Collaborative Construction of Translator Competence from Soc
發(fā)布時間：2021-03-21 02:10
隨著改革開放逐步深入,中國的翻譯教育發(fā)生了巨大而深刻的變化。2006年,中華人民共和國教育部正式確立翻譯學科的地位,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158所高校獲批招收專業(yè)碩士學位的資格。但是,隨著本地化和全球化的飛速發(fā)展,譯員質量與數(shù)量還遠遠不能滿足當前繁榮的語言服務行業(yè)需求。中國翻譯協(xié)會統(tǒng)計資料顯示,2010年全國翻譯公司共計15000余家,他們所需求的譯員要在專業(yè)知識,雙語能力,個人能力以及人際能力等方面都相當出色。然而,在傳統(tǒng)翻譯教學中,學習環(huán)境僅僅是學生學習教師傳授的翻譯策略及技巧,并且以教師為中心,學生是被動接受者,通過對比教師提供的參考文本來糾錯成為傳統(tǒng)翻譯教學中的主要活動以及最終目的,而這種情況無法適應當前翻譯教育形勢,同時也不利于學生積極性以及主動性的發(fā)揮。當然,這種傳統(tǒng)的傳授知識的模式無法適應當前翻譯教育以及多變的翻譯市場需求。有鑒于此,隨著全球化和本地化的飛速發(fā)展,譯員僅僅習得翻譯能力還遠遠不夠,翻譯能力在這種情況下需要重新界定。然而,社會建構主義可以為翻譯教學提供新的視角,能夠使我們界定譯者能力以促進協(xié)作式學習,因為社...
【文章來源】： 李瑞超 西安外國語大學
【文章頁數(shù)】：69 頁
【學位級別】：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
本文編號：3092112
【文章來源】： 李瑞超 西安外國語大學
【文章頁數(shù)】：69 頁
【學位級別】：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
本文編號：3092112
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