摘要
旅游文本具有典型的多模态语篇特征,由语言、图像、声音、动作等多种符号资源共同构成多模态整体。提升学生多模态素养即多元读写能力,使其能够批判性解读和翻译多模态旅游文本,是旅游翻译教学的重要目标。新伦敦小组为培养多元读写能力而构建的“设计学习”教学模式强调学生体验与教师指导并重,鼓励批判性分析与实践应用,有助于培养学生运用不同文化中多种模态的供用特征及互动机制进行旅游翻译。该模式为旅游翻译教学提供了明确有效的指导。
Tourism texts are typical multimodal discourses, which are constructed through interaction and integration of various semiotic resources such as language, image, sound and behavior, etc. as a multimodal whole. To improve students’ multiliteracy and equip them with the ability to critically view and translate the multimodal tourism discourses is the major objective of tourism translation teaching. The "Learning by Design" framework developed by the New London Group for multiliteracies underscores both students’ situated practice and teachers’ overt instruction while encouraging critical analysis and application. It helps to draw students’ attention to the affordances of various modalities and how they are co-deployed to make meanings in different contexts, which provides pedagogical scaffolds for tourism translation teaching.
作者
陈晓
王家义
CHEN Xiao;WANG Jia-yi(College of Foreign Languages,Hunan Institute of Engineering,Xiangtan Hunan 411100)
出处
《牡丹江大学学报》
2022年第10期96-101,共6页
Journal of Mudanjiang University
基金
湖南省社科基金重点项目“译者的翻译阅读行为及其认知机制研究”(19ZDB008)
湖南省教育厅重点项目“汉英翻译过程数据库的创建及其译者认知努力研究”(19A105)
湖南省教育厅一般项目“翻译伦理视域下的旅游翻译研究”(18C0714)。
关键词
多模态
多元读写能力
旅游翻译
旅游翻译教学
多元读写教学模式
multimodality
multiliteracy
tourism translation
tourism translation teaching
pedagogy of multiliteracies
