A Report on the E-C Translation of Stance Adverbs with Suffix -ly in Academic Text Teacher-Made Assessment

Abstract

This paper selects the first, second, and third chapters and some parts of Chapter Four and Seven of the book Teacher-Made Assessment as the material for translation practice, aiming at summarizing and analyzing the translation strategies of -ly stance adverbs in the academic text. Academic texts are mainly used to convey information and are characterized by professionalism, objectivity, interactivity, and conciseness. They are formal, precise, and concise in wording, clear in expression, strong in logic with many complex and long sentences. This paper analyzes three categories of -ly stance adverbs: epistemic, attitudinal, and style adverbs. Epistemic stance adverbs emphasize accuracy, confidence, seriousness, and persuasiveness. Translation techniques include grammatical adjustment and semantic enrichment, showing the accuracy of academic texts. Attitudinal adverbs are a means of value judgment and emotional expression. Their translations reflect the interactive and explicit characteristics of the academic text. Two translation techniques, namely selection of proper attitudinal words and split of sentences, are adopted. Style stance adverbs refer to how information is given. Their translations reflect the professional and standard characteristics of the academic text. Translation techniques of omitting -ly stance adverbs and using formulaic expression are adopted. This paper furthers the investigation into the translation of academic text from the new perspective of -ly stance adverbs. This paper is expected to provide references for translators and readers of academic texts, and to deepen peoples understanding of -ly stance adverbs.