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Citation

Li S & Hao Y (2024) A Corpus-based Analysis of Vocabulary Translation in Teaching Chinese as a Foreign Language. Li S (Researcher) & Hao Y (Researcher). London: Routledge.

Abstract
As cultural and economic ties strengthen worldwide, the increasing demand for Chinese language proficiency underscores the pivotal role of vocabulary learning and vocabulary translation in Teaching Chinese as a Foreign Language (TCFL). This study critically evaluates the accuracy and effectiveness of vocabulary translations in 16 representative TCFL textbooks published in China, the U.S.A., and the UK. Employing a triangulated methodology, this research integrates questionnaire surveys, corpus analysis, and translation quality assessment tests to explore translation challenges systematically. Vocabulary and glossary terms are categorised using the 'tripartite theory of glosseme’, addressing semantic, pragmatic, and grammatical dimensions. By applying functional translation quality evaluation frameworks, the study develops an interdisciplinary theoretical model for analysing and enhancing vocabulary translations. Key findings highlight recurring translation issues at preliminary and intermediate levels, particularly in content word classes, which significantly influence pedagogical practices. In the age of AI and automated translation tools, TCFL textbooks remain indispensable as they provide curated, pedagogically sound content that fosters contextual understanding and cultural sensitivity in language learning. The results of this research offer a transferable framework for addressing terminology-related challenges, contributing to a broader understanding of second language acquisition in diverse cultural and educational contexts. Its interdisciplinary approach provides a replicable model for future studies and bridges research and practice by delivering evidence-based recommendations for improving TCFL textbooks and vocabulary translation. This book is an essential resource for scholars, educators, and students in education, Chinese studies, translation studies, and language learning. It also provides valuable insights for publishers, curriculum developers, educators, and policymakers engaged in shaping second and foreign language learning and teaching pedagogy.