Current Foreign Language Translation Education and Teaching Problems and Countermeasures英语专业毕业论文.doc

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1、Current Foreign Language Translation Education and Teaching Problems and CountermeasuresAbstract social development, more and more demand for the translation, but by the translation of large environmental impacts, the current foreign language translation of education and teaching are faced with many

2、 problems, these problems have become the focus of the translation community. In this paper, the reality of education and teaching, analysis of translation problems faced by education and teaching to explore the micro-areas in teaching how to solve these problems. Key words Translation Teaching Meas

3、ures 1 Introduction Language is the carrier of culture, foreign language ultimate goal is to achieve cross-cultural communication and cross-cultural communication can not do without translation, so the students the ability to translate the growing importance of foreign language teaching are valued.

4、And are subject to various subjective and objective factors, Chinas current education and teaching foreign language translation of the status quo is not optimistic. In this paper, Chinas current foreign language translation of the problems facing education and teaching to do some research and put fo

5、rward corresponding countermeasures. 2, the current foreign language translation of the problems facing education and teaching 2.1. Affected by psychological factors influence on the small office know not a lot of foreign students in the direction of professional translators and other learning forei

6、gn languages in the translation of high school students often have such an experience: the article large words (new words is difficult words) and large sentence (long sentences, difficult sentence) as long as the attention to the use of translation strategies and techniques, translation is usually v

7、ery precise and appropriate. The article, many of the common little words and the little phrase has often become the translation difficulties, this is not because they do not understand or do not understand these small words and sentences, but because although the total that know what to write about

8、 Shique do not know where to start. CH Judds experience generalization that the view that the common element between the learning activities contributed to the learning experience of pre-acquisition (knowledge) to the latter part of the migration of learning activities. Harlows learning set to say t

9、hat the intention of learning or learning by heart is the impact of learning in the method will form the set. Thus, by the previous (knowledge) experience and learning set the impact of learning when learners prone to ignore the previously learned knowledge, and reproduced them in their dealing with

10、 the phenomenon of habit. This has resulted in a lot of students to have recognized the word, sentence know enough. Many students think that awareness of words and sentence patterns will be the word refers to spelling, sentence structure, to know the individual words and sentence patterns, and commo

11、n meaning. In fact, for the translation of the article, this knowledge is not enough, and sometimes may be of no avail. Because of the specific articles and background of each of the text given a specific meaning of words and sentences, which makes our original understanding of words and sentence pa

12、tterns have a particular understanding of ways and translation methods. Word and sentence in the article in this specialization process, often making them the meaning of the migration. Therefore, if we are unclear on when in the translation of the article, the attempt to be applied mechanically know

13、n part of the knowledge, information, inevitably self-defeating. Free Paper Download Center 2.2. Teachers and misleading one-sided emphasis Translation teaching should be carried out under the guidance of translation theory, but what is the translation of theory to guide selection of those students

14、in translation practice, has to according to the specific circumstances of the students and schools to develop training objectives. Translation theory can guide the translation of practice, can be decided at the macro translation of ideas, enhance our response capabilities, but can not be narrowly i

15、nterpreted as a how to guide students to a specific translation of the word, translated sentences. However, foreign language teachers in the classroom dealing with translation of the article, often the existence of such problems: 1) one-sided focus and emphasis on big word, big phrase the understand

16、ing and translation. Teachers in the eyes of the big word they are usually limited to the translation of materials, key words and students are not fully aware of the word (especially the structure of complex words); As for the big sentence, is usually used to refer to those who have been teaching mo

17、re than vocabulary, structure, complex sentences. Students through repeated training, translation of big words, big capacity of the sentence has been greatly improved, but the small words (such as associated with the word), small sentence translation is very strange. The translation of practical tra

18、ining when the students themselves, when, it is often because of these small words and small sentences and large headache. As a result, will be committed from time to time problems such as: Chinese, when translated into foreign languages, translation is a kind of Chinese-style foreign language; fore

19、ign languages, when translated into Chinese, but it is a foreign language in Chinese-style. 2) The neglect of the overall quality of students, bilingual cultivation of self-cultivation. Qualified translator must have a very high overall quality and good language skills, must have two languages to co

20、ntrol behavior of a series of capacity. Some beginner translation often say: I understand the original, but do not know how to translate. This reflects a real problem: the level of the target language needs to be improved! A long time, in our translation of the teaching process, often under the the

21、specific content of certain materials, through the translation of cases to elaborate translation theory, explain a certain technique, and then according to the theory or techniques to carry out targeted exercises. While this will help learners to master in the entry phase of translation theory and s

22、kills, not conducive to foster their creativity and adaptability. In the actual work of translation in the face of articles and style varied, variety, content, teaching materials did not like the single, so some learners have learned to sigh useless, in the process of translation is still its own wa

23、y, resourceful, translation quality is not high, it is difficult competent translation work. Some learners even think that translation is a matter of the characters themselves, so it just hangs on the text in a single context such as level of translation, followed behind in the original, limited by

24、the original grammar characteristics in between the source language and target language the material carried out by a simple literal translation (the so-called word pairs such as) so that translation does not meet the target language grammar habits. Which often result in literal language source mate

25、rial in the deep meaning, and even cultural dimensions of misinterpretation. 2.3. At present the environmental impact of Chinas translation Translation of professional and technical personnel in China has now reached 60000 of the congregation, while hundreds of thousands of people engaged in various

26、 forms of translation work. Although China is a translation big country, but far from translation power. The surface of prosperity due to translation industry, the high-end hard to find a translator faced with the dilemma, shoddy, poor quality of the translations spread. Behind the decline in the qu

27、ality of translation is the translation profession and the publishing industry to the fanatical pursuit of economic interests, which not only seriously damaged the translation industrys image and reputation, will also translate the cause of sustainable development of Chinas threat. This translation

28、environment for Chinas translation of the impact of education is obvious, first of all, translation education is beginning to utilitarian, focusing only on book knowledge but busy with their own amateur translation, while in the process of teaching translation theory and practice, divorced from the

29、specific performance lagged far behind in the translation of theory and practice is too old-fashioned, not keep up with social development. Secondly, learning translator Xinfuqizao, now many universities as learning foreign languages is only a translation of a subsidiary, like learn languages, be ab

30、le to get the dictionary when translated. Third, in the market at all levels of diverse types of supplementary educational materials and literature, translations, which do not lack value for money of the canon but there are a large number of crudely made of inferior products. Seriously affect the fo

31、reign language learners learning process. Finally, with the literary translation of poor quality compared with the problems of translation errors in the phenomenon of everyday life even more serious. Translators Association of China, executive vice president of Lin Wusun pointed out that in China, w

32、hether it is travel guide, or product introduction, both the description of monuments, or street signs, foreign language translation error has been to abound in the extent that this has to a certain extent, interfere with our classroom teaching. 3 responses Mr. Ji Xianlin believes that the current l

33、ack of translation team is mainly manifested in two aspects: First, inadequate attention to training professional translation team, and second, not enough for professional training in translation is weak. Therefore, to change the status of our current translation of education to cultivate a developm

34、ent potential of the translators, it is necessary from the following aspects: First of all, as soon as possible the building of translation professionals and institutions, access, assessment and other related management measures to promote the translation of professionalism, the publication of the t

35、ranslations on the unit a qualified certification, the process also translated and published should also be regulated so that translation services company and customers can work on translation for well-founded, the judge, so that survival of the fittest. In this context, as soon as personnel trainin

36、g to develop the appropriate translation of the general framework used to guide the translation of education and teaching in China. Secondly, for the translation of learners who will have to correct their attitude, and truly learn to translate and the translation of practice engaged in valuable work

37、, rather than shoddy manner or even just a direct translation of Hu excellent translation of the copy to obtain ill-gotten gains. Third, foreign language teachers should stand in cultural exchange the height of adhering to the student-oriented services, the students engage in a rational state of min

38、d Translation education and teaching. 1 to equipping students with the translation and culture, to guide students to create a positive, rational motivation to learn, so that they understand the translator is definitely not for the translation and the translation, but to good science and technology a

39、nd cultural achievements of advanced high-quality in translation, in order to better promote Chinese and foreign cultures, science and technology exchanges. To be in the actual teaching activities to strengthen the big words, big sentence translation strategies and skills training at the same time,

40、pay attention to students rigorous, meticulous translation of the attitude to ensure translation of the seriousness and high standards. So that they always keep in mind: Translation among the big Department is required to heart, the small department also can not be arbitrary. Is particularly importa

41、nt to pay attention to strengthen the students to the source text of the relevant background, cultural knowledge, information, attention and understanding, promote the formation of new students in a positive learning set: develop in a specific context to understand and deal with targeted text habits

42、. 4 Conclusion Our current translation market boom unusual, but the vanity in a crisis. Translation education and teaching are also affected by the status quo is not optimistic. But as long as holding a realistic attitude, from the translation of the starting line education and teaching, in line wit

43、h the goal of cultivating high-end translation talent, eager to practice, bold innovation, and good at summing up, to achieve a satisfactory teaching results on just around the corner, reasonable norms, the healthy and orderly translation market will be gradually formed. Free Paper Download Center R

44、eferences 1 Gao Lei. On the teaching college in the three kinds of translation between J. Crazy English (Teacher Edition), 2007 (4): 20 - 23. 2 Bo-millet, Guo-Cai Yan. Educational Psychology M. Shanghai: East China Normal University Press, 1993: 219 - 221. 3 Li King-sui. Listen to Ji Xianlin Translation Z. Chinese translation, 2005 (2): 30-31. 4 Fuxiang. English translation comprehensive capacity M. Beijing: Foreign Languages Press, 2004: 35 5 Zhang Qiang, Ji Ming. 2006. Translation of Vanity Fair in the industry are in a crisis Z.