翻译生态学视角下的中译英教学

论文摘要

随着我国改革开放的不断深入,对外交流的日益扩大以及全球一体化步伐的加快,中译英在让世界了解中国方面的重要作用日益显现。因此,社会对中译英人才的需求急剧增加。但是,长期以来,我国的翻译工作基本上都是以英译中为主,加之中译英教学以及人才培养工作没有受到应有的重视,致使我国中译英人才极其缺乏,直接影响了我国对外宣传以及我国人民与世界其他国家人民间的正常交流。翻译生态学的核心理论是追求翻译生态的平衡,而限制因子定律正是运用于生态学领域以寻求翻译生态平衡的理论。把握翻译生态的平衡规律,能从根本上揭示出翻译方面存在的问题,推动翻译发展。因此从翻译生态平衡的视角来看,在中译英教学及中译英人才的培养方面存在的不足被暴露出来的同时,如何弥补这些不足以及采取何种措施使中译英教学的生态圈,乃至整个翻译生态圈得到平衡稳定的发展也被提上日程。本文旨在从翻译生态学中翻译生态平衡的视角研究中译英教学,在对中译英教学中各个教学因素的分析之后,试图为中译英教学的不足之处提出一些具有实用价值的改进措施和其它的人才培养策略,以促进大学中译英教学良好的发展。本文采用定量与定性分析相结合的研究方法,即通过调查问卷、案例对比分析获得大量的数据的同时又通过广泛涉猎有关翻译生态学和中译英教学的文章进行了充分的理论分析。在翻译生态学的指导下,本文最终提出了改变中译英教学失衡状态的有效措施以及建立在中译英教学平衡基础之上的中译英人才培养对策。作者期待本文能为大学中译英教学提供更为丰富有效的教学措施,从而不断提高大学中译英教学质量和中译英翻译队伍的整体素质。

论文目录

• Abstract
• 摘要
• Part 1 Introduction
• 1.1 The Problem
• 1.2 Research Questions and Objectives
• 1.2.1 Research questions
• 1.2.2 Research objectives
• 1.3 Type of Research and Hypotheses
• 1.3.1 The type of research
• 1.3.2 Hypotheses
• Part 2 Theoretical Framework and Literature Review
• 2.1 Theoretical Framework
• 2.1.1 Translation ecology
• 2.1.2 Other theories guiding C-E translation teaching
• 2.2 Literature Review
• 2.2.1 Formation and development of translation ecology
• 2.2.2 Viewpoints of the scholar abroad on translation ecology
• 2.2.3 Viewpoints of the scholar at home on translation ecology
• 2.2.4 Related researches on C-E translation
• 2.2.5 Related researches on C-E translation teaching
• Part 3 Method and Procedure
• 3.1 Quantitative and Qualitative Designs
• 3.1.1 Participants
• 3.1.2 Instruments
• 3.1.3 Materials collection
• 3.2 Analysis and Procedures
• Part 4 Result
• 4.1 Introduction
• 4.2 The Results of the Questionnaires
• 4.2.1 Students’interest and motivation of learning C-E translation and teacher’s teaching goal
• 4.2.2 Views on course offering of C-E translation
• 4.2.3 Attitudes towards C-E translation teaching and learning
• 4.2.4 Understandings of the ability trained in C-E translation teaching and the importance of C-E translation teaching
• 4.3 Analysis on Inner and Outer Ecological Factors Resulting in Imbalance of C-E Translation Teaching
• 4.3.1 Inner ecological factors resulting in the imbalance of C-E translation teaching
• 4.3.2 Outer ecological factors resulting in the imbalance of C-E translation teaching
• 4.4 Summary
• Part 5 Discussion
• 5.1 Introduction
• 5.2 Necessity of Changing the Unbalanced State of C-E Translation Teaching
• 5.3 Effective Measures of Changing the Imbalance of C-E Translation Teaching
• 5.3.1 Optimizing course offering and strengthening C-E translation teaching
• 5.3.2 Making clear guiding thought and translation essence
• 5.3.3 Enriching teaching method
• 5.3.4 Establishing C-E translation teaching material system of its own
• 5.3.5 Improving test method
• 5.4 Requisite Qualities of a Qualified C-E Translation Teacher
• 5.5 Student’s Basic Qualities Trained in C-E Translation Teaching
• 5.5.1 Solid basic skill of language
• 5.5.2 Extensive knowledge
• 5.5.3 Proficient translation skill
• 5.5.4 Higher cultural awareness
• 5.6 Other Training Strategies Based on Balanced C-E Translation Teaching
• 5.7 Summary
• Part 6 Conclusion
• 6.1 Summary
• 6.2 The Significance of This Paper
• 6.2.1 Theoretical significance
• 6.2.2 Practical significance
• 6.3 Validity and Reliability
• 6.4 Limitation and Further Research
• Bibliography
• Note
• Published Paper
• Acknowledgements
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ