新建应用型本科院校英语专业学生翻译学习、翻译能力现状分析
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摘要
以某新建应用型本科院校英语专业《笔译》课程大三两个班级的48名学生为研究对象,实施项目翻译教学,在项目翻译过程中,学生撰写个人翻译日志,记录整个翻译过程中遇到的问题和反思。通过对学习者翻译日志所反映的学生翻译学习现状和翻译能力现状的统计分析,结果显示:就翻译学习现状而言,新建应用型本科院校学生的翻译学习动机和兴趣较弱,学习投入不足;在反思性学习中能够发现自身翻译中的问题,但解决问题的能力明显不足,翻译理论与翻译实践相结合的意识淡薄;就翻译能力现状而言,学生笔译能力不同维度和同一维度的不同子能力的发展程度不同,结合日志内容来看,语言、翻译服务、技术应用、专题知识和信息挖掘五种维度都属于有问题意识但能力不足,学生翻译中的跨文化意识总体薄弱。
Translation projects have been applied on 48 English juniors in a newly-built application-oriented undergraduate institution.Students have been asked to write translation logs to record the problems they have met in translation and their reflections on them.This paper is aimed to explore the students' translation study and translation competence reflected in the logs.Statistics show that generally speaking,the students are not motivated,interested or devoted in their translation study,and they can find their problems with their translation but are not competent enough to solve them.They have a weak awareness of a combination of theory with practice.The students' six dimensions of translation competence and the breakdowns of each dimension show different levels of development;they possess the problem awareness in language,translation service provision,technological application,thematic exploration and information mining,but are not qualified enough to provide solutions;the students show weak intercultural awareness in their translation.
Translation projects have been applied on 48 English juniors in a newly-built application-oriented undergraduate institution.Students have been asked to write translation logs to record the problems they have met in translation and their reflections on them.This paper is aimed to explore the students' translation study and translation competence reflected in the logs.Statistics show that generally speaking,the students are not motivated,interested or devoted in their translation study,and they can find their problems with their translation but are not competent enough to solve them.They have a weak awareness of a combination of theory with practice.The students' six dimensions of translation competence and the breakdowns of each dimension show different levels of development;they possess the problem awareness in language,translation service provision,technological application,thematic exploration and information mining,but are not qualified enough to provide solutions;the students show weak intercultural awareness in their translation.
引文
[1]平洪.翻译本科教学要求解读[J].中国翻译,2014(1):53-58.
[2]王树槐,王若维.翻译能力的构成因素和发展层次研究[J].外语研究,2008(5):80-88.
[3]吴青.学习日志呈现的笔译能力发展进程及其对笔译教学的启示[J].中国翻译,2014(4):45-53.
[4]马慧娟.翻译日志与翻译能力的培养[A].全国高校网络培训中心专题:翻译理论与实践[G].2014-10-31.
[5]廖素云.日志对翻译能力培养的作用[J].中国职业技术教育,2012(32):90-92.
[6]田圣会,李茂科.试析反思性性学习的操作性定义[J].职业与教育,2008(3):18-19.
[7]桑志军.反思性学习实践者的内涵、特征及培养[J].教育理论与实践,2012(23):48-50.
[8]王佐良.翻译:思考与试笔[M].北京:外语教学与研究出版社,1989:2.
注:本文为大连理工大学城市学院《英语笔译》精品课程建设论文。
[2]王树槐,王若维.翻译能力的构成因素和发展层次研究[J].外语研究,2008(5):80-88.
[3]吴青.学习日志呈现的笔译能力发展进程及其对笔译教学的启示[J].中国翻译,2014(4):45-53.
[4]马慧娟.翻译日志与翻译能力的培养[A].全国高校网络培训中心专题:翻译理论与实践[G].2014-10-31.
[5]廖素云.日志对翻译能力培养的作用[J].中国职业技术教育,2012(32):90-92.
[6]田圣会,李茂科.试析反思性性学习的操作性定义[J].职业与教育,2008(3):18-19.
[7]桑志军.反思性学习实践者的内涵、特征及培养[J].教育理论与实践,2012(23):48-50.
[8]王佐良.翻译:思考与试笔[M].北京:外语教学与研究出版社,1989:2.
注:本文为大连理工大学城市学院《英语笔译》精品课程建设论文。