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A Study on the Translation of Storytelling-- Legends of Lingnan from the Perspective of Eco-translatology

Yang Zhou, Shujuan Zhang
International Journal of Social Science and Education Research, (2025), Vol.8, No.4, pp.175-189
Published: March 11, 2025
DOI: 10.6918/IJOSSER.202504_8(4).0020
PDF: Download Full Text PDF
Abstract

China’s rising global prominence has intensified international attention toward Chinese culture. However, systematic English materials on Lingnan culture remain scarce within this intercultural communication context, which undoubtedly impedes the international community’s in-depth understanding of this regional heritage. To address these gaps, the translator selects excerpts from Storytelling -- Legends of Lingnan for translation practice and employs Hu Gengshen’s Eco-Translatology theory to conduct a tripartite analysis of the translated text from linguistic, cultural, and communicative perspectives. In the linguistic dimension, differences between the Chinese and English languages are prioritized. In the cultural dimension, strategies for translating culture-loaded terms and proper nouns are examined. In the communicative dimension, efforts focus on balancing readability with the faithful transmission of the source text’s intended message. The application of the “Three-Dimensional Transformation” principle from Eco-Translatology demonstrates its efficacy in handling culturally specific texts, highlighting the theory’s adaptability. This study not only provides a reference for translating texts embedded with Chinese cultural uniqueness but also enriches the theoretical framework of Eco-Translatology. Furthermore, it facilitates the global dissemination of Lingnan culture against the backdrop of China’s expanding international influence.

Keywords: Eco-translatology; Three-dimensional Transformation; Lingnan legends; cultural inheritance.
APA Citation: Yang Zhou, Shujuan Zhang (2025). A Study on the Translation of Storytelling-- Legends of Lingnan from the Perspective of Eco-translatology. International Journal of Social Science and Education Research, 8(4), 175-189. https://doi.org/10.6918/IJOSSER.202504_8(4).0020

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