基于过程教学法的高职学生专业英语翻译能力的实证研究英语教学专业

1、以翻译能力为导向的高职非英语专业翻译教学设计研究【中文摘要】高等职业教育作为高等教育的一个重要分支，近年来在我国蓬勃发展。在中国与其他国家交往越来越频繁的背景下，英语教学在高职教育中有着愈发重要的地位。高职高专的培养目标突出应用性和实用性，注重培养学生具备较强的实践动手能力和分析解决实际问题的能力，高职英语教学的原则也是“实用为主，够用为度”。非英语专业学生占高职学生的绝大多数，走上工作岗位后可能也会面临翻译工作任务。现实情况却是很多毕业生缺乏英语翻译能力，影响了交际，也给所在公司造成了业务损失。究其原因，这固然与高职学生自身英语语言基础相对薄弱有关，而高职院校中针对各专业的翻译教学大多以结果

2、为导向，难以调动学生学习翻译的积极性，也在一定程度上造成了这一现象。因此，采取何种切实有效的翻译教学模式，提高高职学生翻译能力，培养一批既懂专业又懂外语翻译的应用型人才，是从事高职英语翻译教学的教师都应该思考的问题。本文拟通过实验探索如何借助过程教学法提高高职学生专业英语翻译能力，并最终验证过程教学法比传统的结果教学法更能提高学生的翻译能力和翻译水平，教学效果更为显著。实验对象来自济南工程职业技术学院计算机专业2010级两个自然班，共30人。将受试者按班级划分为实验组和控制组。实验组釆取过程教学法而控制组则采用传统教学法，进行为期三个月的教学实验。该实验过程主要包括前测，实验过程和后测三个阶段

3、。实验过程以问卷，测试以及访谈为辅助实验工具。通过对实验过程数据的收集以及分析，本研究得出以下结果：实验后几乎所有受试者解决实际翻译问题的能力都有了不同程度的提高。实验组学生的提高幅度普遍比控制组明显，用人单位对实验组译文质量评价更高。实验组学生对过程教学法持普遍肯定态度，表明借助过程教学法这一教学模式在高职院校开展专业英语翻译教学能更好地调动学生学习翻译的积极性，也能好地拓展学生的思维，有效地指导学生的翻译实践。本研究有助于提高各高职院校对高职学生专业英语翻译能力的重视，为教师改进翻译教学方法和课堂设置提供有益参考。【英文摘要】Recent years have witnessed a ra

4、pid development of higher vocational education.Against the background of Chinas more frequent communication with foreigncountries, English teaching is in a superior position in Higher Vocational TechnicalCollege (HVTC). According to the basic requirements for Higher VocationalTechnical Education Eng

5、lish Course issued by Ministry of Education, Englishteaching in HVTC should lay emphasis on educating practical talents, and it isimportant to promote the judicious blend of English teaching and social demands.Non-English major students account for the majority in HVTC, they will inevitablyencounter

6、 some translation tasks after graduation. Unfortunately, a large number ofHVTC graduates show a complete lack of translation competence, which willnegatively influence the communication and cause losses on their employers. Thereason may lie in the HVTC studentsrelatively poor English competence, whi

7、le thefact that most of the translation courses designed for non-English majors were carriedout with product-oriented approach, which cannot motivate the students to study, mayattribute to such a situation. So, English teachers in HVTC should ponder on how toimprove the non-English major studentsEng

8、lish translation competence with a moreeffective approach, and foster the technical talents with English-applying ability intheir future job.An empirical research was conducted in the present study on 30 subjects, aiming tofind out how to improve HVTC students specialty English translation competenc

9、e onthe basis of process-oriented method, and to test the effectiveness of the method.The subjects majoring in computer science were from Jinan EngineeringVocational and Technical College. In the experiment, they were divided into twogroups according to class division. One is the experimental group

10、who participated ina process-oriented class, while the other is the control group that studied in atraditional product-oriented class. The whole experiment lasted for three months. Theexperiment included such steps as the pre-test, the process of developing translationcompetence and the post-test. Q

11、uestionnaires，tests as well as follow-up interview were adopted as the experiment instruments.According to the data collected from the questionnaires, tests and the follow-upinterview, the findings are shown as follow: Nearly all subjects in both groupspromoted their English translation competence a

12、fter the experiment. Subjects in theexperimental group in particular made more remarkable progress than those in thecontrol group, and their translation enjoyed high evaluation of potential clients. Theinterview indicated that the process-oriented approach was popular with subjects inthe experimenta

13、l group. In HVTC, it could positively motivate students to deal withproblems encountered in translation, and improve their translation competence.This research lends itself to call attention of English teachers to the importance ofspecialty English translation competence of non-English majors in HVT

14、C, and topresent a new perspective for the improvement of translation teaching methods.【关键词】高职院校 实证研究 翻译能力 过程教学法【英文关键词】HVTC empirical study translation competence process-oriented approach【目录】基于过程教学法的高职学生专业英语翻译能力的实证研究Abstract7-8摘要9-10Chapter 1 Introduction10-151.1 Research Background10-131.2 Purpose

15、 of the Study131.3 Significance of the Study13-141.4 Structure of the Thesis14-15Chapter 2 Literature Review15-292.1 The Definition of Translation Competence15-172.2 The Application of Product-oriented Approach and Process-oriented Approach to Translation Teaching17-262.2.1 Product-oriented Teaching

16、 Approach18-192.2.2 A Review of Process-oriented Teaching Approach19-212.2.3 Shift of the Translation Teaching Approach21-262.3 The Application of Process-oriented Approach to Translation Teaching in HVTC26-29Chapter 3 Methodology29-353.1 Subjects of the Study29-303.2 Hypothesis303.3 Instruments30-3

17、33.3.1 Questionnaires313.3.2 Pre-test and Post-test31-323.3.3 Follow-up Interview32-333.4 Procedures of the Study33-35Chapter 4 Results and Discussions35-534.1 Statistical Analyses of the Questionnaires35-394.1.1 A Brief Introduction of the Subjects English Proficiency35-364.1.2 Subjects Self-assess

18、ment on Translation Competence36-394.2 Improvement of Subjects Translation Competence39-494.2.1 Different Performance of All Subjects in Two Groups in the Pre-test39-404.2.2 The Performance of All the E-group Subjects in the Two Tests40-424.2.3 The Performance of All the C-group Subjects in the Two

19、Tests42-434.2.4 The Comparison Between the Groups in the Two Tests43-474.2.5 In-depth Comparison of Subjects Translation Competence47-494.3 Analyses of the follow-up interview49-504.4 Summary of the Research Results50-53Chapter 5 Conclusion53-575.1 Major Findings53-545.2 Pedagogical Implications54-5

20、55.3 Limitations of the Study555.4 Suggestions for Future Research55-57Bibliography57-61Appendix 1: Questionnaire161-63Appendix 2: Questionnaire263-65Appendix 3: Follow-up Interview65-66Appendix 4: Pre-test Paper66-69Appendix 5: Referential Answers to Pre-test Paper69-71Appendix 6: Post-test Paper71

21、-74Appendix 7: Referential Answers to Post-test Paper74-76Acknowledgements76-77Publications77关键词：任务驱动 高职商务英语翻译 教学设计 中国论文 职称论文英语论文:高职院校商务英语翻译教学设计理念及其内容设计 一、前言商务英语翻译是商务英语专业毕业生参加工作后主要的工作任务之一，各高职院校商务英语专业均开设了商务英语翻译或相关课程。随着经济日益全球化，社会需要既懂英语又通晓商务知识的复合型应用人才，因此，高职商务英语专业商务英语翻译课程教学必须适应高职商务英语专业毕业生的职业要求澳洲论文代写。在企业

22、调研的基础上，笔者从高职商务英语翻译教学实际出发，探索出以真实的翻译任务为驱动，以翻译团队为小组，以多元化评价为考核的高职商务英语翻译教学设计。 二、高职商务英语翻译教学设计理念对高职商务英语专业学生入学时的综合情况调研表明：该专业学生具有一定的团结合作意识，具备了基本的英语语言能力，但商务基本知识较匮乏，商务实践活动参与度几乎为零。另一方面，学生表现出对该专业较高的学习热情和期望值。从高职商务英语专业学生的实际出发，商务英语翻译课程教学需通过开展融英语语言知识、商务知识的商务英语翻译综合实践训练来实现学生商务英语翻译实践能力的提高。“任务驱动教学法”是一种基于建构主义教学理论的教学方法。它强

23、调以在真实情境中的完成任务为驱动 ，以探究方式完成任务或解决问题为过程，学生在自主和合作的氛围中进行学习活动。在整个教学过程中，学生始终处于主体地位。学生通过完成任务的过程，达到基本知识、专业技能的学习和职业能力的培养。学生通过完成完整的任务，分析问题、解决问题以及综合应用所学知识和技能的能力得以培养。教师是学习情境的创设者、学习任务的设计者、学习资源的提供者、学习活动的组织者和学习方法的指导者。基于“任务驱动”的高职商务英语翻译教学设计正是以真实的翻译任务为载体来设计和实施教学。课程“以任务为驱动”进行教学设计，密切了课程与实践的联系，很大程度上激发了学生学习的积极性和主动性，提高了教学效果

24、。 三、高职商务英语翻译教学内容设计高职商务英语翻译教学内容始终围绕如何让学生获取翻译知识、培养翻译技能和养成翻译职业素质进行选取，为学生可持续发展奠定良好的基础。课程只适度涉及翻译理论，高度重视实践性教学环节，将大部分的教学时数用于翻译技巧的实操，以及以真实的工作任务为训练项目。将教学实践与翻译任务结合起来，强调学生将所学知识和技能在实践中的应用，积极引导学生自主学习。“任务驱动教学法”应用于高职商务英语翻译教学，教师对教学内容的设计，关键是在于对任务的设计。该课程任务设计以课程教学目标为依据、符合学生商务英语专业的特点，同时任务要体现具体性、真实性、可操作性、专业性和开放性。该课程设计 4 个学习情境涵盖了十个真实的工作任务，并将翻译所需要的概念性知识，关联性知识和系统性知识贯穿本课程设计的所有环节。 四、高职商务英语翻译教学实施设计（一）实施模式。该课程以真实的翻译任务为驱动实施教学：1.学生完成翻译任务，经历一次完整的翻译实施过程：明确翻译任务制定翻译计划确定翻译项目实施任务（搜集资料、调研、审阅原文、熟悉所译资料涉及到的专业内容、准备翻译工具、实施翻译、）检查控制（审核译文、审校原文和