Abstract
With the development of Chinese children’s literature, more and more Chinese versions of world classic children’s literature works appear in the market. This paper endeavors to analyze the stylistic features of three Chinese versions of A Little Princess. The paper takes the translation of rhetoric as main point to analyze selected examples of simile, hyperbole, metaphor and personification under the Skopos theory on the purpose to figure out that different techniques and strategies can be used in translation of different rhetoric instances according to characteristics of children literature and the three rules in Skopos theory and that different translation styles come into being.
Keywords   skopos theory  children’s literature   rhetoric  comparative analysis  translation styles

随着我国儿童文化事业的发展，世界经典儿童文学的中文译本大量出现。本文从翻译目的论的角度分析了《小公主》三个中文译本的精彩之处和各自风格，在具体分析方面论文将修辞的翻译作为切入点，主要分析了明喻，暗喻，夸张和拟人四种常见修辞手法的翻译实例，根据儿童文学翻译的特点，在翻译功能派弗米尔目的论三原则的指导下指出了不同修辞在英译汉中可采取的不同策略，从而产生不同的译文风格。
关键词  目的论   儿童文学   修辞   比较分析  译文风格
 
“Skopos theory”, simplified as “the end justifies the means” (Nord, 1993), was first put forward by Hans J. Vermeer. It tries to liberate the translation from the confinement of the source text. The aim is to explain the translation activity from the point of view of the target language. “Skopos rule” as the top-ranking rule for any translation means a translational action is determined by its Skopos. Vermeer explains as: Each text is produced for a given purpose and should serve this purpose. There are also two subordinate rules in the “Skopos theory”: coherence rule and fidelity rule. Coherence rule means the target texts must be comprehensible to receivers in target language culture and the communicative situation in which the target texts is to be used. Fidelity rule means there must be an inter-textual coherence between the source texts and target texts, which is similar to the fidelity to the source texts. However, the degree and form of the fidelity depend on the aim of the target texts and the translator’s comprehension of the source texts.