科技英语翻译教学再思考:理论、途径和方法

Revisiting the Translation Teaching System for English for Science and Technology:The Framework,Approach,and Method

科技英语翻译作为主要的分类选修课程之一,显示出科技英语翻译教学的重要性。但是,科技英语翻译教学尚未形成系统的科技英语翻译理论,缺乏创新、灵活的教学途径,缺少合理、有效的教学方法。该研究重新审视我国高校的科技英语翻译教学,探讨基于文本修辞功能和认知的科技英语翻译理论;以多模态、实践教学为途径,帮助学生提高科技认知知识、理解科技英语翻译文本的功能与结构;以基于档案袋的学习的教学方法,将科技英语翻译理论与实践相结合,贯穿教学始终,构建"一带一路"背景下科技英语翻译教学体系,培养复合型与应用型科技英语翻译人才。

The rapid development of China requires universities to train more professional translators in science and technology.Nevertheless,the teaching system of Chinese universities has not met the increasing demand for competent translators in English for Science and Technology(EST).Currently,the teaching system for translators in EST needs to address the following issues:(1)How is a systematic theoretical framework for the EST translation course to be formulated?(2)How is an innovative approach developed for the EST translation teaching?(3)How is a robust EST translation course to be designed?This study aims to explore the framework,approach,and method for EST translation courses,aiming to accommodate the special need of the Belt and Road Initiative.The theoretical framework primarily consists of rhetorical purposes of translation contexts,and structure of technical discourse.The former is used to inform translation for EST contexts in 5 dimensions,i.e.register,pragmatics,semiotics,culture and cognition.The latter is used to explain the organization and structure of EST information.The general rhetorical functions include description,definition,classification,instructions,and visual-verbal relationships.The rhetorical techniques include natural patterns of time order,space order as well as logical patterns of causality,comparison,contrast and analogy.In light of the theoretical framework,translation skills are developed and teaching contents are arranged.To implement this theoretical framework,a multimodality and practice-oriented system for teaching EST translation is designed.In the multi-modality approach verbal and non-verbal signs are used to help trainees access technical information.Meanwhile trainees are organized on the basis of their bodily experiences of engineering environments to facilitate their comprehension of subject matters.In addition,written translation and oral interpreting exercises are arranged into the multi-modality approach.The portfolio-based learning method is used to integrate the theoretical framework with the multi-modality and practice-oriented approach,on the grounds that trainees are required to reflect on the translating process in relation to specific translation activities.The trainees are guided to select technical texts,in light of the theoretical framework.The trainees are engaged in writing down their reflections on translations into their portfolios and keep revising their translation according to the teacher’s feedback,throughout the course.The trainees’portfolios are assessed as one part of the final examination.This study offers suggestions on class-hour distribution and evaluation,and provides teaching cases for the EST course.The teaching cases demonstrate the specific methods of the organization of the framework and approach.Eventually the teaching result shows that the EST translation course has achieved its objectives and will engage technical translator trainees in meeting the needs of the social and economic development.This study also suggests that a professional academic team in EST translation implement this course design,and a textbook with this course design be materialized.