语篇·对比·多元——翻译教学方法论思考  

Discourse,Contrast and Diversity: Three Basic Translation Teaching Approaches

作　　者：贺爱军[1] 

机构地区：[1]宁波大学外语学院,浙江宁波315211

出　　处：《上海翻译》2011年第3期60-64,共5页Shanghai Journal of Translators

基　　金：宁波市教育科学规划课题"基于多模态话语分析的翻译教学"(YGH024);宁波大学预研究项目(XYY10010)成果

摘　　要：传统的翻译教学以单句为教学单位,以技巧传授为主要内容,一般只提供一种译文。这种教学方法是结构主义语言学观念的产物,脱离了语境,限制了学生的主观能动性和创造性。后现代主义教学理论注重动态意义,彰显差异,提倡多元。基于此种理念,本文提出翻译教学行之有效的三种教学方法:语篇呈现、语言对比、译文多元。语篇应该成为翻译的教学单位,单个句子、词语只有在宏观的语篇语境下,其意义才能具体化、明晰化。呈现语篇后,教师应该从目的语与源语的语言、文化的异同展开对比分析,让学生做到"知己知彼",然后下笔。在学生翻译的基础上,教师坚持给出多元化的译文,以便开阔学生的思路,提高学生的母语表达能力。The traditional translation teaching approach,which takes a sentence as the teaching unit,the technique-instruction as the major content,and usually provides a single version is a product of structural linguistics,alienating from context and prohibiting students＇ initiative and creativity.On the basis of post-modernist teaching theories which lay emphasis on dynamic meaning,differences and diversity,the author of the paper puts forward three effective translation teaching approaches： discourse presenting,language contrast and translation diversity.Discourse should be taken as the teaching unit because the meaning of single sentences and words becomes specific and transparent only in the macro discoursal context.Discourse presented,instructors should conduct a thorough analysis of the similarities and dissimilarities between source language and target language so that learners can gain an insight of the two languages.Besides,instructors should also manage to provide diversified versions in order to broaden learners＇ horizons and improve their mother tongue competence.

关 键 词：语篇 对比 多元 翻译教学方法 

分 类 号：H059[语言文字—语言学]