论外语专业本科口译教学的目标与策略
摘要
本文在分析外语专业本科口译教学的地位和现状的基础上,对其教学目标和策略进行探讨,旨在推进外语专业本科口译教学的改革和发展。外语专业本科口译教学在国内口译教学中占有重要地位,但其教学质量一直不能令人满意。作者认为,缺乏客观明确的目标和切实有效的策略是影响其教学质量的两个主要原因。为了具体了解外语专业本科口译教学的现状,作者在两所高校(中国海洋大学和华东师范大学)对英语专业本科口译课的师生进行了问卷调查,通过对调查结果的分析总结,得到了关于教学条件、教学效果、学生的素质和动机、师生在教学中面临的困难等多方面的信息和启示。在调查研究的基础上,结合教育学和口译研究的相关成果,作者对外语专业本科口译教学的目标和策略进行了探讨。作者批驳了实践中存在的两种教学目标上的错误倾向,提倡将外语专业本科口译课视为口译基础课程,并从认知领域和情感领域两方面提出了外语专业本科口译教学的目标定义。该定义的中心为“学生可以胜任乙级技能层次的口译任务(导游口译和工商口译)”。根据这个目标定义,作者从教学内容、教学程序、教学重点、课堂组织等方面对外语专业本科口译教学的策略做出了较全面的分析讨论,并提出若干建议。希望本文能为提高外语专业本科口译教学的质量做出一点贡献。
This thesis explores the objective and strategies of the undergraduate interpreting teaching for foreign language majors on the basis of the analysis of its current situation in order to make contributions to its improvement. The undergraduate interpreting teaching for foreign language majors plays a very important role in China’s interpreting education, but its quality isn’t very satisfying. In the author’s opinion, lack of a clear and rational objective and lack of effective strategies are the two major problems affecting its teaching quality. In order to know more about the actuality of the undergraduate interpreting teaching for foreign language majors, the author carries out a survey among the teachers and the students in the English department of two universities—Ocean University China and East China Normal University, and gets a lot of valuable information in various aspects such as the student’s quality and motives, teaching conditions, teaching effect, and the major difficulties facing the teachers and the students.
Based on the results of investigation, the author explores the objectives and strategies of undergraduate interpreting teaching for foreign language majors by integrating the achievements in education and interpreting studies. The author criticizes two wrong tendencies in objective in teaching practice, advocates regarding the undergraduate interpreting course as an elementary course in interpreting, and puts forward a definition of objectives in both the cognitive domain and affective domain. The center of this definition is“The students are able to cope with the interpreting tasks of‘technician level’(escort interpreting and in-house interpreting)”. Under the guidance of this definition, the author has a relatively comprehensive discussion and proposes suggestions on the strategies of undergraduate interpreting teaching in such aspects as teaching content, teaching procedure, focal points in skill training, and classroom management。The author hopes that this thesis could offer some help for the improvement of the undergraduate interpreting teaching for foreign language majors.
This thesis explores the objective and strategies of the undergraduate interpreting teaching for foreign language majors on the basis of the analysis of its current situation in order to make contributions to its improvement. The undergraduate interpreting teaching for foreign language majors plays a very important role in China’s interpreting education, but its quality isn’t very satisfying. In the author’s opinion, lack of a clear and rational objective and lack of effective strategies are the two major problems affecting its teaching quality. In order to know more about the actuality of the undergraduate interpreting teaching for foreign language majors, the author carries out a survey among the teachers and the students in the English department of two universities—Ocean University China and East China Normal University, and gets a lot of valuable information in various aspects such as the student’s quality and motives, teaching conditions, teaching effect, and the major difficulties facing the teachers and the students.
Based on the results of investigation, the author explores the objectives and strategies of undergraduate interpreting teaching for foreign language majors by integrating the achievements in education and interpreting studies. The author criticizes two wrong tendencies in objective in teaching practice, advocates regarding the undergraduate interpreting course as an elementary course in interpreting, and puts forward a definition of objectives in both the cognitive domain and affective domain. The center of this definition is“The students are able to cope with the interpreting tasks of‘technician level’(escort interpreting and in-house interpreting)”. Under the guidance of this definition, the author has a relatively comprehensive discussion and proposes suggestions on the strategies of undergraduate interpreting teaching in such aspects as teaching content, teaching procedure, focal points in skill training, and classroom management。The author hopes that this thesis could offer some help for the improvement of the undergraduate interpreting teaching for foreign language majors.
引文
Baker, Mona. 1998. Routledge Encyclopedia of Translation Studies. London & Newyork: Routledge—Taylor&Francies Group.
Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam & Philadelphia: John Benjamins Publish Company.
Hedge, Trcia. 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
Phelan, Mary. 2001. The Interpreter’s Resource. Sydney: Multilingual Matters LTD.
P?chhacker, Franze. 2004. Introducing Interpreting Studies. London & Newyork: Routledge—Taylor&Francies Group.
Sawyer, David. B. 2004. Fundamental Aspects of Interpreter Education. Amsterdam & Philadelphia: John Benjamins Publish Company.
Srivastava, Ariand P. 1985. Acquiring Excellence at College—A Tutorials Handbook. New Delhi: The Learning Laboratory.
鲍川运,2003,关于翻译教学的几点看法,《中国翻译》第 2 期:48-50.
鲍川运,2004,大学本科口译教学的定位及教学,《中国翻译》第 5 期:27-31。
鲍刚,1998,《口译理论概述》,北京:旅游教育出版社。
陈翔,2005,交传技能训练的五大模块,《上海翻译》第 2 期:36-40。
卞建华,2004,探讨新世纪的口译教学、迎接全球化的机遇与挑战,《中国翻译》第5 期:37-39。
蔡小红,2002,交替传译过程及能力发展,蔡小红,《口译研究新探-新方法、新观念、新趋势》,香港:开益出版社。
方健壮, 1998,口译教学改革刍议,《中国科技翻译》第 1 期:38-41。
冯之林,2002,从认知角度剖析 Gile 的“认知负荷模型”,蔡小红,《口译研究新探-新方法、新观念、新趋势》,香港:开益出版社。
高等学校英语专业基础阶段英语教学大纲工作小组,1991,《高等学校英语专业基础阶段英语教学大纲》,上海:上海外语教育出版社。
柯克尔,2003,从口译实践到口译教学,《中国翻译》第 2 期:51-53。
刘和平、鲍刚,1994,技能化口译教学法原则,《中国翻译》第 6 期:20-22。
刘和平,2001,《口译技巧——思维科学与口译推理教学法》,北京:中国对外翻译出版公司。
刘和平,2005,《口译理论与教学》,北京:中国对外翻译出版公司。
廖哲勋、田慧生,2003,《课程新论》,北京:教育科学出版社。
马继红, 2003,口译课堂教学策略,《解放军外国语学院学报》第 5 期:43-46。
梅德明,2000,《高级口译教程》,上海:上海外语教育出版社。
梅德明、骆明琼、望治国,2004,中国口译理论研究的现状与展望,吴友富,《外语与文化研究》,上海:上海外语教育出版社。
冉永红,2004,暑期全国英语口笔译教学高级研讨班与我的口译教学实践,《中国翻译》第 5 期:40-42。
赛莱斯科维奇、勒代雷,1990,《口译理论实践与教学》(汪家荣等译),北京:旅游教育出版社。
屠大华,2002,《现代教育理论》,武汉:华中科技大学出版社。
王恩冕,2005,“口译在中国”调查报告,《中国翻译》第 2 期:57-60。
王俊华, 2003,面向市场的口译教学,《西安外国语学院学报》第 4 期:27-30。
王立弟, 2003,翻译资格考试与翻译培训,《中国翻译》第 6 期:51-54。
王晓燕,2003,口译特点与口译教学,《中国翻译》第 6 期:56-58。
谢利民、郑百伟, 2003,《现代教学基础理论》,上海:上海外语教育出版社。
杨承淑, 2005,《口译教学研究:理论与实践》,北京:中国对外翻译出版公司。
钟启泉,1988,《现代教育论发展》,北京:教育科学出版社。
仲伟合,1998,口译教学刍议,《中国翻译》第 5 期:18-21.
仲伟合,2003,译员的知识结构与口译课程设置,《中国翻译》第 4 期:63-65。
张宝钧,2003,大学英语口译教学中的“临场”训练,《中国翻译》第 3 期:37-39。
Gile, Daniel. 1995. Basic Concepts and Models for Interpreter and Translator Training. Amsterdam & Philadelphia: John Benjamins Publish Company.
Hedge, Trcia. 2002. Teaching and Learning in the Language Classroom. Shanghai: Shanghai Foreign Language Education Press.
Phelan, Mary. 2001. The Interpreter’s Resource. Sydney: Multilingual Matters LTD.
P?chhacker, Franze. 2004. Introducing Interpreting Studies. London & Newyork: Routledge—Taylor&Francies Group.
Sawyer, David. B. 2004. Fundamental Aspects of Interpreter Education. Amsterdam & Philadelphia: John Benjamins Publish Company.
Srivastava, Ariand P. 1985. Acquiring Excellence at College—A Tutorials Handbook. New Delhi: The Learning Laboratory.
鲍川运,2003,关于翻译教学的几点看法,《中国翻译》第 2 期:48-50.
鲍川运,2004,大学本科口译教学的定位及教学,《中国翻译》第 5 期:27-31。
鲍刚,1998,《口译理论概述》,北京:旅游教育出版社。
陈翔,2005,交传技能训练的五大模块,《上海翻译》第 2 期:36-40。
卞建华,2004,探讨新世纪的口译教学、迎接全球化的机遇与挑战,《中国翻译》第5 期:37-39。
蔡小红,2002,交替传译过程及能力发展,蔡小红,《口译研究新探-新方法、新观念、新趋势》,香港:开益出版社。
方健壮, 1998,口译教学改革刍议,《中国科技翻译》第 1 期:38-41。
冯之林,2002,从认知角度剖析 Gile 的“认知负荷模型”,蔡小红,《口译研究新探-新方法、新观念、新趋势》,香港:开益出版社。
高等学校英语专业基础阶段英语教学大纲工作小组,1991,《高等学校英语专业基础阶段英语教学大纲》,上海:上海外语教育出版社。
柯克尔,2003,从口译实践到口译教学,《中国翻译》第 2 期:51-53。
刘和平、鲍刚,1994,技能化口译教学法原则,《中国翻译》第 6 期:20-22。
刘和平,2001,《口译技巧——思维科学与口译推理教学法》,北京:中国对外翻译出版公司。
刘和平,2005,《口译理论与教学》,北京:中国对外翻译出版公司。
廖哲勋、田慧生,2003,《课程新论》,北京:教育科学出版社。
马继红, 2003,口译课堂教学策略,《解放军外国语学院学报》第 5 期:43-46。
梅德明,2000,《高级口译教程》,上海:上海外语教育出版社。
梅德明、骆明琼、望治国,2004,中国口译理论研究的现状与展望,吴友富,《外语与文化研究》,上海:上海外语教育出版社。
冉永红,2004,暑期全国英语口笔译教学高级研讨班与我的口译教学实践,《中国翻译》第 5 期:40-42。
赛莱斯科维奇、勒代雷,1990,《口译理论实践与教学》(汪家荣等译),北京:旅游教育出版社。
屠大华,2002,《现代教育理论》,武汉:华中科技大学出版社。
王恩冕,2005,“口译在中国”调查报告,《中国翻译》第 2 期:57-60。
王俊华, 2003,面向市场的口译教学,《西安外国语学院学报》第 4 期:27-30。
王立弟, 2003,翻译资格考试与翻译培训,《中国翻译》第 6 期:51-54。
王晓燕,2003,口译特点与口译教学,《中国翻译》第 6 期:56-58。
谢利民、郑百伟, 2003,《现代教学基础理论》,上海:上海外语教育出版社。
杨承淑, 2005,《口译教学研究:理论与实践》,北京:中国对外翻译出版公司。
钟启泉,1988,《现代教育论发展》,北京:教育科学出版社。
仲伟合,1998,口译教学刍议,《中国翻译》第 5 期:18-21.
仲伟合,2003,译员的知识结构与口译课程设置,《中国翻译》第 4 期:63-65。
张宝钧,2003,大学英语口译教学中的“临场”训练,《中国翻译》第 3 期:37-39。