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基于错误分析理论的翻译教学模式在非英语专业汉英翻译教学中的推广探讨

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-12-01编辑:vicky点击率:1361

论文字数:52255论文编号:org202111181527432578语种:英语 English地区:中国价格:$ 66

关键词:英语教学论文发表

摘要:本文是一篇英语教学论文发表,本研究根据翻译错误分类框架,提出了基于错误分析理论的翻译教学模式。在此基础上,通过实证研究,对比了以译品为取向的翻译教学模式和基于错误分析理论的翻译教学模式对于提高学生翻译能力的作用。

本文是一篇英语教学论文发表,在翻译教学的反馈过程中,为了让学生了解翻译错误的类型,建议教师使用本研究中使用的纠正表进行反馈,教师应重视学生翻译能力的培养,采用合理有效的教学模式,优化教学效果。


Chapter One Introduction


1.1 Research Background

With the rapid development of economic globalization and the Internet, oral and writtentranslation activities and practices are increasingly active, and the English-Chinese translationcapabilities are gradually attached importance during talent training. Therefore, the state hasput forward higher requirements for the English proficiency of talents from all walks of life.The College English Course Teaching Requirement, which was officially promulgated by theMinistry of Education in 2004, clearly stated:“ The teaching goal of college English is todevelop students’ comprehensive practical competence in English”. The comprehensivepractical competence behaves as the competence of listening, speaking, reading, writing, andtranslation in the College English syllabus (Luo, Huang & Zhang, 2008).

However, foreign language teaching has always focused on the cultivation of listening,speaking, reading, and writing competence, but translation has always been neglected, whichin turn leads to serious deficiencies in students’ translation competence (Wu, 2002; Liu, Chen& Qin, 2019). Although the cultivation of translation competence has begun to be emphasizedin recent years, the college English translation teaching still has problems currently such asunreasonable curriculum, single teaching models and lack of effective measures, methods,and experienced translation teachers (Liu & Liu, 2013; Yu & Zhang, 2017).

The effective teaching model is the primary condition to improve students’ translationcompetence. Li(2007) pointed out that the current college English translation teaching stilladhered to the traditional teaching models. This model of teaching process form is relativelysimple, which cannot play the main role of students, resulting in the lack of active initiative ofstudents. Besides, it lays a one-sided emphasis on the imparting of language knowledge andtranslation knowledge and pays little attention to the cultivation of students’ innovative spiritand translation practice competence. Obviously, it can no longer meet the teaching needs, so itis urgent to find an efficient teaching method.


1.2 Purpose of the Study

The primary objective of this research is to verify the effect of the error analysis-basedtranslation (EATr) teaching model compared with the product-oriented translation (POTr)teaching model which is the traditional translation teaching model by qualitative andquantitative methods.

Firstly, this study seeks to explore the types and frequency of translation errors made bystudents. Liao (2010) thought that translation errors made by students can also be regarded asthe necessary means and process for them to acquire the skills of translation, so studyingstudents’ translation errors can reveal how students try to internalize translation skills (Kiraly,1995). Hence, through analysis and annotation of translation errors of students’ translationsamples collected, the causes of translation errors can be discussed and the correspondingcourses and assessment models can be designed to meet the needs of students.

Secondly, by exploring the previous studies and suggestions of different scholars atho论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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