元认知理论指导下的翻译硕士(MTI)汉英笔译过程  

Chinese-English Translation Process in MTI Program Based on Metacognition Theory

作　　者：赵亮[1] 

机构地区：[1]北京科技大学外国语学院,北京100083

出　　处：《北京科技大学学报（社会科学版）》2013年第2期24-29,共6页Journal of University of Science and Technology Beijing(Social Sciences Edition)

摘　　要：翻译是一个认知过程,而元认知是认知心理学中一个重要概念,元认知研究的成果能够帮助提高翻译过程的质量。文章首先介绍元认知的基本概念和Anderson元认知模型,并综述了元认知的研究成果,尤其在翻译研究领域,然后以MTI汉英笔译活动为例,探讨了Anderson元认知模型对笔译过程的指导作用。Anderson元认知模型有五个基本成分:准备和计划学习、选择和使用策略、监控学习、灵活使用策略和评价学习。从这五个方面,文章依次介绍如何选择翻译材料;元认知监控可以帮助译者选择和使用翻译策略,并不断调节、改进和完善翻译,从而提高文本的翻译质量;而对翻译过程的正确评价,有助于提高翻译能力和设定下一个学习目标。最后,整个笔译过程被总结为不同阶段的不同职责,元认知成分和方法蕴涵其中。Translation is a cognitive process. Metacognition is an important concept in cognitive psychology. Research findings in metacognition could be helpful to improve the translation process. This article first presents the basic concepts of metacognition and Anderson＇ s model of meta-cognition, then briefly reviews research on metacognition in translation studies. Using examples from Chinese-Enghsh translation practice in MTI program, this article explores the implications of Anderson＇ s model of metacognition on translation process. There are five primary components in Anderson＇ s model： preparing and planning for learning, selecting and using strategies, monitoring learning, orchestrating strategies and evaluating learning. From these five aspects, this article first discusses how to choose translation material; then it illustrates how metacognition monitoring can help the translator select and use strategies, and continuously adjust, improve and perfect the translation process; appropriate evaluation of the translation process will further improve translation competence and help to set the next target. In the end, the translation process is summarized as different responsibilities in different stages, which entail metacognitive factors and learning methods.

关 键 词：元认知 ANDERSON模型 汉英笔译 

分 类 号：H0[语言文字—语言学]