基于過程教學法的高職學生專業(yè)英語翻譯能力的實證研究英語教學專業(yè)

1、以翻譯能力為導向的高職非英語專業(yè)翻譯教學設計研究【中文摘要】高等職業(yè)教育作為高等教育的一個重要分支，近年來在我國蓬勃發(fā)展。在中國與其他國家交往越來越頻繁的背景下，英語教學在高職教育中有著愈發(fā)重要的地位。高職高專的培養(yǎng)目標突出應用性和實用性，注重培養(yǎng)學生具備較強的實踐動手能力和分析解決實際問題的能力，高職英語教學的原則也是“實用為主，夠用為度”。非英語專業(yè)學生占高職學生的絕大多數(shù)，走上工作崗位后可能也會面臨翻譯工作任務?，F(xiàn)實情況卻是很多畢業(yè)生缺乏英語翻譯能力，影響了交際，也給所在公司造成了業(yè)務損失。究其原因，這固然與高職學生自身英語語言基礎相對薄弱有關，而高職院校中針對各專業(yè)的翻譯教學大多以結果

2、為導向，難以調動學生學習翻譯的積極性，也在一定程度上造成了這一現(xiàn)象。因此，采取何種切實有效的翻譯教學模式，提高高職學生翻譯能力，培養(yǎng)一批既懂專業(yè)又懂外語翻譯的應用型人才，是從事高職英語翻譯教學的教師都應該思考的問題。本文擬通過實驗探索如何借助過程教學法提高高職學生專業(yè)英語翻譯能力，并最終驗證過程教學法比傳統(tǒng)的結果教學法更能提高學生的翻譯能力和翻譯水平，教學效果更為顯著。實驗對象來自濟南工程職業(yè)技術學院計算機專業(yè)2010級兩個自然班，共30人。將受試者按班級劃分為實驗組和控制組。實驗組釆取過程教學法而控制組則采用傳統(tǒng)教學法，進行為期三個月的教學實驗。該實驗過程主要包括前測，實驗過程和后測三個階段

3、。實驗過程以問卷，測試以及訪談為輔助實驗工具。通過對實驗過程數(shù)據(jù)的收集以及分析，本研究得出以下結果：實驗后幾乎所有受試者解決實際翻譯問題的能力都有了不同程度的提高。實驗組學生的提高幅度普遍比控制組明顯，用人單位對實驗組譯文質量評價更高。實驗組學生對過程教學法持普遍肯定態(tài)度，表明借助過程教學法這一教學模式在高職院校開展專業(yè)英語翻譯教學能更好地調動學生學習翻譯的積極性，也能好地拓展學生的思維，有效地指導學生的翻譯實踐。本研究有助于提高各高職院校對高職學生專業(yè)英語翻譯能力的重視，為教師改進翻譯教學方法和課堂設置提供有益參考。【英文摘要】Recent years have witnessed a ra

4、pid development of higher vocational education.Against the background of Chinas more frequent communication with foreigncountries, English teaching is in a superior position in Higher Vocational TechnicalCollege (HVTC). According to the basic requirements for Higher VocationalTechnical Education Eng

5、lish Course issued by Ministry of Education, Englishteaching in HVTC should lay emphasis on educating practical talents, and it isimportant to promote the judicious blend of English teaching and social demands.Non-English major students account for the majority in HVTC, they will inevitablyencounter

6、 some translation tasks after graduation. Unfortunately, a large number ofHVTC graduates show a complete lack of translation competence, which willnegatively influence the communication and cause losses on their employers. Thereason may lie in the HVTC studentsrelatively poor English competence, whi

7、le thefact that most of the translation courses designed for non-English majors were carriedout with product-oriented approach, which cannot motivate the students to study, mayattribute to such a situation. So, English teachers in HVTC should ponder on how toimprove the non-English major studentsEng

8、lish translation competence with a moreeffective approach, and foster the technical talents with English-applying ability intheir future job.An empirical research was conducted in the present study on 30 subjects, aiming tofind out how to improve HVTC students specialty English translation competenc

9、e onthe basis of process-oriented method, and to test the effectiveness of the method.The subjects majoring in computer science were from Jinan EngineeringVocational and Technical College. In the experiment, they were divided into twogroups according to class division. One is the experimental group

10、who participated ina process-oriented class, while the other is the control group that studied in atraditional product-oriented class. The whole experiment lasted for three months. Theexperiment included such steps as the pre-test, the process of developing translationcompetence and the post-test. Q

11、uestionnaires，tests as well as follow-up interview were adopted as the experiment instruments.According to the data collected from the questionnaires, tests and the follow-upinterview, the findings are shown as follow: Nearly all subjects in both groupspromoted their English translation competence a

12、fter the experiment. Subjects in theexperimental group in particular made more remarkable progress than those in thecontrol group, and their translation enjoyed high evaluation of potential clients. Theinterview indicated that the process-oriented approach was popular with subjects inthe experimenta

13、l group. In HVTC, it could positively motivate students to deal withproblems encountered in translation, and improve their translation competence.This research lends itself to call attention of English teachers to the importance ofspecialty English translation competence of non-English majors in HVT

14、C, and topresent a new perspective for the improvement of translation teaching methods.【關鍵詞】高職院校 實證研究 翻譯能力 過程教學法【英文關鍵詞】HVTC empirical study translation competence process-oriented approach【目錄】基于過程教學法的高職學生專業(yè)英語翻譯能力的實證研究Abstract7-8摘要9-10Chapter 1 Introduction10-151.1 Research Background10-131.2 Purpose

15、 of the Study131.3 Significance of the Study13-141.4 Structure of the Thesis14-15Chapter 2 Literature Review15-292.1 The Definition of Translation Competence15-172.2 The Application of Product-oriented Approach and Process-oriented Approach to Translation Teaching17-262.2.1 Product-oriented Teaching

16、 Approach18-192.2.2 A Review of Process-oriented Teaching Approach19-212.2.3 Shift of the Translation Teaching Approach21-262.3 The Application of Process-oriented Approach to Translation Teaching in HVTC26-29Chapter 3 Methodology29-353.1 Subjects of the Study29-303.2 Hypothesis303.3 Instruments30-3

17、33.3.1 Questionnaires313.3.2 Pre-test and Post-test31-323.3.3 Follow-up Interview32-333.4 Procedures of the Study33-35Chapter 4 Results and Discussions35-534.1 Statistical Analyses of the Questionnaires35-394.1.1 A Brief Introduction of the Subjects English Proficiency35-364.1.2 Subjects Self-assess

18、ment on Translation Competence36-394.2 Improvement of Subjects Translation Competence39-494.2.1 Different Performance of All Subjects in Two Groups in the Pre-test39-404.2.2 The Performance of All the E-group Subjects in the Two Tests40-424.2.3 The Performance of All the C-group Subjects in the Two

19、Tests42-434.2.4 The Comparison Between the Groups in the Two Tests43-474.2.5 In-depth Comparison of Subjects Translation Competence47-494.3 Analyses of the follow-up interview49-504.4 Summary of the Research Results50-53Chapter 5 Conclusion53-575.1 Major Findings53-545.2 Pedagogical Implications54-5

20、55.3 Limitations of the Study555.4 Suggestions for Future Research55-57Bibliography57-61Appendix 1: Questionnaire161-63Appendix 2: Questionnaire263-65Appendix 3: Follow-up Interview65-66Appendix 4: Pre-test Paper66-69Appendix 5: Referential Answers to Pre-test Paper69-71Appendix 6: Post-test Paper71

21、-74Appendix 7: Referential Answers to Post-test Paper74-76Acknowledgements76-77Publications77關鍵詞：任務驅動 高職商務英語翻譯 教學設計 中國論文 職稱論文英語論文:高職院校商務英語翻譯教學設計理念及其內容設計 一、前言商務英語翻譯是商務英語專業(yè)畢業(yè)生參加工作后主要的工作任務之一，各高職院校商務英語專業(yè)均開設了商務英語翻譯或相關課程。隨著經濟日益全球化，社會需要既懂英語又通曉商務知識的復合型應用人才，因此，高職商務英語專業(yè)商務英語翻譯課程教學必須適應高職商務英語專業(yè)畢業(yè)生的職業(yè)要求澳洲論文代寫。在企業(yè)

22、調研的基礎上，筆者從高職商務英語翻譯教學實際出發(fā)，探索出以真實的翻譯任務為驅動，以翻譯團隊為小組，以多元化評價為考核的高職商務英語翻譯教學設計。 二、高職商務英語翻譯教學設計理念對高職商務英語專業(yè)學生入學時的綜合情況調研表明：該專業(yè)學生具有一定的團結合作意識，具備了基本的英語語言能力，但商務基本知識較匱乏，商務實踐活動參與度幾乎為零。另一方面，學生表現(xiàn)出對該專業(yè)較高的學習熱情和期望值。從高職商務英語專業(yè)學生的實際出發(fā)，商務英語翻譯課程教學需通過開展融英語語言知識、商務知識的商務英語翻譯綜合實踐訓練來實現(xiàn)學生商務英語翻譯實踐能力的提高?！叭蝿镇寗咏虒W法”是一種基于建構主義教學理論的教學方法。它強

23、調以在真實情境中的完成任務為驅動 ，以探究方式完成任務或解決問題為過程，學生在自主和合作的氛圍中進行學習活動。在整個教學過程中，學生始終處于主體地位。學生通過完成任務的過程，達到基本知識、專業(yè)技能的學習和職業(yè)能力的培養(yǎng)。學生通過完成完整的任務，分析問題、解決問題以及綜合應用所學知識和技能的能力得以培養(yǎng)。教師是學習情境的創(chuàng)設者、學習任務的設計者、學習資源的提供者、學習活動的組織者和學習方法的指導者?；凇叭蝿镇寗印钡母呗毶虅沼⒄Z翻譯教學設計正是以真實的翻譯任務為載體來設計和實施教學。課程“以任務為驅動”進行教學設計，密切了課程與實踐的聯(lián)系，很大程度上激發(fā)了學生學習的積極性和主動性，提高了教學效果

24、。 三、高職商務英語翻譯教學內容設計高職商務英語翻譯教學內容始終圍繞如何讓學生獲取翻譯知識、培養(yǎng)翻譯技能和養(yǎng)成翻譯職業(yè)素質進行選取，為學生可持續(xù)發(fā)展奠定良好的基礎。課程只適度涉及翻譯理論，高度重視實踐性教學環(huán)節(jié)，將大部分的教學時數(shù)用于翻譯技巧的實操，以及以真實的工作任務為訓練項目。將教學實踐與翻譯任務結合起來，強調學生將所學知識和技能在實踐中的應用，積極引導學生自主學習?！叭蝿镇寗咏虒W法”應用于高職商務英語翻譯教學，教師對教學內容的設計，關鍵是在于對任務的設計。該課程任務設計以課程教學目標為依據(jù)、符合學生商務英語專業(yè)的特點，同時任務要體現(xiàn)具體性、真實性、可操作性、專業(yè)性和開放性。該課程設計 4 個學習情境涵蓋了十個真實的工作任務，并將翻譯所需要的概念性知識，關聯(lián)性知識和系統(tǒng)性知識貫穿本課程設計的所有環(huán)節(jié)。 四、高職商務英語翻譯教學實施設計（一）實施模式。該課程以真實的翻譯任務為驅動實施教學：1.學生完成翻譯任務，經歷一次完整的翻譯實施過程：明確翻譯任務制定翻譯計劃確定翻譯項目實施任務（搜集資料、調研、審閱原文、熟悉所譯資料涉及到的專業(yè)內容、準備翻譯工具、實施翻譯、）檢查控制（審核譯文、審校原文和