“化境”论翻译教学行动研究

发布时间：2018-03-18 04:25

本文选题：化境论　切入点：翻译理论教学　出处：《山东大学》2017年硕士论文　论文类型：学位论文

【摘要】：翻译理论非常有助于缩短翻译学习者个人摸索的过程,是翻译教学的重要内容之一。检索相关文献不难发现,现有翻译理论教学研究成果,尤其是关于"怎么教"的研究成果数量很少,实证研究成果则更为匮乏。"化境"论是中国传统译论的重要组成部分,虽然在译学界影响很大,但在翻译实践中仅被视作一种模糊的标准或原则,并未发挥其应有的作用。本研究基于薄振杰(2015)提出的翻译理论与翻译教学桥接方案,在山东大学(威海)翻译课堂上开展"化境"论教学行动研究,历时8周,旨在(1)帮助学生应用"化境"论于其英汉翻译实践,提高其翻译能力。(2)反思性实证薄振杰(2015)提出的翻译理论与翻译教学桥接方案的教学实践合理性。本文共分五部分:引言、文献综述、理论框架、行动研究、结论。行动研究为本文主体内容,包括:(1)明确教学问题。结合国内翻译理论教学现状,确定"化境"论课堂教学需解决的问题。(2)制定教学方案。基于薄振杰(2015)提出的翻译理论与翻译教学桥接方案,即中国传统译论与西方现代翻译研究成果的"隐显互映",制定"化境"论教学方案。(3)实施教学方案。首先在理论层面对于"化境"论进行认知阐释,然后在具体语言操作层面结合"化境"分析与认知翻译分析的"隐显互映"进行实例讲解,并配之于英汉翻译练习。研究者通过教学日志和课堂录音记录实施该过程。(4)评价教学效果。通过学生译文分析和问卷调查的方式,对教学效果进行评估。(5)反思本次行动研究。本次行动研究的主要发现包括:(1)本研究证明了基于中国传统译论与西方现代翻译研究"隐显互映"的桥接方案,将"化境"论与认知翻译研究结合,应用于教学具有合理性。一方面,教师能从详略度、视角、基体/侧显、图形/背景等不同维度的识解转换进行"化境"论教学。另一方面,从认知翻译学视角来看,"化境"意义上原作"风味"的就是原作语言的最佳创新性。在教学中,原作"风味"的保存强调在保留原文指称意义的前提下寻求原文与译文识解方式的最佳关联。(2)本研究的主要成效有:学生对"化境"论理解加深,学生对翻译态度产生积极转变,学生的"风味"意识得到培养,能够有意识地运用"化境"论于其翻译实践。(3)通过反思,"化境"论翻译教学还需在以下方面进行改进:a.给学生提供更多翻译练习机会;b.在学生掌握一定翻译技巧后再将"化境"论与认知内容结合进行教学;C.对句子层面的"化"给予更多关注,强调局内连贯与衔接。
[Abstract]:Translation theory is very helpful to shorten the learning process to explore personal translation, is one of the important contents of translation teaching. Literature retrieval is not difficult to find that the existing translation theory teaching and research, especially the number of research results about "how to teach" little empirical research is scarce. "Sublimation" theory is an important part China traditional translation theory in translation studies, although the effect is very big, but in the practice of translation is only regarded as a kind of fuzzy standard or principle, does not play its due role. This study is based on Bo Zhenjie (2015) translation theory and translation teaching bridging scheme is proposed that at the Shandong University (Weihai) translation class carry out the "sublimation" of teaching action research, which lasted for 8 weeks (1), aims to help students use "sublimation" theory in the practice of English Chinese translation, improve their translation ability. (2) reflective for Bo Zhenjie (2015) and the theory of Translation The teaching practice of translation teaching rationality bridge scheme. This paper is divided into five parts: introduction, literature review, theoretical framework, action research, action research as the conclusion. The main contents of this paper, including: (1) clear teaching problems. Combined with the present situation of domestic translation teaching, determine the "perfection" of classroom teaching (the problem to be solved. 2) the development of teaching programs. Based on Bo Zhenjie (2015) translation theory and translation teaching is Chinese bridge scheme of the traditional translation theories and western translation studies "implicit and explicit reflect each other, making" sublimation "on the teaching case. (3) teaching plans. First, at the theoretical level for" sublimation "on cognitive interpretation, and then combined with the" sublimation "analysis and analysis of the cognitive translation" implicit and explicit mutual reflect for example to explain the specific language operation level, and distribution of the English Chinese translation practice. The teaching log and classroom implementation of the recording process . (4) to evaluate the teaching effect. The students through analysis and questionnaire to evaluate the teaching effect. (5) this action research and reflection. This action is the main findings of the study include: (1) this study demonstrated Chinese traditional translation theory bridge project in the "invisible mirror" and the modern western translation research based on the theory of "sublimation" combined with cognitive translation studies, applied to teaching is reasonable. On the one hand, teachers from the perspective of specificity, and the matrix / side, different dimensions of graphics / background construal conversion "sublimation" teaching theory. On the other hand, from the view of cognition from the perspective of translation studies, the "best creative sublimation" original meaning "flavor" is the original language. In the teaching, to preserve the original "flavor" emphasizes the optimal relevance in the premise of preserving the original meaning of the original text and the translation seek ways of construal. (2) the main results of this study are: the students of" Sublimation "on understanding deepened, students have positive change on translation attitude, students" flavor "AwarenessTraining, can consciously use" sublimation "theory in the translation practice. (3) through reflection," sublimation "on translation teaching needs to be improved in the following aspects: A. to provide students with more translation exercises the opportunity to master certain translation skills; B. after the" sublimation "theory and cognitive content with teaching in students; C. on the sentence level" of "giving more attention, emphasize on coherence and cohesion.

【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H059-4

【参考文献】