浅谈商务英语教学中的文化背景知识和跨文化交际能力的培养

语言是文化的载体,文化是语言的内容。实际生活对商务英语教学提出了越来越高的要求,如何提高跨文化交际能力也就成为商务英语教师和学习者必须关注和思考的问题。     

在语境中实现意义的再生

翻译的首要任务就是要翻译出原文的意义,也就是在目的语中实现意义的再生。而意义的理解又依赖于一定的语境,即文化语境和非文化语境。文化语境包括文化、历史和一切相关的背景知识,而非文化语境是除了文化语境外的一切语境。因此,译者必须要有一定的文化积累。在翻译时,根据特定语境来选择适当的翻译策略,在译文中完成意义的再生,正确传达出原文作者的意图。     

Virtue, Vice and Vacancy in Educational Policy and Practice

The incessancy of the educational reforms of recent decades in Western countries, and their prominent association with conceptions of quality drawn from industry and commerce, tend to becloud the lack of educational substance at the heart of many of the more influential of the reform patterns. This lack betokens something of a sophisticated renaissance of the late nineteenth-century mentality of payment-by-results. Exploration of the reforms also reveals a preoccupation with performance which bypasses the central concerns of education itself. Quality, in short, becomes redefined by a privative rationality, which then furnishes the conceptual arena and the predominant language for decision-making in matters educational.
Writings of two influential contemporary thinkers – MacIntyre and Lyotard – are reviewed to illustrate the nature and significance of what the reforms have neglected. These thinkers' contrasting analyses reveal how intricate the contexts of educational policy and practice have become in the pluralist circumstances of late modernity. Where MacIntyre adopts a largely traditionalist stance and Lyotard a largely dismissive one in the face of the competing inheritances which battle for the minds and hearts of learners, this paper suggests not a middle way, but a different way. This pursues a kind of thinking which is itself educational more than political, self-critical more than adversarial. Declining the path of self-assured advocacy it concentrates instead on opening up an educational issue which is more often overlooked, or busily bypassed, than understood: What actually befalls the experience of teachers and learners in the practical conduct of education? How can that experience benefit best as teaching and learning are defensibly practised? A range of communicative rather than combative virtues is identified in this connection and their promising import is briefly explored.     

论形象思维与古诗英译中的意象处理

翻译与思维密不可分,形象思维在中国古典诗歌英译中至关重要。中国古典诗歌中的意象可分为非文化意象和文化意象两种。对于前者,译者一般采取直译法,在保留原诗意象的同时再现原诗意境;对于后者,译者应善于变通,必要时可舍“形”取“神”,以保留原诗意境。     

哈萨克的"阿依特斯"

“阿依特斯”,即民间对唱,是哈萨克珍贵的非物质文化遗产之一。它可以分为群众性对唱和阿肯对唱两种。群众性的对唱也可以分作两部分:一部分与仪式活动相关,一部分与仪式无关。阿肯对唱是在阿肯之间展开的一种经常性的语言艺术活动,主要是一种技巧和才智的比赛。“阿依特斯”又可以从歌体上做出分类。“阿依特斯”在哈萨克民间有广泛的群众基础。如何保护这份珍贵的文化遗产,还有许多深入、细致的工作要做。