英语专业低年级汉英翻译教学策略探析──基于有声思维实验

A study of C-E translation teaching strategies of lower-grade English majors——based on think aloud protocols experiment

运用有声思维实验,对山西某大学英语专业30名大一学生的汉英翻译过程进行分析,研究发现,英语专业低年级学生在汉英翻译过程中,存在一些突出的共性问题:学生使用的翻译单位较小;学生的母语思维负迁移较为严重;学生的宏观分析能力较弱;非思维问题。结合学生的实际问题,有针对性地提出教师在课堂教学中应注意运用一些策略:首先,有声思维实验本身就是一项较为有效的翻译教学策略;其次,教师应向学生系统地讲授通过翻译实践增强翻译时的宏观意识、英汉思维和语言的差异、通过阅读来增加语感和积累、正视自己的非思维问题等,从而切实培养和提高低年级学生的汉英翻译能力。

Some common prominent problems are discovered in the C-E translation process of lower-grade English majors based on an analysis of think aloud protocols(TAP)experiment carried out among30freshmen of English Department in one of the colleges in Shanxi.They are as follows:The translation units they use are smaller;Negative transfer of their mother-tongue thinking is relatively serious;Their macro analysis ability is relatively weak;Problems not related to thinking.According to their practical problems,some teaching strategies are put forward:firstly,TAP experiment itself is a very effective teaching strategy;besides,teachers should give students lectures systematically on how to improve their macroscopic awareness based on translation practice,the differences between Chinese and English thinking and languages,accumulation of knowledge through reading and a correct self-judgment of their own problems not related to thinking,so as to cultivate and improve C-E translation ability of lower-grade English Majors practically.