Collaborative Construction of Translator Competence from Soc
发布时间：2021-03-21 02:10
随着改革开放逐步深入,中国的翻译教育发生了巨大而深刻的变化。2006年,中华人民共和国教育部正式确立翻译学科的地位,截止2011年3月,42所高校获批招收翻译本科生资格;到2010年9月,共计158所高校获批招收专业硕士学位的资格。但是,随着本地化和全球化的飞速发展,译员质量与数量还远远不能满足当前繁荣的语言服务行业需求。中国翻译协会统计资料显示,2010年全国翻译公司共计15000余家,他们所需求的译员要在专业知识,双语能力,个人能力以及人际能力等方面都相当出色。然而,在传统翻译教学中,学习环境仅仅是学生学习教师传授的翻译策略及技巧,并且以教师为中心,学生是被动接受者,通过对比教师提供的参考文本来纠错成为传统翻译教学中的主要活动以及最终目的,而这种情况无法适应当前翻译教育形势,同时也不利于学生积极性以及主动性的发挥。当然,这种传统的传授知识的模式无法适应当前翻译教育以及多变的翻译市场需求。有鉴于此,随着全球化和本地化的飞速发展,译员仅仅习得翻译能力还远远不够,翻译能力在这种情况下需要重新界定。然而,社会建构主义可以为翻译教学提供新的视角,能够使我们界定译者能力以促进协作式学习,因为社...
【文章来源】： 李瑞超 西安外国语大学
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Questions and Objectives
1.3 Theoretical Framework
1.4 Research Methodology
1.5 Research Significance
CHAPTER II TRANSLATION PEDAGOGY AND TRANSLATOR COMPETENCE
2.1 Conventional Translation Teaching Approach
2.2 Disadvantages of Conventional Translation Teaching Approach
2.3 From Translation Competence to Translator Competence
2.3.1 Translation Competence
2.3.2 Translator Competence
2.3.3 The Relations between Translation Competence and Translator Competence
2.4 Summary
CHAPTER III TRANSLATION EDUCATION FROM SOCIAL CONSTRUCTIVISM PERSPECTIVE
3.1 Social Constructivism
3.2 Major Contributions of Social Constructivism
3.3 Social Constructivism Approach to Translation Education
3.3.1 The Significance of Translation Education
3.3.2 Objectives of Translation Education
3.3.3 Teaching Materials of Translation Education
3.3.4 Methods of Translation Education
3.3.5 Effect of Translation Education
3.4 Summary
CHAPTER IV TRANSLATOR COMPETENCE BY COLLABORATIVE LEARNING
4.1 Objective
4.2 Respondents
4.3 The Analysis of the Results of the Four Questionnaires
4.3.1 Course Design Questionnaire
4.3.2 Content Selection Questionnaire
4.3.3 Project Translation Questionnaire
4.3.4 Instructional Performance Questionnaire
4.4 Findings
CHAPTER V CONCLUSION
5.1 Major Findings of the Research
5.2 Limitations of the Research
5.3 Suggestions for Further Research
WORKS CITED
APPENDIX
本文编号：3092112
【文章来源】： 李瑞超 西安外国语大学
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Questions and Objectives
1.3 Theoretical Framework
1.4 Research Methodology
1.5 Research Significance
CHAPTER II TRANSLATION PEDAGOGY AND TRANSLATOR COMPETENCE
2.1 Conventional Translation Teaching Approach
2.2 Disadvantages of Conventional Translation Teaching Approach
2.3 From Translation Competence to Translator Competence
2.3.1 Translation Competence
2.3.2 Translator Competence
2.3.3 The Relations between Translation Competence and Translator Competence
2.4 Summary
CHAPTER III TRANSLATION EDUCATION FROM SOCIAL CONSTRUCTIVISM PERSPECTIVE
3.1 Social Constructivism
3.2 Major Contributions of Social Constructivism
3.3 Social Constructivism Approach to Translation Education
3.3.1 The Significance of Translation Education
3.3.2 Objectives of Translation Education
3.3.3 Teaching Materials of Translation Education
3.3.4 Methods of Translation Education
3.3.5 Effect of Translation Education
3.4 Summary
CHAPTER IV TRANSLATOR COMPETENCE BY COLLABORATIVE LEARNING
4.1 Objective
4.2 Respondents
4.3 The Analysis of the Results of the Four Questionnaires
4.3.1 Course Design Questionnaire
4.3.2 Content Selection Questionnaire
4.3.3 Project Translation Questionnaire
4.3.4 Instructional Performance Questionnaire
4.4 Findings
CHAPTER V CONCLUSION
5.1 Major Findings of the Research
5.2 Limitations of the Research
5.3 Suggestions for Further Research
WORKS CITED
APPENDIX
本文编号：3092112
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