基于语料库的本科生翻译课程教学模式建构研究

On Constructing a Teaching Model of Corpus-Based Translation Course for Undergraduates

本研究基于某地方院校翻译教学实践,通过对课程设计、语料库资源状况、教学内容、实施路径等方面的梳理,尝试提出一套基于语料库的翻译课程教学新模式。教学实践结果表明,新的教学模式有助于优化译文表达形式,提高学生译者英文表达水平,使学习方法更加多元化,学生的学习兴趣和自学能力均有显著提高。鉴于此,未来的翻译教学应进一步丰富语料库教学资源、动态跟踪学生对语料库的日常使用情况;翻译教师需要不断提升语料库使用技术、提高数字化综合能力,适应新形势下翻译课程教学改革的需要。

The study aims to scrutinize whether a new teaching model by applying corpus to undergraduates.translation courses achieves expected outcomes and to what extent it helps to promote tangible teaching effectiveness.To this end,the authors selected a local university to implement the practice by integrating various corpora into the teaching process of an experimental class.The new teaching model includes curriculum design,corpus resources,teaching contents,and teaching paths.To find out how the neo-type translation course works for students’translating performances after one semester’simplementation,the researchers conducted pre-test and post-test of the experimental class and the control class,and questionnaire surveys were also carried out.The results of descriptive statistics and t-tests were as follows:(1)From the pre-test statistics,the average semantic score of the experimental class is 77.24,and that of language form is 79.04.The average semantic score of the control class in the pre-test is 77.52,which is 0.28 higher than that of the experimental class.The average score of language form is 79.28,which is 0.24 lower than that of the experimental class.This shows that the two groups of subjects possess similar translation levels and thus are comparable.(2)From the post-test statistics,the score of the semantics of the experimental class gets closer to that of the language form.To be specific,the average semantic score is 80.76 and the average language form score is 81.04.By comparing the pre-test and posttest results of the experimental class,it is found that the big gap between semantic scores and language form scores in the pre-test has been bridged in the post-test.The semantic scores and language form scores in the post-testhave also been significantly improved.In contrast,the average score of semantics in the control class decreased slightly to 77.12 and that of language form decreased to78.04.It can be seen that the inconsistency between semantic and language form scores of the control class in the pre-test still exists in the post-test.Thereafter,two paired-samples t-tests were conducted.The one for the experimental class shows a significant difference and the other for the control class shows no significant difference.Lastly,an independent-samples t-test also indicated that the neo-type teaching model was more effective than the traditional class.(3)Anonymous questionnaire conducted in the experimental class showed that nearly 40%of the students believed that corpus was helpful to reduce translation errors,eliminate vocabulary fabrication and improve the quality of translation.Nearly 10%believed that corpus-assisted translation was helpful to improve translation efficiency.About 6%believed that corpus could increase the novice translator’sconfidence to a certain extent.From the above findings,it may be concluded that the corpus-assisted translation teaching model does work to improve teaching effectiveness.Though there is no denying that corpus-assisted translation is time-consuming for students,especially in handling their translating materials,the advantages outweigh the disadvantages.This teaching model of practicality does not only provide students with the opportunity to observe the rules of language use but also understand the essence of translation activities.