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

1、以翻譯能力為導(dǎo)向的高職非英語專業(yè)翻譯教學(xué)設(shè)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(xué)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(yīng)用性和實用性，注重培養(yǎng)學(xué)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(xué)的原則也是“實用為主，夠用為度”。非英語專業(yè)學(xué)生占高職學(xué)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(wù)?，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(wù)損失。究其原因，這固然與高職學(xué)生自身英語語言基礎(chǔ)相對薄弱有關(guān)，而高職院校中針對各專業(yè)的翻譯教學(xué)大多以結(jié)果

2、為導(dǎo)向，難以調(diào)動學(xué)生學(xué)習(xí)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(xué)模式，提高高職學(xué)生翻譯能力，培養(yǎng)一批既懂專業(yè)又懂外語翻譯的應(yīng)用型人才，是從事高職英語翻譯教學(xué)的教師都應(yīng)該思考的問題。本文擬通過實驗探索如何借助過程教學(xué)法提高高職學(xué)生專業(yè)英語翻譯能力，并最終驗證過程教學(xué)法比傳統(tǒng)的結(jié)果教學(xué)法更能提高學(xué)生的翻譯能力和翻譯水平，教學(xué)效果更為顯著。實驗對象來自濟南工程職業(yè)技術(shù)學(xué)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(xué)法而控制組則采用傳統(tǒng)教學(xué)法，進行為期三個月的教學(xué)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(jié)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(xué)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(zhì)量評價更高。實驗組學(xué)生對過程教學(xué)法持普遍肯定態(tài)度，表明借助過程教學(xué)法這一教學(xué)模式在高職院校開展專業(yè)英語翻譯教學(xué)能更好地調(diào)動學(xué)生學(xué)習(xí)翻譯的積極性，也能好地拓展學(xué)生的思維，有效地指導(dǎo)學(xué)生的翻譯實踐。本研究有助于提高各高職院校對高職學(xué)生專業(yè)英語翻譯能力的重視，為教師改進翻譯教學(xué)方法和課堂設(shè)置提供有益參考?！居⑽恼縍ecent 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(guān)鍵詞】高職院校 實證研究 翻譯能力 過程教學(xué)法【英文關(guān)鍵詞】HVTC empirical study translation competence process-oriented approach【目錄】基于過程教學(xué)法的高職學(xué)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(guān)鍵詞：任務(wù)驅(qū)動 高職商務(wù)英語翻譯 教學(xué)設(shè)計 中國論文 職稱論文英語論文:高職院校商務(wù)英語翻譯教學(xué)設(shè)計理念及其內(nèi)容設(shè)計 一、前言商務(wù)英語翻譯是商務(wù)英語專業(yè)畢業(yè)生參加工作后主要的工作任務(wù)之一，各高職院校商務(wù)英語專業(yè)均開設(shè)了商務(wù)英語翻譯或相關(guān)課程。隨著經(jīng)濟日益全球化，社會需要既懂英語又通曉商務(wù)知識的復(fù)合型應(yīng)用人才，因此，高職商務(wù)英語專業(yè)商務(wù)英語翻譯課程教學(xué)必須適應(yīng)高職商務(wù)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(diào)研的基礎(chǔ)上，筆者從高職商務(wù)英語翻譯教學(xué)實際出發(fā)，探索出以真實的翻譯任務(wù)為驅(qū)動，以翻譯團隊為小組，以多元化評價為考核的高職商務(wù)英語翻譯教學(xué)設(shè)計。 二、高職商務(wù)英語翻譯教學(xué)設(shè)計理念對高職商務(wù)英語專業(yè)學(xué)生入學(xué)時的綜合情況調(diào)研表明：該專業(yè)學(xué)生具有一定的團結(jié)合作意識，具備了基本的英語語言能力，但商務(wù)基本知識較匱乏，商務(wù)實踐活動參與度幾乎為零。另一方面，學(xué)生表現(xiàn)出對該專業(yè)較高的學(xué)習(xí)熱情和期望值。從高職商務(wù)英語專業(yè)學(xué)生的實際出發(fā)，商務(wù)英語翻譯課程教學(xué)需通過開展融英語語言知識、商務(wù)知識的商務(wù)英語翻譯綜合實踐訓(xùn)練來實現(xiàn)學(xué)生商務(wù)英語翻譯實踐能力的提高?！叭蝿?wù)驅(qū)動教學(xué)法”是一種基于建構(gòu)主義教學(xué)理論的教學(xué)方法。它強

23、調(diào)以在真實情境中的完成任務(wù)為驅(qū)動 ，以探究方式完成任務(wù)或解決問題為過程，學(xué)生在自主和合作的氛圍中進行學(xué)習(xí)活動。在整個教學(xué)過程中，學(xué)生始終處于主體地位。學(xué)生通過完成任務(wù)的過程，達到基本知識、專業(yè)技能的學(xué)習(xí)和職業(yè)能力的培養(yǎng)。學(xué)生通過完成完整的任務(wù)，分析問題、解決問題以及綜合應(yīng)用所學(xué)知識和技能的能力得以培養(yǎng)。教師是學(xué)習(xí)情境的創(chuàng)設(shè)者、學(xué)習(xí)任務(wù)的設(shè)計者、學(xué)習(xí)資源的提供者、學(xué)習(xí)活動的組織者和學(xué)習(xí)方法的指導(dǎo)者?；凇叭蝿?wù)驅(qū)動”的高職商務(wù)英語翻譯教學(xué)設(shè)計正是以真實的翻譯任務(wù)為載體來設(shè)計和實施教學(xué)。課程“以任務(wù)為驅(qū)動”進行教學(xué)設(shè)計，密切了課程與實踐的聯(lián)系，很大程度上激發(fā)了學(xué)生學(xué)習(xí)的積極性和主動性，提高了教學(xué)效果

24、。 三、高職商務(wù)英語翻譯教學(xué)內(nèi)容設(shè)計高職商務(wù)英語翻譯教學(xué)內(nèi)容始終圍繞如何讓學(xué)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(zhì)進行選取，為學(xué)生可持續(xù)發(fā)展奠定良好的基礎(chǔ)。課程只適度涉及翻譯理論，高度重視實踐性教學(xué)環(huán)節(jié)，將大部分的教學(xué)時數(shù)用于翻譯技巧的實操，以及以真實的工作任務(wù)為訓(xùn)練項目。將教學(xué)實踐與翻譯任務(wù)結(jié)合起來，強調(diào)學(xué)生將所學(xué)知識和技能在實踐中的應(yīng)用，積極引導(dǎo)學(xué)生自主學(xué)習(xí)?！叭蝿?wù)驅(qū)動教學(xué)法”應(yīng)用于高職商務(wù)英語翻譯教學(xué)，教師對教學(xué)內(nèi)容的設(shè)計，關(guān)鍵是在于對任務(wù)的設(shè)計。該課程任務(wù)設(shè)計以課程教學(xué)目標為依據(jù)、符合學(xué)生商務(wù)英語專業(yè)的特點，同時任務(wù)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(shè)計 4 個學(xué)習(xí)情境涵蓋了十個真實的工作任務(wù)，并將翻譯所需要的概念性知識，關(guān)聯(lián)性知識和系統(tǒng)性知識貫穿本課程設(shè)計的所有環(huán)節(jié)。 四、高職商務(wù)英語翻譯教學(xué)實施設(shè)計（一）實施模式。該課程以真實的翻譯任務(wù)為驅(qū)動實施教學(xué)：1.學(xué)生完成翻譯任務(wù)，經(jīng)歷一次完整的翻譯實施過程：明確翻譯任務(wù)制定翻譯計劃確定翻譯項目實施任務(wù)（搜集資料、調(diào)研、審閱原文、熟悉所譯資料涉及到的專業(yè)內(nèi)容、準備翻譯工具、實施翻譯、）檢查控制（審核譯文、審校原文和