翻译能力的培养与大学英语教学_袁知乾.docx

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1、 硕士学位论文 翻译能力的培养与大学英语教学 一基于大学英语翻译教学的调查 论文作者：袁知乾 指导教师：文斌副教授 学科专业：外国语言学及应用语言学 研究方向：应用语言学 华中师范大学外国语学院 2011 年 5 月 Cultivation of Translation Competence and College English Teaching - Investigation on Translation Teaching in College A Thesis Submitted in Partial Fulfillment of the Requirement For the Mast

2、er Degree in Applicated Linguistics By Yuan Zhiqian Postgraduate Program School of Foreign Languages Central China Normal University Supervisor: Wen Bin Academic Title: Professor Signature _ Approved April 2011 华中师范大学学位洽文康剞性声明和使用梭权说明 原 刳 性 声 明 本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工作 所取得的研究成果。除文中已经标明引用的内容

3、外，本论文不包含任何其他个人或 集体己经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均己在 文中以明确方式标明。本声明的法律结果由本人承担。 作 者 签 名 ： 曰 期 ： M 丨 年 ： T 月 w曰 学位伦文版权使用提权书 学位论文作者完全了解华中师范大学有关保留、使用学位论文的规定，即：研 究生在校攻读学位期间论文工作的知识产权单位属华中师范大学。学校有权保留并 向国家有关部门或机构送交论文的复印件和电子版，允许学位论文被查阅和借阅； 学校可以公布学位论文的全部或部分内容，可以允许采用影印、缩印或其它复制手 段保存、汇编学位论文。（保密的学位论文在解密后遵守此规定 ） 保密

4、论文注释 ： 本学位论文属于保密，在 _ 年解密后适用本授权书。 非保密论文注释：本学位论文不属于保密范围，适用本授权书。 作 者 签 名 导 师 签 名 ： 曰期：年厂月曰 曰期年：月 W 曰 本人已经认真阅读 “ CALIS 高校学位论文全文数据库发布章程 ” ，同意将本人的 学位论文提交 “ CALIS 高校学位论文全文数据库 ” 中全文发布 ,并可按 “ 章程 ” 中的 规定享受相关权益。 同意论文提交后滞后： 半年； 一年； 二年发布。 作者签名： 导师签名： 日期： wu 年 51月 日 日 期 年 厂 月 摘 本文主要对翻译能力进行讨论和研究，在此基础上大学英语课程的翻译教学进

5、行探讨。 翻译能力是一个综合性的概念，包含六种能力，以转换能力为核心，由这几种 能力相互作用而形成，从而影响翻译的整个过程。随着科学的发展和 对翻译研究的 不断进步，翻译能力的内涵在逐步扩大，翻译能力的认识已不再是早期单一的语言 能力，学者逐步认识到翻译能力是由多种技能、机制和因素构成的复杂的、有机的、 动态的能力综合体。本文涉及翻译能力的研究，并为翻译教学尤其是大学英语翻译 教学提供理论依据。 在研究中，首先回顾了中外研究者对翻译能力和英语教学及大学英语翻译教学 的研究；基于相关翻译理论和 PACTS 模式探讨何为翻译能力，进而重点阐述什么 是翻译能力，翻译能力的组成；在大学英语翻译教学方面

6、，针对翻译能力，进行实 地调查，分析非英语专业学生翻译能力 存在的问题以及大学英语翻译教学所存在的 问题；通过调查研究得出结论，并找到改善大学英语翻译教学、提高非英语专业翻 译能力的有效方法，使之应用于翻译教学和实践中。 本文采取问卷调查和数据分析的研究方法，调查问卷的设计基于 PACTE 翻译 能力模式的框架和内容，同时借鉴前人有关的调查问卷，针对非英语专业大学二、 三年级学生进行调查研究，得出调查结果数据，并对数据进行整理分析，总结归纳， 找出非英语专业翻译能力和翻译教学所存在的问题，同时为提高非英语专业的翻译 水平提供有效的借鉴。 调查结果表明当前大学英语教学中存在着对翻译部分实施的教学

7、目标不明确； 教学内容单一，缺乏系统性、整体性和针对性，不能充分适应学生个人今后发展的 需求；教学方法单一，实施过程中对学生兴趣关注不够；翻译教学评价主体和评价 方式缺乏多样性等诸多问题。在此基础上笔者对大学英语翻译教学的影响因素进行 了进一步剖析。最后建议政策上要重视大学英语教学中对翻译能力的培养，明确大 学英语翻译教学目标；加强大学英语翻译教学的理论研究，编写符合时代和社会要 求的大学英语翻译教材；改进大学英语翻译教学方法，并使教学方法多样化；加强 职后教育，促进教师在各领域专业水平的提高；完善大学英语翻译教学评价体系五 个方面。 基于调查研究结果，笔者提供建议并应用于教学，以期望能有利于

8、对非英语 专业学生的翻译能力和翻译教学研究的重视，有利于改善翻译教学现状，有利于提 高非英语专业的翻译能力，有利于培养实用型人。 关键词 . 大学英语翻译教学调查对策 Abstract The thesis is mainly a study of translation competence, on the basis of which, it will focus on the discussion of translation teaching in college English. Translation competence is a complex with transfer co

9、mpetence as its core component. The subcomponents interact with each other and affect translation progress. With the development of science and technology and the advance of research on translation training, the definition of translation competence has not be confined to linguistic competence, but e

10、xtended to other areas like psychology. It is commonly considered as a systemic and dynamic components with various skills and mechanisms. This study involves translation competence which works as the theoretical basis of discussion about translation teaching. To conduct the study, a review of the p

11、revious researches of translation teaching and translation competence is made. In terms of PACTE model of translation competence, the concept and component of translation competence are discussed. In order to find out the present problems of non-English majors translation competence and translation

12、teaching in college English, an investigation will be done. Through the investigation, conclusions will be drawn and effective methods of improving non-English majors translation competence and translation teaching will be proposed to be applied to the teaching practice. Then questionnaires and data

13、 analysis will be employed. The design of the questionnaires are based on the structure and contents of PACTE model of translation competence as well as the previous researchers relevant investigation. The analysis of collected data shows the problems of non-English majors, translation competence an

14、d translation teaching. Survey results shows that many problems have come up in the college English translation teaching, such as teaching objectives on translation teaching are not clear; teaching materials are single lacking of systematicity, integrity and pertinency, which cannot fully meet the s

15、tudents* needs for individual development; teaching approaches are also single, and the individual discrepancy is ignored to a great degree, leading to insufficient classroom interaction; the subject and the way of evaluation of the translation teaching are not multifarious and so on. In terms of th

16、ese issues, the author further analyses the factors which influence the college English translation teaching. Finally, relevant strategies are put forward from following aspects: translation skills more importance should be politically attached on students1 translation skills in the college English

17、teaching and detailed aims of college English translation teaching should be made clear; theoretical research on the college English translation teaching should be enhanced and corresponding textbooks of college English translation teaching should be composed in conformity with the requirements of a

18、ctual situations; the teaching method in college English translation and teaching methods can be improve diversified; vocational continuing education of teachers should be strengthened in the respective professional field; the translation teaching of evaluation systems should be consummated as well.

19、 Key words: college English translation teaching investigation strategies Content 摘要 . . . . . . . i Abstract . iii 1 Introduction . 1 1.1 Background of the Study . . 1 1.2 Significance of the Study . 2 13 Statement of the Problem . 2 1A Thesis Structure . 4 2 Literature Review . . . . 5 2.1 Previou

20、s Studies on Translation Teaching Abroad . 5 2.2 Previous Studies on Translation Teaching at Home . 7 2.2.1 . Previous Studies on Translation Teaching at Home . 7 2.2.2 . Previous Studies on Translation Teaching in College English at Home . 10 3 Theoretic Basis . 11 3.1 The Notion of Competence . 11

21、 3.2 PACTE Model . 12 3.2.1 Linguistic Sub-competence . 14 3.2.1.1 Bilingual Knowledge . 14 3.2.1.2 Bicultural knowledge . 15 3.2.2 Extra-linguistic Sub-competence . 16 3.2.2.1 Communicative Competence . 17 3.2.2.2 Cognitive Competence . 19 3.2.2.3 Instrumental Competence . 21 4 Cultivating Translat

22、ion Competencethrough Translation Teaching . 23 5 Investigation on Translation Teaching in College English in China . 25 5.1 Objectives . 25 5.2 Methods . 25 5.3 Participants . 25 5.4 Instruments . 26 5.5 Procedures . 26 5.5.1 The Questionnaire for CollegeEnglish Teachers . 26 5.5.1.1 Distribution o

23、f the Questionnaire . 26 5.5.1.2 Form and Content of the Questionnaire . 27 5.5.2 The Questionnaire for the Students . 27 5.6 Data Analysis . 28 5.6.1 . Analysis of the Results of the Questionnaire for Teachers . 28 5.6.2 . Analysis of the Results of the Questionnaire for the Students. 30 5.7 Findin

24、gs . 32 6 Approaches to Improve Translation Teaching for the Students1 Translation Competence . 33 6.1 Translation Curriculum . 33 6.2 Teaching Materials . 33 6.3 Teaching Activities . 34 6.4 Syllabuses and Tests . 35 7 Conclusion . 36 _麵 . 38 APPENDIX 1 . 41 APPENDIX 2 . 43 1 Introduction 1.1 Backg

25、round of the Study A great continuous efforts have been being made by practioners so as to seek a more efficient shortcut to teach English as a foreign language. It is the fact that the early period of the 21 st century has witnessed a new round of overall innovations or reforms in College English t

26、eaching in China (Cai Jigang, 2004:1-2). However, in the ebb and flow of traditional teaching approaches like GrammarTranslation Method, Reading Method and Classical Method or modem ones such as Direct Method, Situational Language Teaching, Audio-linguism and Communicative Language Teaching, non-Eng

27、lish major students English capacities are still not as satisfactory as it is expected, especially their translation abilities. Coming into force in 1999, the College English Teaching Syllabus explicitly demonstrated that advanced English courses should be set up for the junior or senior students ca

28、pable of sparing energy to further improve their English level, which ensures that they would possess the opportunity to continuously learn English in the four years* college life. One of the courses, that is pragmatic translation, is recommended to be opened up. Meanwhile, ever since 2003 College E

29、nglish Curriculum Requirements (for Trial Implementation) have been pinpointing requirements in details that English comprehensive skills and translation abilities be developed. According to the Requirements, before graduation all non-English majors have to reach the basic level, also the minimum le

30、vel for translation; they are: the translation speed from English into Chinese should be 350 English words per hour whereas from Chinese into English the speed of translation are supposed to be 300 Chinese characters per hour. The translated target languages have to read smoothly, faithfully convey

31、the original meaning and be without serious mistakes in understanding or expression. Nowadays as one of parts of College English Test Band 4 and 6, which are the most popular and authoritative English capacity examinations on mainland in China, translation is bound to play a more and more important

32、role. 1.2 Significance of the Study College English teaching reform has specifically strengthened to develop students of comprehensive abilities and skills whereas teaching translation is a means to foster their all-round abilities and a set of developing language input and output abilities. At pres

33、ent, with foreign exchange increasing, economic, cultural, political and other areas of communication is inseparable from English, English practical functions are becoming more and more remarkable whereas qualified translators are in extremely short supply. This situation has forced the trend of hig

34、her education to be international and set higher demands for college graduates. Cultivating the non-English majors English comprehensive abilities has started nudging. For students part, their translation capacity can promote reading and writing ability. As is known that upon reading and writing stu

35、dents will consciously or unconsciously carried out translating process in mind. Once trained on translation, students language ability of the input and output will be enhanced, which will naturally have positive impacts on the abilities of listening, speaking, reading and writing- Furthermore, translation in a way means conversion between two langua