123大学英语翻译教学研究.docx

123大学英语翻译教学研究.docx

《123大学英语翻译教学研究.docx》由会员分享，可在线阅读，更多相关《123大学英语翻译教学研究.docx（31页珍藏版）》请在冰豆网上搜索。

123大学英语翻译教学研究

自选课题

立项编号：

123

大学英语翻译教学研究

AStudyonCollegeEnglishTranslationTeaching

课题主持人：

XXX

主持人电话：

XXX

课题组成员：

XXX

课题完成单位：

安阳师范学院人文管理学院

二〇一三年八月二十八日

Contents

Abstract...................................................................................................................I

摘要………………..............................................................................,................IV

ChapterOneIntroduction....................................................................................6

1.1ResearchBackground........................................................................,.......6

1.2ResearchQuestions....................................................................................7

1.3ResearchPurpose......................................................................................7

ChapterTwoLiteratureReview..............................................................,,...........9

2.1CollegeEnglishTranslationTeaching（CETT）…………………………..9

2.2Grammar-TranslationMethod（GTM）.....................................................10

2.2.1FeaturesofGTM……………………………………………..…..11

2.2.2AdvantagesofGTM……………………………………………....11

2.2.3DisadvantagesofGTM……………………………………..…….12

2.3CommunicativeApproach（CA）..............................................................13

2.3.1FeaturesofCA.......................................................…………….…16

2.3.2AdvantagesofCA.......................................................................…17

2.3.3DisadvantagesofCA....................................................………..…18

2.4Grammar-TranslationMethodandCommunicativeApproach………....18

2.4.1TheComparisonandRelationshipbetweenGTMandCA............19

2.4.2TheNecessityandPossibilityofIntegratingGTMandCA……...19

ChapterThreeTheCurrentSituationofCollegeEnglishTranslationTeaching………………………………………,,,,,,,,,,,………………………….22

3.1LanguageCompetenceofNon-EnglishMajors……,,,,,,,…...................23

3.2InadequateAttentionPaidtoCETT..............................,.............,............24

3.3MonotonousTranslationTeachingMethod.……………......,....,............24

3.4Summary..................................................................................,,..............25

ChapterFourATeachingModelforIntegratingGTMandCAinCETT.....26

4.1NeedsAnalysis...................................,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,.....26

4.2ObjectivesofCETT…………………………….....,,,,,,,,,,,,,,,,,,,,..,.........28

4.3TeachingContent.....................................................…,,,,,,,,,,,,,,,,,,,,,,,,…30

4.4AllocationoftranslationClassHours......................,,,,,,,,,,,,,,,,,,,.,.........35

4.5ConcreteTeachingProcedures....................................,,,,,,,,,,,,,,,,,,,,,……37

4.6ActivitiesinTranslationClasses..................................,,,,,,,,,,,,…,,…,.…40

ChapterFiveMethodologyandDataAnalysis..................................................41

5.1ResearchDesign.............................................................,,,,,,........,,........41

5.1.1ResearchPurpose........................................................................42

5.1.2ResearchHypotheses..................................................................43

5.1.3ResearchSubjects..........................................................................44

5.1.4ResearchInstruments………………………………….………...44

5.2ResearchProcedures.......................................................................……45

5.2.1Pre-test....................................................................................……46

5.2.2Pre-studyQuestionnaire........................................................……47

5.2.3TeachingExperiment....................................................................48

5.2.4Post-test..................................................................................……49

5.2.5Post-studyQuestionnaire....................................………….…..…49

5.2.6Interview.................................................................................……49

5.2.7DataCollectionandAnalysis..................................................……49

5.3DataAnalysis...........................................................................................50

5.3.1AnalysisoftheResultsoftheTests…….......................................50

5.3.2AnalysisoftheResultsoftheQuestionnaires................................51

5.3.2.1Pre-studyQuestionnaire...................................................…51

5.3.2.2Post-studyQuestionnaire.................................................…51

5.3.3AnalysisoftheResultsoftheInterview.…................................…52

ChapterSixConclusion.....................................................................................53

6.1MajorFindings.......................................................................................54

6.2PedagogicalImplications........................................................................55

6.3Recommendations...................................................................................57

Bibliography.................................................................................................……58

Abstract

WiththeintensificationofglobalizationandChina’sentryintoWTO,theexchangebetweenChinaandforeigncountrieshasbecomeincreasinglywideranddeeperthaneverbefore.Oursocietyisinurgentneedofalargequantityoftranslationtalents.

Asfornon-Englishmajors,translationcompetenceisalsoofgreatsignificancefortheirfurtherstudyandfuturework,andeventheymaybecomethemainforceoftranslationtalents.However,inlimitedcollegeEnglishtranslationteaching,teachersusuallyadopttraditionalGrammar-TranslationMethodwiththepurposeofconsolidatinglearners’languageknowledge,whichisconductivetoimprovingtheirlanguageandtranslationcompetencetosomedegree.Butitlacksthepracticeofusinglanguageandisnothelpfultocultivatestudents’communicativecompetence.Guidedbythismethod,learnersusuallylackinterestandinitiativeoflearningtranslation.Thistraditionalteachingmethodcannotfullymeettherequirementsofthenewsituationandactualtranslationwork.Therefore,itisveryurgenttoimprovetheteachingmethodusedincollegeEnglishtranslationteaching.

CommunicativeApproach（CA）isanewlanguageteachingmethodthatisverypopularnowadays.CAislearner-centeredandregardsthecultivationofcommunicativecompetenceasthecoreofforeignlanguageteaching,adheringtotheteachingprinciplesofusinglanguageandauthenticity,etc.Itcanguideanylanguageskillsacquisition,includingEnglishlistening,speaking,reading,writing,translating,etc.Inthisresearch,theauthorappliesCAtocollegeEnglishtranslationteachinginordertoimproveGTMandemphasizethecommunicativeness,process-orientednessandeffectivenessoftranslationpractice.However,itisinsufficienttoadoptCAexclusivelyintranslationteachinginChinabecauseitlackssomenecessaryconditions,suchasculturalcircumstance,languagesituation,qualifiedtranslationteachers,etc.Therefore,itisverynecessarytointegrateGTMandCAincollegeEnglishtranslationteachinginordertoimprovenon-Englishmajors’translationcompetence.

Beforetheresearch,theauthorinvestigatesthecurrentsituationofcollegeEnglishtranslationteachinginAnyangCityandfocusesonmakingadetailedcomparisonofGTMandCA.Onthisbasis,theauthorcomesupwithatranslationteachingmethodintegratingGTMwithCA.ThentheauthorappliesthistranslationteachingmodeltocollegeEnglishtranslationteachinginordertodevelopthecurrentsituationoftranslationteachingandimprovenon-Englishmajors’translationcompetence.

InordertocheckoutthefeasibilityandvalidityoftheexperimentalteachingmethodincollegeEnglishtranslationteaching,theauthormakesaquasi-experimentincollegeEnglishtranslationclassesforabout16weeks.Theparticipantsintheexperimentalstudyare80studentsmajoringinaccountingfromHumanisticManagementCollegeofAnyangNormalUniversity.Theauthoradoptstheexperimentalteachingmethodtoteachtheexperimentalclassandthetraditionalmethodtoteachthecontrolledclass.

Aftertheteachingexperiment,theauthorprocessestheexperimentaldatabymeansofSPSSandmakesadetailedanalysisoftheresults.Accordingtotheanalysis,theintegratedteachingmethodnotonlyhelpstoenhancestudents’interestintranslationbutalsomakesagreatcontributiontotheimprovementoftheirtranslationcompetence.Intheend,theauthorputsforwardsomesuggestionsonthefurtherresearch.

Keywords:

CollegeEnglishTranslationTeaching;Grammar-TranslationMethod;CommunicativeApproach

摘要

随着我国加入世贸组织和全球化进程的不断加深，我国在经济、贸易、文化和技术等领域的对外交流也日益广泛和深入，对翻译人才的需求也达到了前所未有的程度。

对于广大非英语专业的大学生们来说，翻译能力对于他们进一步深造和未来的工作都具有重要的意义，他们也可以成为我国翻译人才队伍的重要生力军。

然而，在大学英语翻译教学中，教师往往采用的是以巩固语言知识为目的的传统的语法翻译法，这种教学方法有利于学生对语言知识的掌握和巩固，一定程度上有利于培养了学生的翻译能力。

但它不利于培养学生用外语进行交际的能力。

该教学法容易挫伤学生学习翻译的兴趣和主动性，显而易见已经不能完全适应新的形势，满足不了当前实际翻译工作的需求。

因此，对大学英语翻译教学方法进行改革势在必行。

交际法是一种以学生为课堂中心的新型语言教学法，它把交际能力的培养作为外语教学的核心，坚持用语言去学、真实性等教学原则，对于英语教学听、说、读、写、译等各个环节都有重大的指导意义。

将交际法应用于大学英语翻译教学中，就是要改进传统的以巩固语言知识为目的的翻译教学，强调翻译实践的交际性、过程性和有效性。

但是它的实施还缺少必要的社会环境和师资等条件，因此要想使其在翻译教学中发挥实效，有必要将它与语法翻译法结合起来，充分发挥两者各自的优势，实现优势互补，共同促进大学英语翻译教学，切实提高非英语专业学生们的翻译能力。

在进行教学实验前，作者对安阳市高校的大学英语翻译教学现状进行了调查和分析，然后着重对语法翻译法和交际法进行了深入分析和详细比较，在此基础上，作者提出了语法翻译法与交际法相结合的翻译教学模式，并将其应用于大学英语翻译课堂教学中，以期最大限度地提高非英语专业学生们的翻译能力。

为了检验这一教学模式应用于大学英语翻译课堂教学的可行性和有效性，笔者于2012年下半年在安阳师范学院人文管理学院进行了16周的准实验研究。

受试者为该校会计专业2011级两个班的80名大学生。

作者随机将一个班级作为实验班并采用语法翻译法与交际法相结合的翻译教学方法进行教学；另一个班级作为控制班，仍采用了传统的翻译教学法进行教学。

笔者借助SPSS对教学实验中得到的数据进行计算和处理，并对这些数值