翻译硕士学生能力结构及能力提升路径研究

当前,翻译硕士专业的蓬勃发展为我国语言服务行业提供了源源不断的优秀翻译人才,然而在翻译硕士学生能力结构方面也存在着诸多问题.基于翻译硕士学生的能力现状及其构成分析,文章通过实证研究对翻译硕士学生的能力提升提出可行性建议,为不断提高翻译硕士学生能力和综合素养提供参考.     

论翻译硕士(MTI)应培养的素质能力

本文简要介绍了翻译硕士(MTI)的专业设置和培养要求,从英汉双语基础、双语文化认知、双语经典阅读、双语写作功底、双语互译水平、双语交际能力等六个方面逐一阐述了翻译硕士(MTI)应具备的素质能力及培养途径。     

翻译能力研究及其MTI教育的课程实现

作为一种特殊形式的实践行为,翻译活动贯穿于历史发展的始终,在人类发展、文化交流的过程中发挥着极其重要的作用。尤其是在社会经济快速发展,对外文化交流日益频繁的今天,社会对高层次翻译专业人才的需求正在不断扩大,这就对翻译专业人才的培养提出了更高的要求。肩负培养翻译专业人才的翻译硕士(MTI)专业,其规模得到了迅猛发展,但在MTI教育的培养模式上还存在诸多问题。在研究译者翻译能力的基础上,探讨了不同翻译能力在MTI教育的课程实现,强调以发展译者翻译能力为核心的培养理念,旨在为MTI教育提供参考。     

翻译硕士教育研究主题的统计分析

通过对2005-2013年发表在国内27种期刊上有关翻译硕士教育研究主题的论文进行统计分析,分别从学习者、教师、教学体系、教育管理、课程等研究主题总结出翻译硕士教育研究的特点和存在的问题,以期对翻译硕士教育有所启示。     

以提高译者能力为中心的翻译硕士笔译教学综合模式新探

翻译硕士专业学位旨在培养“高层次、 应用型、 专业性口笔译人才” , 因此, 翻译( 笔译) 教学应该是以提高学生的译者能力为中心,打造复合型翻译专才。本文以译者能力构成要素为框架, 根据教学实践, 总结出一种行之有效的综合模式: 即开展以任务为中心的翻译阅读和讨论,提高学生的跨文化交际能力; 开办以训练翻译技巧为中心的翻译工作坊,强化学生的翻译能力; 开发以项目为中心的翻译实践,培养学生的职业能力。     

二语习得与翻译能力关系之探讨

翻译能力普遍被认为由语言能力、语篇能力、题材能力、文化能力和转换能力五个要素构成.其中前四个都是现代二语习得理论中强调的"交际语言能力"不可或缺的能力因子.翻译能力的提高首先是学生"跨文化交际语言能力"的提高,"二语习得能力"是"翻译能力"的基础.     

论翻译硕士的翻译教学实践及管理模式

本文主要探究了翻译硕士的培养模式:一是教学模式以翻译实践为主要教学手段,积极开展翻译课题、翻译社团、翻译培训、翻译比赛、翻译实习基地、对译语料库及海外实习项目等多种翻译实践模式;二是管理模式实行家长、学校、教师、学生、实习单位一体化统筹模式。课程设置与实践内容一体化教学模式,网络指导与实地考察一体化指导模式,校内与实习单位一体化激励机制,是翻译实践理论与实践相结合的有效措施。     

翻译专业硕士现状研究

为了加强对翻译硕士专业学位的认识,更好的促进翻译硕士专业学位教育,本文在回顾翻译硕士专业学位20多年发展状况的基础上,对其中存在的问题如实践型师资力量不足、实践基地匮乏等进行了论述,并提出了解决方案。     

翻译硕士能力发展的模式创新研究框架

<正>1.文献综述(1)国外起步较早,底蕴深厚:面向需求,内涵丰富。1957年,法国建立高等翻译学院,学校课程始终适应社会和市场需求,培养大量出类拔萃的高级翻译人才;研究范围广泛,实质性效果明显。翻译人才培养衍生出的翻译研究成果,涉及面对市场和适应社会需要(涵盖谈判、国际贸易、传播交流、市场营销、国际法律等)的研究,研究成果又促进人才培养。(2)国内研究意识增强,不足之处明显:培养模式的研究     

计算机辅助翻译与翻译硕士专业学位概述

我国对于翻译的需求持续增加,翻译行业也相应需要更大程度地采用新的科学技术,提高翻译效率,计算机辅助翻译应运而生;同时,为培养应用型为主的翻译人才,国务院学位委员会设立了翻译硕士专业学位,并将计算机辅助翻译课程融入其中,更好地适应了翻译市场的需求。     

翻译能力的研究及其培养

翻译教学应以培养学生的翻译能力为中心,翻译能力的研究在整个翻译教学中具有重要作用。在研究翻译能力的基础上,探讨了英专本科翻译教学阶段,发展学生翻译能力的四个具体方面：双语能力、知识结构、转换能力以及评估能力,并指出了翻译能力培养的具体方法和途径。     

The Role of Students’ Personality Characteristics, Self-Perceived Competence and Learning Conceptions in the Acquisition and Development of Social Communicative Competence: A Longitudinal Study

An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies. The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics, reported deployed learning activities and study results during their first academic year. Except for confidence in “showing sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly. Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may serve as a starting point for further research into the development of social-communicative competence.     

理工科学生英语语用能力发展的纵向干预研究

本项研究以58名理工科学生为实验对象,考察了不同的教学方法对言语行为语用能力发展的效用。这些受试接受了持续12周、每周半小时的关于13种言语行为的语用知识的明示和暗示教学。前测和后测结果的t值检验表明,在明示教学的四个测试项目上受试有着显著进步,暗示教学则未带来任何显著变化。在大多数课堂教学中未涉及的言语行为测试项目上,受试或表现退步,或困惑不解。本项研究亦表明语用能力测试问卷的信度和效度还有待提高。     

Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.     

A Comparative Interpretation of Communicative Competence

This paper attempts to give an interpretation of communicative competence by a comparative approach,internally and externally.It first examines the internal components of communication competence as formulated by Hymes and Canale & Swain,and then explores the possible relationship between linguistic competence and communication competence by comparing and constrasting the two.Our conclusion is that linguistic competence is the foundation for communicative competence and the latter is a further development of the former.     

《口笔译测评问题研究》述评

翻译测试与评估对口笔译教学、专业资格认证和学术研究影响甚远.2013年迪娜·萨格瑞和卢洛夫·范·德姆特合编的论文集《口笔译测评问题研究》(Assessment Issues in Language Translation and Interpreting),涉及口笔译测评的一般性问题以及在各地区的应用实践,涵盖教学领域...     

基于能力培养的多元化翻译教学模式探究

翻译是一项实用性很广、实践性很强的实用技能,翻译能力是由各项能力组合而成的综合性能力。翻译教学是培养翻译人才的主要途径。翻译教学的目的是培养合格的翻译人才。翻译教学的核心任务就是要培养和提高学生的翻译能力。翻译教学所采用的教学方法也要综合各种手段,全方位提升翻译人才的综合素质和能力。多元化的翻译教学模式对提高学生翻译能力,实现教学以翻译过程为导向、以学生为中心,培养专业翻译人才,培养学生的实践能力、独立工作能力、合作能力等翻译综合能力,使其更好地适应市场需求和社会经济发展的需要,有着十分重要的意义。     

A Longitudinal Study of Assessing APA Writing Competence at a BSW Program

Presented is a longitudinal study evaluating a Bachelor of Social Work writing program. The independent variable is a BSW curriculum in which social work courses include American Psychological Association 5th edition writing modules. In 2005, a baseline was established. From 2006 to 2010, a writing program was implemented. Using a brief rating scale, the authors evaluated 86 senior capstone research papers between 2005–2010. A statistically significant difference was found (F = 13.735, df = 5, 80, p < .05) in the quality of students' writing in 2008, 2009, and 2010 as compared to the baseline in 2005. Implications for social work education are discussed.