摘要
随着读后续译课程教学的推进,已有研究已经解决了为什么“续”、怎么“续”的问题,需要进一步关注的是“续”的范畴与机制及其在读后续译中起作用的原因。课堂教学实践的研究表明:“续”既具全局性质,又细致入微,与前提条件紧密相关,在“读后读译”互相关联的任务情境中具有积极作用;“续”的机制主要体现为迁移的过程,包括从阅读源语中获得的情境知识向翻译语言产出的隐性迁移,还包括从阅读已有的前期译本内容到读后续译语言发展技能的显性迁移;“续”起作用的原因是多元的,课程环节的交互方式与学生习得的心理特征是最主要的因素。
With the deepening of curriculum teaching,previous research has addressed the issues of why and how to continue,and further attention needs to be paid to the category and mechanism of“continuity”and the reasons for its role in continuation task of translation.Based on classroom teaching practice,this study shows that“continuity”,global and meticulous,closely related to the prerequisites,plays a positive role in task contexts where reading and translation are interrelated.The mechanism of“continuity”is reflected in the process of transfer,including the implicit transfer of situational knowledge obtained from source-language reading to translation-language output,and the explicit transfer from pre-translation reading to language-development skills in subsequent translating.The reasons why“continuity”work in teaching are diverse,of which the interaction mode of the teaching process and the psychological characteristics of students are the most important factors.
作者
陈吉荣
CHEN Jirong(School of Foreign Languages,Liaoning Normal University,Dalian 116029,Liaoning,China)
出处
《韶关学院学报》
2023年第8期36-41,共6页
Journal of Shaoguan University
基金
辽宁省教育科学“十四五”规划项目“基于‘读后续译’模式的翻译教学改革研究”(JG21DB311)。
关键词
续
读后续译
范畴
机制
效果
continuity
continuation task of translation
category
mechanism
effect
