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  本文關(guān)鍵詞： 外語教學(xué)理論與實踐 釋意理論 脫離原語語言外殼 跨文化交際　出處：《北京交通大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：中外經(jīng)濟文化交流日益繁密,對人才的外語水平和跨文化交際水平提出了更高要求,無形中也為外語教師教學(xué)帶來更多挑戰(zhàn)。引進吸收國外先進教學(xué)法理論和實踐對于應(yīng)對這一挑戰(zhàn)大有裨益,并能促進我國外語教學(xué)理論與實踐的研究。釋意理論由達尼卡·塞萊絲柯維奇于20世紀(jì)60年代創(chuàng)立于法國巴黎高等學(xué)院。該理論認(rèn)為,翻譯不僅僅是兩種語言之間的符號轉(zhuǎn)換,而是一種整體的交際活動,譯者應(yīng)追求原文意思或效果的等值,包括靠近原文的語言特點和風(fēng)格。釋意派翻譯理論認(rèn)為翻譯過程有三個階段:理解原文、脫離原語語言外殼、用另一語言表達理解了的內(nèi)容和情感。該理論的以上觀點對于翻譯所選材料具有指導(dǎo)意義。本文選取 An Intercultural Approach to English Language Teaching 中的第八章為翻譯材料。該書主要討論了跨文化這種外語教學(xué)方法,多用簡單詞匯和短語來表達特定概念,句子結(jié)構(gòu)嚴(yán)謹(jǐn),篇章論述注重客觀性且邏輯性強。在完成翻譯的基礎(chǔ)上,以法國巴黎釋意學(xué)派的釋意理論為指導(dǎo),本文重點分析了翻譯過程中在詞匯、句子和篇章方面遇到的問題,包括具有特殊概念的普通詞匯及短語、術(shù)語、無靈主語句、被動句、復(fù)雜長句和篇章的翻譯。通過研究,筆者認(rèn)為在翻譯此類文本時,應(yīng)當(dāng)隨時調(diào)動已有百科知識和背景知識,結(jié)合上下文語境,不拘泥于字面意思和原語的表達形式,同時還應(yīng)照顧到原文本的文體特點和行文風(fēng)格,根據(jù)目的語的表達習(xí)慣進行表達。運用釋意理論來指導(dǎo)教學(xué)法學(xué)術(shù)專著的翻譯,本文尚屬首次,以期為其他譯者提供些許借鑒。
[Abstract]:The economic and cultural exchanges between China and foreign countries are becoming more and more complicated, which puts forward higher requirements for talents' foreign language proficiency and cross-cultural communication. It also brings more challenges to foreign language teachers' teaching, and the introduction of the theory and practice of absorbing foreign advanced teaching methods is of great benefit to meet this challenge. It can promote the research of foreign language teaching theory and practice in our country. The interpretation theory was founded by Danica Selescovic in 1960s at the higher Institute of Paris, France. Translation is not only a symbolic transformation between two languages, but also a whole communicative activity. The translator should pursue the equivalence of the meaning or effect of the original text. The interpretive translation theory holds that there are three stages in the process of translation: understanding the original text and leaving the shell of the original language. The above views of this theory are instructive for translation of selected materials. An Intercultural is selected in this paper. Chapter 8th of Approach to English Language Teaching is the translation material. The book mainly discusses the intercultural approach to foreign language teaching. Simple words and phrases are often used to express certain concepts, sentence structure is rigorous, discourse is objective and logical. On the basis of the completion of translation, it is guided by the interpretive theory of the Paris School of interpretation in France. This paper focuses on the problems encountered in the process of translation, including common words and phrases with special concepts, terms, apocalyptic sentences and passive sentences. Translation of complex long sentences and texts. Through the study, the author thinks that in translating such texts, the existing encyclopedic knowledge and background knowledge should be mobilized at any time, combined with contextual context. It should not be confined to the literal meaning and the expression of the original language, but should also take into account the stylistic features and the style of the original text. This paper is the first time that the translation of academic monographs of pedagogy is guided by the theory of interpretation in order to provide some reference for other translators.
【學(xué)位授予單位】：北京交通大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315.9

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本文編號：1456642