The English Translation of Energy Texts from the Perspective of Discourse Cohesion Theory

Authors

  • Xiaodan Xu

DOI:

https://doi.org/10.54097/149jhf96

Keywords:

Energy text; translation challenges; discourse cohesion; translation techniques.

Abstract

This paper investigates the unique features and translation complexities of energy-related texts through the lens of Discourse Cohesion Theory. To enhance the English translation of such texts, it is crucial to address key elements including cohesive paragraphs, main body, conclusion, cohesive sentences, as well as the judicious use of modifiers and phrases. Additionally, meticulous proofreading and editing are indispensable. Adherence to these considerations during the translation process can substantially improve both the precision and efficiency of rendering energy texts into English.

Downloads

Download data is not yet available.

References

Mu Zijun, Qi Jiangyan, Liao Jiasheng, et al. Translation Methods for Energy-Related Government Documents Under the Perspective of Functional Skopos Theory in the Context of the “Belt and Road” Initiative [J]. Overseas English, 2023(12): 28-30.

Wang Zhenying. English Translation of Run-on Sentences in Energy Texts [J]. Overseas English, 2023(02): 10-12.

Han Yige, Wang Sheng. Research on the English Translation of Energy Enterprise Webpage Texts from the Perspective of Recontextualization [J]. Overseas English, 2022(12): 16-18.

Luo Lin, Huang Chuang. Characteristics of Energy Enterprises’ Websites and English Translation Techniques: A Case Study of Jizhong Energy Group [J]. English Square, 2019(05): 10-12.

Liu Huijie. A Comparative Study of “Hard Governance Is Worse than a Tiger” and Its English Translation from the Perspective of Textual Cohesion Theory [J]. Jiannan Literature (Classic Teaching), 2012(11): 161-162.

Downloads

Published

19 March 2024

Issue

Section

Articles

How to Cite

Xu, X. (2024). The English Translation of Energy Texts from the Perspective of Discourse Cohesion Theory. International Journal of Education and Humanities, 13(1), 218-220. https://doi.org/10.54097/149jhf96