隨著改革開(kāi)放逐步深入,中國(guó)的翻譯教育發(fā)生了巨大而深刻的變化。2006年,中華人民共和國(guó)教育部正式確立翻譯學(xué)科的地位,截止2011年3月,42所高校獲批招收翻譯本科生資格;到2010年9月,共計(jì)158所高校獲批招收專(zhuān)業(yè)碩士學(xué)位的資格。但是,隨著本地化和全球化的飛速發(fā)展,譯員質(zhì)量與數(shù)量還遠(yuǎn)遠(yuǎn)不能滿足當(dāng)前繁榮的語(yǔ)言服務(wù)行業(yè)需求。中國(guó)翻譯協(xié)會(huì)統(tǒng)計(jì)資料顯示,2010年全國(guó)翻譯公司共計(jì)15000余家,他們所需求的譯員要在專(zhuān)業(yè)知識(shí),雙語(yǔ)能力,個(gè)人能力以及人際能力等方面都相當(dāng)出色。然而,在傳統(tǒng)翻譯教學(xué)中,學(xué)習(xí)環(huán)境僅僅是學(xué)生學(xué)習(xí)教師傳授的翻譯策略及技巧,并且以教師為中心,學(xué)生是被動(dòng)接受者,通過(guò)對(duì)比教師提供的參考文本來(lái)糾錯(cuò)成為傳統(tǒng)翻譯教學(xué)中的主要活動(dòng)以及最終目的,而這種情況無(wú)法適應(yīng)當(dāng)前翻譯教育形勢(shì),同時(shí)也不利于學(xué)生積極性以及主動(dòng)性的發(fā)揮。當(dāng)然,這種傳統(tǒng)的傳授知識(shí)的模式無(wú)法適應(yīng)當(dāng)前翻譯教育以及多變的翻譯市場(chǎng)需求。有鑒于此,隨著全球化和本地化的飛速發(fā)展,譯員僅僅習(xí)得翻譯能力還遠(yuǎn)遠(yuǎn)不夠,翻譯能力在這種情況下需要重新界定。然而,社會(huì)建構(gòu)主義可以為翻譯教學(xué)提供新的視角,能夠使我們界定譯者能力以促進(jìn)協(xié)作式學(xué)習(xí),因?yàn)樯?.. 

【文章來(lái)源】： 李瑞超 西安外國(guó)語(yǔ)大學(xué)

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER I INTRODUCTION
    1.1 Research Background
    1.2 Research Questions and Objectives
    1.3 Theoretical Framework
    1.4 Research Methodology
    1.5 Research Significance
CHAPTER II TRANSLATION PEDAGOGY AND TRANSLATOR COMPETENCE
    2.1 Conventional Translation Teaching Approach
    2.2 Disadvantages of Conventional Translation Teaching Approach
    2.3 From Translation Competence to Translator Competence
        2.3.1 Translation Competence
        2.3.2 Translator Competence
        2.3.3 The Relations between Translation Competence and Translator Competence
    2.4 Summary
CHAPTER III TRANSLATION EDUCATION FROM SOCIAL CONSTRUCTIVISM PERSPECTIVE
    3.1 Social Constructivism
    3.2 Major Contributions of Social Constructivism
    3.3 Social Constructivism Approach to Translation Education
        3.3.1 The Significance of Translation Education
        3.3.2 Objectives of Translation Education
        3.3.3 Teaching Materials of Translation Education
        3.3.4 Methods of Translation Education
        3.3.5 Effect of Translation Education
    3.4 Summary
CHAPTER IV TRANSLATOR COMPETENCE BY COLLABORATIVE LEARNING
    4.1 Objective
    4.2 Respondents
    4.3 The Analysis of the Results of the Four Questionnaires
        4.3.1 Course Design Questionnaire
        4.3.2 Content Selection Questionnaire
        4.3.3 Project Translation Questionnaire
        4.3.4 Instructional Performance Questionnaire
    4.4 Findings
CHAPTER V CONCLUSION
    5.1 Major Findings of the Research
    5.2 Limitations of the Research
    5.3 Suggestions for Further Research
WORKS CITED
APPENDIX



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