大学英语四六级考试翻译改革与大学英语翻译教学_李艳丽.docx

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1、分类号： H315. 9 学号： 201200354019 硕 士 学 位 论 文 大学英语四六级考试翻译改革与大学英语翻译教学 研究生姓名：李艳丽 指导 教 师 ： 李 中 强 学科 门 类 ： 文 学 专业 名 称 ： 英 语 笔 译 论文提交日期： 2014 年 6 月 CET Translation Reform and College English Translation Teaching By Li Yanli Supervisor: Li Zhongqiang Specialty: Translation Research Direction: Translation Subm

2、itted to The School of Foreign Languages In Partial Fulfillment of the Requirements For the Degree of Master of Translation and Interpreting At Yantai University June, 2014 烟台大学学位论文原创性声明和使用授权说明 原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下，独立进行研 究工作所取得的成果。除文中已经注明引用的内容外，本论文不含任何其他个人 或集体己经发表或撰写过的作品或成果。对本文的研究做出重要贡献的

3、个人和集 体，均已在文中以明确方式标明。本声明的法律结果由本人承担。 论文作者签名： 日期： 年月 日 学位论文使用授权说明 本人完全了解烟台大学关于收集、保存、使用学位论文的规定，即：按照学 校要求提交学位论文的印刷本和电子版本；学校有权保存学位论文的印刷本和电 子版，并提供目录检索与阅览服务；学校可以采用影 印、缩印、数字化或其它复 制手段保存论文；在非保密的论文范围内，学校可以公布论文的部分或全部内容。 (保密论文在解密后遵守此规定） 论文作者签名： 导师签名： 版权声明 任何收存和保管本论文各种版本的单位和个人，未经本论文作者 同意，不得将本论文转借他人，亦不得随意复制、抄录、拍照或以

4、任 何方式传播。否则，引起有碍作者著作权之问题，将可能承担法律责Acknowledgement While writing this thesis, I owe a particular debt of gratitude to many people. Without their help this paper would not have been completed in time, so I wish to employ this occasion to express my sincere thanks to them. Doctor Li Zhongqiang is always

5、with constant encouragement and patient enlightenment throughout the whole process of writing and modifying the present paper. I am extremely grateful to him, for the present study would not have been accomplished and I would never have brought this paper to its final form without his constant help,

6、 illuminating suggestions and elaborate revision. Grateful acknowledgements are also extended to all the teachers who have taught me during my study here in Yantai University. In the past two years, I have benefited a lot from their assiduous teaching. My indebtedness should also be given to all the

7、 authors and editors of the books and papers listed in the references whose enlightening ideas initiated me into this paper. Last but not least, my whole-hearted thanks go to my friends for their care and assistance. Their earnest enlightening is of great help for my paper. I would like to thank the

8、ir encouragement, support and help in the process of writing this paper. 摘要 大学英语四、六级考试是我国规模最大的语言测试活动之一，其目的在于衡 量我国在校大学生的英语综合应用能力，为实现大学英语课程教学目标发挥积极 作用。大学英语四、六级考试自诞生以来在计分体制、成绩报道方式、考试内容 和考试题型等方面进行了多次改革，尤其对翻译的改革最大，这将会对我国大学 英语翻译教学起到积极的推动作用，彻底扭转翻译教学长期被忽略的局面。 本文在翻译改革的背景之下对大学英语翻译教学的影响因素进行了分析，认 为影响翻译教学质量的因素主要

9、包括 :学生、教师、教材、环境等。其中学生方 面的因素包括：学生对翻译教学的认识、学生的外语学习基础和学生的学习态度 和方法；教师方面的因素包括：教师对翻译教学的认识、教师的专业素质和教师 的教学方法；环境 方面的因素包括：社会环境和学校环境。从加强大学英语翻译 教学研究，明确大学英语翻译教学目标；编写符合时代要求的大学英语翻译教材 ; 加强职后教育，促进教师专业发展；改进大学英语翻译教学方法；完善大学英语 翻译教学评价与信息反馈体系五个方面对大学英语翻译教学的研究和发展提出 了相应建议，提出了一种以培养学生翻译能力尤其是策略能力为中心的翻译课 程模式。在新的教学模式中，学生成为翻译教学主体，

10、教师及其他教学要素成为 帮助学生完成翻译的积极因素。因此，学生的学习自主性，翻译能力和他们在学 习过程中的心理活动成为该教 学模式的重点。 关键词：大学英语；四六级考试；翻译改革；翻译教学 Abstract College English Test (abbreviated as CET) is one of the largest language tests in China. Its purpose is to measure Chinese college students? comprehensive ability in English and plays a positive r

11、ole to achieve the goal of college English curriculum. Since its birth CET has been reformed in scoring system, score reporting, test content and test questions, especially the reform of translation. This will enhance college English translation teaching which has been ignored for a long time. The t

12、hesis analyzes the factors which influence the college English translation teaching under the translation reform background. The factors include students, teachers, textbooks and environment. The factors of students include cognition of translation teaching, foreign language learning foundation and

13、attitudes and methods. The factors of teachers include cognition of translation teaching, professional qualifications and teaching methods. Environment includes social environment and school environment. The thesis gives corresponding suggestions from the following five aspects: research on the coll

14、ege English translation teaching should be strengthened so the teaching objective can be clear; materials of college English translation teaching should be compiled in accordance with requirements of the time; continuing education for teachers should be enhanced and professional development of teach

15、ers should be promoted; methods in college English translation teaching should be improved; teaching evaluation and feedback system should be bettered. Consequently a course model which combines the nature of psychology and translation essence was formed. In the new course model, student is the cent

16、er while teacher and other teaching elements are the facilitating factors which help student to translate. Therefore, students ， autonomy, their strategic competence and psychological activities become the focus of the course. Key words： college English; CET 4; CET6 ; translation reform; translation

17、 teaching Contents Chapter One INTRODUCTION . 1 1.1 Background of the research . 1 1.2 Significance of the research . 2 1.3 Organization of the thesis . 4 Chapter Two LITERATURE REVIEW . 6 2.1 CET4and CET6 . 6 2.1.1 The objectives of the reform of CET 4 and CET 6 . 6 2.1.2 Reform of translation sect

18、ion of CET 4 and CET 6 . 7 2.2 Competence and Translation Competence . 9 2.3 The significance of translation teaching . 11 Chapter Three ANALYSIS OF INFLUENCING FACTORS OF COLLEGE ENGLISH TRANSLATION TEACHING . 14 3.1 Factors of students . 14 3.1.1 Cognition of translation teaching . 14 3.1.2 Foreig

19、n language learning foundation . 15 3.1.3 Attitudes and methods . 15 3.2 Factors of teachers . 16 3.2.1 Cognition of translation teaching . 16 3.2.2 Professional qualification . 16 3.2.3 Teaching methods . 17 3.3 Textbooks . 17 3.4 Environment . 18 3.4.1 Social environment . 18 3.4.2 School environm

20、ent . 18 Chapter Four WAYS TO IMPROVE COLLEGE ENGLISH TRANSLATION TEACHING . 20 4.1 Study on college English translation teaching and objectives of college English translation teaching . 20 4.1.1 Strengthening the study on college English translation teaching . 20 4.1.2 Setting clear objectives of c

21、ollege English translation teaching . 20 4.2 Teaching materials . 21 4.2.1 Paying more attention to translation theory . 22 4.2.2 Strengthen practicability of translation . 23 4.3 Teachers5 training . 23 4.3.1 Strengthening post-career education . 23 4.3.2 Promoting the professional development of t

22、eachers . 24 4.4 Teaching model . 24 4.4.1 Advocating independent learning . 25 4.4.2 Encouraging cooperative, explorative teaching . 26 4.4.3 Paying attention to interactive teaching and creating democratic environment . 29 4.4.4 Applying modern education technology . 31 Chapter Five CONCLUSION . 3

23、3 REFERENCES . 35Chapter One INTRODUCTION 1.1 Background of the Research College English Test (abbreviated as CET) is one of the largest language tests in China. Since its birth (CET 4 in 1987, CET 6 in 1989), it has received special attention from the community and has been the baton of college Eng

24、lish teaching policy that has greatly influenced college English translation teaching. CET 4 and CET 6 had no translation section until January 1996, thus none of the college English textbooks systematically explained basic translation strategies, which made some college English teachers only focus

25、on the passing rate of the test and resulted in that the students lacked translation theory, translation practice, and hence were weak in translation competence. In 1996, E-C translation appeared in CET 4 for the first time. By 2002, translation questions only appeared twice in a total of 12 tests,

26、which has little influence and directive function on college English teaching. In 2004, the Higher Education Department of Ministry of Education compiled Curriculum Requirements, which clearly proposed the requirements for translation competence in foreign language learning. However， CET 4 and CET 6

27、 didnt conduct corresponding reform until January 2007. Since then, C-E translation was added and translation contents were involved in college English teaching. Yet, the score of translation section only made up 5% of the total score. Some teachers didn?t teach translation synthetically, making the

28、 scoring rate in translation section low and students fail to substantially improve their translation competence. In December 2013, National College English Test Committee reformed the question types again. After the adjustment, translation contents were changed from single sentence translation to p

29、aragraph C-E translation, the score for translations rose from 5% to 15% and the difficulty was increased as the ltranslation topics expanded to a wider range including history, culture, economics and social development of China etc. This reform is driven by output and explores the innovation and br

30、eakthrough in teaching. The objective of this reform is to optimize input and focus on output to enhance the quality of college English teaching. uHalf sentence translation” is changed to “paragraph translation” and the score rate for translation section is increased to 15%, which can reflect the id

31、ea of “focus on output”. The topics for translation involve history, society, culture and economy of China. The rating criteria are based on scoring by each sentence, and “faithfulness” and “expressiveness” make up 50% respectively. The reform in CET 4 and CET 6 will play a guiding role in the devel

32、opment of college English translation teaching and also provide non-English-major students a good opportunity to improve their translation competence. 1.2 Significance of the Research In the context of global informatisation and economic globalisation, the communication and cooperation are increasin

33、gly strengthened in politics, economy, technology and culture etc. The development in social economy results in larger demand for translation talents by the market, and hence has higher requirement for the translation teaching and the development of translation as a subject in colleges and universit

34、ies which aim at cultivating high-level professional talents. It has been a long time since translation was only regarded as a course and a direction of foreign language major in higher education. However, not only are large numbers of professionalized and better educated interpreters and translator

35、s required by translation industry, but also a mass of inter-disciplinary talents who know many other fields such as management, marketing and technology are needed. Thus, despite studying the knowledge of their own major, non-English-major students also need to practice translation to improve their

36、 translation competence. One of the objectives for college English teaching is to train students for translation competence. The improvement of translation competence can help students to meet the requirements for inter-disciplinary talents by the society after they leave school. In 2004, the Minist

37、ry of Education issued College English Curriculum Requirements (for trial implementation), which clearly presented that college English teaching had three levelsJ requirements in translation competence for students. The basic requirement is that 4the student can translate articles in familiar topics

38、 with dictionary between English and Chinese, among which the speed for English-Chinese translation is 300 English words per hour and the speed for Chinese-English translation is 250 Chinese characters per hour. The translation should be smooth basically and translation skills can be used appropriat

39、ely.” The high requirement is student can translate articles in familiar topics from normal British-American newspapers with dictionary and can selectively translate English scientific articles in the area studied. The speed for English-Chinese is 350 English words per hour, and the speed for Chines

40、e-English translation is 300 Chinese characters per hour. The translation should be basically smooth and accurate, and has no significant language errors.” The higher requirement is that “student can translate scientific， cultural and commentary articles with a certain difficulty from British-Americ

41、an newspapers and magazines with dictionary, and can translate introductory articles reflecting Chinese national situation and culture. The speed for English-Chinese translation is 400 English words per hour and the speed for Chinese-English translation is 350 Chinese characters per hour?, (Ministry of Education, 2004). Translation teaching of college English has strong practicability.