从语义知觉看教学翻译与翻译教学的关系  

A Semantic Investigation into the Relationship between Teaching Translation and Translation Teaching

作　　者：徐莉娜[1] 罗选民[2] 

机构地区：[1]中国海洋大学外国语学院,山东青岛266071 [2]清华大学外语系,北京100084

出　　处：《清华大学教育研究》2006年第5期112-118,共7页Tsinghua Journal of Education

基　　金：国家社科基金项目(05BYY015)

摘　　要：本文着重探讨了教学翻译和翻译教学在教法、内容、目标取向等方面的差异以及语义知觉和语言习得之间的关系,指出这两种教学之间存在某种应接关系。教学翻译是翻译教学的初级阶段。在这一阶段里教师借助翻译传授第二语言知识。文章提出传授翻译技能应该关注学生语义意识的培养,否则,学生译者难免因缺乏“语觉”而无法消除翻译盲点。This article explores the relationship between teaching translation and translation teaching, focusing on their differences in pedagogy, curriculum and educational orientations, and on the interaction between semantic awareness and language acquisition. Teaching translation forms an initial stage of translation teaching. In this stage, learners receive lexemic and grammatical instructions mainly via translation and are offered with subsequent access to translation training and hence enhance second language proficiency. The paper argues that practitioners are likely be handicapped if translation instruction is not facilitated with semantic awareness and skills.

关 键 词：教学翻译 翻译教学 语义知觉 语言习得 

分 类 号：G642.0[文化科学—高等教育学]