生态翻译学视域下“教学译融合”模式的构建与实践  

Construction of“Teaching-Learning-Translating Integrated Class”from the Perspective of Eco-translation

作　　者：李志英[1] LI Zhiying(College of Foreign Studies,South China Agricultural University,Guangzhou 510642,China)

机构地区：[1]华南农业大学外国语学院,广州510642

出　　处：《实验室研究与探索》2020年第9期211-215,共5页Research and Exploration In Laboratory

基　　金：2019年国家留学基金资助出国留学地方合作项目(留金项【2019】75号);华南农业大学2019年度教改项目“翻译技术辅助大学英语翻译混合式教学模式有效性研究”【JG19079】。

摘　　要：翻译工具的普及以及经济文化交流需求的凸显造成了翻译生态环境在翻译数量、内容、方式,以及从业人员方面的显著变化,导致原有大学英语翻译教学生态失衡,教学效率降低。依托生态翻译学中"翻译链""文本生态""事后追惩"等理念,构建了对应译事前、中、后3个环节的"教学译融合"教学模式。"教学译融合"的课堂驱动了学生思考翻译工具的选择和使用,对比文本生态把握翻译规范和产出译文,以及通过译文评注进行反馈改进。将有利于改善翻译课堂教学生态,提高学生译文产出和选择能力,培养具备元认知策略的独立翻译学习者,满足社会对多层次翻译人才的需求。The translation profession has changed dramatically over the last decades in terms of translation volume,contents,means and practitioners. The popularity of translation tools and increasing need of intercultural exchange cause the change of eco-translation environment,which brings new challenges to translation teaching. Under the perspective of eco-translation,we establish an eco-translational teaching model which combines "teaching,learning and translating"into a holistic system through conducting "searching,transferring and commenting"in classroom teaching activities.Through the reflection on the use of translation tools,the comparison of textual ecology,and the comment feedback,this teaching model can ensure the improvement of efficiency of classroom teaching and student’s translation competence,thus training more qualified communicators in practicing translation tasks to serve the society.

关 键 词：生态翻译学 教学译融合 大学英语翻译 

分 类 号：H059[语言文字—语言学]