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论德国功能翻译理论对高职应用英语翻译教学的启示
作 者: 丘晓芬
导 师: 何开松
学 校: 福建师范大学
专 业: 外国语言学和应用语言学
关键词: 高职教育 德国功能翻译理论 应用翻译教学 启示
分类号: H319
类 型: 硕士论文
年 份: 2011年
下 载: 15次
引 用: 0次
阅 读: 论文下载
内容摘要
鉴于高职教育对市场经济的适应性和实用性,近年来,它吸引了公众越来越多关注的目光。此外,随着经济全球化和国际交流的进一步加深,应用英语翻译课程在高职教育中发挥越来越重要的作用,然而,由于受传统翻译理论和老师学生及教材等重重因素的影响,高职应用翻译的教学状况并不尽如人意。传统翻译理论不足以指导当前翻译教学走出困境。而德国功能翻译理论在这方面具有无可比拟的优势。它拓宽了对翻译本质的认识,把译者从源语中解放出来,以目的论为首要原则并采取自上而下的方法解决翻译中遇到的问题。基于它对翻译观念注入的新鲜血液和它起源于翻译培训的渊源,本文阐述了德国功能翻译理论在翻译教学目标,翻译教材和翻译课堂教学模式方面的启示。首先,在教学目标上把高职翻译教学定位为初级工具翻译教学,以实现与接受者的交流为主要教学目的而不是提高学生的语言能力。其次,在教材的编撰上,主张用功能派理论来指导编写。德国功能派理论为编写改革奠定了理论和实践基础,它提出以语境为主线融入新的翻译策略,如改写,重构等。最后,在翻译教学模式上,诺德文本分析模式在翻译教学中的应用为当今翻译教学开辟了新路。它注重考虑目标语和源语的文内文外因素,按翻译纲要的要求指导翻译过程。这是一个基于过程和基于功能的翻译教学模式。总之,德国功能翻译理论在指导我们如何学翻译,如何教翻译方面有重大意义。它是翻译史上里程碑式的改革并能有效地提高翻译教学效率。
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全文目录
中文摘要 2-3Abstract 3-5中文文摘 5-8Contents 8-11Chapter One Introduction 11-15 1.1 Research Background 11 1.2 Relevant Research 11-12 1.3 Research Questions 12-13 1.4 Layout of the Thesis 13-15Chapter Two HVTE in China and the Status quo of Pragmatic Translation Teachingin Higher Vocational Colleges 15-23 2.1 The Necessity and Significance of Developing Higher Vocational Technical Education in China 15-18 2.1.1 An overview of Higher Vocational Technical Education 15-16 2.1.2 Necessity and Significance of Developing Higher Vocational Technical Education in China 16-18 2.2 Status quo of pragmatic translation teaching for English Majors in Higher Vocational Colleges 18-20 2.2.1 Problems of pragmatic translation teaching in Higher Vocational Colleges 18-19 2.2.2 Definition of Pragmatic Translation 19-20 2.2.3 Characteristics of Pragmatic Translation 20 2.3 Characteristics of Pragmatic Translation Teaching for English Majors in Higher Vocational Colleges(HVC) 20-23 2.3.1 Elementary Instrumental Translation 21-22 2.3.2 Translation Texts Relevant to Industries 22-23Chapter Three Merits from German Functionalist Approach 23-29 3.1 A Brief Introduction to German Functionalist Approach 23-24 3.2 The German Functionalist Approach and Pragmatic Translation 24-29 3.2.1 Limitations of Traditional Translation Theories Applied with Pragmatic Translation 25-26 3.2.2 Merits of German Functionalist Translation Theories in Guiding Pragmatic Translation Teaching 26-29Chapter Four Implications on Teaching Objectives for Pragmatic TranslationTeaching in Higher Vocational Colleges 29-35 4.1 Orientation to Pragmatic Translation Teaching in Higher Vocational Colleges 29-31 4.1.1 Translation Teaching or Teaching Translation 29-30 4.1.2 Elementary Translation Teaching 30-31 4.2 Teaching Objectives of Pragmatic Translation Teaching in Higher Vocational Colleges 31-32 4.3 Examplication 32-35Chapter Five Implications on Pragmatic Translation Course Books in HigherVocational Colleges 35-47 5.1 The Important Role of Translation Course book during Translation Teaching 35 5.2 A Brief History of Translation Course Books 35-37 5.3 The Shortcomings of Pragmatic Translation Course Books 37-39 5.3.1 Lack of Source Target Context 37-38 5.3.2 Lack of Extra-Text Factors 38 5.3.3 Lack of Pragmatic Translation Skills 38-39 5.3.4 Lack of Practicality 39 5.4 Advantages from German Functionalist Approach in Compilation 39-40 5.5 Suggestions on Compilation from German Functionalist Approach 40-47 5.5.1 Translation Context Considered First 40-41 5.5.2 Practical Translation Techniques Needed 41-44 5.5.3 Flexible Translation Exercise 44-47Chapter Six Implication on Pragmatic Translation Teaching Model from German Functionalist Approach 47-55 6.1 Definition of Translation Teaching Model 47 6.2 The Necessity of Reforming Current Translation Teaching Model in Higher Vocational Colleges 47-49 6.2.1 Shortcomings of Current Teaching Methods 47-48 6.2.2 Suggestions from Scholars to Reform Present Translation Teaching Model 48-49 6.3 Merits of German Functionalist Approach in Directing Pragmatic Translation Teaching 49-50 6.3.1 Application of Source Text Analysis theory 49-50 6.3.2 The Combination of Skopos Theory and Translation Brief 50 6.4 Suggestions from German Functionalist Approach 50-55 6.4.1 The Shift from "Teacher-centered" teaching model to "learner-centered" 50-51 6.4.2 Application of Text Analysis Model in Pragmatic Translation Teaching 51-55Chapter Seven Conclusion 55-59Reference 59-63攻读学位期间承担的科研任务与主要成果 63-65Acknowledgements 65-67个人简历 67-69
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