英语专业学生翻译过程中思维定势现象研究

论文摘要

英语专业学生在翻译练习中易犯的一些错误,很多学者已经从语言学、跨文化交际和翻译技巧等角度进行过探索,但效果并不理想。笔者注意到在英汉、汉英翻译练习中出现的语法、措辞和结构错误均具有共性和重复性,体现出“思维定势,,的特点,因此笔者从思维学的角度分析英语专业学生在八级考试英译汉翻译中所犯错误,探讨翻译错误出现的深层次原因。人们的思考活动总是会受到过去生活经验和已有思维方法的影响。人们经常使用一种思维方法,久而久之就会形成惯用的格式化的思考模式。当面临外界事物或现实问题的时候,便能够下意识地把它们纳入特定的思维框架,并沿着特定的思维路径对它们进行思考和处理,这就是思维定势。权威定势、经验定势和从众心理是引起思维定势的主要原因。思维定势形成后便具有很大的惯性,很难改变。思维定势有助于解决一般的问题,但是遇到特殊问题或用思维定势难以解决的问题时,就会陷入困境。翻译跟其他心智活动一样也受到思维定势的支配,对译者的理解以及翻译过程中所采用的翻译策略等方面发挥影响,进而影响翻译作品的质量。笔者对英语专业学生在2003年八级考试及学生在翻译练习中所犯的错误进行分析,跟普通译者的思维品质进行了对比。然后借助思维学中与思维定势的相关理论,分析了产生翻译思维定势的原因以及思维定势给翻译带来的正面和负面影响,提出通过培养学生良好的思维品质来突破思维定势的具体方法和建议。

论文目录

• 摘要
• Abstract
• Introduction
• CHAPTER 1 LITERATURE REVIEW
• 1.1 The Relationship among Thought, Language and Translation
• 1.1.1 Language and Thought
• 1.1.2 Thought and Translation
• 1.1.3 The Important Role of Thought in Translation
• 1.2 Previous Researches on Translation Thinking
• 1.2.1 Macroscopical Consideration on the Application of Noetic Science to Translation Studies
• 1.2.2 Different Thinking Modes Employed in Translation Process
• 1.3 Clarification of the Terms Used in the Thesis
• CHAPTER 2 THE THEORIES ON THINKING POTENCE
• 2.1 The Definition of Thinking Potence and Its Characteristics
• 2.2 The Causes of Thinking Potence
• 2.2.1 Authority Tendency
• 2.2.2 Group Psychology
• 2.2.3 Experience Tendency
• 2.3 The Influences of Thinking Potence on Translation
• 2.3.1 Positive Influence of Thinking Potence on Translation
• 2.3.2 Negative Influence of Thinking Potence on Translation
• 2.3.2.1 The Influence of Thinking Potence on Wording
• 2.3.2.2 The Influence of Thinking Potence on Grammar
• 2.3.2.2.1 The Influence of Thinking Potence on sentence structure
• 2.3.2.2.2 The Influence of Thinking Potence on Voice and Tense
• 2.3.2.3 The Influence of Thinking Potence on Culture
• CHAPTER 3 WAYS OF CULTIVATING GOOD THINKING QUALITY TO BREAK THROUGH THINKING POTENCE IN TRANSLATION PROCESS
• 3.1 Thinking Quality of Translators
• 3.1.1 The Features of Ordinary Translators' Thinking Quality and Its Reflection in Translation
• 3.1.2 The Analysis of the Students' Mistakes Made in Translation of TEM-8 in 2003
• 3.1.3 The Necessity of Cultivating Student's Good Thinking Quality
• 3.2 Cultivating Good Thinking Quality in Translation Teaching
• 3.2.1 Exerting Student's Subjective Initiative
• 3.2.2 Cultivating Student's Creative Thinking
• 3.2.3 Studying the Similarities and Differences between SL and TL and Analyzing the Underlying Thinking Modes
• CHAPTER 4 CONCLUSION
• BIBLIOGRAPHY
• 个人简历
• 发表的学术论文