英语论文网

本文是一篇英语论文格式，译者通过本次实践发现，信息性文本也可能具有多种语言功能，因此译者翻译时应该具体问题具体对待，综合运用语义翻译和交际翻译策略，尽可能保证译文的可读性、保留原文的美学价值。本文所述翻译经验可能会对语言类教材翻译提供些许参考价值。

Chapter One Introduction

1.1 Introduction to the Source Text

The source text of this translation practice is the first and second chapters extracted from Jim Scrivener’s Learning Teaching-A Guide Book for English Language Teachers. It was first published in 1994 and then republished many times due to its wide popularity. What the translation practice referred to is the 2005 version reprinted by Macmillan Publishers. This book was introduced to China by Shanghai Foreign Language Education Press in 2002, but unfortunately there has been no Chinese version up to now. It has a specific guiding significance for English teaching in China, and can assist teachers in carrying out English teaching more actively and effectively. The part that the translator extracted mainly probes into some fundamental questions of what it means to be a teacher and what language teaching is working on. Also, some insightful discussion about the relationship between teaching and learning is highly inspiring for any teacher.

This source text is a textbook that tells readers how to teach effectively, but meanwhile, it also seems to be the writer’s diary of teaching in which he revealed personal feelings towards his career. It can be seen as a unique blend of genres, encompassing elements of a scientific textbook, a practical guidebook, a detailed work diary, and even a meandering essay. The sections pertaining to language teaching, classroom management, and language skill training are highly accessible, characterized by a logical flow and direct explanations. Conversely, when the writer delves into their own reflections and observations, figurative expressions and emotionally charged language come into play. 

1.2 Significance of Translation Project

The introduction of professional and preeminent textbooks on practical methodology of English language teaching may propel domestic English education to reform and turn from traditional exam-oriented teaching to practical application. Foreign language teaching, especially English teaching, is an enduring topic in China, whose contribution to society is self-evident. However, with China gradually involving in global affairs and the demand for multiple interactions with the international community increasing, the traditional English teaching method at most domestic schools is no longer suitable for the societal requirements for foreign language talents. Although some reforms in terms of English teaching and testing have been undertaken in China, they turn out to have a minimal effect on learners’ ability to use it for real-world reasons. A survey on average English proficiency of university students shows that only 3.5% of them think their oral English is good enough, 71.1% think their spoken English is just on average or poor, and 76.3% think their daily communication ability in English is quite weak, especially when speaking to a foreigner (Ge, S.Q., Feng, Y & Ding, K., 2015). Accordingly, there is an urgent need to introduce some new and novel ideas that may facilitate English teaching. 

Chapter Two Translation Process Description

2.1 Pre-translation Preparation

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