iReasearch学术科研网

摘要：本文回顾基于语料库的翻译教学的重要发展历程;运用Richards&Rodgers(2001)语言教学的三层次模式(three-level model);将它略作修改;用以检验目前在语料库翻译教学中使用的主要方法。本研究发现:译员培训(translator training)和译员教育(translator education)对语料库的运用有很大的区别;前者对语料库的使用已经相当成熟;而后者只是刚刚取得一些进展。导致这种差别的一个可能原因就是译员教育方面缺乏专门为其设计的跨学科理论框架。有鉴于此;本文提出一种跨文化理论框架;并阐述该模型的架构原理。在此框架内;语料库将在语言与翻译专业学生的基本技能技巧提高与掌握方面发挥重要作用。这些原理包括:Kramsch(2006;2009)提出的外语教育中的‘象征能力’(symbolic competence)以及由Tymoczko(2007)提出的‘整体文化翻译’(holistic cultural translation)概念。

This paper takes stock of the important development of corpus-based translation pedagogy and examines the main methods currently employed in corpus-based translation pedagogy using an adapted version of the three-level model elaborated by Richards and Rodgers(2003)for the analysis of language teaching methods.This investigation brings to light significant differences between translator training,where corpora are well established,and translator education,where they have just started to make inroads.Arguably,one of the reasons for this gap lies in the lack of interdisciplinary theoretical frameworks conceived specifically for translator education.On the basis of these considerations,I will explore,in the second part of my paper,the principles underlying an envisioned transcultural conceptual framework,within which corpora can play a significant role in equipping students of language and translation with the competences and capacities they need for the future.These principles are:’symbolic competence’,as elaborated by Kramsch(2006,2009)in the theory of foreign language education and ’holistic cultural translation’,as put forward by Tymoczko(2007)in translation theory.