A Study of Chinese-English Subtitle Translation Techniques in Amazing China from a Skopos-Theoretic Perspective

Authors

  • Lijuan Xue School of Humanities, Huzhou College, Huzhou 313000, China
  • Yishu Zhuang School of Humanities, Huzhou College, Huzhou 313000, China

DOI:

https://doi.org/10.54097/wj42ag87

Keywords:

Skopos Theory, Amazing China, Subtitle Translation

Abstract

As a vital carrier of documentary-based communication, subtitle translation determines audiences’ comprehension and acceptance of content. Co-produced by CCTV and BBC, Amazing China presents China’s wildlife resources and varied natural landscapes, owing its global popularity partly to high-quality subtitles. Drawing on Skopos Theory, this paper explores its subtitle-translation techniques under the skopos, coherence and fidelity principles, covering such strategies as addition, omission and word-order shift. It proves these methods balance cultural output and audience receptivity, offering references for cross-cultural subtitle translation to facilitate Chinese culture’s global outreach.

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References

[1] Reiss, K., & Vermeer, H. J. (2013). Towards a general theory of translational action: Skopos theory explained. St. Jerome Publishing.

[2] Vermeer, H. (1996). A skopos theory of translation: Some arguments for and against. TextconText-Verlag.

[3] Perego, E., Del Missier, F., Porta, M., & Mosconi, M. (2010). The cognitive effectiveness of subtitle processing. Media Psychology, 13(3), 243–272.

[4] Reiss, K. (2004). Translation criticism: The potentials and limitations (E. F. Rhodes, Trans.). Shanghai Foreign Language Education Press.

[5] Nina, R., Hanne, R., & Aline, R. (2021). Translating multisemiotic texts: The case of audio introductions for the performing arts. Journal of Specialised Translation, (35), 69–95.

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Published

16 August 2026

Issue

Section

Articles

How to Cite

Xue, L., & Zhuang, Y. (2026). A Study of Chinese-English Subtitle Translation Techniques in Amazing China from a Skopos-Theoretic Perspective. International Journal of Education and Humanities, 24(2), 26-28. https://doi.org/10.54097/wj42ag87