基于翻译专业研究生英汉笔译语料的译文评析及教学法探究
发布时间：2018-11-03 15:04
【摘要】：释意学派认为,翻译过程分为三个阶段,即理解、脱离原语语言外壳、表达。释意翻译应在篇章层面进行,将语言知识与认知补充相结合,才能产生有效的交际意义。该理论自诞生以来,广泛运用于口译与笔译实践,并且对翻译教学也具有重大意义。本研究借助释意理论作为基准,借鉴语料库分析方法,对翻译专业研究生英汉笔译语料进行分析,评估学生笔译能力发展现状,探究笔译学习过程中存在的问题,寻找提高笔译能力的途径。同时,本研究也试图将学习者语料分析与笔译教学直接结合,以期丰富相关研究,为笔译学习与教学提供参考。研究以北京外国语大学高级翻译学院硕士研究生一年级学生的英汉笔译作业及译文为语料,进行系统性整理,借助计算机技术的辅助,通过定量分析和定性分析相结合的方法,进行译文评析与能力评估。研究将研究对象分为高、低水平两组,依照释意学派关于翻译过程和翻译层次的理论,通过语料分析与问卷调查,分析两组学生的理解能力、表达能力、脱壳能力与篇章能力。结果显示,高、低水平两组学生在原语文化理解、课外语言积累、长难句脱壳表达等方面的能力差距最为明显。但是,不论水平高低,翻译专业硕士研究生阶段的学生也表现出一些整体性的特征和共同的问题。这些学生已具备一定的理解、脱壳、表达能力,但表达能力的发展落后于理解能力。理解上的短板在于原语文化的缺乏,表达方面受限于脱壳意识和能力的发展。同时,这些学生已形成初步的篇章意识,但在实践中对于篇章的把握还不够理想。上述分析总结了翻译专业硕士研究生英汉笔译能力发展现状,有助于教师更好地理解和掌握笔译教学效果与学生的实际学习情况,为教学方法的改进提供了科学的指引。因此,在上述基础上,本研究将上述发现与笔译教学实相结合,根据建构主义教学理论和释意学派翻译教学理念,以学生实际能力发展作为建构基础,以培养功底扎实、知识广博的译者为目标,针对笔译教学方法设计提出了建议。
[Abstract]:According to the interpretive school, the process of translation is divided into three stages, namely, understanding, leaving the shell of the original language and expressing. Interpretive translation should be carried out at the textual level, combining linguistic knowledge with cognitive supplement in order to produce effective communicative meaning. Since its birth, the theory has been widely used in interpreting and translation practice, and it is also of great significance to translation teaching. Based on the interpretation theory and the corpus analysis method, this study analyzes the English-Chinese translation corpus of graduate students majoring in translation, assesses the present situation of students' translation ability, and explores the problems in the process of translation learning. Look for ways to improve your translation skills. At the same time, this study also tries to combine learners' corpus analysis with translation teaching in order to enrich relevant research and provide reference for translation learning and teaching. Based on the English-Chinese translation assignments and translations of the first-year students of the Graduate School of Advanced Translation, Beijing Foreign Studies University, the study systematically collates the English and Chinese translation assignments and translations, and makes use of the assistance of computer technology to combine quantitative analysis with qualitative analysis. Conduct translation assessment and capability assessment. The subjects were divided into two groups: high and low level. According to the theory of translation process and translation level of the interpretive school, the two groups were analyzed by corpus analysis and questionnaire survey to analyze the students' comprehension, expressive ability, uncovering ability and text ability. The results show that the difference between the high and low level students is the most obvious in the aspects of the understanding of the original language, the accumulation of the extracurricular language, the long and difficult sentences and so on. However, no matter how high or low the level is, the graduate students of translation major also show some holistic characteristics and common problems. These students already have the ability of understanding, shedding and expressing, but the development of expression lags behind the ability of understanding. The weakness of understanding lies in the lack of the original culture and the limitation of the expression in the development of the sense and ability of the shell. At the same time, these students have formed a preliminary awareness of the text, but in practice, the grasp of the text is not ideal. The above analysis summarizes the present situation of the development of English-Chinese translation ability of the graduate students majoring in translation, which is helpful for teachers to better understand and master the teaching effect of translation and the actual learning situation of students, and provides scientific guidance for the improvement of teaching methods. Therefore, on the basis of the above, this study combines the above findings with the translation teaching reality, according to the constructivism teaching theory and the interpretive school translation teaching idea, taking the students' actual ability development as the construction foundation, in order to cultivate the solid foundation. The author puts forward some suggestions for the design of translation teaching methods.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H315.9
，
本文编号：2308140
[Abstract]:According to the interpretive school, the process of translation is divided into three stages, namely, understanding, leaving the shell of the original language and expressing. Interpretive translation should be carried out at the textual level, combining linguistic knowledge with cognitive supplement in order to produce effective communicative meaning. Since its birth, the theory has been widely used in interpreting and translation practice, and it is also of great significance to translation teaching. Based on the interpretation theory and the corpus analysis method, this study analyzes the English-Chinese translation corpus of graduate students majoring in translation, assesses the present situation of students' translation ability, and explores the problems in the process of translation learning. Look for ways to improve your translation skills. At the same time, this study also tries to combine learners' corpus analysis with translation teaching in order to enrich relevant research and provide reference for translation learning and teaching. Based on the English-Chinese translation assignments and translations of the first-year students of the Graduate School of Advanced Translation, Beijing Foreign Studies University, the study systematically collates the English and Chinese translation assignments and translations, and makes use of the assistance of computer technology to combine quantitative analysis with qualitative analysis. Conduct translation assessment and capability assessment. The subjects were divided into two groups: high and low level. According to the theory of translation process and translation level of the interpretive school, the two groups were analyzed by corpus analysis and questionnaire survey to analyze the students' comprehension, expressive ability, uncovering ability and text ability. The results show that the difference between the high and low level students is the most obvious in the aspects of the understanding of the original language, the accumulation of the extracurricular language, the long and difficult sentences and so on. However, no matter how high or low the level is, the graduate students of translation major also show some holistic characteristics and common problems. These students already have the ability of understanding, shedding and expressing, but the development of expression lags behind the ability of understanding. The weakness of understanding lies in the lack of the original culture and the limitation of the expression in the development of the sense and ability of the shell. At the same time, these students have formed a preliminary awareness of the text, but in practice, the grasp of the text is not ideal. The above analysis summarizes the present situation of the development of English-Chinese translation ability of the graduate students majoring in translation, which is helpful for teachers to better understand and master the teaching effect of translation and the actual learning situation of students, and provides scientific guidance for the improvement of teaching methods. Therefore, on the basis of the above, this study combines the above findings with the translation teaching reality, according to the constructivism teaching theory and the interpretive school translation teaching idea, taking the students' actual ability development as the construction foundation, in order to cultivate the solid foundation. The author puts forward some suggestions for the design of translation teaching methods.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H315.9
，
本文编号：2308140
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