英语专业论文translationmethodsandenglishteaching

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1、甘肃政法学院本科毕业论文（设计）题 目 Translation Methods and English Teaching 人文 院(系) 英语 专业 09 级 3 班学 号 200951030317 姓 名 孙惠琴 指导教师 张馨月 成 绩 完成时间 2013 年 5 月CONTENTS Abstracti摘要ii1. Introduction12. The relationship between translation methods and English teaching22.1 Improving the teaching quality and efficiency32.2 Imp

2、roving cross-cultural communicative competence43. The application of translation methods in English teaching process63.1The application of translation methods in vocabulary teaching63.2 The application of translation methods in grammar teaching73.3 The application of translation methods in the readi

3、ng teaching93.4 The application of translation methods in the writing teaching104. Conclusion12Bibliography14Acknowledgements15ABSTRACT The main purpose of English teaching is to make students possess the communicative competence in English, the final goal of measuring English teaching is whether st

4、udents can communicate in English fluently and accurately. English teaching has made remarkable development in China, but also has a lot of problems. For example, the test has become the only measure of evaluating the efficiency of English teaching; the purpose of students learning is to master some

5、 examination skills. Although test scores have improved, students do not have the most basic English language communicative competence. “Listening, speaking, reading, writing and translation” are the five parts of English teaching and five important ways for learning English, among which the transla

6、tion is the most important, it is a great help to English learning. If teachers incorporate some translation methods and techniques in English teaching, and analyze the practical example, which can improve students translation competence and make them express more natural and elegant. The paper illu

7、strates the application of translation methods in the four aspects of English teaching, and emphasizes the significance and importance of using translation methods in English teaching.Key words: English teaching; translation methods; communicative competence摘要 英语教学的主要目的是使学生具备用英语沟通和交际的能力，学生能使用英语准确流利地

8、交流，是衡量英语教学效果的最终目标。中国的英语教学取得了令人瞩目的发展，但是还存在很多问题。例如，考试成了评价教学效果的唯一手段，学生以掌握一些考试技巧为目的。虽然考试成绩有所提高，但却不具备最基本的英语语言交际能力。“听、说、读、写、译”是英语教学的五个部分，也是学习英语的五个重要方法。其中翻译是最重要的，对英语学习有很大帮助。在英语教学中引入一些翻译方法和技巧，并对实例进行分析比较，能够提高学生的翻译能力，使得表达更自然、优美。本文通过阐述翻译方法在英语教学四个方面的运用，说明了在英语教学中使用翻译方法的意义和重要性。关键词：英语教学 翻译方法 交际能力 ii1. Introduction

9、 Since the day human beings began to communicate with each other, translation has always been playing a vital role in their life, serving as a bridge connecting a country with another, a nation with another and a culture with another. It is certain that without translation, there would be no interna

10、tional communication, no technological development, and no human advancement. Since Chinas entry into the WTO in early 2001, international communication has become unprecedentedly frequent. The development in advanced means of transportation and communication has made our earth a global village. Mor

11、e and more industries are stepping into internationalization and globalization. A variety of foreign products and manufactures have been pouring into Chinas domestic markets, while our merchants and technologies are entering the international market. We know that the 21st century is typically an age

12、 of information, in which all advanced ideas, theories and technologies travel via translation. If our country wants to keep a foothold in the world, we have to understand the world at first and spare no effort to let the world understand us. The task for translators with a global view is not only t

13、o introduce the advanced things into home, but also to popularize our countrys cultural and technological achievements in the rest of the world. Therefore, it is of great significance to produce translation professionals to meet the new centurys needs.Already, many educators have realized the import

14、ance of translation, and colleges and universities have set translation courses for all English majors. Even, some colleges and universities have established a translation major at undergraduate level andor MTI at postgraduate level, or offered doctoral programs in translation studies. On the one ha

15、nd, it is clear that the urgent needs of the society can not be met only through the limited of amount production; on the other hand, English majors without another specialty are often unable to do professional translation related to a particular specialty. In this connection, college English teachi

16、ng naturally becomes a main channel by which to train translators with professional expertise. English has served as the most useful tool for assimilating foreign advanced technological achievements and in cross-cultural communication, so we should have qualified translation competence in the practi

17、cal life to have a fluent and accurate communication. Therefore, it is imperative to speed up and improve translation teaching through applying to translation methods and theories in special training. This paper discusses the translation methods and English teaching from two aspects. The first part

18、illustrates translation methods and English teaching from the teaching quality and efficiency and cross-cultural communication competence. Translation and listening, speaking, reading and writing skills, promote each other. The second part illustrates the application of translation methods in Englis

19、h teaching from the vocabulary, grammar, reading and writing teaching and emphasizes the positive effect on every aspect.2. The relationship between translation methods and English teachingGenerally speaking, translation methods are the summary of experience in the practical translation exercise, ac

20、cording to the differences between source language and target language. There are a variety of translation methods and strategies in the translation teaching, the basic methods are literal translation and liberal translation. Literal translation can be said as the representation of the original lang

21、uage. It keeps the full flavor of the original culture. Liberal translation refers to translating the deep meaning of the original language regardless of the form and word components. Besides, translation methods also involve addition, omission, foreignzing translation, domesticating translation, in

22、version and so on. Addition means supplying necessary words in translation, making the version grammatically correct, semantically clear, rhetorically sound, logically acceptable, and culturally appropriate. A necessary and indispensable word in English may be useless, superfluous, and even a stumbl

23、ing block in Chinese. The English article illustrates this paradox. How important it is in English, but Chinese has no such part of speech. So many important words in English may well be omitted in Chinese, while other words omitted or understood in English may be supplied or repeated. Translation p

24、ractice is regarded as a teaching method to help students understand and consolidate linguistic knowledge. If teachers impart some translation methods and techniques in the class, it can improve the teaching efficiency and make students have a better cross-cultural communicative competence. 2.1 Impr

25、oving the teaching quality and efficiencyCurrently, a new reform is being carried out in College English teaching. In order to conform to the developing trend of higher education, to improve the teaching quality and to meet the societys demands for talents in new times, the Ministry of Education iss

26、ued the latest College English Curriculum Requirements in July 2007, which give detailed requirements in the aspects of listening, speaking, reading, writing and translation, putting translation teaching to a prominently important place. Therefore, we should realize that translation competence is on

27、e of the most important criteria to weigh up students English level. The improvement of translation competence can in turn promote the development of the other language skills. So students translation competence should be of a certain high quality and their translation speed should reach 350 English

28、 words per hour in E-C rendering and 300 Chinese characters per hour in C-E rendering. Furthermore, they should get a good command of translation methods and techniques. In order to achieve the requirements for the translation competence of students, translation method, translation criteria, princip

29、les and common skills should be applied in the English teaching system. Students master or understand basic translation methods in the fundamental learning stage, which has laid a profound foundation for their English study. We can apply some translation methods to English teaching appropriately and

30、 improve the students ability of understanding. In intensive reading class, teachers can first analyze the difficult words and complicated sentence structure, and then translate into corresponding Chinese, which make students strengthen understanding of the original text. For example: I expect you t

31、o add something - a reason for agreeing, another example, or remark to carry the idea further. Although this sentence has not new words, some students feel difficult to understand. The three coordinate conjunction is the appositive of something, is the object of add, dont have to be translated into

32、the Chinese“增添”, according to the Chinese collocation habit, we can add the three verbs“讲”“举“说” to express. Translation is following: 我期待你增添点东西-讲赞成的理由，举另一个例子，说一句话把这一思想加以深化。After such an analysis and translation, the puzzle of the understanding of original text is removed and the teaching quality is

33、improved. The teachers should strive to create a good and favorable English environment for students in English teaching, speaking English as much as possible in the teaching can improve students listening ability. Meanwhile we should take those intermediate-leveled students even inferior into consi

34、deration, such as, some freshmen of non-English majors; it is unrealistic to ask them to understand completely through English interpretation. Especially those proper nouns and technical terms with profound ideological content in English, if teachers tend to explain them in English, it will increase

35、 difficulty of understanding, then it is easy to hurt students confidence of learning English and form the psychological barriers for them. At the same time, it is a waste of the limited teaching time. For example, meteorological terms: trade winds, explained in English is: a tropical wind blows alm

36、ost continually forward the equator from the northeast and southeast, because of the new words equator (赤道) contained in the explanation, teachers also need to explain the new words in English, the imaginary line running round the middle of the earth. In this term, it will be better if teachers firs

37、t give corresponding words in Chinese, and then explain it in English. For some terms of having little connection with the text theme, as explained difficultly in English, we can use Chinese completely. On the one hand it can save valuable teaching time, on the other hand can also guide the students

38、 to focus on the understanding of the whole text, not confused by unfamiliar words. 2.2 Improving cross-cultural communicative competence In the cultural approach, translation is regarded not only as a transfer of linguistic signs, but also as a communication of cultures. As a translator, we should

39、translate from perspective of culture and we should know the differences between the two different cultures. Actually, translation is the exchange of cultures, and the characters of translation are to exchange ideas and cultures. Translation promotes the development of two languages and cultures. Th

40、erefore, the translation is an effective way to improve cross-cultural communicative competence. The definition of communicative competence is described as: “when is allowed to speak and when is not allowed to speak; when and where and how to talk about. Its content includes four aspects; 1) possibi

41、lity, the possibility of language ability; 2) feasibility, acceptability of language; 3) appropriateness, require appropriate language; 4) performance, is used in real life.” Communicative competence is not only refers to the basic language knowledge such as vocabulary, grammar, also refers to be ab

42、le to make a grammatical sentence using grammar rules, and know at what time and what occasions to talk about. Generally speaking, communicative competence includes four meanings: 1. understand the grammar and vocabulary knowledge; 2. understand spoken language knowledge; 3.know how to use different

43、 types of oral expression, such as requests, apologies, thanks and invitations; 4. know how to use the language properly. Appropriately apply translation methods to practice and discuss in English teaching so that students can select appropriate ways to express according to different occasions. When

44、 we communicate with others, we first should realize each others social and cultural background, and our relationship with others, choose appropriate language to express in the specific occasion. For example,1.“你还想要什么？” It should be translated into different sentences in different occasions;1) the r

45、estaurant waiter asks consumer who is ordering: 你还想要什么？ We can translate it like this: And anything to follow? Or would you like anything else? 2) The manager questions the staff：我已经把钱给你了，你还想要什么？We can translate it like this: You have got your salary, what do you want more? 2. As a qualified outdoor

46、 tour guide, you cant take it for granted to translate “依山傍水” into the same sentence. According to the different geographical location and characteristics，“这个小村子依山傍水” should be translated into the following sentence “The small village is built at the foot of a mountain and along a stream” .However,“

47、青岛依山傍水”should be translated into “Qingdao stands against the hills and by the sea.” It is more appropriate. The most difficult part of the translation process is different cultures, it is easy for us to comprehend our native things, but it is difficult to comprehend the same meaning with another cul

48、tural expression. If translators want to keep features of the source language in the translation, they can add some brief explanatory words to help convey the original rhetorical effect and cultural connotation appropriately. For example: John can be relied on. He eats no fish and plays the game. In

49、appropriate translation is ：约翰是可靠的，他一向不吃鱼，而且经常玩游戏。Appropriate translation is: 约翰为人可靠，他既忠诚又正直。Translators dont understand “eat no fish” and “play the game” means loyalty and compliance in English.3. The application of translation methods in English teaching process Teachers should attach importance t

50、o the cultivation of the students language knowledge and language ability in English teaching, it is particularly important in English learning. As we all know, language ability is the foundation of cultivating and developing communicative competence. To help students lay a firm foundation of langua

51、ge and cultivate their language ability, teachers are required to help students understand the basic vocabularies and then master the language rules and regulations in the teaching process. Besides, the teachers should provide language context for students as much as possible, and encourage students

52、 to use these basic vocabularies and language rules feasibly. It can improve students language ability to apply some major translation methods in the basic four aspects of vocabulary, grammar, reading and writing teaching.3.1The application of translation methods in vocabulary teaching First of all,

53、 we should strengthen the vocabulary teaching in the process of teaching; vocabulary is the most basic materials of language. It is a failure to master language without vocabulary. Like building a house, the vocabulary is brick, this building- language cannot be built without accumulation of vocabul

54、ary. The British linguist D.A. Wilkins says: without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed. Indeed, the vocabulary is the most important factors to affect linguistic comprehension and application. Using some translation methods properly can help students t

55、o understand and remember the meaning of the vocabulary, and promote English teaching and consolidation of knowledge. Not all contents can be expressed in object or body language in the process of English class teaching. Sometimes it is difficult to create situation to describe, if we apply translat

56、ion to help students master English knowledge, it can get the twice result with the half effort. For example, the following three words“ fresh（新鲜的）” “flash（闪光）” “flesh（肉）”, it is difficult to explain in English. If we rely on translation, it will be clear at a glance, which is easy to memorize, mean

57、while saves the limited class time. In addition, teachers often give students some sentences in Chinese when come across new English vocabularies and create certain situation to help student better understand and memorize. For example, the following a few new words: Decide on; AID; at risk; the way

58、(to do/doing); virus. The teacher can create sentence in Chinese: 我们必须决定两件事情，对艾滋病患者的授助方式和对具有病毒感染危险者的最佳教育方式，the English translation is: we must decide on two things: the best way to help people who already have AIDS and the best way of educating people who are at risk of being infected with the virus

59、. Through the translation of this sentence, students can understand and master the vocabularies and learn to use. In addition, the application is the final goal of learning English, applying some literal translations to practice and consolidate these vocabularies, which can not only heighten the stu

60、dents understanding of vocabulary knowledge, also stimulate their interest in learning English.3.2 The application of translation methods in grammar teachingWhether grammar teaching is good or not has a direct effect to the whole English teaching. It is beneficial for students to master the grammar

61、rules and structure. First, it helps to bear the structure and rule in mind; second, the better the understanding of the structure and rules is, the more accurate the using of the language is; third, it helps to draw inferences about other cases from one instance, to grasp a typical example and you

62、will grasp the whole category. However, students often regard grammar as a mathematical formula to study, because of the understanding of grammars communicative meaning is not clear. As a result, they have little problem in grammar knowledge in the exam, but often make grammatical mistakes involved

63、in talking or writing. Translation requires students to express correctly on the basis of understanding source language completely. Students compare English and Chinese language consciously in the translation process, and then understand English grammar knowledge in the practical application. In Eng

64、lish- Chinese translation, we first should analyze the differences in grammar and culture, and then can find out the translation strategies by comparative study according to the different regulations. In translation teaching, it makes students to understand the difference between them by comparing t

65、he grammar structure of English and Chinese. Such as English has lexical variation, Chinese has no lexical variation. English is alphabetic writing, there are lexical changes; but Chinese is ideographic characters, there are no lexical changes. English can reflect different tenses by inflectional changes of the verb, but Chinese has no inflections, so it needs the help of vocabulary to account for the time of the action takes place. For e