123大学英语翻译教学研究.docx

1、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A Study on College English Translation Teaching 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二一三年八月二十八日ContentsAbstract.I摘要.,.IVChapter One Introduction.61.1 Research Background.,.61.2 Research Questions.71.3 Research Purpose. 7Chapter Two Literature Review.

2、,.92.1 College English Translation Teaching (CETT).92.2 Grammar-Translation Method (GTM).102.2.1 Features of GTM.112.2.2 Advantages of GTM.112.2.3 Disadvantages of GTM.122.3 Communicative Approach (CA).132.3.1 Features of CA.162.3.2 Advantages of CA.172.3.3 Disadvantages of CA.182.4 Grammar-Translat

3、ion Method and Communicative Approach.182.4.1 The Comparison and Relationship between GTM and CA.192.4.2 The Necessity and Possibility of Integrating GTM and CA.19Chapter Three The Current Situation of College English Translation Teaching,.223.1 Language Competence of Non-English Majors,. 233.2 Inad

4、equate Attention Paid to CETT.,.,.243.3 Monotonous Translation Teaching Method.,.,.243.4 Summary.,.25Chapter Four A Teaching Model for Integrating GTM and CA in CETT.264.1 Needs Analysis.,. 264.2 Objectives of CETT.,.,.284.3 Teaching Content.,304.4 Allocation of translation Class Hours .,.,. 354.5 C

5、oncrete Teaching Procedures.,374.6 Activities in Translation Classes.,.40Chapter Five Methodology and Data Analysis.415.1 Research Design .,.,.41 5.1.1 Research Purpose. 42 5.1.2 Research Hypotheses. 43 5.1 .3 Research Subjects.44 5.1 .4 Research Instruments.445.2 Research Procedures.45 5.2.1 Pre-te

6、st.46 5.2.2 Pre-study Questionnaire.47 5.2.3 Teaching Experiment. 48 5.2.4 Post-test.49 5.2.5 Post-study Questionnaire.49 5.2.6 Interview.49 5.2.7 Data Collection and Analysis.495.3 Data Analysis.505.3.1 Analysis of the Results of the Tests. 505.3.2 Analysis of the Results of the Questionnaires. 515

7、.3.2.1 Pre-study Questionnaire.515.3.2.2 Post-study Questionnaire.515.3.3 Analysis of the Results of the Interview.52Chapter Six Conclusion. 536.1 Major Findings. 546.2 Pedagogical Implications. 556.3 Recommendations.57Bibliography.58 AbstractWith the intensification of globalization and Chinas entr

8、y into WTO, the exchange between China and foreign countries has become increasingly wider and deeper than ever before. Our society is in urgent need of a large quantity of translation talents.As for non-English majors, translation competence is also of great significance for their further study and

9、 future work, and even they may become the main force of translation talents. However, in limited college English translation teaching, teachers usually adopt traditional Grammar-Translation Method with the purpose of consolidating learners language knowledge, which is conductive to improving their

10、language and translation competence to some degree. But it lacks the practice of using language and is not helpful to cultivate students communicative competence. Guided by this method, learners usually lack interest and initiative of learning translation. This traditional teaching method can not fu

11、lly meet the requirements of the new situation and actual translation work. Therefore, it is very urgent to improve the teaching method used in college English translation teaching. Communicative Approach (CA) is a new language teaching method that is very popular nowadays. CA is learner-centered an

12、d regards the cultivation of communicative competence as the core of foreign language teaching, adhering to the teaching principles of using language and authenticity, etc. It can guide any language skills acquisition, including English listening, speaking, reading, writing, translating, etc. In thi

13、s research, the author applies CA to college English translation teaching in order to improve GTM and emphasize the communicativeness, process-orientedness and effectiveness of translation practice. However, it is insufficient to adopt CA exclusively in translation teaching in China because it lacks

14、 some necessary conditions, such as cultural circumstance, language situation, qualified translation teachers, etc. Therefore, it is very necessary to integrate GTM and CA in college English translation teaching in order to improve non-English majors translation competence.Before the research, the a

15、uthor investigates the current situation of college English translation teaching in Anyang City and focuses on making a detailed comparison of GTM and CA. On this basis, the author comes up with a translation teaching method integrating GTM with CA. Then the author applies this translation teaching

16、model to college English translation teaching in order to develop the current situation of translation teaching and improve non-English majors translation competence.In order to check out the feasibility and validity of the experimental teaching method in college English translation teaching, the au

17、thor makes a quasi-experiment in college English translation classes for about 16 weeks. The participants in the experimental study are 80 students majoring in accounting from Humanistic Management College of Anyang Normal University. The author adopts the experimental teaching method to teach the e

18、xperimental class and the traditional method to teach the controlled class. After the teaching experiment, the author processes the experimental data by means of SPSS and makes a detailed analysis of the results. According to the analysis, the integrated teaching method not only helps to enhance stu

19、dents interest in translation but also makes a great contribution to the improvement of their translation competence. In the end, the author puts forward some suggestions on the further research.Key words: College English Translation Teaching; Grammar-Translation Method; Communicative Approach摘 要随着我

20、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

21、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

22、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