翻譯是以符號(hào)轉(zhuǎn)換為手段,意義再生為任務(wù)的一項(xiàng)跨文化交際活動(dòng),換言之,翻譯是基于語言轉(zhuǎn)換的跨文化交流,因此,凡翻譯活動(dòng)必涉及轉(zhuǎn)換行為。轉(zhuǎn)換能力在翻譯過程中起著重要作用。作為解釋言語和語境之間關(guān)系的理論分析框架,語境分析模式近二十年來在涉及語言的研究領(lǐng)域中得到了最為廣泛的闡釋和應(yīng)用。受功能主義語境翻譯觀影響的語境分析模式著重情景語境三要素與翻譯的關(guān)系,因此功能主義語境分析模式也被稱為情景語境分析模式。然而,在具體的語境分析中,除了情景因素外,語言、文化等層面的語境因素也對(duì)語義的理解、生成起著重要的作用。因此,基于語境翻譯觀,即言內(nèi)語境（語言）、情景語境和文化語境三個(gè)維度,作者提出運(yùn)用語境分析模式闡釋轉(zhuǎn)換能力,“自上而下”地分解為文化對(duì)比能力、情景對(duì)比能力和語言對(duì)比能力。對(duì)三大次級(jí)能力的界定和實(shí)例闡述形成了全新的轉(zhuǎn)換能力培養(yǎng)模式,同時(shí),運(yùn)用問卷調(diào)查和案例分析,驗(yàn)證了自上而下的語境分析模式對(duì)于轉(zhuǎn)換能力培養(yǎng)的有效性和可行性,提出了一些在翻譯教學(xué)中培養(yǎng)轉(zhuǎn)換能力的方法。在語境翻譯觀的指導(dǎo)下,運(yùn)用語境分析模式來探討轉(zhuǎn)換能力培養(yǎng)模式,不僅豐富了轉(zhuǎn)換能力自身的內(nèi)涵,而且為提高譯者轉(zhuǎn)換能力乃至翻譯能力提供了... 

【文章來源】：湖南工業(yè)大學(xué)湖南省

【文章頁數(shù)】：83 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research background
    1.2 Research objectives
    1.3 Research hypothesis and methods
Chapter 2 Literature Review
    2.1 Research overview on transfer competence
        2.1.1 Researches of transfer competence in the west
        2.1.2 Researches of transfer competence at home
    2.2 Three explanatory models for translation competence
        2.2.1 Multi-component analysis model
        2.2.2 Minimalist approach model
        2.2.3 Translation competence model based on translation process
Chapter 3 Contextual Analysis Model of Functionalist Contextual Translation View
    3.1 Functionalist contextual translation view
    3.2 Contextual analysis model
        3.2.1 General introduction
        3.2.2 Classification of contextual analysis model
            3.2.2.1 Bottom-up contextual analysis model
            3.2.2.2 Top-down contextual analysis model
        3.2.3 Comparison between two models
    3.3 Summary
Chapter 4 Top-down Reformulation of Transfer Competence Based on Three Dimensions of Context
    4.1 Three dimensions of context
    4.2 Transfer in the translation process
    4.3 Three sub-competences of transfer competence in top-down contextual analysis model
        4.3.1 Cultural comparison competence
            4.3.1.1 Macro aspects for cultural comparison
            4.3.1.2 Micro aspects for cultural comparison
        4.3.2 Situational comparison competence
            4.3.2.1 Theoretical basis for situational comparison
            4.3.2.2 Example analysis for situational comparison
        4.3.3 Linguistic comparison competence
            4.3.3.1 Comparative analysis of sentences
            4.3.3.2 Comparative analysis of words
    4.4 Empirical design to test the model
        4.4.1 Questionnaire design
        4.4.2 Data analysis through the use of SPSS
        4.4.3 Case study: application of contextual analysis model in translation teaching
Chapter 5 Contextual Analysis Model Applied in Translation Teaching
    5.1 Methods to carry out contextual analysis model in translation teaching
    5.2 Significance of contextual analysis model in translation teaching
Chapter 6 Conclusion
Bibliography
Appendix Ⅰ Questionnaire



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