跨語言影響（Cross Linguistic Influence, CLI）是指某語言影響另一個語言產出，可橫跨不同的語言子系統，也稱為遷移。而翻譯需具備兩種以上的語言能力，熟稔不同語言的轉換遷移方式，因此廣泛應用在語言習得的跨語言影響理論，應能提供翻譯學習研究脈絡。然而過去鮮少將此理論應用於翻譯研究，更少聚焦翻譯逆向遷移的討論，故本研究探討非母語源語對學生母語為譯入語的逆向遷移影響，分成詞彙及篇章兩個面向，透過討論語言表徵遷移軌跡，進一步解釋特定語言差異造成翻譯學習困難之處。詞彙研究部份，採用詞彙語言學四種詞彙意義分類；篇章研究部份，從功能語法討論語言類型開始，輔以過去中文功能篇章語法研究基礎，再依系統功能語法的篇章結構性及非結構性資源，探討中英差異及遷移造成的譯文問題，同時對應多語習得相關研究，主要發現如下：
首先，標意詞目學習固化遷移造成學生翻譯詞彙的困難，從真正讀懂文字到翻譯都可能受過去學習習慣影響，學生常忽略英文詞彙的「概念」，僅擷取中文詞目表徵解釋，以中文意合的方式閱讀英文，更將詞目遷移譯入不適合的目標語語境。結合過去多語詞彙實驗所推演的詞彙存取模式，本研究推論有四種可能的翻譯詞彙存取路徑。第二，學生譯文的篇章發展明顯將英文的篇章銜接邏輯遷移到中文篇章發展中，以英文句子為翻譯單位，照原文的謀篇方式書寫中文，如將原文指代和連接遷移到中文篇章，有時候還會額外添加原文沒有的指代和連接詞語，將英文主謂的概念遷移到中文。此外，中文的詞彙語義會影響篇章，英文結構影響用字的遷移情況，如「be動詞」翻譯成「是…的」或「…的是」中文強調句，會造成中英文篇章不對等問題。
從遷移的角度觀察，學生理解英文時，常以中文理解篇章的方式閱讀，此現象為母語順向遷移；反之產出譯文時，卻又受到源語詞彙及篇章影響，產生逆向遷移現象。由此可見，遷移並不是固定、單向發展，若要更深入了解跨語言影響，也要了解第二語對第一語造成的影響。此外，考量詞彙及篇章知識涉及諸多層面，語言學習時所訓練的詞彙提取使用方式會造成翻譯用詞難解及轉換固化，翻譯學習應由下而上，加深詞彙概念廣度與深度，也應由上而下學習語言結構及背景文化差異之處。翻譯教學應用上，應納入中英篇章邏輯及轉換概念，讓學生更了解語言結構不同之處，提升語言後設認知覺識。

Cross-Linguistic Influence（CLI）, or transfer, refers to the impact of one language on another during language acquisition. Despite its foundational importance in language acquisition theories, CLI remains underexplored in translation studies, especially regarding reverse transfer. This study investigates reverse transfer in translation by examining how non-native source language influences affect students' proficiency in translating into their mother tongue. Employing contrastive analysis with functional grammar, the study aims to dissect the trajectory of language transfer, pinpointing specific linguistic disparities that hinder translation and learning processes.
The study employs a lexical semantics framework to analyze challenges in translating vocabulary. It finds that entrenched lexical learning transfer complicates students' translation of vocabulary, often leading to inaccuracies due to overlooking nuanced semantic differences between English and Chinese words. Drawing from multilingual vocabulary experiments, a model comprising four routes for accessing translation vocabulary is proposed.
In discourse analysis, functional grammar and systematic discourse frameworks, supported by previous research in Chinese functional discourse grammar, are employed to explore how differences in Chinese and English discourse contribute to translation issues from transfer effects. The findings reveal that English discourse logic is directly transposed into Chinese constructions during translation, sentence by sentence, with added references and conjunctions from the English text. This inadvertently transfers English subject-predicate concepts into Chinese, sometimes using unnecessary cohesion devices. Chinese semantic nuances and English structural elements further complicate word transfers, posing challenges to achieving equivalence and natural flow in translated texts.
Given the complexity of vocabulary and discourse knowledge, training in language learning impacts translation word choice and solidifies translation processes. Effective translation learning should thus encompass foundational vocabulary concepts and deepen understanding of language structures with metalanguage awareness of translation.

王力（2014）。《漢語語法史》。北京：中華書局。
王武興（2003）。《英漢語言對比與翻譯》。北京大學出版社。
王建國（2009）。《關聯理論與翻譯研究》。中國對外翻譯出版。
何慧玲（1997）。〈英中視譯錯誤分析與教學關係〉。《翻譯學研究集刊》，2，111-135。
周兆样（1986）。《翻譯實務》。香港：商務印書館。
邵志洪（2013）。《新編英漢語研究與對比》。上海：華東理工大學出版社。
屈承熹（1992）。〈篇章研究與華語教學〉。《華文世界》第64期，頁40-47。
屈承熹（2010）。《漢語功能篇章語法》。台北：文鶴出版社。
柯平（2003）。《英漢與漢英翻譯》。台北：書林。
柯政楷（2010）。《漢語情態詞會、將、要的語意研究》。碩士論文，國立嘉義大學。
胡壯麟（2018）。《語篇的銜接與連貫》。上海：上海外語教育出版社。
洪慎杏（2008）。《現代漢語複句分類與關聯詞語教學—以「而」為例》。G碩士論文，台灣師範大學華語文教學研究所。
徐東伯（2017）。〈第二語言使用者運用夠用就好的表徵進行語句處理〉。《華語文教學》，15(2)，頁77–116。
徐赳赳（1990）。〈敘述文中“他”的話語分析〉。《中國語文》第5期；頁325-337。
徐赳赳（2003）。《現代漢語篇章回指研究》。北京：中國社會科學出版社。
徐富美、王品（2023）。〈漢語隱性主語的結構與功能〉。《國際漢語教學學報》，4(2)，頁27–39。
高寧慧（1996）。〈留學生的代詞偏誤與代詞在篇章中的使用原則〉。《世界漢語教學》第2期，頁60-70。
張美芳（2015）。《功能途徑論翻譯：以英漢翻譯為例》。北京：外文出版社。
張裕敏（2012）。《翻譯學習者之翻譯錯誤分析: 以語料庫為基準之應用研究》。博士論文，國立臺灣師範大學。
陳佳宜、徐東伯（2017）。〈西班牙語母語者之漢語簡單句的理解策略發展與習得〉。《語言暨語言學》，18(3)，327-354。
陳俊光（2007）。《對比分析與教學應用》。台北：文鶴出版社。
陳俊光（2008）。〈漢語第三人稱代詞的篇章功能：漢語不使用零代詞的機制〉。《漢語文教學研究》，第2期，頁1-46。
陳俊光（2010）。《篇章分析與教學應用》。台北：新學林出版社。
許餘龍（2002）。《對比語言學》。上海：上海外語教育出版社。
曹逢甫（1994）。〈對比分析與華語語法教學〉。《華文世界》，頁120‑133。
曹逢甫（2008）。《漢語的句子與子句結構》。北京：北京語言大學出版社。
黃正德（1988）。〈說是和有〉。《中央研究院歷史語言研究所集刊》，59（1）。
黃俐絲（2005）。〈What sense makes sense? Beginning translators’ difficulties with English polysemous words〉。《翻譯學研究集刊》，9， 201-234。
黃宣範（1990）。〈中文在言談結構上是個受格語言〉。《第三屆世界華語文教學研討會論文集》，1-10。臺北：世界華文教育學會。
黃春騰（2006）。從比較語法的觀點來分析解說英譯中困難之所在。《SPECTRUM：NCUE Studies in Language, Literature, Translation》，（1），139-159。
彭宣維（2000）。《英漢語篇綜合對比》。上海：上海外語教育出版社。
楊承淑（2008）。〈同步口譯與字幕翻譯之簡化原則〉。《編譯論叢》，1（1），43–70。
葉美利、湯志真、黃居仁、陳克健（1992）。〈漢語的動詞名物化初探—漢語中帶論元的名物化派生名詞〉。《第五屆中華民國計算基電腦語言學研討會論文集》，177-194。
葉舒白（2012）。《逐句口譯之錯誤分析研究》。博士論文，國立臺灣師範大學。
廖柏森（2010）。〈大學生英譯中的筆譯錯誤分析與教學上的應用〉。《編譯論叢》，3(2)，101－128。
鄧守信（2022）。《現代漢語語法講義》。書林出版社。劉月華（2004）。《實用現代漢語語法》。台北：師大書苑。
歐冠宇（2020）。〈台灣視角的翻譯腔實證研究：從定義、名稱、分類、成因到矯正方法〉。《編譯論叢》，13(2)，73–116。
劉宓慶（1993）。《當代翻譯理論》。台北：書林出版社。
鄭貴友（2002）。《漢語篇章語言學》。北京：外文出版社。
賴慈芸（2009）。〈譯者的養成: 翻譯教學〉。《評量與批評》。國立編譯館出版。
戴浩一（1994）。〈以認知爲基礎 的漢語功能語法雛議〉。《戴浩一、薛鳳生（編）《功能主義與漢語語法》，頁187-217。
戴浩一（2007）。〈文構詞與句法的概念結構〉。《華語文教學與研究》，第4卷。
戴浩一（2013）。〈從範疇化看漢語關係子句〉。《漢語語法研究的新拓展》，頁57-69。上海教育出版社。
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and Teaching: Research Reviews (pp. 77-117). Newark, DE: International Reading Association.
Ariel, M. (1990). Accessing noun-phrase antecedents. London: Routledge.
Bailey, J. (1996). Teaching About Technology in the Foreign Language Class. Foreign Language Annals, 29(1), 82 - 88.
Baker, M. (1992). In Other Words: A Coursebook on Translation. London: Routledge.
Baker, M. (2018). In Other Words: A Coursebook on Translation (3rd ed.). Routledge.
Bates, E., & MacWhinney, B. (1981). Second-language acquisition from a functionalist perspective: Pragmatic, semantic, and perceptual strategies. Annals of the New York Academy of Sciences, 379, 190–214.
Bell, R. T. (1991). Translation and Translating: Theory and Practice. Applied Linguistic and Language Study, 298. Longman.
Bolinger, D. & Sears, D. A. (1981). Aspects of language. New York: Harcourt Brace Jovanovich, Inc.
Brown, H. D. (1994). Principles of language learning and teaching. Prentice Hall Regents.
Carson, J. E. & Kuehn, P. A. (1994). Evidence of Transfer and Loss in Developing Second Language Writers. Bilingual Performance in Reading and Writing, ed. by A. H. Cumming, 257-281. Ann Arbor: Research Club in Language Learning.
Castagnoli, S. (2016). Investigating Trainee Translators’ Contrastive Pragmalinguistic Competence: A Corpus-Based Analysis of Interclausal Linkage in Learner Translations. The Interpreter and Translator Trainer, 10(3), 1-21.
Catford, J. C. (1965). A Linguistic Theory of Translation. Oxford: Oxford University Press.
Chafe, W. L. (1976). Givenness, Contrastiveness, Definiteness, Subjects, Topics and Point of View. In N. L. Charles (Ed.), Subject and Topic (pp. 27-55). New York, Academic Press.
Chang, Yuh-Fang. (2004). Second Language Relative Clause Acquisition: An Examination of Cross-Linguistic Influences. Online Submission.
Chomsky, N. (1968). Language and Mind. New York: Harper and Row.
Chu, C. C. (1999). Discourse grammar of Mandarin Chinese. New York: Peter Lang Publishing.
Cook,V. (1991). Second Language Learning and Language Teaching. London, UK: Edward Arnold.
Cook, V. (2003). Effects of the Second Language on the First. Bristol, Blue Ridge Summit: Multilingual Matters.
Corder, P. (1974). The Significance of Learner's Errors. International Review of Applied Linguistics, 9(2), 161-171.
Cruse, D. A. (1986). Lexical Semantics. Cambridge: Cambridge University Press. Bolingerand Sears.
Croft, W. (2001). Radical Construction Grammar: Syntactic Theory in Typological Perspective. Oxford.
Danes, F. (1974). Functional Sentence Perspective and the Organization of the Text. In F. Danes (Ed.), Papers in Functional Sentence Perspective (pp. 106-128). Prague: Academia.
De Beaugrande, R., & Dressler, W. (1981). Introduction to text linguistics. London & New York: Longman.
Dulay, H. C., & Burt, M. K. (1983). You Can’t Learn without Goofing: An Analysis of Children’s Second Language ‘Errors’. In J. C. Richard (Ed.), Error analysis: Perspectives on Second Language Acquisition (pp. 95-123). Longman.
Eckman, F. R. (1977). Markedness and the Contrastive Analysis Hypothesis. Language Learning, 27(2), 315-330.
Faerch, C., & Kasper, G. (1983). Strategies in Interlanguage Communication. London: Longman.
Fillmore, Ch. (1982). Frame Semantics. In Linguistics in the Morning Calm: Selected Papers from SICOL-1981 (p. 111). Seoul: Hanshin Pub. Co.
Fillmore, Charles, Paul Kay and Catherine O. C. (1988). Regularity and idiomaticity in grammatical constructions: The case of let alone. Language, 64: 501-38.
Frege, G. (1892). On Sinn and Bedeutung (originally published 1892). In M. Beany (Ed.), The Frege Reader (pp. 151-171). Oxford: Blackwell Publishing.
Fries, C. C. (1945). Teaching and Learning English as a Foreign Language. Ann Arbor: University of Michigan Press
Friesen, D. C., & Jared, D. (2012). Cross-language phonological activation of meaning: Evidence from category verification. Bilingualism: Language and Cognition, 15(1), 145–156.
Goldberg, A. E. (1995). Constructions: A Construction Grammar Approach to Argument Structure. Chicago, IL: University of Chicago Press.
Green, D. W. (1998). Mental Control of the Bilingual Lexico-Semantic System. Bilingualism: Language and Cognition, 1, 67-81.
Greenberg, J. H. (1963). Some Universals of Grammar with Particular Reference to the Order of Meaningful Elements. In J. H. Greenberg (Ed.), Universals of Language (pp. 40-70). Cambridge, MA: MIT Press.
Grice, H. P. (1975). Logic and Conversation. In P. Cole, & J. L. Morgan. (Eds.), Syntax and Semantics, (pp. 41-58). New York: Academic Press.
Grundy, P. (2000). Doing Pragmatics. London: Hodder Arnold.
Gutt, E.A. (1991) Translation and Relevance: Cognition and Context. Blackwell, Oxford.
Haiman, J. (1985). Natural Syntax: Iconicity and Erosion. John Benjamin Publishing Company.
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London:Longman.
Halliday, M. A. K. (1985). An Introduction to Functional Grammar (1st Ed.). London: Edward Arnold.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar (2nd Ed.). London: Edward Arnold.
Halliday, M. A. K. & Matthiessen, C.M.I.M. (2014) Halliday’s Introduction to Functional Grammar (4th Ed.). London: Hodder Education.
Halverson, S. (2015). Cognitive Translation Studies and the merging of empirical paradigms: The case of ‘literal translation’. Translation Spaces, 4, 310-340.
Haugen, E. (1953). The Norwegian language in America: A study in bilingual behavior. Vol. 1: The bilingual community; Vol. II. The American dialects of Norwegian. Bloomington: Indiana University Press.
Hoey, M., & Houghton, D. (2001). Contrastive Analysis and Transition. Routledge Encyclopedia of Translation studies, 45-50.
Holmes, J. S. (1988) Translated!: Papers on Literary Translation and Translation Studies. Amsterdam: Ropodi
Huang, C. T. (1982). Logical Relations in Chinese and the Theory of Grammar. Doctoral dissertation, MIT.
Huang, C. T., & Yang, C. Y. (2024). Topic Drop and Pro Drop. Language and Linguistics, 25(1):1-27.
Jackendoff, R. (1990). Semantic structures. The MIT Press.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. Routledge.
Jarvis, S. (2017). Grounding Lexical Diversity in Human Judgments. Language Testing, 34(4), 537-553.
Kecskes, I., & Papp, T. (2000). Foreign Language and Mother Tongue. Lawrence Erlbaum Associates Publishers.
Kecskes, I. (2008). Dueling Contexts: A Dynamic Model of Meaning. Journal of Pragmatics, 40(3), 385–406.
Keenan, E. O. (1976). The Universality of Conversational Postulates. Language in Society, 5, 67-80.
Krashen, S. D., & Terrell, T. D. (1983). The Natural Approach: Language Acquisition in the Classroom. New York: Pergamon Press.
Kroll, J. F., & Stewart, E. (1994). Category Interference in Translation and Picture Naming: Evidence for Asymmetric Connection between Bilingual Memory Representations. Journal of Memory and Language, 33(2), 149–174.
Kroll, J. F., Bobb, S. C., Misra, M, Guo, T. (2008). Language selection in bilingual speech: evidence for inhibitory processes. Acta Psychol, 128(3), 416-30.
Kuno, S. (1974). The position of relative clauses and conjunctions. Ling. Inq., 5, 117-135
Lado, R. (1957). Linguistics Across Cultures. University of Michigan Press.
Lakoff, G., & Johnson, M. (1980). Johnson Metaphors We Live by. Chicago: University of Chicago Press.
Lakoff, G. (1987). Cognitive Models and Prototype theory. In U. Neisser (Ed.), Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization (pp. 63–100). Cambridge University Press.
LaPolla, R. (2008). Relative Clause Structures in the Rawang Language. Language and Linguistics, 9.
Langacker R.W. (1987). Foundation of Cognitive Grammar (Vol. 1). Theoretical Prerequisites. Stanford: Stanford University Press.
Levinson, S. C. (1995). Three levels of meaning. Grammar and Meaning: Essays in Honor of Sir John Lyons, ed. by F. R. Paulmer, 90–115. Cambridge, UK: Cambridge University Press
Lyons, J. (1977). Semantics, Vol. 1. Cambridge: Cambridge University Press.
Li, P., Bates, E., & MacWhinney, B. (1993). Processing a Language without Inflections: A Reaction Time Study of Sentence Interpretation in Chinese. Journal of Memory and Language, 32(2), 169–192.
Li, C. N. & Thompson, S. A. (1981). Mandarin Chinese. Berkley: University of California Press.
Li, F., & Yao, S. (2022). A Quantitative Study on the Cohesion Problems in English Majors’ Chinese Translation of English Texts. Theory and Practice in Language Studies, 12(5), 913-923.
Liu, H., Bates, E., & Li, P. (1992). Sentence Interpretation in Bilingual Speakers of English and Chinese. Applied Psycholinguistics, 13, 451-484.
Lui, S., & Wang N. N. (2013). Differences in English and Chinese Cohesive Devices and Their Application in English-to-Chinese Translation Teaching. US-China Foreign Language, 11(2), 160-165.
Lust, B. (1981). Constraints on Anaphora in Child Language: A Prediction for a Universal. In Tavakolian, S. (ed.), Language acquisition and linguistic theory. Cambridge, MA: MIT Press.
Malmkjær, K. (2005). Linguistics and the Language of Translation. Edinburgh University Press.
Marian, V., & Spivey, M. (2003). Bilingual and Monolingual Processing of Competing Lexical Items. Applied Psycholinguistics, 24(2), 173–193.
McCabe, A. M. (1999). Theme and Thematic Patterns in Spanish and English History Texts. Unpublished PhD Dissertation, Aston University, Birmingham, England.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and their Contributions to Complex "Frontal Lobe" Tasks: a Latent Variable Analysis. Cognitive psychology, 41(1), 49–100.
Mundy, J. (2001). Introducing Translation Studies: Theories and Applications. London Routledge.
Muñoz Martín, R. and César A. G. F.. (2021). CognitiveTranslatology: A Primer, Revisited. Studies in Language, Communication and Cognition, 1(1):131-165.
Muñoz M. R & Halverson, S. (2020). Multilingual Mediated Communication and Cognition. Routledge.
McManus, K. (2022). Crosslinguistic Influence and Second Language Learning. Routledge.
Meara, P. (2004). Modelling Vocabulary Loss. Applied Linguistics, 25, 137-155.
Neubert, A., & Shreve, G. M. (1992). Translation as text. Kent, Ohio.
Newmark, P. (1988) A Textbook of Translation. UK Prentice Hall.
Nida, E. A. (1964). Towards a Science of Translating: With Special Reference to Principles and Procedures Involved in Bible Translating. Leiden: Brill.
Odlin, T. (1989). Language Transfer: Cross-Linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
Odlin, T. & Yu, L. (2015). Introduction. New Perspectives on Transfer in Second Language Learning, edited by Liming Yu and Terence Odlin, Bristol, Blue Ridge Summit: Multilingual Matters, 2015, 1-16.
Odlin, T. (2022). Explorations of Language Transfer. Bristol, Blue Ridge Summit: Multilingual Matters.
Osgood, C. E. (1980). Charles E. Osgood. In G. Lindzey (Ed.), A History of Psychology in Autobiography Vol. 7, pp. 335–393). W H Freeman & Co.
Pavlenko, A. (2003). Language of the Enemy: Foreign Language Education and National Identity. International Journal of Bilingual Education and Bilingualism, 6, 313-331.
Pavlenko, A. (2009). Conceptual Representation in the Bilingual Lexicon and Second Language Vocabulary Learning. In A. Pavlenko (ed). The bilingual mental lexicon: Interdisciplinary approaches ( 125–160). Bristol: Multilingual Matters.
Pienemann, M. (1998). Language processing and second language de velopment: Processability theory. Amsterdam/Philadelphia: John Ben jamins.
Porte, G. (2003). English from a Distance: Code-Mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers. In Cook, V (Ed.) Effects of the Second Language on the First (pp. 103). Multilingual Matters Ltd. : Great Britain.
Pym, A. (1992). Translation Error Analysis and the Interface with Language Teaching. In C. Dollerup & A. Loddegaard (Eds.), Teaching translation and interpreting: Training, talent, and experience (279-288). Amsterdam/Philadelphia: John Benjamins.
Ringbom, H. (1987). The Role of First Language in Foreign Language Learning. Clevedon, UK: Multilingual Matters.
Ringbom, H. (2006). On L1 Transfer in L2 Comprehension and L2 Production. Language Learning, 42. 85 - 112.
Saldanha, G., & O'Brien, S. (2013). Research Methodologies in Translation Studies (1st ed.). Routledge.
Schachter, J. (1974). An Error in Error Analysis. Language Learning, 24, 205-214.
Schmidt, A. (1985). Young People’s Dyirbal: An Example of Language Death from Australia. Cambridge: CUP.
Selinker, L. (1972). Interlanguage. IRAL: International Review of Applied Linguistics in Language Teaching, 10, 209-231.
Selinker, L., & Rutherford, W.E. (2013). Rediscovering Interlanguage. Routledge.
Shirai, Yasuhiro. (2019). Connectionism and Second Language Acquisition. Routledge.
Shreve, G. M., & Lacruz, I. (2017). Aspects of a cognitive model of translation. In J. Schwieter & A. Ferreira (Eds.), Handbook of translation and cognition (pp. 127–143). Blackwell Handbooks in Linguistics. Malden, MA: John Wiley & Sons.
Sperber, D. & Wilson, D. (1986) Relevance: Communication and Cognition. Blackwell, Oxford.
Stahl, C., Voss, A., Schmitz, F., Nuszbaum, M., Tüscher, O., Lieb, K., & Klauer, K. C. (2014). Behavioral Components of Impulsivity. Journal of experimental psychology, General, 143(2), 850–886.
Su, I. R. (2001). Transfer of Sentence Processing Strategies: A Comparison of L2 Learners of Chinese and English. Applied Psycholinguistics, 22, 83-112.
Tsao, Feng-fu. (1979). A Functional Study of Topic in Chinese: the First Step Toward Discourse Analysis. Taipei: Student Book Company.
Tai, J. (1985). Temporal Sequence and Word Order in Chinese. In Haiman, J. (ed.), Iconicity in Syntax, 49-72. Amsterdam:John Berjamins.
Traugott, E. C. (1999). The Rhetoric of Counter-Expectation in Semantic Change: A Study in Subjectification. In: A. Blank, & P. Koch. (Eds.), Historical Semantics and Cognition (pp. 61-89). Berlin & New York: Mouton de Gruyter.
Toury, G. (2012) Descriptive Translation Studies — and Beyond (2nd Ed). Amsterdam: John Benjamins.
Ventola, E. (1995). Thematic development and translation. In M. Ghadessy (Ed.), Thematic development in English texts (pp. 85-104).
Weinreich, U. (1953). Languages in Contact. The Hague: Mouton.
Wilson, L. (2016). Anderson and Krathwohl Bloom’s Taxonomy Revised Understanding the New Version of Bloom’s Taxonomy.
Wilss, W. (1976). Perspectives and Limitations of a Didactic Framework for the Teaching of Translation. In R. W. Brislin (Ed.), Translation: Applications and Research (pp. 117–137). New York, NY: Gardner Press.
Whorf, B. (1941b) Languages and Logic. Technology Review , 43, 250-252, 266, 268, 272. Reprinted in Whorf, B. (2012) Language, Thought, and Reality: Selected writings of Benjamin Lee Whorf (2nd ed.). Edited by J. Carroll, S. Levinson, and P. Lee.Cambridge, MA: MIT, 299-314.
Xiao, K., & Martín, R. M. (2020). Cognitive Translation Studies: Models and methods at the cutting edge. Linguistica Antverpiensia, New Series–Themes in Translation Studies, 19.
Zhu, Z. W. (2020). Problems and Countermeasures in the Study of English Translation of Contemporary Chinese Literature by Sinologists. Foreign Language Education, 14, 81-87.
Zhang, H., & Koda, K. (2021). Cross-linguistic morphological awareness in Chinese heritage language reading acquisition. Journal of Psycholinguistic Research, 50(2), 335–353.