基于体裁分析与自主学习理论的MTI翻译课堂教学模式

A pedagogic model for MTI translation courses:Implications from genre analysis and learner autonomy

德国功能学派翻译理论指导下的MTI翻译课程教学和人才培养遭遇诸多现实困境,无法有效应对(后)数字化时代和中国新时代语境下的跨文化专业交际需求。本文拟探讨基于体裁分析与自主学习理论的MTI翻译课堂教学模式的教学理念和实施步骤,具体阐释学生对专业化文本的多维度分析、专用话语语料库的运用和修课学生译文修改的微观历史。结果显示该模式有助于学生提高对源文本/目标文本语言特点以及所属话语共同体语境的了解,为体裁意识培养及可持续的翻译能力自主提升打下扎实基础。

There are a number of practical challenges recently found in MTI-based classroom teaching and personnel training which is largely guided under German functionalist translation theories;in particular, our curriculum design poorly catered to new needs of intercultural professional communication in this (post-)digital and Chinese new-era context. This paper reports on pedagogical principles and practice of MTI courses based on genre analysis and learner autonomy theory and depicts a microhistory of teaching students for multidimensional analyses of specialized texts, use of specialized discourse corpora and facilitated revision of their own translations. Results show that our model can help student learners to better understand language features of source-/target-texts and contextual factors of related discourse communities. This is believed to consolidate students' genre awareness and sustainable autonomous learning of translation.