论德国功能翻译论述对高职运用英语翻译教学启迪

鉴于高职教育对市场经济的适应性和实用性,近年来,它吸引了公众越来越多关注的目光。此外,随着经济全球化和国际交流的进一步加深,应用英语翻译课程在高职教育中发挥越来越重要的作用,然而,由于受传统翻译理论和老师学生及教材等重重因素的影响,高职应用翻译的教学状况并不尽如人意。传统翻译理论不足以指导当前翻译教学走出困境。而德国功能翻译理论在这方面具有无可比拟的上风。它拓宽了对翻译本质的熟悉,把译者从源语中解放出来,以目的论为首要原则并采取自上而下的方法解决翻译中碰到的问题。基于它对翻译观念注入的新鲜血液和它起源于翻译培训的渊源,本文阐述了德国功能翻译理论在翻译教学目标,翻译教材和翻译课堂教学模式方面的启示。首先,在教学目标上把高职翻译教学定位为低级工具翻译教学,以实现与接受者的交流为主要教学目的而不是提高学生的语言能力。其次,在教材的编撰上,主张用功能派理论来指导编写。德国功能派理论为编写改革奠定了理论和实践基础,它提出以语境为主线融入新的翻译策略,如改写,重构等。最后,在翻译教学模式上,诺德文天职析模式在翻译教学中的应用为当今翻译教学开辟了新路。它注重考虑目标语和源语的文内文外因素,按翻译纲要的要求指导翻译过程。这是一个基于过程和基于功能的翻译教学模式。总之,德国功能翻译理论在指导我们如何学翻译,如何教翻译方面有重大意义。它是翻译史上里程碑式的改革并能有效地提高翻译教学效率。【关键词】：高职教育德国功能翻译理论应用翻译教学启示
【论文提纲】：中文摘要2-3Abstract3-5中文文摘5-8Contents8-11ChapterOneIntroduction11-151.1ResearchBackground111.2RelevantResearch11-121.3ResearchQuestions12-131.4LayoutoftheThesis13-15ChapterTwoHVTEinChinaandtheStatusquoofPragmaticTranslationTeachinginHigherVocationalColleges15-232.1TheNecessityandSignificanceofDevelopingHigherVocationalTechnicalEducationinChina15-182.1.1AnoverviewofHigherVocationalTechnicalEducation15-162.1.2NecessityandSignificanceofDevelopingHigherVocationalTechnicalEducationinChina16-182.2StatusquoofpragmatictranslationteachingforEnglishMajorsinHigherVocationalColleges18-202.2.1ProblemsofpragmatictranslationteachinginHigherVocationalColleges18-192.2.2DefinitionofPragmaticTranslation19-202.2.3CharacteristicsofPragmaticTranslation202.3CharacteristicsofPragmaticTranslationTeachingforEnglishMajorsinHigherVocationalColleges(HVC)20-232.3.1ElementaryInstrumentalTranslation21-222.3.2TranslationTextsRelevanttoIndustries22-23ChapterThreeMeritromGermanFunctionalistApproach23-293.1ABriefIntroductiontoGermanFunctionalistApproach23-243.2TheGermanFunctionalistApproachandPragmaticTranslation24-293.2.1LimitationsofTraditionalTranslationTheoriesAppliedwithPragmaticTranslation25-263.2.2MeritsofGermanFunctionalistTranslationTheoriesinGuidingPragmaticTranslationTeaching26-29ChapterFourImplicationsonTeachingObjectiveorPragmaticTranslationTeachinginHigherVocationalColleges29-354.1OrientationtoPragmaticTranslationTeachinginHigherVocationalColleges29-314.1.1TranslationTeachingorTeachingTranslation29-304.1.2ElementaryTranslationTeaching30-314.2TeachingObjectivesofPragmaticTranslationTeachinginHigherVocationalColleges31-324.3Examplication32-35ChapterFiveImplicationsonPragmaticTranslationCourseBooksinHigherVocationalColleges35-475.1TheImportantRoleofTranslationCoursebookduringTranslationTeaching355.2ABriefHistoryofTranslationCourseBooks35-375.3TheShortcomingsofPragmaticTranslationCourseBooks37-395.3.1LackofSourceTargetContext37-385.3.2LackofExtra-TextFactors385.3.3LackofPragmaticTranslationSkills38-395.3.4LackofPracticality395.4AdvantageromGermanFunctionalistApproachinCompilation39-405.5SuggestionsonCompilationfromGermanFunctionalistApproach40-475.5.1TranslationContextConsideredFirst40-415.5.2PracticalTranslationTechniquesNeeded41-445.5.3FlexibleTranslationExercise44-47ChapterSixImplicationonPragmaticTranslationTeachingModelfromGermanFunctionalistApproach47-556.1DefinitionofTranslationTeachingModel476.2TheNecessityofReformingCurrentTranslationTeachingModelinHigherVocationalColleges47-496.2.1ShortcomingsofCurrentTeachingMethods47-486.2.2SuggestionromScholarstoReformPresentTranslationTeachingModel48-496.3MeritsofGermanFunctionalistApproachinDirectingPragmaticTranslationTeaching49-506.3.1ApplicationofSourceTextAnalysistheory49-506.3.2TheCombinationofSkoposTheoryandTranslationBrief506.4SuggestionromGermanFunctionalistApproach50-556.4.1TheShiftfrom"Teacher-centered"teachingmodelto"learner-centered"50-516.4.2ApplicationofTextAnalysisModelinPragmaticTranslationTeaching51-55ChapterSevenConclusion55-59Reference59-63攻读学位期间承担的科研任务与主要成果63-65Acknowledgements65-67个人简历67-69