翻译课堂教学的关联—顺应研究路向

A Relevance-adjustability Theoretic Approach to the Classroom Translation Teaching

目前,国内外翻译界和语用学界对翻译课堂教学动态过程的研究很少;然而,这方面的探索是翻译研究不可或缺的重要组成部分。翻译课堂教学是一个以教师译者为指导、学生译者为中心从事翻译自主学习的互动建构过程;该过程也是教师译者指导学生译者不断跨越语法、语义、语用、心理语言和社会语言等认知接口被割裂的障碍,对原文话语及译文话语做出最大顺应性选择或最佳顺应性选择的跨文化交际过程。

To date,sparse studies have been conducted on the dynamics of the classroom translation teaching in the fields of pragmatics and translation research. Such studies,however,are indispensable from translation teaching research and its disciplinary construction. The classroom translation teaching is a student-translators-centered, teachertranslator-guided autonomous construction process. It is also an interactional cross-cultural process,in which the teacher-translator guides student-translators to break through the barriers at grammatical, syntactic, semantic,pragmatic,psycholinguistic and sociolinguistic interfaces to make maximally or optimally adjustable choices of the author's intentions and their corresponding target linguistic choices.