英语专业本科毕业论文格式翻译实践类.docx

英语专业本科毕业论文格式翻译实践类.docx

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英语专业本科毕业论文格式翻译实践类

SCHOOLOFFOREIGNSTUDIES

SouthChinaNormalUniversity

AReportontheTranslationof…

--ReflectionsbasedonDynamicEquivalenceTheory

对……的翻译报告：

基于动态等值理论的思考

by

ZhangZehao

Supervisedby

Prof.ZhuQifeng

AseniorthesissubmittedtoSchoolofForeignStudies,

SouthChinaNormalUniversityinpartialfulfillment

oftherequirementsforthedegreeof

BachelorofArts

JUNE,2014

DeclarationofAuthorship

Ideclarethatthisseniorthesisismyownoriginalwork.IhavealreadyreadtheSCNU’spolicyonplagiarism.

Nopartofthisseniorthesishasbeenorisbeingconcurrentlysubmittedforanyotherqualificationatanyotheruniversity.

Icertifythatthedatacollectedforthisseniorthesisisauthentic.Ifullyunderstandthatfalsificationofdatawillresultinthefailureofthethesis.

Name:

__________________

Signature:

__________________

Date:

__________________

ABSTRACT

Thisreportisonthetranslationof….Itistheauthor’stranslationreflectionsanddiscussionsbasedonDynamicEquivalenceTheory.…Threecasestudiesareoffered…

Thepresentreportshowsthat…Thisreportofferssomesuggestionsforfuturetranslationpractitioners…

Keywords:

thefirst;thesecond;thethird

中文摘要

本报告报导了对……的翻译实践情况，是作者基于动态等值理论对自己翻译实践的反思与讨论。

……报告分析了三个案例……

本报告表明……本报告为未来的翻译实践者们提出的建议是……

关键词：

关键词1；关键词2；关键词3

TableofContents

ChapterOneIntroduction

1.1Background

Thisreport…（介绍原文作者，介绍原文内容）

.

1.2PurposeoftheTranslation/InterpretationPractice

Translation….….（讲清楚选择这个翻译材料的原因；讲清楚希望通过这个翻译作出什么贡献，有什么意义）

1.3StructureofthePresentReport

Thisreportsconsistsoffivechapters.Thefirstchapterintroduces…..（报告分几个部分）

ChapterTwoDescriptionoftheTranslation/InterpretationPractice

2.1ThePreparations（读了什么有关材料，准备了什么字典）

…

2.2ThePractice（时间安排：

初稿、二稿、三稿）

…..

2.3TheProfits（这部分可以省略）

…..

ChapterThreeTheory/TheoriesforthePractice

3.1TheTranslation/InterpretationTheories

Judd（1981:

38）andWade（2002）

3.2TheDynamicEquivalenceTheory

…..

3.3…

（所用的理论；以及为什么用这个理论、它的相关性）

ChapterFourCaseStudy

4.1Introduction

…

4.2CaseOne

…

4.3CaseTwo

…

4.4CaseThree

…

4.5Summary

…

ChapterFiveConclusion

5.1ABriefSummary

5.2ValueofthePractice

5.3SuggestionsforfuturePractice

AppendixI:

OriginalWork

AppendixII:

Translations

References

Anderson,A.&T.Lynch.1988.Listening[M].Oxford:

OxfordUniversityPress.

Brown,H.D.2001.TeachingbyPrinciples:

AnInteractiveApproachtoLanguagePedagogy[M].Beijing:

ForeignLanguageTeachingandResearchPress.

Cohen,A.1998.StrategiesinLearningandUsingaSecondLanguage[M].NewYork:

Longman.

Goh,C.C.M.2007.TeachingListeningintheLanguageClassroom[M].Beijing:

People’sEducationPress.

Hedge,T.2000.TeachingandLearningintheLanguageClassroom[M].Oxford:

OxfordUniversityPress.

McDonough,J.&C.Shaw.2005.MaterialsandMethodsinELT——ATeacher’sGuide[M].Beijing:

PekingUniversityPress.

Pearse,E.&P.Davies.2008.SuccessinEnglishTeaching[M].Shanghai:

ShanghaiForeignLanguageEducationPress.

Skierso,A.1998.Textbookselectionandevaluation[A].InM.Celce-Murcia（ed.）,TeachingEnglishasaSecondorForeignLanguage[C]112-133.NewYork:

Longman.

Spratt,M.&A.Pulverness.&M.Williams.2009.TheTeachingKnowledgeTestCourse[M].Beijing:

TsinghuaUniversityPress.

Vandergrift,L.1997.Thelisteningstrategiesofsecondlanguage（French）listeners:

adescriptivestudy[J].ForeignLanguageAnnals,3,387-409.

Vandergrift,L.1999.Facilitatingsecondlanguagelisteningcomprehension:

Acquiringsuccessfulstrategies[J].ELTJournal,3,168-176.

Vandergrift,L.2003.Orchestratingstrategyuse:

Towardamodeloftheskilledsecondlanguagelisteners[J].LanguageLearning,4,463-496.

Williams,M.&R.L.Burden.1997.PsychologyforLanguageTeachers[M].Cambridge:

CambridgeUniversityPress.

Pacs-l.1989.thepublic-accesscomputersystemsforum[EB/OL].Houston,Tex:

UniversityofHoustonLibraries,[1995-05-17].http:

//info.lib.uh.edu/pacs1.html

戴曼纯（Dai,Manchun），2005，二语习得的“显性”与“隐性”问题讨论[J]，《福建外语》

（2）：

101-111。

彭聃龄，2001，《普通心理学》[M]。

北京：

北京师范大学出版社。

ACKNOWLEDGEMENTS

Thecompletionofthisstudycouldneverhavebeenpossiblewithouttheassistanceofmanypeoplerelated.

Firstandforemost,Iwouldliketoshowmyheartfeltgratitudetomysupervisor,ProfessorXXX.Knowledgeableandresponsible,Prof.Xprovidedmewithvaluableguidanceandsupportineverystageofwritingthisthesis.Hemadewell-informedandenlighteningcommentsontheorganizationofthechapters,tookpainstogothroughingreatdetaileverydraftofthethesis.

ThanksareduetoAssociateProfessorXX,MissYYandMissPP,whohelpedmealotincollectingdata.

IwouldliketoexpressmygreatgratitudetomyclassmateFFF,andmydearAustralianteacherKK,whohavebeenofgreathelpinanalyzingthedata.Theyhavebeenverypatientandresponsiblethroughoutthewholework.Lastbutnotleast,Iwanttoacknowledgemydebttothesixtransferredteachers,whospenttimeinprovidingtheoralmaterialswhenhavingtheirhandsfull.