本文選題：化境論　切入點(diǎn)：翻譯理論教學(xué)　出處：《山東大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：翻譯理論非常有助于縮短翻譯學(xué)習(xí)者個(gè)人摸索的過程,是翻譯教學(xué)的重要內(nèi)容之一。檢索相關(guān)文獻(xiàn)不難發(fā)現(xiàn),現(xiàn)有翻譯理論教學(xué)研究成果,尤其是關(guān)于"怎么教"的研究成果數(shù)量很少,實(shí)證研究成果則更為匱乏。"化境"論是中國傳統(tǒng)譯論的重要組成部分,雖然在譯學(xué)界影響很大,但在翻譯實(shí)踐中僅被視作一種模糊的標(biāo)準(zhǔn)或原則,并未發(fā)揮其應(yīng)有的作用。本研究基于薄振杰(2015)提出的翻譯理論與翻譯教學(xué)橋接方案,在山東大學(xué)(威海)翻譯課堂上開展"化境"論教學(xué)行動(dòng)研究,歷時(shí)8周,旨在(1)幫助學(xué)生應(yīng)用"化境"論于其英漢翻譯實(shí)踐,提高其翻譯能力。(2)反思性實(shí)證薄振杰(2015)提出的翻譯理論與翻譯教學(xué)橋接方案的教學(xué)實(shí)踐合理性。本文共分五部分:引言、文獻(xiàn)綜述、理論框架、行動(dòng)研究、結(jié)論。行動(dòng)研究為本文主體內(nèi)容,包括:(1)明確教學(xué)問題。結(jié)合國內(nèi)翻譯理論教學(xué)現(xiàn)狀,確定"化境"論課堂教學(xué)需解決的問題。(2)制定教學(xué)方案�；诒≌窠�(2015)提出的翻譯理論與翻譯教學(xué)橋接方案,即中國傳統(tǒng)譯論與西方現(xiàn)代翻譯研究成果的"隱顯互映",制定"化境"論教學(xué)方案。(3)實(shí)施教學(xué)方案。首先在理論層面對(duì)于"化境"論進(jìn)行認(rèn)知闡釋,然后在具體語言操作層面結(jié)合"化境"分析與認(rèn)知翻譯分析的"隱顯互映"進(jìn)行實(shí)例講解,并配之于英漢翻譯練習(xí)。研究者通過教學(xué)日志和課堂錄音記錄實(shí)施該過程。(4)評(píng)價(jià)教學(xué)效果。通過學(xué)生譯文分析和問卷調(diào)查的方式,對(duì)教學(xué)效果進(jìn)行評(píng)估。(5)反思本次行動(dòng)研究。本次行動(dòng)研究的主要發(fā)現(xiàn)包括:(1)本研究證明了基于中國傳統(tǒng)譯論與西方現(xiàn)代翻譯研究"隱顯互映"的橋接方案,將"化境"論與認(rèn)知翻譯研究結(jié)合,應(yīng)用于教學(xué)具有合理性。一方面,教師能從詳略度、視角、基體/側(cè)顯、圖形/背景等不同維度的識(shí)解轉(zhuǎn)換進(jìn)行"化境"論教學(xué)。另一方面,從認(rèn)知翻譯學(xué)視角來看,"化境"意義上原作"風(fēng)味"的就是原作語言的最佳創(chuàng)新性。在教學(xué)中,原作"風(fēng)味"的保存強(qiáng)調(diào)在保留原文指稱意義的前提下尋求原文與譯文識(shí)解方式的最佳關(guān)聯(lián)。(2)本研究的主要成效有:學(xué)生對(duì)"化境"論理解加深,學(xué)生對(duì)翻譯態(tài)度產(chǎn)生積極轉(zhuǎn)變,學(xué)生的"風(fēng)味"意識(shí)得到培養(yǎng),能夠有意識(shí)地運(yùn)用"化境"論于其翻譯實(shí)踐。(3)通過反思,"化境"論翻譯教學(xué)還需在以下方面進(jìn)行改進(jìn):a.給學(xué)生提供更多翻譯練習(xí)機(jī)會(huì);b.在學(xué)生掌握一定翻譯技巧后再將"化境"論與認(rèn)知內(nèi)容結(jié)合進(jìn)行教學(xué);C.對(duì)句子層面的"化"給予更多關(guān)注,強(qiáng)調(diào)局內(nèi)連貫與銜接。
[Abstract]:Translation theory is very helpful to shorten the learning process to explore personal translation, is one of the important contents of translation teaching. Literature retrieval is not difficult to find that the existing translation theory teaching and research, especially the number of research results about "how to teach" little empirical research is scarce. "Sublimation" theory is an important part China traditional translation theory in translation studies, although the effect is very big, but in the practice of translation is only regarded as a kind of fuzzy standard or principle, does not play its due role. This study is based on Bo Zhenjie (2015) translation theory and translation teaching bridging scheme is proposed that at the Shandong University (Weihai) translation class carry out the "sublimation" of teaching action research, which lasted for 8 weeks (1), aims to help students use "sublimation" theory in the practice of English Chinese translation, improve their translation ability. (2) reflective for Bo Zhenjie (2015) and the theory of Translation The teaching practice of translation teaching rationality bridge scheme. This paper is divided into five parts: introduction, literature review, theoretical framework, action research, action research as the conclusion. The main contents of this paper, including: (1) clear teaching problems. Combined with the present situation of domestic translation teaching, determine the "perfection" of classroom teaching (the problem to be solved. 2) the development of teaching programs. Based on Bo Zhenjie (2015) translation theory and translation teaching is Chinese bridge scheme of the traditional translation theories and western translation studies "implicit and explicit reflect each other, making" sublimation "on the teaching case. (3) teaching plans. First, at the theoretical level for" sublimation "on cognitive interpretation, and then combined with the" sublimation "analysis and analysis of the cognitive translation" implicit and explicit mutual reflect for example to explain the specific language operation level, and distribution of the English Chinese translation practice. The teaching log and classroom implementation of the recording process . (4) to evaluate the teaching effect. The students through analysis and questionnaire to evaluate the teaching effect. (5) this action research and reflection. This action is the main findings of the study include: (1) this study demonstrated Chinese traditional translation theory bridge project in the "invisible mirror" and the modern western translation research based on the theory of "sublimation" combined with cognitive translation studies, applied to teaching is reasonable. On the one hand, teachers from the perspective of specificity, and the matrix / side, different dimensions of graphics / background construal conversion "sublimation" teaching theory. On the other hand, from the view of cognition from the perspective of translation studies, the "best creative sublimation" original meaning "flavor" is the original language. In the teaching, to preserve the original "flavor" emphasizes the optimal relevance in the premise of preserving the original meaning of the original text and the translation seek ways of construal. (2) the main results of this study are: the students of" Sublimation "on understanding deepened, students have positive change on translation attitude, students" flavor "AwarenessTraining, can consciously use" sublimation "theory in the translation practice. (3) through reflection," sublimation "on translation teaching needs to be improved in the following aspects: A. to provide students with more translation exercises the opportunity to master certain translation skills; B. after the" sublimation "theory and cognitive content with teaching in students; C. on the sentence level" of "giving more attention, emphasize on coherence and cohesion.

【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H059-4

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