Abstract:

The article revolves around complimentary translations in the teaching of literary translation courses, elaborating its importance. By taking Chinese Russian language students as an example, the language phenomenon that complimentary translations are often neglected in literary translation courses is going to be highlighted. The current mode of teaching Russian language courses in China, which emphasizes appreciation instead of practice, therefore, should be changed. Also, in order to improve translation and intercultural communication skills, more attention should be paid to the cultivation of students’ complimentary translation skills in the course of teaching literary translation.

Compliment is the most efficient method in establishing a harmonious relationship and the pillar of further interaction. Literary translation reveals not only the linguistic and cultural peculiarities of the language, but also the patterns of speech behavior of the speakers who talk in two different languages. In order to equip students with a certain level of literary proficiency, corresponding translation skills and intercultural communication skills, courses on literary translation deserve closer attention so that students can be trained to engage in the translation of Chinese-Russian literary texts. Complimentary language, as a type of speech subject, is widely found in Russian literature and is an important component of the communicative content of characters’ speech. However, Chinese students have a different understanding of compliments due to the differences in social and cultural backgrounds and distinctions between the two nations. Besides, the ability for Chinese students to correctly organize and use compliment in Russian cannot be formed independently or spontaneously. Still, compliment is an integral part of Russian speech culture, and its use serves as an indicator of education and politeness.

Therefore, to help students understand the characteristics of Russian complimentary language and culture, the practice of translating compliments in the course of literary translation must be strengthened; to avoid translation errors and pragmatic mistakes, the usage and expression of compliments must be understood; and to enhance students’ foreign language creativity and hone their intercultural communication skills, students must be familiar with the application of complimentary language scenarios.

Keywords:

Literary translation, Compliment, Teaching Translation, Intercultural Communication.