语义“匹配”与翻译教学  

A semantic matchmaking approach to translation-related teaching

作　　者：罗选民[1] 徐莉娜[2] 

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

出　　处：《外语教学与研究》2007年第5期386-391,共6页Foreign Language Teaching and Research

基　　金：国家社科基金项目(05BYY015)部分成果

摘　　要：本文以母语习得研究为依托,通过分析语义匹配和句法框架的关系来讨论翻译教学问题。作者认为翻译教学旨在让学生学会在双语转换失败的情况下有意识并积极地完成信息加工任务,而教学翻译所触及的大多是语法翻译和现成"匹配",缺乏应有的语义感知过程。换言之,作为教学工具的翻译一般是一种被动的双语转换行为或者说是无标记的"匹配"行为,而翻译教学关注的重点是培养学生积极处理有标记信息的能力,即语义匹配的能力。充分运用两种不同的教学,可以培养学生的翻译能力,增强其认知力和创造性。Based on the study of mother-tongue acquisition, this paper probes into the teaching of translation through the analysis of semantic match-making and syntactic frames. It provides a justifiable distinction between teaching translation and translation teaching. In teaching translation learners are exposed to more grammar translation and matched chunks than to semantic processing as expected in translation teaching class, where active and conscious involvements in processing mis-matched chunks are necessary. This process is problem-solving in nature. The application of semantic match-making in the two kinds of teaching can greatly strengthen students' cognitive power and creative performance.

关 键 词：教学翻译 翻译教学 语义匹配 语义知觉 

分 类 号：H315.9[语言文字—英语]