本科翻译专业课堂中的理论训练——一门外语专业课的行动研究个案报告

An Action Research on an Undergraduate-level Theoretical Course in Translation

本科翻译专业强调实践训练,理论课一般不受学生重视,不过是为完成学分要求不得已才修读。本文认为有效的理论训练能够使学生将翻译当作一种现象去进行研思而不再是一次对某个具体源语文本进行跨语言操作的具体任务,使他们对这个研究对象的本质产生兴趣,并由此学会抽离自己的具体翻译实践活动进行自觉反思,从而间接而长效地提高实践能力。笔者回顾开设《翻译:理论与思考》一课的经历,报告了对这门专业课教学实践就"教什么"和"怎么教"所展开的行动研究以及由此取得的初步成效,总结了"以学习者为中心"、"在‘做’中学"、"为学生搭建支架"三个理念对笔者在理论类专业课的内容设计、教学方法、教师角色定位等方面的具体启示。

Most translation programs at the undergraduate level are dedicated to practical training, leaving theoretical training in a marginal position. If a theory-intensive course is ever offered, it is seldom a pleasant experience for students and hence often regarded as an exercise in futility. This paper argues however that effective theoretical training will help students become informed translators capable of detaching themselves from and reflecting on their own practice, and that students’ performance in translation will be subtly improved in the long run. Offering findings from an action research she conducted through a theory-oriented course titled Aspects of Translation, the author calls attention to three educational concepts, i.e. learner-centeredness, learning-by-doing, and scaffolding, suggesting that the guidance provided by this conceptual trio would go a long way toward helping translation course instructors adjust to the‘what’and‘how’of classroom practice.