语言交际能力视角下的翻译能力再审视

发布时间：2018-04-01 14:27

本文选题：翻译能力模型　切入点：单语交际阶段　出处：《上海翻译》2017年05期

【摘要】：翻译能力可被认为由双语语言交际能力、语际转换能力、翻译知识能力和工具使用能力构成。在翻译过程中,译者运用翻译知识能力、语际转换能力、语篇能力、策略能力、工具使用能力、百科知识、心理生理机制完成翻译活动。在翻译过程的单语交际阶段,双语语言能力、翻译知识能力、百科知识、策略能力、工具使用能力和心理生理机制发挥主要作用,语际转换能力发挥次要作用。而在双语交际阶段,译者在其他能力的系统作用下,重点调用语际转换能力。基于此,中国MTI项目课程设置应在夯实常规语言能力和翻译知识课程外,考虑设置语言使用情景、工具使用能力培养和译后审校等课程,加强校企联合课程建设,设立校本课程。
[Abstract]:Translation competence can be considered to be composed of bilingual communicative competence, interlingual translation competence, translation knowledge competence and instrumental competence. In the process of translation, the translator uses translation knowledge competence, interlingual translation competence, textual competence and strategic competence. Tool ability, encyclopedic knowledge, psychophysiological mechanism to complete translation activities. In the process of monolingual communication, bilingual language ability, translation knowledge ability, encyclopedic knowledge, strategic ability, Tool use ability and psychophysiological mechanism play a major role, while interlingual conversion plays a secondary role. In the bilingual communication stage, the translator, under the systematic role of other abilities, focuses on calling the interlingual conversion ability. In addition to the regular language ability and translation knowledge curriculum, the curriculum of MTI project in China should consider setting up language usage scenarios, training the ability to use tools and revising after translation, strengthening the construction of the joint curriculum between schools and enterprises, and setting up school-based courses.
【作者单位】：上海大学;
【基金】：国家社科基金项目(17BYY108)资助
【分类号】：H059

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