衔接与连贯是保证语篇可被接受的重要条件，也因此在翻译中扮演了关键角色。本文 以 Principles of Language Learning and Teaching(Sixth Edition)（《语言学习与语言教学的原 则》（第六版））英汉翻译项目中第二章的翻译实践为例，从语法层面、语义层面、文体层面、语篇外因素四个方面入手，探究译文语篇连贯的实现策略。

《语言学习与语言教学的原则》（第六版）是一本探究二语习得的英文教科书，专业性强，逻辑清晰，衔接紧密。除了具备学术文本一贯的严谨正式的文体风格，该书还穿插着不少生动有趣的叙述。就原文的连贯机制而言，语法层面上，原文使用了大量指称、替代等语法衔接词；语义层面上，原文的连贯依靠词项间远程或近程的纽带，利用同现关系和复现关系使语篇更连贯；文体层面上，文中一些语句的形式承载着使语篇连贯的功能，如特殊的“不连贯”构成的文体连贯；此外，原文中涉及隐含的专业和文化信息，这些隐含的信息是帮助译者构建连贯解读的重要因素。基于初译稿和修改稿的对比分析，笔者指出，为了在译文中重构连贯，语法层面上，可以采用增加语法衔接词、转换语法衔接手段，重构时态链的方法；语义层面上，要再现原文词项间的联系、明确词项所指、根据语境消除歧义；文体层面上，要保持文内形式一致、译文形式、风格贴合原文，再现特殊的“不连贯”；对于语篇外因素，要用文内解释或文外加注的方式补充空白信息。本文从四个方面探讨了如何在译文中重构连贯，希望能就产出通顺流畅、连贯性强的译文这一翻译问题提供些许参考。 

Cohesion and coherence play a key role in translation for its importance in making a text acceptable to readers. The thesis explores how to reproduce coherence in translation from grammatical, semantical, and stylistic perspective, as well as the factors beyond the discourse, based on the translation of the Second Chapter of Principles of Language Learning and Teaching (Six Edition), the English-Chinese translation project.

The translation material is an English textbook that explores second language acquisition with highly professional content, logical organization, and intensive cohesion. Besides, apart from the serious and formal writing style required of academic texts, the book features entertaining and vivid narratives. A textual analysis of this book shows that first, grammatical cohesive devices like reference and substitution are used to construct the cohesive ties of the book; second, the coherence of source text is built on the remote and/or immediate ties between words that indicate relations like reiteration and collection; third, the forms of certain sentences function as devices to make the text coherent, such as the purposeful “non-coherence” that makes the stylistic coherence; and at last, cultural and professional information behind the discourse is important to help readers form a coherent interpretation of the text. To reconstruct coherence in the target text regarding the translation project in question, the translator could add words of grammatical cohesive ties, transform grammatical cohesive devices, and reconstruct temporal chains in terms of grammar reconstruction and reproduce the semantic relations between words, specify the reference, and eliminate ambiguity caused by polysemy based on the context in terms of semantic reconstruction; achieve form consistency within the target text and between the source text and target text, ensure the style of target text be close to the source text, and reproduce the purposeful “non-coherence” in terms of stylistic reconstruction; and add annotations or explanations to fill the information gap when dealing with the factors beyond the discourse. With the discussion of the above four aspects, this report hopes to shed some lights on the production of fluent and coherent translation in terms of English-Chinese translation in the academic context.