| （摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 鉴于高职教导对市场经济的顺应性和适用性，最近几年来，它吸引了"愈来愈多存眷的眼光。另外，跟着经济全球化和国际交换的进一步加深，德语论文范文，应用英语翻译课程在高职教导中施展愈来愈主要的感化，但是，因为受传统翻译实际和先生先生及教材等重重身分的作用，高职应用翻译的教授教养状态其实不尽善尽美。传统翻译实际缺乏以指点以后翻译教授教养走出窘境。而德国功效翻译实际在这方面具有没有可比较的优势。它拓宽了对翻译实质的熟悉，把译者从源语中束缚出来，以目标论为重要准绳并采用自上而下的办法处理翻译中碰到的成绩。基于它对翻译不雅念注入的新颖血液和它来源于翻译培训的渊源，本文论述了德国功效翻译实际在翻译教授教养目的，翻译教材和翻译教室教授教养形式方面的启发。起首，在教授教养目的上把高职翻译教授教养定位为低级对象翻译教授教养，以完成与接收者的交换为重要教授教养目标而不是进步先生的说话才能。其次，在教材的编撰上，主意用功效派实际来指点编写。德国功效派实际为编写改造奠基了实际和理论基本，德语论文网站，它提出以语境为主线融入新的翻译战略，如改写，重构等。最初，在翻译教授教养形式上，诺德文天职析形式在翻译教授教养中的应用为现今翻译教授教养开拓了新路。它重视斟酌目的语和源语的文内文外身分，按翻译纲领的请求指点翻译进程。这是一个基于进程和基于功效的翻译教授教养形式。总之，德国功效翻译实际在指点我们若何学翻译，若何教翻译方面有严重意义。它是翻译史上里程碑式的改造并能有用地进步翻译教授教养效力。 Abstract: In view of Higher Vocational Education in the market economy, the adaptability and applicability, in recent years, it has attracted the attention of more and more attention. In addition, with the further deepening of economic globalization and the international exchange, the use of English translation courses in higher vocational education to play more and more important role, but because of the traditional translation practice and students and teaching materials and other factors, the use of the translation of the translation of the state is not perfect. The traditional translation practice is lack of guidance on the translation of the teaching of the following. And the German efficacy of translation practice in this area has no comparative advantage. It broadens the understanding of the essence of translation, the translator from the source language to the target of the important criterion and the use of top-down approach to deal with the translation of the results. Based on it, the paper discusses the origin of the translation of the new blood and it comes from the translation training. This paper discusses the practical translation of German efficacy in translation teaching, translation teaching and translation teaching. First, in order to complete the exchange of the target with the receiver, it is important to translate the teaching of higher vocational education to the teaching of the target. Secondly, in the compilation of teaching materials, the idea is to use the effectiveness of the actual to guide the preparation. German efficacy school has laid a foundation for the reform of the actual and theoretical foundation, it proposed the context as the main line to integrate into the new translation strategy, such as rewriting, reconstruction, etc.. Initially, in the form of translation teaching, Nord Wentian job analysis forms used in the teaching of translation for the current translation teaching opens up a new way. It attaches great importance to consider the target language and the source language text and the identity, according to the translation process of the program asking for advice. This is a teaching form of translation based on the process and efficacy. In short, the German efficacy of translation practice in pointing us if any of the translation, if any of the teaching of translation is serious. It is a milestone in the history of translation transformation and can be useful to improve the effectiveness of translation teaching. 目录: 中文摘要 2-3 Abstract 3 中文文摘 5-8 Contents 8-11 Chapter One Introduction 11-15 1.1 Research Background 11 1.2 Relevant Research 11-12 1.3 Research Questions 12-13 1.4 Layout of the Thesis 13-15 Chapter Two HVTE in China and the Status quo of Pragmatic Translation Teachingin Higher Vocational Colleges 15-23 2.1 The Necessity and Significance of Developing Higher Vocational Technical Education in China 15-18 2.1.1 An overview of Higher Vocational Technical Education 15-16 2.1.2 Necessity and Significance of Developing Higher Vocational Technical Education in China 16-18 2.2 Status quo of pragmatic translation teaching for English Majors in Higher Vocational Colleges 18-20 2.2.1 Problems of pragmatic translation teaching in Higher Vocational Colleges 18-19 2.2.2 Definition of Pragmatic Translation 19-20 2.2.3 Characteristics of Pragmatic Translation 20 2.3 Characteristics of Pragmatic Translation Teaching for English Majors in Higher Vocational Colleges(HVC) 20-23 2.3.1 Elementary Instrumental Translation 21-22 2.3.2 Translation Texts Relevant to Industries 22-23 Chapter Three Merits from German Functionalist Approach 23-29 3.1 A Brief Introduction to German Functionalist Approach 23-24 3.2 The German Functionalist Approach and Pragmatic Translation 24-29 3.2.1 Limitations of Traditional Translation Theories Applied with Pragmatic Translation 25-26 3.2.2 Merits of German Functionalist Translation Theories in Guiding Pragmatic Translation Teaching 26-29 Chapter Four Implications on Teaching Objectives for Pragmatic TranslationTeaching in Higher Vocational Colleges 29-35 4.1 Orientation to Pragmatic Translation Teaching in Higher Vocational Colleges 29-31 4.1.1 Translation Teaching or Teaching Translation 29-30 4.1.2 Elementary Translation Teaching 30-31 4.2 Teaching Objectives of Pragmatic Translation Teaching in Higher Vocational Colleges 31-32 4.3 Examplication 32-35 Chapter Five Implications on Pragmatic Translation Course Books in HigherVocational Colleges 35-47 5.1 The Important Role of Translation Course book during Translation Teaching 35 5.2 A Brief History of Translation Course Books 35-37 5.3 The Shortcomings of Pragmatic Translation Course Books 37-39 5.3.1 Lack of Source Target Context 37-38 5.3.2 Lack of Extra-Text Factors 38 5.3.3 Lack of Pragmatic Translation Skills 38-39 5.3.4 Lack of Practicality 39 5.4 Advantages from German Functionalist Approach in Compilation 39-40 5.5 Suggestions on Compilation from German Functionalist Approach 40-47 5.5.1 Translation Context Considered First 40-41 5.5.2 Practical Translation Techniques Needed 41-44 5.5.3 Flexible Translation Exercise 44-47 Chapter Six Implication on Pragmatic Translation Teaching Model from German Functionalist Approach 47-55 6.1 Definition of Translation Teaching Model 47 6.2 The Necessity of Reforming Current Translation Teaching Model in Higher Vocational Colleges 47-49 6.2.1 Shortcomings of Current Teaching Methods 47-48 6.2.2 Suggestions from Scholars to Reform Present Translation Teaching Model 48-49 6.3 Merits of German Functionalist Approach in Directing Pragmatic Translation Teaching 49-50 6.3.1 Application of Source Text Analysis theory 49-50 6.3.2 The Combination of Skopos Theory and Translation Brief 50 6.4 Suggestions from German Functionalist Approach 50-55 6.4.1 The Shift from "Teacher-centered" teaching model to "learner-centered" 50-51 6.4.2 Application of Text Analysis Model in Pragmatic Translation Teaching 51-55 Chapter Seven Conclusion 55-59 Reference 59-63 攻读学位期间承担的科研任务与主要成果 63-65 Acknowledgements 65-67 个人简历 67-69 |
