过程导向的本科汉西笔译训练模式实证探索
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摘要
过程导向本科汉西笔译训练模式由个人初稿、小组二稿、教师点评、课堂讨论和个人三稿等环节组成,是以学习者为中心的构建式教学,注重实际翻译能力的培养。期末问卷调查和首末两次翻译日志分析结果证明:学生对该教学模式总体接受度很高,对各教学环节的接受度普遍较高,但相对个人任务而言,更加偏爱小组任务;经过教学实践,学生的读者意识、语境意识和背景意识明显增强,对翻译问题的元认知能力和翻译决策能力有较大提高。
The training mode of process-oriented undergraduate Chinese-Spanish translation is composed of individual first draft,group second draft,teacher's comment,classroom discussion and individual third draft.It is a learner-centered constructive teaching mode,which focuses on the training of practical translation ability.The final questionnaire survey and the analysis of the first and the last translation logs show that:Students generally accept the teaching model highly,and the degree of acceptance of each teaching link is generally high,but they prefer group task more than individual task.Through teaching practice,students' reader awareness,context awareness and background awareness have been significantly enhanced,and their metacognitive ability and translation decision-making ability have been greatly improved.
The training mode of process-oriented undergraduate Chinese-Spanish translation is composed of individual first draft,group second draft,teacher's comment,classroom discussion and individual third draft.It is a learner-centered constructive teaching mode,which focuses on the training of practical translation ability.The final questionnaire survey and the analysis of the first and the last translation logs show that:Students generally accept the teaching model highly,and the degree of acceptance of each teaching link is generally high,but they prefer group task more than individual task.Through teaching practice,students' reader awareness,context awareness and background awareness have been significantly enhanced,and their metacognitive ability and translation decision-making ability have been greatly improved.
引文
[1]Gile,D.Basic Concepts and Models for Interpreter and Translator Training[M].Amsterdam:John Benjamins,1995.
[2]Gile,D.Integrated problem and decision reporting as a translator training tool[J].The Journal of Specialized Translation,2004(2):2-20.
[3]Kim,M.Research on Translator and Interpreter Education[C]//C.Millán&F.Bartrina(eds.).The Routledge Handbook of Translation Studies.London&New York:Routledge,2013:102-116.
[4]王树槐.西方翻译教学研究:特点、范式与启示[J].上海翻译,2009(3):43-49.
[5]刘和平.论本科翻译教学的原则与方法[J].中国翻译,2009(6):34-41.
[6]朱玉彬,许钧.关注过程:现代翻译教学的自然转向:以过程为取向的翻译教学的理论探讨及其教学法意义[J].外语教学理论与实践,2010(1):84-88.
[7]李明,仲伟合.翻译工作坊教学探微[J].中国翻译,2010(4):32-36.
[8]马会娟,管兴忠.发展学习者的汉译英能力:以北外本科笔译教学为例[J].中国翻译,2010(5):39-44.
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[10]成思,吴青.从问题解决视角分析学习日志中的笔译能力发展动态[J].中国翻译,2016(1):51-57.
[2]Gile,D.Integrated problem and decision reporting as a translator training tool[J].The Journal of Specialized Translation,2004(2):2-20.
[3]Kim,M.Research on Translator and Interpreter Education[C]//C.Millán&F.Bartrina(eds.).The Routledge Handbook of Translation Studies.London&New York:Routledge,2013:102-116.
[4]王树槐.西方翻译教学研究:特点、范式与启示[J].上海翻译,2009(3):43-49.
[5]刘和平.论本科翻译教学的原则与方法[J].中国翻译,2009(6):34-41.
[6]朱玉彬,许钧.关注过程:现代翻译教学的自然转向:以过程为取向的翻译教学的理论探讨及其教学法意义[J].外语教学理论与实践,2010(1):84-88.
[7]李明,仲伟合.翻译工作坊教学探微[J].中国翻译,2010(4):32-36.
[8]马会娟,管兴忠.发展学习者的汉译英能力:以北外本科笔译教学为例[J].中国翻译,2010(5):39-44.
[9]李小撒,柯平.过程教学法在翻译教学中的应用:以同伴互评和评注式翻译为例[J].外语教学,2013(5):106-109.
[10]成思,吴青.从问题解决视角分析学习日志中的笔译能力发展动态[J].中国翻译,2016(1):51-57.