商务英语口译能力的培养与对策.docx

商务英语口译能力的培养与对策.docx

《商务英语口译能力的培养与对策.docx》由会员分享，可在线阅读，更多相关《商务英语口译能力的培养与对策.docx（13页珍藏版）》请在冰豆网上搜索。

商务英语口译能力的培养与对策

Abstract

Englishisthemostwidelyusedlanguageintheworld.ItisalsoChina'sfirstforeignlanguage;thereforeChineseuniversitiesopenitupasmajorfrequently.Alongwiththedeepeningofreformandopeningupandthespeedupofinternationalization,aswellasthecontinuousimprovementofChina'sinternationalstatus,China'sforeigntradeandculturalexchangesdeveloprapidly.Atthesametime,problemhasbeenraisedthattherearenotenoughinterpretorsmeetingtherequireofmarket,further,whatthemarketreallyneedistheonewhocanreallyhandleEnglishwell.ToEnglishlanguagelearnersofchina,theirgeneralstrengthis"reading"and"listening",buttheirspeakinglevelisgenerallylaggedbehindothercountries’Englishlearners.

From"China'sfirstEnglish-ChineseInterpretationTheoryandTeachingSeminar"（1996）to"theFifthNationalInterpretationpractice,teachingandresearchconference"（2004）,aneightyears’basicoutlineshasbeenmade.ThedevelopmentofChina'sinterpretationofisbumpy,howeveritchangeswitheachpassingdayandthedirectiontowardprofessionhasbeendevelopped.Theliteratureofinterpretationemergequickly.Suchas"personneltraininginterpretersandinterpretationresearch"GuoLanYing（2007）"Interpretationtheoreticalstudy"ZhangWen.HanChanghui（2006）"InterpretationTheoryOverview"BaoGang（2005）.Fromtherereports,wecantellthatmoreandmorepeoplefocusonthefieldofinterpretation.

Keywords:

negotiation;oralEnglish;training

中文摘要

英语是世界上使用最广泛的语言，也是中国的第一外语，甚至是中国高校开设最多的专业。

随着改革开放的深入、国际化进程的加快以及我国国际地位的不断提高，中国对外贸易和文化交流迅猛发展，社会对口译人员的需求越来越大，人才需求的定位也越来越高。

口译工作存在着优秀口译人员数量缺乏、口译队伍整体业务素质较低的状况。

而中国的英语学习者在英语学习上的普遍强项是“阅读”与“听力”，只是口语水平则普遍落后于其他以英语为第一外语的国家。

从1996年“首届中国英汉口译理论与教学研讨会”，到2004年“第五届全国口译实践、教学与研究会议”，基本勾勒出8年来中国口译发展的轨迹，道路虽有崎岖不平，却是日新月异，向着专业化的道路发展。

针对口译方面的文献也不断涌现。

如《口译与口译人才培养研究》郭兰英（2007）《口译理论研究》张文.韩常慧（2006）《口译理论概述》鲍刚（2005）。

由此我们不难看到国人对口译领域的越渐重视。

关键词：

英语;口语;培训

1.Introduction

Languageisacommunicationtoolforlearning.ToimprovetheabilityofcommunicatinginEnglish,foreignlanguageteachingisoffoundationalimportance.Invariousactivities,studentsareencouragedtoputwhattheyhavelearnedintopracticaluse,teacher’ssparetimeandenergytohelpimprovingallstepsdevelopsmoothly.Thetrainingisverydemandingtobothteachersandstudents.Professionallyandscientificallybothsidesneedtoreachalevelwhichshouldbewelladaptedtotherealityofthetradefields.Unlikecommonlanguagetraining,businessinterpretertrainingisaimedatproducingcapablehumanrecoursetodealwithallkindsofsituationsandcases;thereforecurriculumdesigningandspecialskillstrainingbothneedtobearrangedflexiblyandthoughtfully.Allpossiblerelativefactorsmustbetakenintoconsiderationinthetrainingsoastofulfillthetaskeffectively.Thereisnodoubtatalltobeawareofthetrueconditionandsituationofthetraineessoastoadoptbettermethodsinthetrainingeffectively.ThisarticlewilllookintoobjectivecausesmakingstudentsunabletoutilizeEnglishfeasibly,andthenproposethesolutionstothecorrespondingproblems.

.

2.TheNecessityofLookingforaWaytoEnhancetheAbilityofInterpreters

InChina,alongwiththerapiddevelopmentineconomy,moretalentsareneededinthefieldsofbusinessandtrademarket.Businessinterpretersarerequiredtomeetthehigherstandardofservicesbothinquantityandquality,fortheirperformancedirectlyconnectssomereputationofourcountry,ourcultureandourpeople.Whetherourinterpretershavehigherprofessionalethics;whetherourinterpretersarewell-establishedwiththeirprofessionalbackground;whethertheydisplaywelcomepersonalitieswillallbeshownobjectivelyintheirbehaviorsorbythepartners.

InChina,thetrainingofspecializedexpertiselagsbehindthesocialneeds.InfactinschoolsnormalEnglishtrainingiscarriedouttraditionallyandgenerally,whichcannotbefitforthespecialneedsoftheactivebroadmarket.Naturally,howtodevelopasetofwelldesignedcurriculumandmethodsareofgreatpracticalimportancetohelpboomingthepowerfuleconomicdevelopmentofourcountryintheimportandexportfields.

Sofaritisworthwhiletotakethesubjectasatopictomakesomestudyandresearch.Languagetrainingwithspeculaaimhasitsowncharacteristicsinnature.Englishbusinessinterpretersaresupposedtobeproficientatleastinspeakingandlistening.Theyarerequiredtobeadvanceinlanguageapplication.Yetbusinessfieldisnotfixedaswhatthenormaltrainingbookssimplyput.Thereforebusinesstrainingisaverychallengingjob.

3.TheCountermeasuresofBusinessInterpretingAbility

IfwewanttoimproveouroralEnglish,weneedtodoagreatdealofimitation,recitationandretellingexercise.Thepurposeofitistotrainourintonationandfluency,whichdousagreatfavortocultivatethesenseofEnglish.Atthesametime,throughvariousways,suchasreading;exercises;listeningtoEnglishtape;readingEnglishvideosandfilms,enlargeourvocabulary.ItalsohelpsusadapttothehabitofEnglishexpressionandenlargeourknowledgeofEnglish.Beforetakingpartincommunication,weneedtofamiliarwiththecommonwordsandphrases.Familiarizationisthepremiseofcommunication.Onlyfamiliarwithalanguage,canwetalktotheotherssmoothly.Thestandardoffamiliarizationistalkingwithoutthinking.ManyadviceswillbemadetodealwiththeproblemoforalEnglish.

3.1Thechangeofmindandbraveinnovationdevelopstudents’oralEnglishability

Withthedevelopmentofsocietyandtheincreaseofexternalcommunication,therequirementofEnglishtalentbecomesincreasinglystrice;thereforetheyshouldbetrainedtoatypicalleveltomeettheneedofsociety.Undersuchasituation,studentsmusthavestronglanguageskills.DuringtheprocessofteachingEnglish,teachersarenecessarytochangetheirmindconscientiously.Innovationandchangeofteachingmethodsarealsoveryimportant.ThethreewaysbeingmentionedabovealldofavortostudentstoimprovetheirEnglishskillsanddeveloptheiroralEnglishability.

3.2EmphasisonresourceandfacilitiesofEnglishlearning

ImprovingtheEnglishcommunicationcapabilitymeanstotrainstudents’listeningandhearingability.Thecultivationoflisteningandhearingabilityisalong-termaccumulationandimperceptibleinfluence.Itisverydifficulttoachievethepurposeonlythoughclassteaching;therefore,Offeringaspecialhearingclassroom,videofacilitiesandmaterialsandoralEnglishenvironmentarethenecessaryconditionstosupportandhelpstudents.Along-termadherencetolistentoavarietyofnewsanddailydialoguewithspecialmaterialshelpstudentsstrengthandimprovetheirlanguagefoundation.Weneedtoknowthatstudentsarehardtoimprovewhiletheyonlydependonthelearningmaterials.

3.3TounderstandtheAmericanculture,andenhancecross-culturalcommunicativecompetence

Languageandculturearecloselyrelated.Languageisthecarrierofcultureandlanguageisaformofexpression.Inordertoutilizelanguageappropriately,studentsmusthaveabetterunderstandingofthecultureofothercountries,especiallytheAnglo-Americancountries.AgreatdealofreadingisaneffectivewaytounderstandtheAmericanculture.Atthebeginning,theEnglishreadingmaterialsshouldbeeasier,involvingallaspectsofAmericansociety.Teachersshouldtrainstudentstoobserveandunderstandthesocialcontextoflanguageability.Moreover,teachersshouldletstudentsknowunderdifferentsituationsthatitneedstobeawareofusingdifferentkindsoflanguage,whichistounderstandthestatusofthespeakers.Duringtheprocessoflanguageteaching,itshouldbeconscioustocombinethelanguagewithenvironmentalandsocialcontext.Thepurposeofitistoexpandstudent’sknowledgeandimprovetheirabilityofcross-culturalcommunication.

3.4Thecharactersofbusinessnegotiation

BusinessnegotiationutilizesEnglishineconomicandtradenegotiationstoreachanagreementorfindasolutiontoproblemsortalks,discussions,andeventhewholeprocessofpurchasingorselling.Inthisarea,themostimportantpointispricenegotiationwhichisalsothemostcomplexandsensitiveparts.Althoughthepurposeofthenegotiationsistoachieveawin-winresult,thesideyouareinholdsthesamepurposeinmind--toearnasmuchaspossible.Whileyouareworkingtogethigherinterest,youropponenthopesfortheirintereststoo.Sobusinessnegotiationcanbecomparedwith“awarwithoutfire”.Then,weneedasetofrulesandtechniques,andkeepacoolthroughouttheprocessinordertoachievethesatisfactoryresultsultimately.Inotherwords,successfulbusinessinterpretationisanartofskillsandsophistications.Theoutcomeofbusinessnegotiationisreflectedbyagreementofbothpartsandcontract.Contractualtermsactuallyreflectthevariousrightsandobligationsofbuyerandsellers.

4.TheRoleTeachersShouldPlaytoEnhanceStudent’sInterpretingSkills

Clearly,knowingtheskillsofcountermeasureisfarfromenough.Thereasonisthatinterpretingskillsandsomeimpersonalfactorsarebothplayingaprettyimportantroleduringtheprocessofinterpretation.FororalEnglishteachingtheteacher’sroleistheleadingpartinplanningandprocessing,whichshouldbefollowedbystudentswithinterestsandeffects.Allthetraineesareeagertopracticewhattheywanttoshowafterlearninginsteadofgettinghighergradesonly.UnfortunatelythepresentsituationinChina’strainingstillputstoomuchattentionontechnic