论文摘要
翻译能力是翻译教学研究中最重要但同时也是最有争议的概念之一。在本文中,作者首先根据Bell描述的翻译过程模式对翻译能力的内涵进行了探讨,认为核心翻译能力有三部分:语义知觉能力,两种语言的词汇,句子及篇章知识和翻译知识。使用翻译辅助工具的能力是翻译能力的延伸。然后,作者对玉溪师范学院英语专业三年级学生的翻译能力以及他们对现有翻译课程的感受进行了描述性研究。通过译文分析,对已接受过翻译课程训练的三年纪学生和未受过专门翻译训练的二年纪学生在词汇、句子和语篇层面策略使用上的差异以及各自的翻译错误进行了比较。结果发现,尽管学生们习得的翻译知识增强了他们的文化读者意识,但学生的翻译质量并没有大幅度提高。最后根据研究中发现的问题,提出本科阶段的翻译课程应加强对学生词典使用技巧的培训,增加翻译实践量,翻译理论的内容应围绕学生翻译
论文目录
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