中国高校英语专业本科翻译教学研究PDF|Epub|txt|kindle电子书版本网盘下载

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Figures25

2.1 A cognitive processing model of translation25

2.2 The Input-Process-Output model of instructional design29

4.1 Wen Jun's model of TC61

4.2 PACTE's holistic TC model64

4.3 The acquisition of TC according to PACTE's dynamic model(2000)67

4.4 Components of the strategic sub-competence69

4.5 Relationship between components of no-title passage translation competence in its narrow sense70

5.1 Theoretical foundation for OCTA117

5.2 The principal stages of the research process137

Tables45

3.1 Objectivist perspective versus constructivist perspective45

4.1 Illustration of relations between cue words and sentences73

4.2 Background information of the participants in the experiment of TAPs87

4.3 Background information of the participants concerning TAPs questionnaires92

4.4 Background information of TAPs testing materials93

4.5 Information about the arrangement of TAPs experiments98

4.6 Basic statistics on translation strategies collected from TAPs(1)100

4.7 The statistics collected from TAPs questionnaires101

4.8 Basic statistics on translation strategies collected from TAPs(2)103

5.1 Comparison of Stages Ⅰ and Ⅱ of teaching translation for undergraduate English majors in China's universities124

5.2 Content of knowledge transmitted in Stage Ⅰ of teaching translation for undergraduate English majors in China's universities126

5.3 The main elements of the research design138

5.4 Background information of the participants for evaluating OCTA's efficacy146

5.5 Background information of testing materials for evaluating OCTA's efficacy148

5.6 Background information of the participants of M-1149

5.7 Basic statistics on translation products from SDUW152

5.8 Basic statistics on translation products from QFNU152

5.9 Background information on question answers from SDUW153

5.10 Background information on question answers from QFNU153

5.11 Basic statistics on average scores of translation products from SDUM154

5.12 Basic statistics on average scores of question answers from SDUM155

5.13 Basic statistics on average scores of translation products from QFNU155

5.14 Basic statistics on average scores of question answers from QFNU156

Chapter One Introduction1

1.1 Lead-in Remarks1

1.2 The Rationale of the Present Research4

1.2.1 Background:Status Quo of Translation Teaching in China's Mainland4

1.2.2 Rationale8

1.3 Objectives of the Present Research11

1.3.1 Exploring No-Title Passage Translation Competence11

1.3.2 Establishing a New Translation Teaching Approach—OCTA13

1.3.3 Encouraging both TC Studies and Translation Teaching Research14

1.4 Methodology and Data Collection for the Present Research15

1.4.1 Methodology for the Present Research15

1.4.2 Data Collection16

1.5 Organization of the Present Research17

Chapter Two Traditional Objectivist Translation Teaching19

2.1 Introduction19

2.2 Overview of the Objectivist Theories20

2.2.1 Origin and Development20

2.2.2 The Objectivist Learning Theories22

2.3 Traditional Objectivist Translation Teaching Rethinking27

2.3.1 The Objectivist Paradigm28

2.3.2 Strengths and Weaknesses30

2.4 Summary33

Chapter Three Newly Pervasive Constructivist Translation Teaching36

3.1 Introduction36

3.2 Overview of the Constructivist Theories37

3.2.1 Origin and Development37

3.2.2 Social Constructivism versus Cognitive Constructivism38

3.2.3 The Constructivist Learning Theories40

3.3 Translation Teaching in Light of the Constructivist Theories43

3.3.1 The Constructivist Paradigm versus the Objectivist Paradigm43

3.3.2 Related Constructivist Translation Teaching Research Critique46

3.4 Summary54

Chapter Four A Tentative Exploration of No-Title Passage Translation Competence56

4.1 Introduction56

4.2 Overview of TC Studies both at Home and Abroad57

4.2.1 TC Studies Abroad58

4.2.2 TC Studies at Home61

4.3 PACTE's Empirical TC Studies Revisited63

4.3.1 PACTE's Holistic TC Model64

4.3.2 PACTE's Viewpoints on TC Developing66

4.4 Exploring No-Title Passage Translation Competence68

4.4.1 Defining No-Title Passage Translation Competence68

4.4.2 Exploring No-tide Passage Translation Competence Components69

4.4.3 An Empirical Study on Strategic Sub-Competence84

4.5 Summary107

Chapter Five OCTA:A Newly Proposed Approach to Teaching Translation for Undergraduate English Majors in China's Universities110

5.1 Introduction110

5.2 OCTA:A General Description110

5.2.1 OCTA:Necessity and Possibility111

5.2.2 OCTA:Feasibility112

5.2.3 OCTA:A Brief Description116

5.3 Application of OCTA to Teaching Translation for Undergraduate English Majors in China's Universities120

5.3.1 Instructional Design120

5.3.2 Pedagogic Procedures124

5.3.3 Evaluation Practice134

5.4 Evaluating Efficacy of the Newly Proposed Approach:OCTA136

5.4.1 Overview of Orozco's Empirical Study of Measuring TC Acquisition137

5.4.2 Evaluating Efficacy of OCTA in Light of Orozco's Empirical Study144

5.5 Summary158

Chapter Six Conclusion161

6.1 Introduction161

6.2 Discussions of the Research Questions163

6.3 Major Findings166

6.3.1 Findings on the Exploration of No-title Passage Translation Competence166

6.3.2 Findings on the Establishment of a New Theoretic Framework of OCTA168

6.3.3 Findings on the Theoretical Value of the Present Research170

6.4 Implications of the Present Research170

6.5 Limitations and Suggestions171

Appendices173

Appendix 1 Testing Materials for TAPs173

Appendix 2 Samples of Observation Notes177

Appendix 3 Rating Scales for Translation Products181

Appendix 4 Questionnaires for TAPs Experiment183

Appendix 5 Translation Product Samples for TAPs186

Appendix 6 Translation Strategy Indicators191

Appendix 7 Measuring Instruments for Translation Competence Acquisition by Orozco＆Hurtado Albir(2002)192

Appendix 8 Measuring Instruments for No-title Passage Translation Competence Acquisition202

Appendix 9 Translation Product Samples of Testing Materials for No-title Passage Translation Competence Acquisition209

Appendix 10 Internet Links Useful for Translation Teaching and Research213

Bibliography218

后记248