ArticleTranslation Theories and Skills http://dx.doi.org/10.26855/tfll.2025.09.014
On Thai Translation Practice and Strategies of Informative Texts: Based on the Chinese-Thai Translation of University Student Handbook
Yi Yang, Qingqing Shen*, Xianyan He, You Luo
School of International Languages and Cultures, Yunnan University of Finance and Economics, Kunming 650221, Yunnan, China.
*Corresponding author: Qingqing Shen
This paper is supported by “Yunnan University of Finance and Economics Student Research Training Program Funding” in Thai Translation Practice and Strategies of Informative Texts: Based on the Chinese-Thai Translation of University Student Handbook.
Published: September 30, 2025
Article history: Updated on June 18, 2026
Abstract
By a case study of University Student Handbook Chinese-Thai Translation, this paper focus on the framework for translation strategies for informative texts. Research results indicate that successfully translating for informative texts requires considering of balance between reader acceptance, textual standards, and information accuracy. Additionally, based on functional equivalence theory, it develops a translation model, which emphasis on functional equivalence between terminology, sentence structure reconstruction, and language level upgrading. For informative text Chinese-Thai translation, fundamental issues such as educational terminology, official document alteration, and structural differences between Chinese and Thai should be addressed.
Keyword
Informative Texts; Chinese-Thai Translation; Translation Strategies; Functional Equivalence
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Copyright
© 2025 by the author(s).
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How to cite this paper
On Thai Translation Practice and Strategies of Informative Texts: Based on the Chinese-Thai Translation of University Student Handbook
How to cite this paper: Yi Yang, Qingqing Shen, Xianyan He, You Luo. (2025). On Thai Translation Practice and Strategies of Informative Texts: Based on the Chinese-Thai Translation of University Student Handbook. Translation and Foreign Language Learning, 1(2), 271-276.
DOI: http://dx.doi.org/10.26855/tfll.2025.09.014