The Role of Hanfu Cultural Translation in Teaching Chinese as a Foreign Language: A Case Study of Ming Dynasty Hanfu Terminology

College of Liberal Arts, Hunan Normal University, Changsha, Hunan, 410081, China

^* Corresponding author: 202230024006@hunnu.edu.cn

Abstract

As a vital component of traditional Chinese culture, Hanfu has seen its terminological translation play an increasingly significant role in Teaching Chinese as a Foreign Language (TCFL). This study focuses on Ming Dynasty Hanfu terminology to investigate its impact on learners’ language acquisition, cross-cultural communication, and the integration of linguistic and cultural knowledge. The research reveals that translating Ming-era clothing terms requires strategies such as literal translation, explanatory annotation, and cultural contrast. These approaches not only aid learners in mastering specialized vocabulary and grammatical nuance, but also enhance cultural understanding through symbolic conversion, thereby mitigating cross-cultural misinterpretations. Furthermore, the study demonstrates that a pedagogical model integrating historical context, rhetorical features, and handicraft connotations in translation instruction can effectively improve language learning outcomes and cultural propaganda. By systematically bridging linguistic and cultural dimensions, the proposed framework enhances both language acquisition and cultural literacy in TCFL contexts. It offers educators a structured methodology for teaching historical terminology while preserving authenticity, emphasizing the interdependence of language accuracy and cultural awareness. This study contributes practical insights to international Chinese education, demonstrating how targeted translation pedagogy can serve as an approach for transmitting traditional cultural knowledge without compromising linguistic rigor.