翻譯工作坊教學(xué)模式教師角色探析

1、 本科生畢業(yè)論文（設(shè)計(jì)） 題目： a study on teacher's role in translation workshop 翻譯工作坊教學(xué)模式中教師角色探析 系 部 外語系 學(xué)科門類 翻譯 專 業(yè) 英語翻譯 學(xué) 號(hào) 0802111035 0802111033 姓 名 常艷、權(quán)威 指導(dǎo)教師 范東生 2012年 4 月 10 日a study on teacher's role in translation workshop written by: quan wei、chang yansupervised by: fan dongshengforeign language

2、s departmenthefei normal universitymay 2012acknowledgementswe would like to express our gratitude to all those who helped us during the writing of this thesis. a special acknowledgement should be shown to professor dean fan dongsheng, from whose lectures we benefited greatly. we are particularly ind

3、ebted to professor dean fan dongsheng who has exerted so much time and tolerance in his generous provision of constructive suggestions for the present dissertation. professor dean fan dongsheng has shown too much patience and guidance in all matters. it was his insightful input, constant encourageme

4、nt, and kind understanding that assisted us complete this paper. his profound knowledge and abundant experience of teaching have guided us a lot from beginning to end. we are grateful to all the students from foreign language department of hefei normal university who offered us all the valuable data

5、 for the present study. similarly, we continue to benefit from the dissertation written by hu mingyue, yu hui and liu xikun.the dissertation is result of the cooperation, honesty, kindness, confidence, tacit understanding and endurance of many people.our heartfelt thanks should also go to hefei norm

6、al university which has provided us with favorable conditions of reading and doing research on the teaching model of translation workshop.iabstractalthough the teaching model of translation workshop is still on trial now, it demonstrated its obvious advantages in many directions. in the recent years

7、, there are many of studies on the teaching model of translation workshop in china and abroad, which have proved it to be an effective way in translation class. the most impressive one is that it improves students translation abilities and the cooperative spirit at the same time. for its unique supe

8、riority of translation teaching, we have had visions of a more perfect theory of teachers role in translation workshop. first, this paper introduces the background of the translation workshop. the second part of this paper elaborates the studies about translation workshop and presents its practice i

9、n universities in europe, hong kong and mainland china. by introducing the general process of class in translation workshop， especially the teachers work in the process and analyzing the feedback from students, the main part of this paper summarizes the teachers role in translation workshop specific

10、ally. this study inquires into the teaching model of workshop，and especially focus on the teachers role in translation workshop. key words: translation workshop; teachers role; advantagesii摘 要盡管翻譯工作坊在目前仍然是一項(xiàng)嶄新的試驗(yàn)，它的優(yōu)勢顯而易見。近些年來國內(nèi)外有許多學(xué)者對(duì)翻譯工作坊教學(xué)模式進(jìn)行了研究與試驗(yàn)，都證明了這一教學(xué)模式在翻譯教學(xué)上的優(yōu)勢。最為突出的一個(gè)特點(diǎn)是，它能夠有效的同時(shí)鍛煉學(xué)生的翻譯能

11、力與合作能力。為了讓這一教學(xué)模式的優(yōu)勢被更多的發(fā)掘，本文作為作者參加指導(dǎo)教師的科研課題應(yīng)用翻譯工作坊教學(xué)模式研究項(xiàng)目的一個(gè)分支，在此對(duì)教師在翻譯工作坊中的角色進(jìn)行探究，并完善現(xiàn)有的理論。首先，本文介紹了翻譯工作坊的相關(guān)背景。第二部分具體闡述國內(nèi)外對(duì)翻譯工作坊的研究和實(shí)踐。在本文的主干部分，著重介紹在我們的教學(xué)試驗(yàn)中教師的做法，同時(shí)對(duì)學(xué)生進(jìn)行調(diào)查，結(jié)合這兩方面，總結(jié)出在翻譯工作坊中教師的主要作用。本課題主要探討翻譯工作坊教學(xué)模式，著重點(diǎn)在于翻譯工作坊中教師作用的描述，總結(jié)與建議。關(guān)鍵詞：翻譯工作坊；教師角色；優(yōu)勢iiicontentsacknowledgements .iabstract.ii摘

12、要 .iii chapter 1 introduction11.1origin of the study11.2structure of the thesis2chapter 2 literature review32.1theories about translation workshop32.2 practice of translation workshop32.2.1 practice of translation workshop abroad32.2.2 practice of translation workshop at home4chapter 3 the present e

13、xperiment of translation workshop73.1 background73.2 the objective of the exercise73.3 the design of translation workshop7chapter 4 the teacher in translation workshop94.1 general procedure94.1.1 assignment by the teacher94.1.2 discussion in groups under guidance of the teacher104.1.3 presentation i

14、n class under guidance of the teacher104.1.4 evaluation and summary by the teacher114.2 time arrangement11chapter 5 teachers role in translation workshop125.1 materials125.2 class management125.3 supervision135.4 evaluation135.5 encouragement14chapter 6 survey on students156.1 research design156.1.1

15、 responses156.1.2 research questions156.1.3 instruments156.2 summary166.3 comment17chapter 7 conclusion19bibliography20chapter 1 introduction1.1 origin of the studythis paper is a partial fulfillment of professor fan dongsheng, our supervisors research project, an experimental study on teaching mode

16、l of workshop in advanced business translation（2011sk342）. nowadays, globalization is the objective trend of the world economic development. as a result, the demand for professional translators in china is increasing. however, the traditional translation teaching model in universities of china exist

17、 a variety of defects. at this point, translation workshop, a new translation teaching model appears, and it is also of great help to improve the translation teaching quality.in the recent years, there are many of studies on the teaching model of translation workshop in china and abroad, which have

18、proved it to be an effective way in translation class. for instance, liu jingzhi (china translation, 2001, 3) introduces the teaching model of workshop in chinese university of hong kong, lingnan university and hong kong baptist university. in addition wang yu(2003) applied the teaching model of tra

19、nslation workshop to the two classes in soochow university. zhu huifen (2007) also adopts translation workshop in her vocational translation course. wang lei(science, 2011,12) from nantong university, demonstrated her practice of translation workshop.by analyzing the above studies of translation wor

20、kshop, we can see that in translation workshop, teachers role is no longer the “sage on the stage”. actually teachers look more like “guide on the side” in the translation workshop. and because of this, the introduction of this teaching model can stimulate the students' enthusiasm of participati

21、on. all in all, experience over the past few years has proved that translation workshop plays positive roles in translation class. not only can it involve the translation practice into classes, improve students translation abilities, but also train the students' cooperative spirit. therefore, it

22、 paves the way for students future as professional translators. however, the teaching model of translation workshop is still a new attempt in this field. how the course could be designed and taught in translation workshop? in this paper, we will focus on the description of teacher's role in tran

23、slation workshop. the description based on the previous studies, mainly from the practical trials in our class. at the same time, we conducted a survey of students from the translation workshop. these feedbacks from students and its analysis are also an important component of this paper. study on th

24、is issue will contribute to the improvement of the teaching model of the translation workshop, in order to achieve the purpose that students can improve their practical translation ability.1.2 structure of the thesisthis paper consists of seven chapters to make discussion and exploration. chapter 1

25、is introduction. chapter 2 is literature review. it provides readers with the general ideas about translation workshop. readers will have a better understanding by the introduction of theories and practice about translation workshop. chapter 3 is about the present experiment of translation workshop.

26、 readers will get general ideas about the design of the experimental course though 4 details: the objective of the exercise, the design of translation workshop, materials for the exercise and final evaluation. chapter4 will describe the process of our experimental class of translation workshop in 4

27、specific steps. chapter 5 is a periodically summary of teachers role in translation workshop. chapter 6 is survey of students and the analysis of the survey. we believe that the students' point of view is of significant in understanding teachers role in translation workshop. the last chapter is

28、conclusion.this paper is completed by chang yan and quan wei together. chang yan collected the theories about translation workshop in chapter ii and concentrated on finishing chapter vi and chapter vii. she also concluded and analyzed results of the questionnaires. quan wei was responsible for finis

29、hing the part of the practice of translation workshop in chapter ii. as to the main body of the article, chapter iii and chapter iv are written by quan wei. in addition, quan wei sent out and called back the questionnaires. chapter 2 literature review2.1theories about translation workshopthe definit

30、ion of translation workshop was not taken uncritically, but some scholars give their comprehension of the new teaching model.gentzler, in contemporary translation theories, believes that translation workshop is a forum similar to a translation center where two or more translators gather together to

31、conduct translation activities (hu mingyue, et al, 2011).li qiang and zhong weihe (2010) define translation workshop as a kind of activity in which a group of people do translation together, discuss any ideas of one specific task ardently, and agree on the target text, acceptable to everyone after c

32、onsultation.leandro wolfson (2005) quotes some characteristics distinguishing the workshop environment from other places designated for translation practice. they are the following:(1) a workshop is extracurricular. it is not governed by grades, points, credits or exams, but it is rather a voluntary

33、 encounter. (2) a workshop is a place for bilateral communication between the coordinator and the participants.(3) in a workshop one does not inculcate knowledge in the way that a traditional course does, however reading, interpreting and communicating are discussed freely. the purpose of the worksh

34、op is to serve not only to assimilate techniques, skills, or knowledge but to acquire a way of working that can serve as a model for future professional undertakings.(4) translation workshop is an intermediate entity between a language course and a literary workshop.2.2 practice of translation works

35、hop2.2.1 practice of translation workshop abroadleandro wolfson (2005), he applied the translation workshop in his courses. he enumerated the stages of his class as follows:(1)a text is handed out for translation accompanied by a brief instruction about the source and intended readership. (2) each p

36、articipant should draft a first version at home and bring it to the following meeting.(3) during this meeting, oral comments are encouraged regarding the content of the original text. (4) one participant reads a paragraph of his translation, sentence by sentence, while the others follow along, first

37、 with the original and then with their own. (5) all questions and comments that point to dissimilarities between the different versions are formulated. (6) the coordinator asks for a clean copy of the corrected translation for the next class. (7) at the next meeting, the coordinator collects the tra

38、nslations, reviews them at home, and returns them with his own comments at the following class. in addition, visintin (2008) organized his translation classes at the university of quintana roo. he introduced the whole steps of his translation workshop. they are: the teacher selects a text, taking in

39、to account the level of the students linguistic competence, vocabulary knowledge and general culture; the students skim through the text, with the aim of identifying the type of text, the style, the register, the source, and the readershipthe students read the text aloud, in turns, in order to get a

40、cquainted with the topic and understand the general message and meaning. at this stage, the teacher can check the students pronunciation and reading skills; students read the text individually and silently, underlining unknown terms and thinking about possible translation difficulties; this activity

41、 can be carried out preferably in groups or pairs, to give them the opportunity to share viewpoints, discuss problems and translation strategies and compare possible solutions; students do a preliminary translation, using monolingual and bilingual dictionaries, synonyms and antonyms lists, and, if n

42、eeded, other information sources, especially if they are not really familiar with the topic (encyclopedias, web pages, specialized books, translation software, experts); in groups, they can compare their versions and come up with one translation per group, or with one translation for each student, i

43、n case they dont reach an agreement about how to translate one or different segments;each student in the group or one student per group reads out his translated versions: the other students are supposed to listen attentively, and are allowed to ask the reader to repeat a segment, in order to suggest

44、 other solutions, make comments and discuss their fellows´ choices: in many cases, highly-enriching debates take place at this stage; if students are already familiar with translation techniques, they can discuss their use in the translation, with special attention to the line of thought they f

45、ollowed before choosing what in their opinion is the appropriate translation of a segment; this has something in common with the “think aloud protocols” each group draws up a final version of the translation, which the teacher collects and evaluates according the objectives of the course.2.2.2 pract

46、ice of translation workshop at home liu jingzhi (2001) reports the translation workshop in hong kong baptist university. students establish translation workshop by themselves. they were commissioned to assist in the translation of foreign works, which included translation of the chinese version of o

47、xford children's encyclopedia, interpretation of the seminar and organization the translation seminars. as for the role of teachers in the translation workshop, the author did not address the contents of this part.wang yu(2003) from suzhou university, applied a series of student-centered teachin

48、g model, which is similar to the classic translation workshop teaching model, to two classes in english major. these two classes was just promoted to fourth grade, had not received any translation training. in extra-curricular discussion, wang yu divided each class into 5-7 groups. each group contai

49、ns of 4-6 students. each member will be required to finish their own translation as the first draft. after that, the whole group will discuss together, and then one student was responsible for the summary of final draft.as the teacher who designed the course, there are 3 remarkable highlights in his

50、 work.1)considering students interest, he used investigation to choose the suitable source texts.2)due to limited class time, theoretical knowledge of translation couldnt be completely taught in class. he listed a book list for students, and put forward several questions of translation theory. stude

51、nts should write a paper to demonstrate their learning results by the end of the semester.3)he attached great importance to the final translation of the student group. he proposed to discover the sparks of students work to increase students self-confidence.zhu huifen (2007) utilizes translation work

52、shop in her vocational translation course. in her translation workshop, each group deals with different materials. and other groups act as the clients to judge their translation. the general steps are:(1) the teacher explains the type of writing and language style of the source text.(2) students are

53、 divided into groups of their own accord with three or four students in every group.(3) every group is given an introduction of the company and every group has a different one.(4) students start to discuss the translation skills they can use and the points they should pay more attention to.(5) one s

54、tudent of every group talks about the important and different points when translating.(6) the teacher makes a judgment about students ideas and gives some advice.(7) after group discussion and the teachers evaluation, students begin to translate under the help of dictionaries and the internet.(8) on

55、e member of each group shares their group translation with the whole class and needs to answer all the questions classmates ask.(9) other students evaluate the translation and mark scores.(10) the teacher gives an overall summarization and suggestions.(11) students also summarize after all the trans

56、lation task, and make amendments to the target text.in the article, she places special emphasis on the teachers role in translation workshop. at the first point, even though teacher is no longer the centre of the class, he/she is still the designer, organizer and monitor of the class. to improve stu

57、dent participation and motivation, teacher could use the translation of workshop as the basis of the students score. at the second point, she believes that the participation of teacher in translation workshop is also significant. for example, in the 7th step of her class, teachers should let students translate by themselves at first, until