汉斯.费米尔“目的论”指导下对小说《小公主》翻译中的“简化”现象的研究

PartITheoreticalFrameworkInthedevelopmentoffunctionalistapproachestotranslation,SkopostheoryputforwardbyVermeerhasplayedamajorrole:“ForVermeer,translationisatypeofhumanaction,intentional,purposefulbehaviorthattakesplaceinagivensituation.Itisaformftranslationactionbasedonasourcetext.Heholdsthatanyactionhasanaim,apurpose,sodoestranslationactivity.Everytranslationisdirectedatanintendedaudience,sincetotranslatemeanstoproduceatextinatargetsettingforatargetpurposeandtargetaddressintargetcircumstances”(MaHuijuan&MiaoJu,2009:81)HansVermeer’sSkoposTheoryisagreatbreakthroughcomparedwithtraditionaltranslation.ItisnotlimitedtotheEugeneNida’stranslationequivalenceprinciplebutputsthereader’sneedsfirst.SkoposTheoryhasthreeprinciples,namely,thelawofpurpose,thelawofcoherenceandthelawoffaithfulness.1.1TheDevelopmentofSkoposTheoryInthe1970s,functionalisttranslationtheoryemergedinGermany.Itsdevelopmenthasgonethroughthefollowingstages.Thefirststage:CatherineRiceintroducedfunctionalcategorytotranslationcriticismfirstly,linkinglanguagefunctions,texttypesandtranslationstrategies,establishedatranslationcriticismmodelbasedontherelationshipbetweenthesourcetextandtranslationfunction,andproposedfunctions.Ricebelievesthattheidealtranslationshouldbeacomprehensivecommunicativetranslation,whichisequivalenttotheoriginalintermsofconceptualcontent,languageform,andcommunicativefunction.Butinpractice,thefunctionalcharacteristicsofthetranslationshouldbegivenpriority.Thesecondstage:HansVermeerputforwardteleology,whichfreedtranslationstudiesfromtheconstraintsoftheoriginaltheory.Accordingtothetheory,translationisapurposefulandfruitfulactivitybasedontheoriginaltext.Thisactmustbecompletedthroughnegotiation.Thetranslationmustfollowaseriesofrules,namely,skoposrule,coherencerule,fidelityrule,ofwhichtheruleofpurposecomesfirst.Vermeeralsoproposedtheconceptofatranslationcommittee,inwhichtranslatorsdecidewhether,whenandhowtocompletetranslationtasks.Thatistosay,translatorsshouldadoptcorrespondingtranslationstrategiesfordifferenttranslationpurposes,andhavetherighttodecidewhichcontentoftheoriginaltextcanberetainedandwhichneedtobeadjustedormodifiedaccordingtothetranslationpurpose.Thethirdstage:JustaHotz-Mantaridrawslessonsfromthetheoryofcommunicationandbehavior,proposesthetheoryoftranslationbehavior,andfurtherdevelopsfunctionalisttranslationtheory.Thetheoryregardstranslationasapurpose-driven,translation-orientedactivity.Thistheoryhasalotincommonwithteleology,andVermeerlatercombinedthetwo.Thefourthstage:KristinaNordsummarizedandperfectedthefunctionalisttheory.Firstly,Nordsystematicallyexpoundstheinternalandexternalfactorstobeconsideredinthetranslationoftextanalysis,andhowtoformulateatranslationstrategysuitableforthepurposeoftranslationaccordingtothefunctionoftheoriginaltext.Thenhecombedthefunctionalisttheoryandsuggestedthattranslatorsshouldfollowtheguidingprincipleof“functionplusloyalty”inordertoimprovethefunctionalisttheory.1.2TheThreeRulesofSkoposTheorySkoposTheory,initiatedbyVermeer,holdsthatallhumanactionsarepurposeful,andthetranslationisnoexception.ForVermeer,translationisapurposefulhumanactivitythatoccursinaspecificcontext.Therefore,thepurposeofthetranslationdecidesthemethodsandstrategiesthatthetranslatoradoptsintranslation.TheyaremainlytwofactorsinVermeer’sSkoposTheory,namely,theaddresseeandthesourcetext.Theaddressee,i.e.theintendedreceptorofthetargetlanguage.Everytranslationisfacedwithadifferentreader,sothetranslationmethodweuseinthetranslationprocessisdeterminedbythetargetreader.Translationreferstogeneratingtextforthetargetpurposeinthetargetsetandgeneratingthetargetrecipientinthetargetcase.Andthesourcetext,whichislessimportantthantheaddressee,isregardedasa“providerofinformation”foratranslatortochoosethemostusefulandimportantinformationforhistranslation.VermeerputsforwardthreerulesofSkoposrules,thatisskoposrule,coherencerule,andfidelityrule:Theskopostheoryisthemostimportantoneinfunctionaltranslationtheory.skoposisaGreekwordthatmeans“purpose,motive,andfunction”.Thepurposeoftranslationisaveryimportantconceptintheskopostheory.Therearethreeexplanationsforthispurpose:thecommunicativepurposeofthetargettextinitscontext(suchasenlighteningthereaders):thepurposeofspecialtranslationstrategiesormethods(suchasfaithfullyreproducingthetranslationstyleintheformclosetothesourcetext),and“Skopos”referstothepurposeofthetargettext.(MaoYongbing,2012:10)Theskoposruleholdsthattranslationdoesnotdependontheoriginaltext,nordoesitdependontheimpactoftheoriginaltranslationontherecipientsoftheoriginaltext,noronthefunctionassignedtothetranslationbytheauthor,butontheexceptionalfunctionorpurposeofthetranslationdeterminedbythetranslationinitiator.Thetranslationshouldbeabletofunctionasintendedinthecontextandcultureofthetargetlanguage.Thepurposeoftranslationdeterminesthewholeprocessoftranslation.However,translationactivitiescanhavemanydifferentpurposes,whichcanbefurtherdividedintothreeclasses:(1)thepurposeofthetranslator(suchasmakingaliving);(2)thecommunicativepurposeofthetranslation(suchasenlighteningthereaders);(3)thepurposetobeachievedbyusingaspecialtranslationmethod(suchasliteraltranslationaccordingtoitsstructureinordertoexplaintheparticularityofthegrammaticalstructureinalanguage).Therefore,thetranslatorshouldmakeclearhisspecificpurposeinthegiventranslationcontext,anddecideonthetranslationmethodaccordingtothispurpose-literaltranslation,freetranslationorbetweenthem.Thecoherencerulemeansthatthetranslationmusthavesufficientcoherencetoenablethereadertounderstandthetranslationwithagivenbackgroundandcontext.Inotherwords,thetranslationisreadableandacceptable,whichenablestherecipienttounderstandandmakesenseinthecultureofthetargetlanguageandthecommunicativecontextinwhichitisused.Thefidelityrulereferstointertextualcoherence,implyingsomekindofrelationshipbetweenthetranslatedtextandthesourcetext.Thisisequivalenttowhatothertranslationtheoriessayisfaithfultotheoriginal,buttheextentandformoffaithfulnesstotheoriginaldependsonthepurposeofthetranslationandthetranslator’sunderstandingoftheoriginal.1.3TheEvaluationCriterionofSkoposTheoryIntermsoftranslationstandards,teleologyusessufficiencyratherthanequivalenceasthecriterionforevaluatingtranslation.IntheframeworkoftheSkopostheory,adequacymeansthatthetranslationmustmeettherequirementsofthetranslationpurpose.Thisisadynamicconceptrelatedtotranslationbehavior.Equivalencemeansthatthetargetandsourcetextsareindifferentculturalcontexts,buthavesimilarcommunicativefunctions.Equivalenceisjustamanifestationofsufficiency,astaticconceptdescribingtranslationresults.Fromtheaboveanalysis,weunderstandthattheprinciplesofcontinuityandloyaltyarenotuniversallyapplicable.Inthetranslationprocess,weshouldbeguidedbytheprincipleofpurposeandtheprincipleofloyalty,andappropriatenessastheevaluationstandard.Differentfromthetraditionalconceptofequivalence,Germanfunctionalteleologyisnotconcernedwiththeequivalenceoftranslationandoriginaltext,butthetranslatorchoosesthebestprocessingmethodaccordingtotheexpectedfunctionofthetranslation.Inotherwords,thetranslator’stranslationstrategymustbedeterminedbythepurposeorfunctionofthetranslation,thatis,theso-called“purposeprinciple”.Whilefocusingonthefunctionoftranslation,thetheoryalsoemphasizesthereadabilityoftranslationinthecontextoftranslation,thatis,theprincipleofcontinuity,andtheinterlingualconsistencyofthetargetlanguageandtheoriginal,thatis,theprincipleoffidelity.

PartⅡIntroductiontoSimplification2.1TheDefinitionofSimplificationNida(1964:166)considerstranslationtobe“theclosestnaturalequivalentofthesourcelanguagemessage.”Adjustmentisameansfortranslatorstoachievenaturalparity.Structuralloss-basedsubtractionisasimplifiedmethodofadjustinginformation.Basedonsubtraction,Nidaemphasizesthesimplificationofthenumberoftargetlanguages,notchangesinquality.Honeyfield(1977)dividedsimplificationintotwocategories:languagesimplificationandcontentsimplification.Languagesimplificationisthendividedintotwocategories:lexicalsimplificationandstructural/syntacticsimplification.Honeyfieldjuststateditanddidnotdiscussanyfurthersimplificationstrategiesandtechniques.Baker(1998:184)proposedtheuniversalityoftranslation,includinginterpretability,simplification,standardization,andequilibrium.Asoneofthem,simplificationmeans“thetendencytosimplifythelanguageusedintranslation”.Bakerstressedthedeepeningofwordmeaningsandchangesinscope,aswellastheclarityofconcepts.Intermsofsyntax,shebelievesthat“thesimplificationofcomplexsyntaxincludestheuseoffiniteclausesandpauseperiodsinnon-finiteclausetranslation”.Allinall,sheproposedthreesimplifiedmetrics:sentencelength,vocabularydensity,andtype/symbolratio.2.2TheClassificationofSimplificationAccordingtoHoneyfield(1977),simplificationcanbedividedintolanguagesimplificationandcontentsimplification.Languagesimplificationreferstothesimplificationofvocabularyandsimplificationofsyntacticstructure.Lexicalsimplificationisasub-taskoftextsimplificationandcanbedefinedasanyvocabularyreplacementtaskthatreducesthecomplexityofthetext.Mainlyreflectedinfouraspects:①Trytoavoidlow-frequencywordsandidioms.②reducethelexicaldensity③replace“one,they,he,we”withnames.④explainthevocabularywithitsdefinition.BlumandLeviston(1983)suggestedthatvocabularygapsmayoccurduringtranslation.Whenthetargetlanguagelackstherelevantmeaningofthesourcelanguage,thetranslatorcanadoptalexicalsimplificationstrategy,thatis,themeaningofthesourcelanguageisexpressedwithfewermeanings.Therefore,BlumandLevestonproposedfiveimportantstrategiesforlexicalsimplification,namely,semantics,approximation,synonymy,circuitousandparaphrasing,andmigration.Asanotherpartofsimplification:syntaxsimplification.mainlyincludesthreeaspects:①usesimpleandshortsentence②Makesemanticstransparent③usenormalwordorder.BasedontheobservationofEnglishlanguagedata,Mountfordputsforwardfivesimplifiedformsofsyntactic/structure.Theyarelongembeddedsentences,nominalizations,tenses,modelverbs,andreferentiallinks.Intermsofcontentsimplification,Mountford(1976)proposedtheconceptofinformationtoken,whichistodefinedifferentinformationunitsinthetexttoevaluatethecomplexityofthetextinformation.Mountfordproposed(2007)theconceptofinformationtokentoevaluatethecomplexityofinformationinthetext.Hesuggeststhatwhendescribinganevent,basicinformationcanbefoundinthesimplifiedornon-simplifiedtext,assimplifiedtermshavefewerpropernouns.2.3TheStrategiesofSimplificationNida(1964)classified7simplificationstrategies:repetitions;specificationofreference;conjunctions;transitional;categories;vocatives;formulae.Vanderauwera(1985)researchedtheEnglishtranslationsof50Dutchnovelsandproposedeighttranslationstrategiestomakethetranslationsmoreconciseandclear:①Avoidborrowingorquotingprimitivesdirectly;②Replacepronounswithexactnouns;③Dividelongsentencesintoshortsentences;④Replacecommonwordswithlesscommonwords;⑤CommunicateprimitivesPotentialmeanings;⑥omitirrelevantdetails;⑦convertthetenseofthesourcelanguagetothetenseofthetargetlanguage;⑧usethepunctuationconventionofthetargetlanguage.Mountford(1976)alsodiscussesfivestrategiesforlanguagesimplification.Theyare①dividingalongsentenceintoeasy-to-understandshortsentences;②turningverbsintonouns;③maintainingconsistencyintensesinsentences;④Interpretingthespecialmeaningofmodalverbs;⑤usinganaphoricconnections(Intentionallyrepeatingawordorphraseatthebeginningofseveralclausesandparagraphs).Wen(2009)exploredsimpleadditionanddeletionstrategies.DuetothehugedifferencesbetweenChinaandtheWest,theadditionanddeletionstrategiesoccupyanimportantpositioninChinesetranslation.Headvisestranslatorstoaddordeleteinformationwhendealingwithculturallyrichcontent.Byfarthemostcommonformoflanguagereformisasimplification,includingsimplificationofspelling;however,inflections,syntax,vocabulary,andword-formationcanbesimplified.However,themostcommonformofsimplificationistoadapttonewspellingreforms.Somemajorwordlanguageshaveundergonemassivespellingreforms:Spanish,Portuguese,German,andRussian.

PartⅢSimplificationPhenomenonintheTranslationofALittlePrincessAlittleprincessisthemwrpseriesof“millionEnglishReadingPlan”-EnglishChinesecontrolintermediateEnglishSeries6ofVolumeIII,suitableforEnglishlearnerswhohavemastered1500basicEnglishvocabulary(equivalenttograduatingfromjuniorhighschool).ThemillionEnglishreadingplanisaspecialEnglishreadingimprovementplandesignedforChinesestudents.ThetargetreadersarethosewhohaveachievedjuniorhighschoolEnglishlevel.TheycanachieveintermediateEnglishlevelbyreadingfor2yearsandabout15minutesaday,mastermorethan3000wordsandalargenumberofphrases,mastervarioussentencestructuresofEnglishandreadgeneralEnglishoriginalworks.Alittleprincessisakindofchildren’sliterature,itscontentsareappropriatetochildren’sreallife.Thedescriptionofthecharacters,thedescriptionoftheactionsandthepsychologicalactivitiesofthecharactersareincisivelyandvividly.ALittlePrincessmainlydescribesthelifeofthelittleprotagonist,SarahCrewe,beforeandafterherfather’sdeath.Beforeherfatherdied,shelivedinexcellentconditions.CaptainCrewesenthisdaughtertoanobleschool,andtheschoolprincipal,Scorpio,didhisbesttoprovideeverythingforSarah.Shehasbecometheschool’s“signboardstudents”,fromtheinsideoutaresendingoutthebreathoftheprincess.AftercaptainCrewedied,theheadmasteroftheforcesrushedhertotheatticandaskedhertodoallkindsofchores.Sarahisoptimisticaboutthechangesinherlife,thecoldnessofherclassmatesandallkindsoftorments.Thatistosay,plainclothesareonthethresholdofthebuilding,butshebehaveslikeaprincessinherheart.Thisnovelisaninspirationalarticle.Bydescribingtheunfortunatelifeexperienceofthelittleprincess,ittellsusthat：Ifyoubelieve,everygirlisprincess,whetheryouarewearingragsoruglyornot.GirlslovefantasyandIthinkifwekeeptherealmeinourheartsandbekindtoanyonesurroundingyou,youwillbeaprincess.Ithasprofoundmeaninginchildren’slife.3.1SimplificationintheTranslationofVocabulary.Thechoiceofvocabularymeansthatwhenpeoplearespeaking,writing，theycarefullyselectappropriatewordsandsentencestoeffectivelyexpresstheirownmeaningsaftercarefulconsiderationandcomprehensiveconsiderationoftheaudience’sthoughts,emotion，psychologicalcharacteristics,personalitycharacteristics,educationalbackground,livinghabits,andotherfactors.Itisalsoaninteractiveprocessthatmakesiteasyfortheaudiencetounderstand,acceptandbelieve.Nowadays,itreferstothewordsandsentenceschosenwhenspeakingorwriting.TheSkoposputstheneedsofreadersfirst.Children’svocabularyandcognitiveabilityarelimited,sotheirreadingmaterialsshouldbeassimpleaspossiblewithintheirunderstandability.Intermsofvocabulary,translatorsshouldtakeintoaccountchildren’sphysiological,psychologicalandculturalcharacteristicswhentranslatingchildren’sliterature.Intranslation,theyoftenusereduplicatedwords,onomatopoeia,auxiliarywords,exclamationwordsandsoontoensuretheirloyaltytothetargetaudienceofthetranslationTherearesomeexamples:Example1:Anditwasabaker’sshop,andacheerful,stout.motherlywomanwithrosycheekswaspullingintothewindowatrayofdeliciousnewlybakedhotbuns,freshfromtheoven-large,plump,shinybuns,withcurrantsinthem.译：恰恰是一家面包店呢，有个快快活活，结结实实，脸色红润，母亲般慈祥的妇女正端着一屉刚出烤炉的又香又热的圆面包往橱窗里放。面包又大又松，闪闪发亮，上面还有一粒粒葡萄干。Thetranslatedtextisfulloffun.Thetranslatorusedalotofreduplicationwords,auxiliarywordsandexclamations,suchas“快快活活”、“结结实实”、“又香又热”、“又大又松”、“一粒粒”tovividlydescribethehappinessofSara.Atthesametime,suchreduplicationandrepetitionmakethetranslationfullofchildlikeinterest,whichisconvenientforchildrentounderstandthecontentofthetranslation.Example2:Itwasthepicturesquewhite-swathedformanddark-faced,gleaming-eyed,white-turbanedheadofanativeIndian-“alascar”.译：而是个像画里一样的、地地道道的印度人，披着白袍子,缠着白头巾.面色暗褐,两只眼睛闪闪发光-一个仆人-“东印度水手”。Inthetranslatedtext,thetranslatoruses“东印度水手”tosubstitute“拉斯咯人”,replacecommonwordswithlesscommonwords，inordertoavoidchildrenhavingdifficultiesinunderstanding;“dark-faced”istranslatedinto“面色黯褐”ratherthan“黑色的脸”.“gleaming-eyed”istranslatedinto“两只眼睛闪闪发光”.Atthesametime,thetranslatedtextkeepsfaithfultothesourcetext.Example3:Andthoughshewasonlysevenyearsold,sheknewthathefeltsadwhenhesaidit.译：尽管她只有7岁，但是她知道父亲说这话时是伤感的。Ifwetranslatethesourcetextwordforword,“尽管她只有7岁，但是她知道他说这话时他是伤感的”Herethetranslatorchoosetodirectlytranslatethepersonalpronoun“he”into“父亲”，thisreducesthebarrierwhenchildrenarereading.Example4:Sarawastobewhatwasknownas“aparlorboarder”andshewastoenjoyevengreaterprivilegesthanparlorboardersusuallydid.译:萨拉将成为所谓的“优待寄宿生”，甚至比普通的优待寄宿生享受更多的特殊待遇。Here,thetranslatorchoosestotranslate“greaterprivileges”into“特殊待遇”insteadof“更好的优先权”，notonlykeepfaithfultotheoriginaltext,butalsosimplifiedthemeaningofthephrase,usingatraditionalphrasestomakechildrenhaveaclearunderstanding.3.2SimplificationintheTranslationoftheRhetoricDevicesInterestingandinfectiousrhetoricaldevicesareindispensabletochildren’sliterature.Duetothedifferencesinrhetoricaltraditionandalargenumberoflinguisticnon-equivalence,thisposesaseveretestfortranslatorsofchildren’sliterature.Intheaspectofphonetics,therhetoricaldevicesofrhymeandrhymeareoftenusedinchildren’sliteraturetocreatevividandinterestinglanguageeffectstoattractchildren’sreaders.Whentranslatingit,weshouldconsiderthephoneticcharacteristicsoftheChineseandtrytocreatethesameeffect.Therefore,whenwetranslatetherhetoricaldevicesinthetext,weshouldtryourbesttotranslatesomecomplicatedanddifficultrhetoricaldevicesintosimplerwords,sothatchildrencanbettergraspthemeaningofthetext.Therearesomeexamples:Example1:Shegobblesthemupasifshewerealittlewolfinsteadofalittlegirl.Sheisalwaysstarvingfornewbookstogobble,andshewantsgrown-upbooks—great,big,fatones—FrenchandGermanaswellasEnglish—historyandbiographyandpoets,andallsortsofthings.译：她不像一个小姑娘，而更像是一只小狼，总是如饥似渴地寻找新书来读。读书时也总是狼吞虎咽，而且她看得书是成人看得书-厚厚的一本，内容深奥-用法文，德文以及用英文写的-像是什么历史啦，传记啦，诗集啦等各种各样的书。ThetranslatoruseslivelylanguagetoshowtheclevernessandclevernessoflittleSara.HecomparestheappearanceoflittleSarawhensheisreadingtoawolf,whichnotonlyshowsthelovelinessoflittleSarabutalsoshowsherclevernessandcleverness.Theoriginalauthorused“great,big,fat”todecoratethebook.Thetranslatordidn’ttranslateitinto“great,big,fat”,buttranslatedinto“thick,profoundcontent”,makethereaderseasytounderstand.Example2：Aflushhadrisentoherfaceandtherewasanexpressioninhergreen-grayeyesasifshehadjustrecognizedsomeoneshewasintimatewithandfondof.译：她脸上冒出红光，绿灰色的眼睛里透露出的表情，好像她刚刚认出了一位亲密喜爱的朋友。Here,thesourcetextusesthepersonificationtodescribethehappinessofSara,thetranslatordoesn’ttranslatewordbywordbuttranslatetheverb“risen”into“冒出”,makethetranslationmorevivid.3.3SimplificationintheTranslationoftheSentencesAlthoughthetargetreadersofchildren’sliteraturearechildren,theauthorsofchildren’sliteratureareadults.Children’scognitiveabilityandunderstandinglevelarelimited,sochildrenwillinevitablyencountersomedifficultiesinreading.Forsomelonganddifficultsentencesinthearticle,weshouldconsiderchildren’sreceptiveability,adjusttheorderoftranslationappropriately,ordividesomelonganddifficultsentencesintoseveralshortsentences.Example1:Hewasreallynotatallresignedhimself,thoughheknewhemustkeepthatasecret.HisquaintlittleSarahadbeenagreatcompaniontohim,andhefeltheshouldbealonelyfellowwhen,onhisreturntoIndia,hewentintohisbungalowknowingheneednotexpecttoseethesmallfigureinitswhitefrockcomeforwardtomeethim.译：他自己根本就不信命，不过他知道他必须对此守口如瓶。他那机灵古怪的小萨拉一向是他的好伙伴，而等他独自一人回到印度，走进那座平房，再也无法指望看到那穿着白色连衣裙迎上来的小萨拉时，他会感到多么孤独啊。Thetranslationreorientsthesentencesintheoriginaltextandusesnormalwordorder，makestatementsmorelogical，easytounderstand,suitableforchildren’scognitiveandunderstandinglevel.Example2:ThiswastheresultofacharitablerecollectionofhavingheardMissAmeliasaythatLaviniawasgrowingsofastthatshebelieveditaffectedherhealthandtemper.译：回想起阿米莉亚小姐说过，拉维尼亚发育得太快了，她担心拉维尼亚的健康与性情，由此，萨拉得出了这个结论。Thetranslationadjuststheorderoftheoriginaltext.Theoriginaltextfirstclarifiestheconclusionandthenexplainsthereason.Inthetranslation,thereasonisexplainedfirstandtheconclusionismade.Suchawayofexpressionisveryconsistentwithchildren’scognitiveabilityandcharacteristics,soastoachievethepurposeofchildren’stranslation.

ConclusionWiththecontinuousdevelopmentofchildren’sliterature,peoplepaymoreandmoreattentiontothetranslationofchildren’sliterature.Consideringthelawsandpeculiarcharacteristicsofchildren’spsychologicaldevelopment,weshouldnotonlytakeintoaccountofthebasicrulesofliterarytranslation,namely,‘faithfulness’,‘expressiveness’and‘elegance’,butalsotheuniqueartistryandvalueofchildren’sliteratureinordertomeettheneedsofchildren’sreaders.Althoughthereadersofchildren’sliteraturearechildren,boththeauthorandthetranslatorareadults,whichleadstotheunavoidableemergenceofsomewordsorsentencesthatchildrencan’tunderstandSimplificationmeansthatthetranslatorshouldnotonlyaccuratelyconveythemeaningoftheoriginaltext,butalsomakethetranslationsuitabletothechildren’sunderstandingandappreciationability,allinaccordancewiththeprinciplethatchildrenliketoseeandunderstand.Intranslation,somesimpleandspecificwordsareusedinsteadofthoseobscureanddifficulttounderstandintheoriginaltext,whichisbeyondchildren’scomprehensionlevel.Thepreviousstudyonchildren’sliteraturetranslationjustconcernsthestrategiesandtheories,inthisthesistheauthorhassuggestedemployingthesimplificationmodelinthetranslationofchildrenliterature.Themainpurposeofthispaperistoanalysesthesimplificationphenomenoni