PartITheoreticalFrameworkInthedevelopmentoffunctionalistapproachestotranslation,SkopostheoryputforwardbyVermeerhasplayedamajorrole:“ForVermeer,translationisatypeofhumanaction,intentional,purposefulbehaviorthattakesplaceinagivensituation.Itisaformftranslationactionbasedonasourcetext.Heholdsthatanyactionhasanaim,apurpose,sodoestranslationactivity.Everytranslationisdirectedatanintendedaudience,sincetotranslatemeanstoproduceatextinatargetsettingforatargetpurposeandtargetaddressintargetcircumstances”(MaHuijuan&MiaoJu,2009:81)HansVermeer’sSkoposTheoryisagreatbreakthroughcomparedwithtraditionaltranslation.ItisnotlimitedtotheEugeneNida’stranslationequivalenceprinciplebutputsthereader’sneedsfirst.SkoposTheoryhasthreeprinciples,namely,thelawofpurpose,thelawofcoherenceandthelawoffaithfulness.1.1TheDevelopmentofSkoposTheoryInthe1970s,functionalisttranslationtheoryemergedinGermany.Itsdevelopmenthasgonethroughthefollowingstages.Thefirststage:CatherineRiceintroducedfunctionalcategorytotranslationcriticismfirstly,linkinglanguagefunctions,texttypesandtranslationstrategies,establishedatranslationcriticismmodelbasedontherelationshipbetweenthesourcetextandtranslationfunction,andproposedfunctions.Ricebelievesthattheidealtranslationshouldbeacomprehensivecommunicativetranslation,whichisequivalenttotheoriginalintermsofconceptualcontent,languageform,andcommunicativefunction.Butinpractice,thefunctionalcharacteristicsofthetranslationshouldbegivenpriority.Thesecondstage:HansVermeerputforwardteleology,whichfreedtranslationstudiesfromtheconstraintsoftheoriginaltheory.Accordingtothetheory,translationisapurposefulandfruitfulactivitybasedontheoriginaltext.Thisactmustbecompletedthroughnegotiation.Thetranslationmustfollowaseriesofrules,namely,skoposrule,coherencerule,fidelityrule,ofwhichtheruleofpurposecomesfirst.Vermeeralsoproposedtheconceptofatranslationcommittee,inwhichtranslatorsdecidewhether,whenandhowtocompletetranslationtasks.Thatistosay,translatorsshouldadoptcorrespondingtranslationstrategiesfordifferenttranslationpurposes,andhavetherighttodecidewhichcontentoftheoriginaltextcanberetainedandwhichneedtobeadjustedormodifiedaccordingtothetranslationpurpose.Thethirdstage:JustaHotz-Mantaridrawslessonsfromthetheoryofcommunicationandbehavior,proposesthetheoryoftranslationbehavior,andfurtherdevelopsfunctionalisttranslationtheory.Thetheoryregardstranslationasapurpose-driven,translation-orientedactivity.Thistheoryhasalotincommonwithteleology,andVermeerlatercombinedthetwo.Thefourthstage:KristinaNordsummarizedandperfectedthefunctionalisttheory.Firstly,Nordsystematicallyexpoundstheinternalandexternalfactorstobeconsideredinthetranslationoftextanalysis,andhowtoformulateatranslationstrategysuitableforthepurposeoftranslationaccordingtothefunctionoftheoriginaltext.Thenhecombedthefunctionalisttheoryandsuggestedthattranslatorsshouldfollowtheguidingprincipleof“functionplusloyalty”inordertoimprovethefunctionalisttheory.1.2TheThreeRulesofSkoposTheorySkoposTheory,initiatedbyVermeer,holdsthatallhumanactionsarepurposeful,andthetranslationisnoexception.ForVermeer,translationisapurposefulhumanactivitythatoccursinaspecificcontext.Therefore,thepurposeofthetranslationdecidesthemethodsandstrategiesthatthetranslatoradoptsintranslation.TheyaremainlytwofactorsinVermeer’sSkoposTheory,namely,theaddresseeandthesourcetext.Theaddressee,i.e.theintendedreceptorofthetargetlanguage.Everytranslationisfacedwithadifferentreader,sothetranslationmethodweuseinthetranslationprocessisdeterminedbythetargetreader.Translationreferstogeneratingtextforthetargetpurposeinthetargetsetandgeneratingthetargetrecipientinthetargetcase.Andthesourcetext,whichislessimportantthantheaddressee,isregardedasa“providerofinformation”foratranslatortochoosethemostusefulandimportantinformationforhistranslation.VermeerputsforwardthreerulesofSkoposrules,thatisskoposrule,coherencerule,andfidelityrule:Theskopostheoryisthemostimportantoneinfunctionaltranslationtheory.skoposisaGreekwordthatmeans“purpose,motive,andfunction”.Thepurposeoftranslationisaveryimportantconceptintheskopostheory.Therearethreeexplanationsforthispurpose:thecommunicativepurposeofthetargettextinitscontext(suchasenlighteningthereaders):thepurposeofspecialtranslationstrategiesormethods(suchasfaithfullyreproducingthetranslationstyleintheformclosetothesourcetext),and“Skopos”referstothepurposeofthetargettext.(MaoYongbing,2012:10)Theskoposruleholdsthattranslationdoesnotdependontheoriginaltext,nordoesitdependontheimpactoftheoriginaltranslationontherecipientsoftheoriginaltext,noronthefunctionassignedtothetranslationbytheauthor,butontheexceptionalfunctionorpurposeofthetranslationdeterminedbythetranslationinitiator.Thetranslationshouldbeabletofunctionasintendedinthecontextandcultureofthetargetlanguage.Thepurposeoftranslationdeterminesthewholeprocessoftranslation.However,translationactivitiescanhavemanydifferentpurposes,whichcanbefurtherdividedintothreeclasses:(1)thepurposeofthetranslator(suchasmakingaliving);(2)thecommunicativepurposeofthetranslation(suchasenlighteningthereaders);(3)thepurposetobeachievedbyusingaspecialtranslationmethod(suchasliteraltranslationaccordingtoitsstructureinordertoexplaintheparticularityofthegrammaticalstructureinalanguage).Therefore,thetranslatorshouldmakeclearhisspecificpurposeinthegiventranslationcontext,anddecideonthetranslationmethodaccordingtothispurpose-literaltranslation,freetranslationorbetweenthem.Thecoherencerulemeansthatthetranslationmusthavesufficientcoherencetoenablethereadertounderstandthetranslationwithagivenbackgroundandcontext.Inotherwords,thetranslationisreadableandacceptable,whichenablestherecipienttounderstandandmakesenseinthecultureofthetargetlanguageandthecommunicativecontextinwhichitisused.Thefidelityrulereferstointertextualcoherence,implyingsomekindofrelationshipbetweenthetranslatedtextandthesourcetext.Thisisequivalenttowhatothertranslationtheoriessayisfaithfultotheoriginal,buttheextentandformoffaithfulnesstotheoriginaldependsonthepurposeofthetranslationandthetranslator’sunderstandingoftheoriginal.1.3TheEvaluationCriterionofSkoposTheoryIntermsoftranslationstandards,teleologyusessufficiencyratherthanequivalenceasthecriterionforevaluatingtranslation.IntheframeworkoftheSkopostheory,adequacymeansthatthetranslationmustmeettherequirementsofthetranslationpurpose.Thisisadynamicconceptrelatedtotranslationbehavior.Equivalencemeansthatthetargetandsourcetextsareindifferentculturalcontexts,buthavesimilarcommunicativefunctions.Equivalenceisjustamanifestationofsufficiency,astaticconceptdescribingtranslationresults.Fromtheaboveanalysis,weunderstandthattheprinciplesofcontinuityandloyaltyarenotuniversallyapplicable.Inthetranslationprocess,weshouldbeguidedbytheprincipleofpurposeandtheprincipleofloyalty,andappropriatenessastheevaluationstandard.Differentfromthetraditionalconceptofequivalence,Germanfunctionalteleologyisnotconcernedwiththeequivalenceoftranslationandoriginaltext,butthetranslatorchoosesthebestprocessingmethodaccordingtotheexpectedfunctionofthetranslation.Inotherwords,thetranslator’stranslationstrategymustbedeterminedbythepurposeorfunctionofthetranslation,thatis,theso-called“purposeprinciple”.Whilefocusingonthefunctionoftranslation,thetheoryalsoemphasizesthereadabilityoftranslationinthecontextoftranslation,thatis,theprincipleofcontinuity,andtheinterlingualconsistencyofthetargetlanguageandtheoriginal,thatis,theprincipleoffidelity.

PartⅡIntroductiontoSimplification2.1TheDefinitionofSimplificationNida(1964:166)considerstranslationtobe“theclosestnaturalequivalentofthesourcelanguagemessage.”Adjustmentisameansfortranslatorstoachievenaturalparity.Structuralloss-basedsubtractionisasimplifiedmethodofadjustinginformation.Basedonsubtraction,Nidaemphasizesthesimplificationofthenumberoftargetlanguages,notchangesinquality.Honeyfield(1977)dividedsimplificationintotwocategories:languagesimplificationandcontentsimplification.Languagesimplificationisthendividedintotwocategories:lexicalsimplificationandstructural/syntacticsimplification.Honeyfieldjuststateditanddidnotdiscussanyfurthersimplificationstrategiesandtechniques.Baker(1998:184)proposedtheuniversalityoftranslation,includinginterpretability,simplification,standardization,andequilibrium.Asoneofthem,simplificationmeans“thetendencytosimplifythelanguageusedintranslation”.Bakerstressedthedeepeningofwordmeaningsandchangesinscope,aswellastheclarityofconcepts.Intermsofsyntax,shebelievesthat“thesimplificationofcomplexsyntaxincludestheuseoffiniteclausesandpauseperiodsinnon-finiteclausetranslation”.Allinall,sheproposedthreesimplifiedmetrics:sentencelength,vocabularydensity,andtype/symbolratio.2.2TheClassificationofSimplificationAccordingtoHoneyfield(1977),simplificationcanbedividedintolanguagesimplificationandcontentsimplification.Languagesimplificationreferstothesimplificationofvocabularyandsimplificationofsyntacticstructure.Lexicalsimplificationisasub-taskoftextsimplificationandcanbedefinedasanyvocabularyreplacementtaskthatreducesthecomplexityofthetext.Mainlyreflectedinfouraspects:①Trytoavoidlow-frequencywordsandidioms.②reducethelexicaldensity③replace“one,they,he,we”withnames.④explainthevocabularywithitsdefinition.BlumandLeviston(1983)suggestedthatvocabularygapsmayoccurduringtranslation.Whenthetargetlanguagelackstherelevantmeaningofthesourcelanguage,thetranslatorcanadoptalexicalsimplificationstrategy,thatis,themeaningofthesourcelanguageisexpressedwithfewermeanings.Therefore,BlumandLevestonproposedfiveimportantstrategiesforlexicalsimplification,namely,semantics,approximation,synonymy,circuitousandparaphrasing,andmigration.Asanotherpartofsimplification:syntaxsimplification.mainlyincludesthreeaspects:①u(mài)sesimpleandshortsentence②Makesemanticstransparent③usenormalwordorder.BasedontheobservationofEnglishlanguagedata,Mountfordputsforwardfivesimplifiedformsofsyntactic/structure.Theyarelongembeddedsentences,nominalizations,tenses,modelverbs,andreferentiallinks.Intermsofcontentsimplification,Mountford(1976)proposedtheconceptofinformationtoken,whichistodefinedifferentinformationunitsinthetexttoevaluatethecomplexityofthetextinformation.Mountfordproposed(2007)theconceptofinformationtokentoevaluatethecomplexityofinformationinthetext.Hesuggeststhatwhendescribinganevent,basicinformationcanbefoundinthesimplifiedornon-simplifiedtext,assimplifiedtermshavefewerpropernouns.2.3TheStrategiesofSimplificationNida(1964)classified7simplificationstrategies:repetitions;specificationofreference;conjunctions;transitional;categories;vocatives;formulae.Vanderauwera(1985)researchedtheEnglishtranslationsof50Dutchnovelsandproposedeighttranslationstrategiestomakethetranslationsmoreconciseandclear:①Avoidborrowingorquotingprimitivesdirectly;②Replacepronounswithexactnouns;③Dividelongsentencesintoshortsentences;④Replacecommonwordswithlesscommonwords;⑤CommunicateprimitivesPotentialmeanings;⑥omitirrelevantdetails;⑦convertthetenseofthesourcelanguagetothetenseofthetargetlanguage;⑧usethepunctuationconventionofthetargetlanguage.Mountford(1976)alsodiscussesfivestrategiesforlanguagesimplification.Theyare①dividingalongsentenceintoeasy-to-understandshortsentences;②turningverbsintonouns;③maintainingconsistencyintensesinsentences;④Interpretingthespecialmeaningofmodalverbs;⑤usinganaphoricconnections(Intentionallyrepeatingawordorphraseatthebeginningofseveralclausesandparagraphs).Wen(2009)exploredsimpleadditionanddeletionstrategies.DuetothehugedifferencesbetweenChinaandtheWest,theadditionanddeletionstrategiesoccupyanimportantpositioninChinesetranslation.Headvisestranslatorstoaddordeleteinformationwhendealingwithculturallyrichcontent.Byfarthemostcommonformoflanguagereformisasimplification,includingsimplificationofspelling;however,inflections,syntax,vocabulary,andword-formationcanbesimplified.However,themostcommonformofsimplificationistoadapttonewspellingreforms.Somemajorwordlanguageshaveundergonemassivespellingreforms:Spanish,Portuguese,German,andRussian.

PartⅢSimplificationPhenomenonintheTranslationofALittlePrincessAlittleprincessisthemwrpseriesof“millionEnglishReadingPlan”-EnglishChinesecontrolintermediateEnglishSeries6ofVolumeIII,suitableforEnglishlearnerswhohavemastered1500basicEnglishvocabulary(equivalenttograduatingfromjuniorhighschool).ThemillionEnglishreadingplanisaspecialEnglishreadingimprovementplandesignedforChinesestudents.ThetargetreadersarethosewhohaveachievedjuniorhighschoolEnglishlevel.TheycanachieveintermediateEnglishlevelbyreadingfor2yearsandabout15minutesaday,mastermorethan3000wordsandalargenumberofphrases,mastervarioussentencestructuresofEnglishandreadgeneralEnglishoriginalworks.Alittleprincessisakindofchildren’sliterature,itscontentsareappropriatetochildren’sreallife.Thedescriptionofthecharacters,thedescriptionoftheactionsandthepsychologicalactivitiesofthecharactersareincisivelyandvividly.ALittlePrincessmainlydescribesthelifeofthelittleprotagonist,SarahCrewe,beforeandafterherfather’sdeath.Beforeherfatherdied,shelivedinexcellentconditions.CaptainCrewesenthisdaughtertoanobleschool,andtheschoolprincipal,Scorpio,didhisbesttoprovideeverythingforSarah.Shehasbecometheschool’s“signboardstudents”,fromtheinsideoutaresendingoutthebreathoftheprincess.AftercaptainCrewedied,theheadmasteroftheforcesrushedhertotheatticandaskedhertodoallkindsofchores.Sarahisoptimisticaboutthechangesinherlife,thecoldnessofherclassmatesandallkindsoftorments.Thatistosay,plainclothesareonthethresholdofthebuilding,butshebehaveslikeaprincessinherheart.Thisnovelisaninspirationalarticle.Bydescribingtheunfortunatelifeexperienceofthelittleprincess,ittellsusthat：Ifyoubelieve,everygirlisprincess,whetheryouarewearingragsoruglyornot.GirlslovefantasyandIthinkifwekeeptherealmeinourheartsandbekindtoanyonesurroundingyou,youwillbeaprincess.Ithasprofoundmeaninginchildren’slife.3.1SimplificationintheTranslationofVocabulary.Thechoiceofvocabularymeansthatwhenpeoplearespeaking,writing，theycarefullyselectappropriatewordsandsentencestoeffectivelyexpresstheirownmeaningsaftercarefulconsiderationandcomprehensiveconsiderationoftheaudience’sthoughts,emotion，psychologicalcharacteristics,personalitycharacteristics,educationalbackground,livinghabits,andotherfactors.Itisalsoaninteractiveprocessthatmakesiteasyfortheaudiencetounderstand,acceptandbelieve.Nowadays,itreferstothewordsandsentenceschosenwhenspeakingorwriting.TheSkoposputstheneedsofreadersfirst.Children’svocabularyandcognitiveabilityarelimited,sotheirreadingmaterialsshouldbeassimpleaspossiblewithintheirunderstandability.Intermsofvocabulary,translatorsshouldtakeintoaccountchildren’sphysiological,psychologicalandculturalcharacteristicswhentranslatingchildren’sliterature.Intranslation,theyoftenusereduplicatedwords,onomatopoeia,auxiliarywords,exclamationwordsandsoontoensuretheirloyaltytothetargetaudienceofthetranslationTherearesomeexamples:Example1:Anditwasabaker’sshop,andacheerful,stout.motherlywomanwithrosycheekswaspullingintothewindowatrayofdeliciousnewlybakedhotbuns,freshfromtheoven-large,plump,shinybuns,withcurrantsinthem.譯：恰恰是一家面包店呢，有個(gè)快快活活，結(jié)結(jié)實(shí)實(shí)，臉色紅潤(rùn)，母親般慈祥的婦女正端著一屜剛出烤爐的又香又熱的圓面包往櫥窗里放。面包又大又松，閃閃發(fā)亮，上面還有一粒粒葡萄干。Thetranslatedtextisfulloffun.Thetranslatorusedalotofreduplicationwords,auxiliarywordsandexclamations,suchas“快快活活”、“結(jié)結(jié)實(shí)實(shí)”、“又香又熱”、“又大又松”、“一粒?！眛ovividlydescribethehappinessofSara.Atthesametime,suchreduplicationandrepetitionmakethetranslationfullofchildlikeinterest,whichisconvenientforchildrentounderstandthecontentofthetranslation.Example2:Itwasthepicturesquewhite-swathedformanddark-faced,gleaming-eyed,white-turbanedheadofanativeIndian-“alascar”.譯：而是個(gè)像畫(huà)里一樣的、地地道道的印度人，披著白袍子,纏著白頭巾.面色暗褐,兩只眼睛閃閃發(fā)光-一個(gè)仆人-“東印度水手”。Inthetranslatedtext,thetranslatoruses“東印度水手”tosubstitute“拉斯咯人”,replacecommonwordswithlesscommonwords，inordertoavoidchildrenhavingdifficultiesinunderstanding;“dark-faced”istranslatedinto“面色黯褐”ratherthan“黑色的臉”.“gleaming-eyed”istranslatedinto“兩只眼睛閃閃發(fā)光”.Atthesametime,thetranslatedtextkeepsfaithfultothesourcetext.Example3:Andthoughshewasonlysevenyearsold,sheknewthathefeltsadwhenhesaidit.譯：盡管她只有7歲，但是她知道父親說(shuō)這話(huà)時(shí)是傷感的。Ifwetranslatethesourcetextwordforword,“盡管她只有7歲，但是她知道他說(shuō)這話(huà)時(shí)他是傷感的”Herethetranslatorchoosetodirectlytranslatethepersonalpronoun“he”into“父親”，thisreducesthebarrierwhenchildrenarereading.Example4:Sarawastobewhatwasknownas“aparlorboarder”andshewastoenjoyevengreaterprivilegesthanparlorboardersusuallydid.譯:薩拉將成為所謂的“優(yōu)待寄宿生”，甚至比普通的優(yōu)待寄宿生享受更多的特殊待遇。Here,thetranslatorchoosestotranslate“greaterprivileges”into“特殊待遇”insteadof“更好的優(yōu)先權(quán)”，notonlykeepfaithfultotheoriginaltext,butalsosimplifiedthemeaningofthephrase,usingatraditionalphrasestomakechildrenhaveaclearunderstanding.3.2SimplificationintheTranslationoftheRhetoricDevicesInterestingandinfectiousrhetoricaldevicesareindispensabletochildren’sliterature.Duetothedifferencesinrhetoricaltraditionandalargenumberoflinguisticnon-equivalence,thisposesaseveretestfortranslatorsofchildren’sliterature.Intheaspectofphonetics,therhetoricaldevicesofrhymeandrhymeareoftenusedinchildren’sliteraturetocreatevividandinterestinglanguageeffectstoattractchildren’sreaders.Whentranslatingit,weshouldconsiderthephoneticcharacteristicsoftheChineseandtrytocreatethesameeffect.Therefore,whenwetranslatetherhetoricaldevicesinthetext,weshouldtryourbesttotranslatesomecomplicatedanddifficultrhetoricaldevicesintosimplerwords,sothatchildrencanbettergraspthemeaningofthetext.Therearesomeexamples:Example1:Shegobblesthemupasifshewerealittlewolfinsteadofalittlegirl.Sheisalwaysstarvingfornewbookstogobble,andshewantsgrown-upbooks—great,big,fatones—FrenchandGermanaswellasEnglish—historyandbiographyandpoets,andallsortsofthings.譯：她不像一個(gè)小姑娘，而更像是一只小狼，總是如饑似渴地尋找新書(shū)來(lái)讀。讀書(shū)時(shí)也總是狼吞虎咽，而且她看得書(shū)是成人看得書(shū)-厚厚的一本，內(nèi)容深?yuàn)W-用法文，德文以及用英文寫(xiě)的-像是什么歷史啦，傳記啦，詩(shī)集啦等各種各樣的書(shū)。ThetranslatoruseslivelylanguagetoshowtheclevernessandclevernessoflittleSara.HecomparestheappearanceoflittleSarawhensheisreadingtoawolf,whichnotonlyshowsthelovelinessoflittleSarabutalsoshowsherclevernessandcleverness.Theoriginalauthorused“great,big,fat”todecoratethebook.Thetranslatordidn’ttranslateitinto“great,big,fat”,buttranslatedinto“thick,profoundcontent”,makethereaderseasytounderstand.Example2：Aflushhadrisentoherfaceandtherewasanexpressioninhergreen-grayeyesasifshehadjustrecognizedsomeoneshewasintimatewithandfondof.譯：她臉上冒出紅光，綠灰色的眼睛里透露出的表情，好像她剛剛認(rèn)出了一位親密喜愛(ài)的朋友。Here,thesourcetextusesthepersonificationtodescribethehappinessofSara,thetranslatordoesn’ttranslatewordbywordbuttranslatetheverb“risen”into“冒出”,makethetranslationmorevivid.3.3SimplificationintheTranslationoftheSentencesAlthoughthetargetreadersofchildren’sliteraturearechildren,theauthorsofchildren’sliteratureareadults.Children’scognitiveabilityandunderstandinglevelarelimited,sochildrenwillinevitablyencountersomedifficultiesinreading.Forsomelonganddifficultsentencesinthearticle,weshouldconsiderchildren’sreceptiveability,adjusttheorderoftranslationappropriately,ordividesomelonganddifficultsentencesintoseveralshortsentences.Example1:Hewasreallynotatallresignedhimself,thoughheknewhemustkeepthatasecret.HisquaintlittleSarahadbeenagreatcompaniontohim,andhefeltheshouldbealonelyfellowwhen,onhisreturntoIndia,hewentintohisbungalowknowingheneednotexpecttoseethesmallfigureinitswhitefrockcomeforwardtomeethim.譯：他自己根本就不信命，不過(guò)他知道他必須對(duì)此守口如瓶。他那機(jī)靈古怪的小薩拉一向是他的好伙伴，而等他獨(dú)自一人回到印度，走進(jìn)那座平房，再也無(wú)法指望看到那穿著白色連衣裙迎上來(lái)的小薩拉時(shí)，他會(huì)感到多么孤獨(dú)啊。Thetranslationreorientsthesentencesintheoriginaltextandusesnormalwordorder，makestatementsmorelogical，easytounderstand,suitableforchildren’scognitiveandunderstandinglevel.Example2:ThiswastheresultofacharitablerecollectionofhavingheardMissAmeliasaythatLaviniawasgrowingsofastthatshebelieveditaffectedherhealthandtemper.譯：回想起阿米莉亞小姐說(shuō)過(guò)，拉維尼亞發(fā)育得太快了，她擔(dān)心拉維尼亞的健康與性情，由此，薩拉得出了這個(gè)結(jié)論。Thetranslationadjuststheorderoftheoriginaltext.Theoriginaltextfirstclarifiestheconclusionandthenexplainsthereason.Inthetranslation,thereasonisexplainedfirstandtheconclusionismade.Suchawayofexpressionisveryconsistentwithchildren’scognitiveabilityandcharacteristics,soastoachievethepurposeofchildren’stranslation.

ConclusionWiththecontinuousdevelopmentofchildren’sliterature,peoplepaymoreandmoreattentiontothetranslationofchildren’sliterature.Consideringthelawsandpeculiarcharacteristicsofchildren’spsychologicaldevelopment,weshouldnotonlytakeintoaccountofthebasicrulesofliterarytranslation,namely,‘faithfulness’,‘expressiveness’and‘elegance’,butalsotheuniqueartistryandvalueofchildren’sliteratureinordertomeettheneedsofchildren’sreaders.Althoughthereadersofchildren’sliteraturearechildren,boththeauthorandthetranslatorareadults,whichleadstotheunavoidableemergenceofsomewordsorsentencesthatchildrencan’tunderstandSimplificationmeansthatthetranslatorshouldnotonlyaccuratelyconveythemeaningoftheoriginaltext,butalsomakethetranslationsuitabletothechildren’sunderstandingandappreciationability,allinaccordancewiththeprinciplethatchildrenliketoseeandunderstand.Intranslation,somesimpleandspecificwordsareusedinsteadofthoseobscureanddifficulttounderstandintheoriginaltext,whichisbeyondchildren’scomprehensionlevel.Thepreviousstudyonchildren’sliteraturetranslationjustconcernsthestrategiesandtheories,inthisthesistheauthorhassuggestedemployingthesimplificationmodelinthetranslationofchildrenliterature.Themainpurposeofthispaperistoanalysesthesimplificationphenomenoni