英语专业本科翻译教学主体交往体系建构研究

发布时间：2018-05-14 06:33

本文选题：英语专业本科翻译教学 + 翻译能力　；参考：《上海外国语大学》2012年博士论文

【摘要】：本研究以英语专业本科翻译教学主体交往为研究对象，宏观上着眼于多元、动态和开放的教学主体交往体系的建构，微观上则从具体的参数着手，包括交往主体、交往过程、交往目的、交往中介客体、交往环境和交往模式等。研究始自于对英语专业本科翻译教学现状的描写性探讨，将调查结果与穆雷老师1999年的调查结果相比较，总结其历时性嬗变，得出的结论是：英语专业本科翻译教学在教学材料、教学内容、教学手段、测试评估和师资等方面，实现了跨越性的发展，但教学效果差强人意，其跨越性发展与教学效果之间形成了极大的反差。教学主体是教学活动中最为活跃的因素，将主体交往体系的建构作为解决问题的突破口富有积极意义。建构健全的主体交往体系必须始自于观念的变革，这种变革首先表现在教学过程观和教学主体观上。我们对传统的以课堂教学为背景的翻译教学过程进行了延伸，提出整体观观照下的教学过程，包括教学前、教学中和教学后三个阶段；把传统的单/两极翻译教学主体拓展为多极主体，包括教学操作主体、调控主体、组织和管理主体等等。经过考察发现，这些主体之间存在严重的交往缺失和不足。传统翻译能力结构在范畴等级方面往往缺少基本范畴层次，，对于以教学交往为取向的翻译能力可以进行再范畴化，形成完备的包括上位范畴、基本范畴和下位范畴的能力结构。以翻译能力的再范畴化为基础，翻译教学主体的交往目的就是培养和发展学生一定层次的本体性、条件性、实践性和评价性翻译能力。翻译能力具有不同的发展阶段，前一阶段的翻译能力是发展后一阶段能力的“支架”，对学生某一阶段中的翻译能力培养目标应遵循“最邻近发展区”原则进行定位。翻译教学内容是教学主体之间开展交往的最为重要的中介客体。以交往目的为参照，以翻译教学内容为载体的交往中介可以分为条件性、本体性、实践性和批评性中介，分别对应语言/文化/知识、翻译理论、翻译实践和翻译批评等教学内容，其选择设置要符合以下原则：合目的性原则、合规律性原则、所有主体参与原则、在主体交往中选择设置的原则等等。翻译教学主体交往中介客体呈现出多层次、立体化和复合式的特点，不同模块既矛盾又统一、既独立又联系。多极翻译教学主体的交往环境可以分为物理性、心理性和技术性交往环境，与传统教学环境在交往主体、交往时空、主体与环境的关系上存在很大差异。多极翻译教学主体既融于交往环境又超越于交往环境。交往环境的创设必须遵循以下原则：整体性原则、目的性原则、多极主体共同参与的原则、主体融入与超越原则、不同环境互补以及充分利用当地资源的原则。翻译教学主体之间的交往组合主要有师-生交往、生-生交往、师生-翻译市场交往、师生-其翻译教学主体交往等等。师-生交往的前提是实现从“以教师为中心”到“以学习者为中心”的转换，师-生交往必须以复合过程（翻译教学过程和翻译过程）为导向、以翻译结果为旨归，教师必须对学生进行人本主义情感关怀，关注学生的心理以及性别等个体因素的差异，与学生进行深层次交往，而教育叙事为师-生交往提供了便捷的方式。生-生交往主要采用合作学习的形式、通过“组内合作-组际竞争-全班整合”三个环节进行，小组的划分采用“组内异质”和“组际同质”的方式。在生-生交往中，教师必须履行相应的角色，生-生交往具有独特的优势，应充分发挥这种优势。师生-翻译市场交往的实现有以下几种方式：以真实翻译项目为中介、模拟翻译情境、进行翻译培训和实习、引进翻译资格认证、实行合作师资、以翻译行业的纲领性文件为中介等等。此外，师生还必须通过适当的方式与教学调控主体、组织和管理主体等开展充分有效的交往。
[Abstract]:This study focuses on the intercourse of the subject of translation teaching in English majors, focusing on the construction of the communication system of multi, dynamic and open teaching subjects on the macro level. On the microcosmic point of view, it starts from the specific parameters, including the subject of communication, the process of communication, the purpose of communication, the object of communication intermediary, the environment of communication and the mode of communication.
The study begins with a descriptive study of the present situation of the teaching of English Majors in translation, and compares the results of the survey with the results of Mr. Murray's survey in 1999 and sums up its diachronic evolution. The conclusion is that the translation teaching of English majors has been realized in the aspects of teaching materials, teaching content, teaching methods, test evaluation and teachers. The development of sex, but the teaching effect is not satisfactory. A great contrast has been formed between the leaping development and the teaching effect.
The subject of teaching is the most active factor in the teaching activities. The construction of the main communication system as the breakthrough point of solving the problem is of positive significance. The construction of a sound subject communication system must begin with the reform of the concept, which is first manifested in the view of the teaching process and the view of the main body of the teaching. The teaching process of Jing's translation is extended, and the teaching process under the whole view is put forward, including three stages: pre teaching, teaching and teaching. The traditional single / two pole translation teaching body is extended into a multipolar subject, including the main body of the teaching operation, the main body of control, the organization and the subject of management. There is a serious lack of communication and deficiency.
The traditional translation competence structure often lacks the basic category level in the category of category. The translation ability oriented by teaching communication can be re categorization to form a complete ability structure including the upper category, the basic category and the lower category. The communicative purpose of the subject of translation teaching is based on the further domain of translation ability. It is to cultivate and develop students' ontology, conditionality, practicality and evaluative translation ability at a certain level. Translation ability has different stages of development. Translation ability in the first stage is the "scaffolding" of the ability to develop the latter stage. The principle of "the most adjacent Development Zone" should be followed for the goal of cultivating the ability of translation in a certain stage of the students. Location.
The content of translation teaching is the most important intermediary object between the subjects of teaching. With the purpose of communication as a reference, the communication intermediary with the content of translation as the carrier can be divided into conditioned, ontological, practical and critical mediations, which correspond to language / culture / knowledge, translation theory, translation practice and translation criticism. The selection setting should conform to the following principles: the principle of purpose, the principle of law, the principle of the participation of all the subjects, the principle of selection in the intercourse of the subject and so on. The intercourse intermediary object of the subject of translation teaching presents a multilevel, stereoscopic and compound characteristic, which is not both contradictory and unified with the module, both independent and connected.
The communication environment of the subject of multi pole translation teaching can be divided into physical, psychological and technical communication environment. There are great differences in the relationship between the traditional teaching environment in the communication subject, the communication time and space, and the relationship between the subject and the environment. The following principles: the principle of integrity, the principle of purpose, the principle of the joint participation of the multipolar subject, the principle of the integration of the subject and the principle of transcendence, the complementarity of the different environment and the principle of making full use of the local resources.
The combination of teaching and learning subjects includes teacher student communication, student to student interaction, teacher-student translation market interaction, teacher-student interaction in translation teaching subjects and so on.
The premise of teacher student communication is to realize the transformation from "Teacher centered" to "learner centered". The teacher student communication must be guided by the complex process (translation teaching process and translation process), and the result is the aim of the translation. The teacher must take the humanistic care of the students and pay attention to the individual cause of the students' psychology and sex. There is a deep interaction between students and students. Educational narrative provides a convenient way for teacher student communication.
The interaction between students and students mainly adopts the form of cooperative learning. Through the three links of "group cooperation - inter group competition - all class integration", the division of the group is divided into "group heterogeneity" and "intergroup homogeneity". In the course of life and life, teachers must fulfill their respective roles. Potential.
There are several ways to realize the communication between teachers and students in the translation market: Taking the real translation project as the intermediary, simulating the translation situation, carrying out the translation training and practice, introducing the qualification certification of translation, implementing the cooperative teachers, taking the programmatic documents of the translation industry as the intermediary and so on. In addition, the teachers and students must also through appropriate ways and teaching control subjects. Weave and manage the main body and so on to carry out full and effective communication.

【学位授予单位】：上海外国语大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：H315.9-4;G642

【相似文献】