[摘要]
教学翻译和翻译教学是两种截然不同的概念。教学翻译作为英语教学的辅助手段广泛应用于中学英语教学，英语论文题目，而翻译教学则是旨在提高学生翻译技巧的独立学科。本文区别了这两个概念并略论了中学英语教学中教学翻译的特点。着重略论了教学翻译对中学生翻译能力的消极作用，并提出了相应的策略。同时，本文认为在英语教学中，尽管教学翻译对中学生翻译能力有如此多的消极作用，教师仍然不能完全摒弃教学翻译，英语毕业论文，但是可以通过传授其他相关知识作为其补充，从而提高学生的翻译水平。
[关键字] 教学翻译；英语教学：中学生；消极作用；翻译能力；词汇；语法；文化
Abstract:
Pedagogical translation and translation teaching are two quite different concepts. Pedagogical translation is an assistant method in English teaching widely used in middle school while translation teaching is an independent subject which focuses on developing students’ translation skills. This thesis distinguishes the two concepts and analyzes the characteristics of pedagogical translation used in middle school English teaching, focusing on the negative effects of pedagogical translation on students’ translation competence. Some strategies are proposed to avoid these negative effects, while it also recognizes that teachers can not get rid of pedagogical translation completely in English teaching, but they can impart other relevant knowledge as the complement to improve students’ translation competence.
Key words: pedagogical translation; English teaching; middle school students; negative effects; translation competence ; vocabulary; grammar; culture
1. Introduction
With the development of the economic globalization, language -- a tool for information exchange, has been attached with great importance. Therefore, language learning takes an important role in school teaching. In China, students in almost every region begin to learn English from grade 3 in primary school. Since there are many differences between English and Chinese, English teaching is not an easy job. English teachers have explored many methods in order to make it easier for students to learn English. For instance, pedagogical translation, an assistant method for English teaching, has been making a great difference in English learning. However, it also has many bad effects on students' translation competence. The purpose of pedagogical translation serves to language learning. Therefore, it focuses the equivalence in form between Chinese and English. This will leave a bad impression on students which can affect their translation in later years. From the two months’ education practice for TEFL students in middle school, it is found that when translating a sentence, many students focus on vocabulary equivalence only, with little regard to the context or discourse, let alone the cultural differences between Chinese and English speaking countries, which results in the rigidness of the translated sentences. This kind of translation is not good translation from the perspective of translation teaching. Thus, when teachers use pedagogical translation in English teaching, they should pay attention to the importance of context and discourse, as well as cultures of English speaking countries. Only in this way, can middle school students' awareness of the importance of context and cultural differences in translation be improved. And it will also play an important role in developing students' translation competence.
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