Abstract
Li Sao is the most important part of Chu Ci or The Songs of the South which has an important position in Chinese literature. There are many cultural images in Chu Ci, especially Li Sao, and animal images constitute part of the cultural images in the classic. They convey both literal and implicit meanings. In other words, poet Qu Yuan uses them to symbolize good or bad things in the source text. The implied meaning of the animal images can only be grasped by putting them into the specific context. The translations in this study use various translating methods such as literal translation, substitution and interpretation to represent the symbolic meanings of the animal images, but sometimes it is seen that the translators fail to convey the original meaning correctly. It is assumed that only by achieving optimal relevance can target readers understand the original images easily.
Highlights
Background of the StudyListening is one of the vital learning channels in universities in which English is used as a medium of instruction due to the close relationship between lectures and teaching, learning activity in higher educational settings (Benson, 1994)
Are the results of the three research questions regarding how the EFL teachers at the TDTU perceive listening comprehension, to what extent they teach listening comprehension to the students, and what difficulties these EFL teachers encounter in listening comprehension lessons
This study has shown interesting information about the teachers’ perception of listening strategies, practice of teaching listening strategies and difficulties encountered during instruction
Summary
Background of the StudyListening is one of the vital learning channels in universities in which English is used as a medium of instruction due to the close relationship between lectures and teaching, learning activity in higher educational settings (Benson, 1994). In the academic contexts, it is vital for students to be able to listen effectively for various reasons such as to follow the lectures or study abroad. That is why it is necessary to change the way of teaching listening comprehension in EFL contexts (Field, 2002). Underwood (1989) points out that lacking background knowledge and contextual knowledge are two of the most factors hindering students from understanding when listening. Rixon (1986) concludes that the problems that EFL students usually face when it comes to listening comprehension is the way in which English words are pronounced. Hasan (2000) argues that the factors such as long, complex texts, difficult grammatical structures, and unfamiliar words are often considered as the elements prevent students from understanding listening texts
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