoaddWesternphilosophyandcultureoftheancientconceptstoexplaintheLunYuandotherChineseclassicsandtointroduceWesternphilosophyandtheologytothetranslationofLunYu．Suchas“天”translatedinto“Heaven'’。“道”translatedinto“theWay”、“命”translatedinto“fate","上帝”translatedintoGod，LeggenotonlyimposedJesusChristimageonChineseculturelike“God，soul，originalsin，heavenandtheafterlife'’，butalsoputsomeWesternphilosophyintheChineseculture．其恕乎!己所不欲，勿施于人。Legge：Isnotreciprocitysuchaword?Whatyoudonotwantdonetoyoursel￡donotdotoothers．“TheGoldenRule”ofConfuciusisasimilarGoldenRuleofJesus，thusLeggemadeacomparisoninhiscommentariesofthischapterofLunYu：“Inthisway,wecouldfinditisthemisfortuneofConfucius．Becauseheusedtheword“勿”，andhisdisciplesusedtheword“无”．Ofcourse，thisisdefinitelydifferentfromthetoneofJesus．BecauseJesussaid“Dotoothersasyouwouldhavethemdotoyou'’．Bycomparison，theformerusethenegativewaytotreatother,whilethelaRerusetheaffirmative\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologywaytotreatothers．Thoughtheircoremeaningistousethewayyouwantforyourselftotreatothers，buttheformeroneisinferiortothelaaerone．"(Legge，1960：177)Intheyearsof20mcentury,lotsofWesternsinologistscametoChinatostudyChinesecultureandclassicandinformedawaveoflearningfromConfucius．ItwastheclimaxofthetranslationsofLunYuworkedbyWesternsinologistsinthe20thcentury．AfterWorldⅥ协IIWesternscholarstriedto100kforsustenanceinConfucianismandorescription，whichledtoarevivalofthestudyofLunYuanditstranslation．However,manytranslators，particularlyundertheinfluenceofdeconstructionismandpostmodemismrespectedtheChinesecultureandcivilizationintheEast，focusedmoreonthedifferencesintranslationbetweenEastandWest，tryingtoavoidusingWesternterminologytoexpressChinesephilosophy．Thusthereweremanydifferencescomparedtothemissionarytranslationperiod．ArthurWaleywasthemostpredominantWesternsinologistwhotriedhisbesttostudyChinesecultureinme20t“century．Hisreviewstosomeextentcoincidedwithcontemporarytranslationtheorists．Waley’Stranslationnotonlysatisfiedthepubliconthereader’Saestheticneedsandalsoreflectedthetranslationmethods．Atthispoint．Morrissaid‘'hetriedtoavoidshowingoffknowledge，theiracademicordeviousmeanstoimpressreaders．Onthecontrary,hisacademicworkswereassimpleandstraightforwardaspossible,didnotallowanyobstacletoseparatethemselvesfromthemainobjectofhisworks—ordinaryreaders．’’与朋友交，言而有信。Legge：inhisintercoursewithfriends．hiswordsaresincere．Waley：Amallwho⋯inintercoursewithfriendsistruetohisword．Fromthesetwo仃ansiationsoftheSalTlesentence．wecouldeasilyfigureoutthedifferentwaysLeggeandWaleyusedfortranslation．“信”inthissentencewastranslatedintotruetohiswordwhichcouldbeunderstoodeasilybytheordinaryreaderswhileLegge’Stranslation“sincere”wasmoreformalcomparedtoWaley’S．4．2TheEcologiealFunctionofLunYu’sTranslationTheecologicalfunctionoftranslation1sformedonthefoundationoftheecologicalstructureoftranslation，whichdealsitsecologicalfunctionfromtheecologicalprinciplesandlaws，explainstheinternalprocessoftranslationecologyandtheouterfactorsoftranslationecology,andgivesadetailexplanationofthetranslationfunction．Asanexhaustivetranslationeco—system，theeGO-functionincludestheintemalfunctionandtheextemalfunction．Theformermainlyconsistsoftheinnerecologicalelementsoftranslationecology,alsotheecologicalinteractionamongitsproducer(translator)，consumer(readerandaudience)anddecomposer(translationresearcher)．The1attermainlyreferstoitseffectson35\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologypromotingscientificdevelopment,onservingideology,onfoundingeconomy,andoncreatinganddevelopingculture．(XuJianzhong，2009)4．2．1TheInternalFunction：ProductionFunctionThereareallkindsofecologicalfactorsinsidethetranslationwhicharethebasisandconditionofthetransportationintheinternalfunctionoftranslationecology．Ofcourse，allkindsoftheintemalfactorsoftranslationiStheresultofthetransfol'rnedfactorsoftheexternaleco—environment．Therearethreefunctiongroupsintranslationecologicalsystem：producer(translator)，consumer(targetreaderoraudience)anddecomposer(translationresearchers)．Ontheinfluenceandaffectoftheecolo萄calfactors，thethreefunctionalgroupsoperatefromdifferentanglestomakethematerialflow,energyflowandinformationflowsmoothly．W．hat’Smore，theyalsoraisethedegreeofthevaluestream，knowledgementstreamandabilitystream，whichhavethehugeecologicalfunctionaleffectonthewhole．4．2．1．1TheProducer(Translator)ofLunYuTheproducer,asitiscalledtranslator(includingreviser)whoengageswiththeirtranslationcarecrwhichbringsaproductionprogresscalledtranslationprogress．Accordingtotheresearch，translationprogressCanbedividedintothreecoursesandfourprocedures．Thethreecoursesareunderstanding，transitionandexpressionwhilethefourproceduresarepreparation，translation，proofreadandfinalversion．Inthispart，therewillbesomecomparisonoftheChinesetranslatorsofLunYuandforeigntranslatorsofLunYuintheirtranslationprogressinordertofindoutthedifferencesinthethreecourses．Firstly,let’Smakeacomparativestudyonthetranslators’understandingoftheoriginaltext-一LunYu．Foreigntranslatorshavegonethroughfromusingmanipulationtounderstandingevolutionofrespect；whiletranslatorsinChinaalwaysadheretothepromotionofChineseculture．Atthebeginning，WestemmissionaryandsinologistgrewintheWesternculturalsoilwhichinfluencetheirunderstandingofChineseculture，thustheirwestemcultureisreflectedintranslationworksmoreorless．Untilthelate20thcentury,witlltheemergenceofdeconstruction，postmodemismandenhancementsofChina’Snationalstrength，manywestemscholarsbegantorethinkthisinequalityintheexchangesbetweenEastandWest，attemptedtolookatChinesecultureinanobjectiveandimpartialmanner,focusmoreonthedifferencesbetweenChineseandEnglish．Butundoubtedly,mostWesterntranslatorswerebornandliveintheWest．theycouldnotunderstandtheChineseClassicsclearly．However,thetranslatorshaddoneagoodjobbytheirhardworkingstudyonChinaandChinese．AccordingtotheversionstranslatedbyChinesetranslators，wecaneasilyfindthattheyCanhavedirectaccesstooriginalworksfromtheirownculturalenvironmentandawarenessof\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyConfucianism．Inparticular,someoverseasChinesescholars，theyedueatedinthemainlandofChinaorTaiwanUniversityfirst，andthentotheWestcountryforfurtherstudy,livedandworkedabroadaftergraduation．TheyareabletounderstandtheChineseculturedeeplyandmasterEnglishwonderfully．Nextwewilllookintothetransitionandexpressionintheirtranslationprogress．WhenitcomestothetransitionandexpressionadoptedbytheChinesetranslatorsandfbrei印translators，wecouldfindthedifferentstrategiesandmethodstheyusedinthetranslationprogress．Foreigntranslatorstendtouseliteraltranslation，whileChinesetranslatorstendtousefreetranslation．ThetranslationmeansofearlyWesterntranslatorsarealmostdivertingandoverwriting．TheyuseextensiveWesternphilosophicalterminologiesintheexpressionoftheversions，andattachakindofmetaphysicswhichisnotintheoriginaltext．Sincethelatterhalfofthe20【ncentury,forthebetterunderstandingandrespectofChineseculture，Westerntranslatorsbegantopursuitthefaithfulandpreciseness，whichmakethetranslationmethodsmoreloyaltotheoriginaltext．Onthecontrary,Chinesetranslators，whetherKuHongming，LinYu—tang，orLiuDianjue，YuanYuanchong,alltakemorecareoftheacceptableabilityandtheappreciationofEnglishreadersandintendtoexpressthethoughtsofConfuciusinthemethodoffreetranslation．However,thesmoothandtransparenttranslationoftendiminishesthecharacteristicsoftheoriginallanguageandculture，whichweshouldbecarefulofthewesterncentralism．4．2．1．2TheConsumer(TargetReaderandAudience)andDecomposer(TranslationResearchers)Whenthetranslatorsfinishtheproductionwork，theproductionwillbemovedintotheconsumefieldandacceptedthetestbytargetreadersandaudience．Ononehand，translationconsumersconsumetheproduction；ontheotherhand，themostimportanceistojudgetheproduction，becausetheconsumersarealsothejudgers．Theycouldjudgethevalueoftheproduction，welcomethehigh-qualityproductandrefusethelow-qualityproduct．Inaddition，meyputforwardmanyprevioussuggestionstopromotethequalityofproduct．Accordingtotheresearchbefore，therearethreedifferentkindsoftargetreadersofJamesLegge’S，KuHongming’SandAuthurWaley’Sversions．Asweknow,LeggewasamissionaryandsinologistwhosetranslationpurposeistospreadprotestantratherthanlearnfromChineseculture．ThatmeansthemaintargetreadersofhisversionareEnglishmissionarieswhowantedtousetheirreligiontheorytochangethebeliefofChinesepeople．Ku’StranslationaimedtosaveChinaatthattime，thusinhisversionswemayeasilyfindhisdomesticatingtranslationstrategiesandtypicalEnglishwayofexpression．KusaidthathistranslationaremainlyfortheeducatedEnglishpeoplewhichmeansthetargetreadersarethepeopleintheupperclassortheeducatedscholars．Thelastpoint，wemaytalkaboutWaley’S37\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyreaders．Asitismentionedinthepreviouschapters，WaleytendtomaketheforeignersespeciallypeopleintheWestunderstandChineseculturebettertounderstandtheprofoundChineseliteratureandclassics．ThushistargetreadersaretheordinaryforeignerswhospeakEnglish．Whentheproductmovesintothecirculationfield，itisnotonlyjudgedbythereaders，butalsoacceptsthecommentaryoftranslationresearchersespeciallythereviewers．Generallyspeaking，thereviewersgivethemacroscopicalandmircroscopicalcommentariesfromprofessionaltranslationperspective，findingouttheproblems，analyzingtheproblemsandsolvingtheproblems．Accordingtheresearchresultswhichrevealin1，wecouldfindtheEnglishresearcharticlesaremorethan43whichcanbemainlydividedinto2categories：researcharticleswhichpublishedinthesocialscienceperiodicalandtheM．A．thesesofthepostgraduates．Thesearticlesbasicallyrepresentthedifferentresearchers’perspectivesandfocalpointofLunYu’stranslation．Froma11thesearticlesandpapersitcancometoaconclusionthatresearchesmainlydivideintofivekindsasfollows，researchesontranslators，researchesonthehistoryofEnglishtranslationofLunYuandthecorewordsinit，researchesontherecordofpublishingEnglishtranslationsofLunYu，andresearchesondifferentEnglishversions(1ikeasingleversionorcomparativestudiesoftwoversionsormore)．4．2．2TheExternalFunction：CulturalDevelopmentFunctionTranslationactivitieshaveasignificanteffectonthedevelopmentofcultureata11timesandinalIlands．Translationpromotesthecommunicationofdifferentculturesandthespreadofdifferentcultures．Ourworldcannotkeepdevelopingfromtheancienttimesuntilnowwithouttheeffectsoftranslation．Inhistory,ConfuciandoctrinesnotonlyformedthespecialcircleofEastAsiaConfuciancultureinChina’ssurroundingareas，butalsohadagreatimpactonEuropeandNorthAmerica．Forexample，theEuropeanenlightenmentinmodemtimesrelatestothespreadofConfucianisminEurope．TheentirewesternpioneersmoreorlessabsorbedConfucianism．TheseideologistscouldexaminetheEuropeanfeudalhereditaryandtheologi【calmlewhiletheystudyintheculturalcommunicationbetweenEastandWest，andgraduallyemergedanddevelopedaseriesofmodernconcepts：freedom，equality,democracy,charity,rationalityanddeisminordertopromotethedevelopmentofhumanity,societyandscienceetc．AstheConfucianismspreadsallovertheworld，atpresent，therearemoreandmoreConfuciusinstitutesoverseaswhichareestablishedbytheeducationalinstitutionsofChina．TheirultimateobjectistobringChinesetraditionalculturetotheworldinordertoletalltheforeignersunderstandtheprofoundChineseculturefromwhichpeoplecouldfindthewisdom．ConfucianismistheessenceofChinesetraditionalcultureandbasicallyreflectedinLunYu，inomerwords．LunYuisthemasterpieceofConfucianismwhoseimpactontheculturalexchangesbetweenEastandWestintheworldcannotbeexceededbyanyother38\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyliteratureworkofChina．4．3AnalysisofLunYu’sTranslationundertheLawsofTranslationEcologyAsanewindependentdiscipline，translationecologyhasitsowntheoreticalsystem，itsownfeaturesandstructureaswellasitsprinciplesandlaws．Accordingtotranslationecology，itexplorestheseriesofbasiclawsoftranslationecologytomasteritsmajorprinciplesandcoreissuessuchasthelawofrestrictivefactors．thelawoftoleranceandthelawofoptimum，thelawofniche，the1flwoffoodchain，theflowerpoteffectandthebiologicalclock．Forthispart，theauthorwillgiveadetailedexplanationofthelawoftoleranceandthelawofoptimumbecauseofthelimitedspaceofthisthesis．4．3．1TheLawofToleraneeandtheLawofOptimumThelawoftolerancereferstothemaximumandminimumboundsofthecreature’sadapt-iontothelivingenvironment．Thecreaturecanonlylivebetweenthemaximumandminimumboundsandthetwoboundsarecalledthecreature’stolerancebounds．Thelawofcreature’sadaptiontotheenvironmentaltolerantboundsiscalledthelawoftolerance．Thelawoftoleranceexplainsthatanysinglefactorcaninfluencethecreature’sexistenceanddevelopmentbecauseofunderqualityoroverquality．Theindividualoftranslationhasitsownobviousholdingcapacityandtolerancelevelifitcannotreachorexceedthe“level”．itwillhavethepassiveeffects．Tlletranslationgroupmustobeythelawoftolerancebothintheexternalconditionsandinternalstructures．Andtothetranslationsystem，thequantity,scale，andspeedoftranslationdevelopmentshouldwithinthetoleranceofitsenvironment．Wecanexplmnthelawoftoleranceinonesentence：‘'Actaccordingtoitscapabilityanddoeverythinginitspower．”(XuJianzhong，2009)MayerputsforwardtothetheoryofzoneoftheoptimumonthebasisofthetemperatureandwetchangesaccordingtothesurveyinAmericaandJapanesewhichalsotakeseffectiveeffectsonthetranslationecology．Whentheindividual，group，systemoftranslationecologydevelopstoacertainlevel，meywillhavetheirownadaptiveboundofallkindsofitsenvironmentalecologicalfactors．Thesubjectcandevelopwellenoughwithinthisbound，oritwilldevelopOllreverse，whichiscalledthelawofoptimum．Under-translationandover-translationarethecommonviolationoftheoptimumtheoryintranslationprocess．“Under-translation’’and“over-translation”refertothenon-equivalencebetweenthesourcelanguageandtargetlanguageinmeaningandstyle．Inparticular,under-translationoverratesthetargetreaders’knowledgelevelandignorestheversion’sintelligibility．Inthiscase，thetargetreaderscannotobtainthenecessaryinformationandmisunderstandthesourceinfo咖ation．Onthecontrary,over-translation1etthetargetreadersobtainmoreinformation39\nthanthesourceinformationwhichlcadstothemisunderstandeither．Bothofthesetwotranslationphenomenonarenotloyaltothesourcetext．4．3．2AnalysisofKuHongming’SmistranslationW11enwelookintothecommentariesofKu’Sversion．wecouldfindthatmostofthescholarsthinkthatKu’StranslationisthemostgracefultranslationwhichusesthepureEnglishandfluentexpressionways．Throughhistranslation，KuwantedtheEuropeanstounderstandandfeltConfucianism，SOhetriedhisbesttousethevocabulariesandsomemodemEngHshstructuresofthesentencesfamiliartotheEuropeanreaders．Duringhistranslationprocesshemadehiseffortnottolcaveanytraceoftranslation．Insummary,Ku’StranslationiS1ikeagracefulliteratureworkwhichiseasytounderstanding．Butontheotherside，justbecauseofthenumerousquantityofEnglishexpressionswhichmaymakesomemisunderstandingoftheori西naltext．Wecallthis“over-translation”causedbytheforeignizingtranslationmethod．AsweresearchintoKu’Smistranslation，wecouldfindtherearetwogeneralkindsoftranslation：oneisthemisunderstandingoftheoriginalwordsinLunYu；theotherismistranslationoftheparticularconceptsinLunYu．Inthispart，wewillfocusonthesecondpointtoanalyzehismistranslationunderthetwolawsmentionedabove．Asweexplainabove，translationhasitsownminimumandmaximumboundswhichwecalledthe1awoftolerance．Ifyouexceedthismaximumbound1ikeKu’Stranslation，itwillleadtothemistranslation．SinceKupaidmostofhisattentiontotheexpressionwaysofpureEn鲥shwhichledtotoomuchextensionoftheconcept．Asweshowhistranslationpreviously,healmostomittedmostofConfuciusdisciples’haines，insteadheuse“adisciple'’totranslatehisdisciplesinordertomaketheforeignersunderstandeasily．However,ontheothersidewefindthatifwecouldseethe“Confucius”attimes，wemaytllillkwearereadingaforeignliteratureorreligionwork．Kuusetheforeignizingtranslationmethodexcessively,heoftenchoosesomewestemculturalvocabularytotranslatedsomeconceptsinLunYuwhichmakethebigdifferencesbetweentheChinesemeaningandEnglishmeaning．“君子周而不比，小人比而不周”一《为政：十四》Ku：“Awisemailisimpartial，notneutral．Afoolisneutralbutnotimpartial’’Firstofall，Kutranslated“君子”and“小人”into“flwisemarl’’and‘‘afool”．AswethinktheChinesemeaning，wecannotjudgeapersonwhois“君子’’or‘‘小人”bytheintelligencewhichisobviousmuchdifferentfromthemeaninginLunYu．Secondly,Kuuse“impartial”and“neutral”totranslate“周”and“比”whichalsoneedtobediscussed．Wecould\nChapterFourAnalysisoftheThreeVersionsofLunYuunderTranslationEcologyfigureoutthat“周”and“比”arctheoppositemeaning(complimentarymeaningandderogatorymeaning)inChinese．but‘‘impartial”and“neutral’’arcnotthesatncstyleasthemeaninginChinese．ItiSmoreimportantaboutthetranslationoftheparticulartermsthanthenormalwordsinKu’Stranslation．Kuusedtotranslatingthecone印tsofLunYuwitlltheWesternphilosophycone印tswhichiSdifficulttocoincide．Forexample：Kutranslated“仁”into‘'morallire”，“德”into‘'moralsentiments”，“道”into“wisdom”，“天命”into“thetruthinreligion”，“礼”into“thearts”“theuseofart”，“孝”into“agoodson”，“天”into“God”．A11theseexpressionsleadtotheexcessivetranslationoftheoriginaltext．(JinXueqin，2009：118)4．3．3HowtoApplytheLawofOptimumHowtojudgewhethertranslationworksareunder-translationorover-translation?Inotherwords，howtofigureoutthe“limit'’ofthetranslationwork?EugeneNidaputforwardthenewtheorywhichhasshiftedfromtheformofthemessagetotheresponseofthereceptors．Wethinkthatbeforeabetterevaluationcomesout，wecouldregardthetargetreaders’responseasthelimitoftheunder-translationorover-translation．Thuswhethertranslationworksarevalidornotdependsontheaccurateunderstandingofthereaders．Under-translationandover-translationarenotequaltothegainandloss．UndertranslationCanberegardedasthe‘‘loss"ofthetranslation，butover-translationisabsolutelynotthe“gain’’ata11．“Goingtoofarisasbadasnotgoingfarenough．”Tosomeextent，webelievethatunder-translationandover-translationallexisttheproblemof“loss”：Theformeroneisthelossofunderstandabilityandthelatteroneisthelossoffidelity．Here，wemaytryourbesttotakesomestrategiesandsomeoptimummethodstoavoidthehappeningofthesetwosimilartranslationphenomenasuchasgeneralization，specification，contextualamplification，domestication，annotation，andtaboosontranslation．(ChenWeibin，2004)Withtheglobalizationandtherealizationofourmarketeconomy,translationindustryisdevelopingquicklyinrecentyears．However,comparedwithotherindustries，itsdevelopmentisrelativelybackward．Howtoapplyoptimumtheorytodevelopourtranslationindustry7．Inouropinion，weshoulddothefollowingthings：establishthenormativemarketingsystem，promotetheprofessionalismandstandardizationofthetranslationindustry,realizetheinformationandglobalizationofourtranslationservice，integrateresourcesandpromotemutualdevelopment．\nConclusionTllisthesis，basedontheliteraturereviewanddataanalysis，mainlyexploresthedifferentversionsofLunYufromtheperspectiveoftranslationecology．、Ⅳiththeregressionofscienceecologyandtheinterdisciplinarydevelopmentoftranslationstudies，theauthorofthisthesisisalsoinanattempttofigureoutthestudyofnaturalscienceintersectedwithhumanitiesandsocialsciences，andalsotheinterdisciplinaryofecologyandtranslatologyinordertosolvethetranslationproblemfromtheperspectiveoftranslationecology．ByanalyzingthetranslationofChineseclassicLunYutheauthoraimstosupportandenrichthetranslationecologywhichistotallyanewresearchangleandexperience．Duringtheprogressofwritingthisthesis，therearea10toffindingswhichacquiredSOmuchknowledgeofthetranslationecologytheoryaswellasthetranslationpracticeofLunYuandChineseclassics．Withthedeepstudyontheliteraturereview,theauthorgetsabetterunderstandingofthepreviousstudyofLunYu’stranslationwhichmainlyconcentratedontheresearchesontranslators，thehistoryofEnglishtranslationandthecorewords，therecordofpublishingEnglishtranslationsanddifferentEnglishversions．Obviously,therearefewresearchesputtingthenaturalsciencetheoryintotranslationpractice，SOtheperspectiveofthisthesisistotallynewcomparedwiththepreviousones．Afterthatthestudycentermovestotranslationecologywhichiscurrentlyanewdisciplineinthetranslationfield．Translationecologyisallinterdisciplinarystudywhichintroducestheachievementsofecologytheoriestotranslationtheories，putstranslationtextsintoitsownecologicalenvironment．andfindstheinfluencingfactorsandtheirmechanisminordertoexplainandanalyzethevarioustranslationphenomena．、Ⅳhat’Smore．itisnotsimplythecombinationoftranslatologyandecology,andithasitsownuniquesystemwithaseriesofstructures，functions，lawsandprinciples．WhenitcomestoLunYuandConfucianism，thefindingsarenumerousandbeyondexpectation．AsthesecondbestsellcrwhichiSonlyafterBibleintheworld．LunYuiSoneofthemostwidelyreadbooksinChinaformorethan2，000years．NomatterChinesetranslatorsathomeorWesterntranslatorsabroad．theyallendeavortotranslateLunYuandConfucianismfromthe18“1centuryuntilnow,thuswecouldsayConfuciusandLunYunotonlybelongtoChinabutalsobelongtotheworld．Duringtheresearchperiod，theauthorfoundlotsofdistinguishedtranslatorsbothathomeandabroadlivingindifferentperiodsespeciallythethreetranslatorswhoareemphasizedinthisthesis：JamesLegge．ArthurWaleyandKuHongming．BasedonthesupportiveresearchresultsgainedfromthestudyoftranslationecologyandvariousLunYu’Stranslation，thisthesishypothesizesthatthedifferentversionsshouldbeinfluencedbythefactorsintheirecologicalenvironmentoftranslation，andbestandardizedbytheprinciplesandlawsofthetranslationecology．Therefore．thisresearchpaysmore42\nConclusionaRenfiontotheapplicationofthetranslationecologytheoryandalsomostofthehypotheseshavebeenprovedinthisthesis．ThroughtheexemplificationofLegge，KuandWaley,itisdefinitelyconfirmedthatnomatterwhentheversioncomesoutoritcomesfrom，itisinfluencedmoreorlessbytheelementsinitsownnatural，socialornormativeecologicalenvironmentoftranslationwhichcouldbeoneofthemainreasonwhytheversionsdifferfromeachother．Inaddition，everyrepresentativetranslationhasitsownfeatureswhicharesuitableintheireco—environmentoftranslationatthattime．Theconfirmationalsocomesupintheecologicalfunctionoftranslationbothintheinternalfunctionincludingproducer,consumer,anddecomposerandexternalfunctionmainlyaboutcreatinganddevelopingcultureofLunYu．Thefindingsofthelastpartaremoreimpressivewhichshowsthateverytranslationhasitsownobviousholdingcapacityandtolerancelevel，ifitcannotreachorexceedthe‘‘level”，itwillhavethepassiveeffects．Soaccordingtothelawofoptimum．translationsystemshouldtakesometranslationstrategiesormethodstoavoidunder-translationorover-translationinordertorealizetheoptimumtheoryintranslationpractice．SincenoonehasstudiedtheEnglishtranslationsofLunYufromtheperspectiveoftranslationecologyperspective，thisthesisiSinnovative，butitalsohassome1imitations．Firstly,aSweknow,translationecologyisabrandnewstudywhichneedsmorescholarstodiscoverandconsununatethisnewresearch．Therefore，thereiSnotenoughtheorymaterialsandpracticeexamplesforpreparingthisresearch．ThoughProf．XuhasgivenUSacomprehensiveexplanationoftranslationecology,currentlyitisstillinthetheoryresearchstageandimmature．Secondly,theexamplestakeninthisthesisaremoreorlesslimitedinsomeiternswhichseemweaktoprovethehypothesis：ononehand，therearenotenou西suitableexamplestakenineverytheoryoftranslationecology；ontheotherhand，theafewexamplesarenotvalidenoughtosupporttheidea．Thirdly,becauseofthelimitedknowledgeandabilityoftheauthor,theremustbesomedefectsofunderstandingandanalyzingaswellassomeaspectswhichneedtobecompletedinthefBrtherstudy．Forinstance．theotherlawsoftranslationecologyandtheecologicaltranslationsustainabledevelopmentinthetranslationsofChineseClassicswhichshouldbestudiedmoreinthefurtherresearch．43\nBibliography【1】Ames，RogerT．&Rosemont，HenryJr．．TheAnalectsofConfucius：APhilosophicalTranslation[M]．NewYork：TheBallantinePublishingGroup，1998．[2]Confucius，Waley,Al'thurTrans．TheAnalects-[M】Beijing：ForeignLanguageEducationandResearchPress，1998．【3]Cronin，Michael．Translationandglobalization[M]．London：Roultledge，2003：130．142[4]D．C．Lau，TheAnalog[M]．London：PenguinClassics，1979＼[5]Hall，DavidL．ThinkingthroughConfucius[M】．Albany,N．Y．：StateUniversityofNewYorkPress，1987．【6]Holmes，J．S．TranslatedPapersonLiteraryandTranslationStudies[M]．Beijing：BeijingForcignLanguageTeachingandResearchPress，2007：212．【7】7HuGengshen．Transaltionasadaptationandselection．[J】Perspectives：StudiesinTranslatology,2004：128【8】KuHongming．TheDiscourseandSayingsofConfucius[M]．Shanghai：KellyandWelsh，Limited，1898．【9]LawrenceVenuuti．TheTranslator'sInvisibility—AHistoryofTranslation．【M】Shanghai：Shanghai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