（课程与教学论专业论文）建构主义翻译课堂教学初探.pdf

学校代码：10346 学科、专业代码：040102 研究生学号：y20050183 题目： 建构主义翻译课堂教学初探建构主义翻译课堂教学初探 translation teaching innovation in light of constructivism -a case study 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ： 委员（姓名、职称） ： 学位授予单位： 杭州师范大学 论文答辩日期： 2009 年 6 月 10 日 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期： 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容，可以采用 影印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： translation teaching innovation in light of constructivism -a case study 建构主义翻译课堂教学初探建构主义翻译课堂教学初探 xu fang supervisor associate professor: chen jun a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2009 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - i 摘摘 要要 随着经济的蓬勃发展，各个领域对翻译人才的需求量越来越大，要求越来越 高。无论在数量上，还是在质量上，翻译工作者都面临着一场很大的挑战。他们 身兼重任，不仅要把外语翻译成汉语，而且还要把汉语翻译成外语以促进中国文 化、经济和科学的发展。对翻译工作者的急切需求促进了翻译教学的发展。 面对这种局面，提高翻译教学水平势在必行。本文在研究了中国翻译教学的 历史及现状之后，初步探索出一套基于建构主义理论的翻译教学模式，把建构主 义教学理论和实际的翻译教学联系起来，并进行了实验检验，希望此模式对将来 的翻译教学研究能起到一定的指引作用. 本文首先分析了中国翻译教学现状，发现现有的以教师为中心，由教师主宰 整个教学活动进程而把学生置于被动地位的传统翻译课堂教学模式不利于发挥 学生学习的主动性、积极性。接着梳理了建构主义的相关理论，在此基础上，将 建构主义教学理论应用于翻译教学实践，然后将三种基于建构主义的教学设计 (即基于任务的教学，情景教学，和合作学习)应用于实际教学。本文通过笔者的 教学经历， 把这三种教学设计具体落实于课堂教学中， 并用教学实验来验证假设。 教学实验包括三部分，即实验前的翻译测试、实验的教学阶段和实验后的翻译测 试。实验的对象来自浙江经贸职业技术学院应用英语专业 2005 级两个平行教学 班共 75 名学生。052 班为实验班,051 为控制班。在具体教学阶段，控制班被施 以传统的教学方法，实验班则实施新的教学方法，即基于建构主义的翻译教学方 法。16 周的教学实验后，按照实验假设做了后测，实验数据经过 spss(13.0)系 统软件的定量分析，并对相关结论进行理论研究后发现，实验对象在第二次翻译 测试中表现出较为明显的差异， 证明了基于建构主义的翻译教学对于提高实验班 英语专业高职学生的翻译能力起着关键性的作用。此外，本实验采用课堂观察法 和访谈的方式获得高职学生对新的翻译教学方法的反馈。 学生普遍肯定了该方法 对他们英语翻译能力的提高起积极的作用。 本文试图把建构主义运用于翻译课堂， 旨在利用先进的教育学理论更好地服 务外语教学，特别是翻译教学。实验虽有不足，但是基本成功，并提出了一些可 供参考的结论，期望进一步的研究能检验其可靠性及适用范围，并且在未来的研 究中能探索出切实可行，效果良好的课堂教学模式。 关键词：关键词：翻译教学，建构主义，翻译能力，传统翻译教学，基于建构主义的翻译 教学 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - ii abstract with the booming economy, more and more qualified translators and interpreters are needed by various institutions and translation is receiving more attention than ever. although literary translation makes up an important part of translation practice, the translations concerning international trade, foreign affairs, technology and information science have become major tasks for professional translators. they not only translate into but also from chinese for the promotion of chinese culture, economy and science in the world. facing the situation, it is an urgent issue to improve the way of teaching translation in vocational colleges. based on a survey of the history and reality of chinas translation education, the thesis puts forward the constructivism-based translation teaching framework and employs constructivist instruction theory in practical teaching and gets some achievements, which testifies the feasibility and originality of constructivist translation teaching in practice. the thesis, first of all, introduces the status quo of translation teaching in china, finding out that a teacher-centered classroom teaching mode in which the teacher controls the whole teaching process and the students are in a passive position is not helpful to develop students initiatives and autonomy. by discussing three basic tenets of constructivism, the thesis tries to explore whether taking advantage of the learning theory can make it possible to reform the present translation teaching approach and improve students translation competence. it introduces three constructivism-based instruction designs, namely, task-based learning, situated learning and collaborative learning, and finds their applications in practical translation teaching. the teaching experiment conducted accordingly consists of three parts: pretest stage, experiment stage, and posttest stage. the participants in the research were 75 students of class 051 and 052, majoring in applied english in zhejiang economic while the students passively took in knowledge by taking notes. no sparks and inspirations in class, there is merely the reading of students version and correct version provided by the authoritative teacher. after class, students left with a notebook full of correct answers and an empty mind. 1.2 research questions in this study, the following questions are explored: 1) if a constructivism-based translation class instruction can improve students 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 2 - translation competence? 2) what aspects of the constructivism-based translation class instruction lead to the achievements if there are some? 1.3 the purpose of the study facing with these changes, what kind of teaching objectives should we set for translation teaching? furthermore, how could we make translation teaching more effective? all of these problems should be studied carefully. this study tends to explore an effective way of improving translation teaching from the perspective of constructivism which is a developed learning theory after behaviorism and cognitivism and is regarded as a great innovation of modern teaching theory. it emphasizes the importance of cultivating the students initiative in the learning process and calls on the instructor to pay special attention to developing the students cognitive abilities so as to help them become more effective in the construction of new knowledge. based on the classroom observations, experiments and interviews, the thesis manages to testify the practicability and effectiveness of implementing the constructivism-based teaching approach to reinforce the students translation competence. 1.4 the significance of the study compared with the traditional translation teaching, the following aspects in constructivist-based teaching have great significance in translation teaching. one of the ultimate goals of education should not only transmit knowledge to learners, but also enables them to become life-long learners. educators should focus on teaching students how to learn rather than what to learn. in translation class, the teacher encourages students and makes them feel confident. the teacher should arouse every students passion for learning. in the traditional classroom, isolating and competitive climates are likely to arouse anxiety among students so as to obstacle the development of students translation abilities and decrease students interest in learning. collaborative learning is a kind of very efficient and effective way to break the impersonality and make the students have a sense of belonging. in any kind of learning and teaching activities, the key is that the teacher should provide opportunities for students to interact and cooperate with each other. the cooperative activities enable students to become more autonomous. during the teaching experiment, the author found that most students in constructivist-based 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 3 - instructional class were no longer silent, passive, isolated learners; instead, they became active participants in translation learning activities. some introverted students were inclined to express their own opinions about the items discussed. students gradually developed the habit of speaking in public in the interactive activities. the instructional mode that focuses on recitation cannot meet the needs of modern society. translation teaching should be reformed and innovated to exploit students learning potential. in constructivist-based translation teaching, the author found that the students did have learning potential. what they lack is the opportunities to develop their potential. in constructivist class, the teacher gives up the authority that he/she possesses in the traditional teaching model both at the belief level and in practice and trys to give students more opportunities to exert the students learning potential. 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 4 - chapter 2 literature review 2.1 present situation of translation teaching in china. 2.1.1 teaching translation vs. translation teaching english teaching is designed to cultivate the relative language and communicative competence at difference stages to fulfill its task and target. its organic composition includes teaching translation and translation teaching, which belong to different teaching designs with varied definitions and purposes. in order to make clear of the distinction between them, we must unavoidably mention two definitions put forth by delisle, a canada translator. according to him, the former is a way to learn and use a certain language, or to explore the style of it, a way to evaluate the foreign language people learned, the ultimate purpose of which is to master the language. while the latter, as he pointed out, is neither to master the foreign language, nor to improve the stylistic language ability, but rather to acquire the translation competence. based on the definitions he put forth, teaching translation is also called school translation while translation teaching professional translation. actually, before delisle, zhang peiji (zhang 1980) had already mentioned the two terminologies as following: teaching translation is an effective approach to lay a solid foundation of improving english language proficiency by means of translation exercises, and translation teaching is a course set up for senior english majors of which target is to introduce some basic translation theories and strategies. liu miqing (liu 1984) also stressed importance of distinguishing translation teaching from teaching translation by asserting that one is a teaching device and the other is a specific course. recently, more experts discussed the two terms and expressed their opinions towards them. here we just name a few (quoted from zhang meifang 2001). teaching translation is a means of language teaching through translation. translation here, he stated, is the approach but not the aim. nevertheless, translation teaching is a course with its aim to cultivate students translation competence, to coach basic translating strategies and theories. (mu lei, yao jinqing 1997) teaching translation is less demanding in regard to the quality of translated version since it is merely a part of language teaching. it is designed to cater for other 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 5 - forms of foreign language teaching except translation course. translation teaching, which aim is to improve translation proficiency, is professional, therefore requires better version for its sake. (huang zhonglian, li yashu 1997). the distinction of the two different terminologies is necessary for translation teaching and syllabus design because different teaching aims and subjects requires different materials. translation as a teaching device differs from translation as a course in the goal either is set to，though both are methodologically interrelated. understanding this is of great importance for such college teachers as offer intensive english course to graduate students taking any other disciplines than english as their majors. students should receive formal translation teaching since teaching translation only provide language know ledges and skills in general which is far from satisfaction if they are to take translation as their profession in the future. 2.1.2translation competence the notion of translation competence was first introduced by german scholar wolfram wilss in 1976. in the following 20 years, scholars got more interested in competence study and applied this research to teaching practice. there are various explanations for the notions of translation competence. among the competences that translator should have, jean vienne (2000) regards that the first basic element of translation competence is, therefore，the ability to analyze a variety of translation situations. based on this ability, translator can define the appropriate translation product and establish in broad outline a translational strategy appropriate to the translation situation. secondly, translators should have the ability to decide on a strategy for resource research adapted to the translation situation, as well as the ability to evaluate and exploit the resources necessary to carry out the assignment received (vienne 2000). with regard to the aim of translator training, it should be to produce not specialist translators, but specialists in translation. liu miqing (2003) classified translation teaching into translation practice teaching and translation theories teaching. the central task can be summarized as cultivating learners translation competence and strengthen learners understanding on translation as the fundamental objective for quality education in translation studies. liu miqing cited gagnes quality acquisition thesis and classify translation competence into five sub-competences: 1)linguistic analysis and manipulation competence; 2)cultural interpretation and expression competence; 3)aesthetic judgment and expression competence; 4)bilingual transfer and expression competence; 5) logical analysis and modification competence. (liu miqing 2003). 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 6 - translation competence is the basic competence that translation practice could develop in the language class. it can be regarded as the core among the various competence needed by translator. besides this central competence, there are also some other competence needed in translating process. for example, the competence extension connected with translating practice or related with translators quality. 2.1.3 traditional translation teaching approach in the field of college english teaching in china, more and more emphasis has been laid on the development of students productive skills. translating is an important productive skill, the cultivation of which is therefore a common concern in the field of translation teaching the traditional translation teaching approach attaches importance to the final product of translating, which has exposed various disadvantages. translating has been drawing an increasingly public and academic interest, which foretells a pressing need for qualified translators and interpreters. however, the traditional translation teaching approach, which is teacher-centered, lays emphasis on the final product of translating-the students version. usually, the teacher first demonstrates translation techniques with the help of a few example sentences or makes a comparative study of two or more versions, and then assigns some homework. next, the teacher corrects students assignments, with emphasis on correcting mistakes. finally, the teacher makes some comment on students translation work, his emphasis still on students mistakes，occasionally commenting on one or two good versionsin this way, the whole process of translation teaching has come to an end obviously, this approach has the following disadvantages: first, as it belongs to product-oriented approach, which is teacher-centered, it cannot ensure that students will bring their major role into full play. the teacher plays the role of a nurse, thus generating students heavy dependence on the teacher and their half-heartedness about learning translation. second, in correcting and commenting on students assignments, the teacher always lays emphasis on students mistakes, which is liable to dampen students enthusiasm for translating, causing them to psychologically generate the fear of and disgust for the translation course. third, this product-oriented approach deviates from the aim of quality-oriented education, failing to develop students comprehensive ability - the ability to innovate and the abilities to discover, analyze and solve translation problems independently. fourth, in translating assignments after class, students lack their teachers guidance, and the teacher cannot monitor his students translation activities; nor does 杭州师范大学硕士学位论文 建构主义翻译课堂教学初探 - - - 7 - he discover his students mistakes or guide them in problem-solving during comprehension and representation. consequently, students are apt to skimp their work if translation is compared to an iceberg, the translated work is merely a very small part of the iceberg floating above the water; the majority of the iceberg deep under the water. the complex process of translating is not yet discovered by the teacher. in short, the translation class based on it has become a one-way communication, generating little desired effect. 2.1.4 translation teaching materials zhang meifang（2001） once conducted a survey on the quantity of translation teaching materials, finding that there were only two published books in the year between 1949-1965, and none in 1966-1976. while in 1977-1989, translation materials are mushrooming in china, reaching a climax about 50. in 1990-1997, there also appeared 30 book in the market (for details, see table 2-1). from the figures collected by zhang, we can easily discover the fast pace of translation teaching material development in china. table 2-1: translation teaching materials published in china between the years 1949-1998 ( zhang meifang, 2001) 综合性基 础教材 口译教材 科技翻译 教材 文学翻译 教材 商贸翻译 教材 总数及百 分比 1949-1965 3 0 0 0 0 3 26% 1966-1976 0 0 0 0 0 0 0% 1977-1989 32 3 22 2 2 61 53% 1990-1998 33 11 2 1 4 51 44% 总数及百 分比 68 591% 14 122% 24 209% 3 26% 6 52% 115 according to zhang meifang (20