数字人文构建译者身份探析——从教学中的翻译工具观谈起  

A Study on Digital Humanities Shapes Translator Identity in English Language Teaching--A Discussion from the Perspective of Translation Instrumentalism

作　　者：梁玉[1] 吴东正 LIANG Yu;WU Dongzheng(School of Foreign Languages,Harbin University of Science and Technology,Harbin Heilongjiang,150080,China)

机构地区：[1]哈尔滨理工大学外国语学院,黑龙江哈尔滨150080

出　　处：《文化创新比较研究》2024年第26期151-154,共4页Comparative Study of Cultural Innovation

基　　金：2023年度黑龙江省艺术规划项目“数字化背景下黑龙江省民俗文化多模态外宣翻译研究”(项目编号:2023 B042)。

摘　　要：基于知识翻译学及学界关于翻译的“工具论”和“还原论”的批评性分析,该文探讨了翻译的知识生产在技术理性视域下遭遇的“二律背反”,指出在翻译技术时代,数字素养是译者身份认同来源之一,探讨了在教学中引入作为方法的数字人文以提高译者数字素养。该文基于阐释揭示传统翻译教育中对“翻译仅作为工具”的隐藏假设,倡导在知识翻译学中引入对关系主义知识观的探讨,促进量化地探讨跨文化知识生产与传播的可能性。该文呼吁将知识翻译学和数字人文体用结合,创造英语教学中培养学生数字素养的契机,达到以翻译人文为体,关照跨文化翻译知识生产实际之用。Digital humanities contributes to construction of translator identity as it aids counter-arguing"instrumentalism"and"reductionism"in translation studies.A hermeneutics-based interpretation reveals paradoxes through prism of technological rationality.Digital literacy is a key component of translator identity in current milieu.The integration of digital humanities as a method in translation education can enhance translators'digital literacy.Conventional translation education may see"translation is merely a tool",yet it does no merit in facilitating understanding,the tackle of which appeal inclusion of relational knowledge perspectives in Transknowletology.This approach aims to quantitatively explore the possibilities of cross-cultural knowledge production and dissemination.The opportunities can be created to enhance digital literacy through the combination of Transknowletology and digital humanities.

关 键 词：知识翻译学 数字人文 译者身份 翻译教学 数字素养 翻译工具 

分 类 号：H059[语言文字—语言学] TP18[自动化与计算机技术—控制理论与控制工程]