ABSTRACT
The cultivation of the basic translation competence plays a significant role in the cultivation of language skills of English majors. However, the teaching problems still exist, for example, students’ poor translation competence and low teaching efficiency. The thesis does researches on translation competence which consists of several sub-competences, such as linguistic competence, cultural competence, cognitive competence and internal motive force. In the paper the cultivation of translation competence is explored at different levels, and corresponding elements of translation pedagogy are figured out, by which problems of the fundamental translation competence are revealed: too much emphasis on macroscopic and theoretical teaching. For this, the principal role of the students, the translation practice and the basic knowledge it needs are ignored. According to this, some achievable solutions about the teaching organization model are put forward, for instance, interactive teaching, knowledge-oriented teaching and task-based teaching.
Key Words: basic translation competence; teaching problems; translation practice; solutions
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
1.1 Background of the Study-1
1.2 Current Situation and Problems of Translation Pedagogy-1
Chapter Two LITERATURE REVIEW-3
2.1 Translation Competence-3
2.2 Constitution of Translation Competence-4
2.3 Cultivation of Translation Competence-6
Chapter Three CLASSIFICATION OF FUNDAMENTAL TRANSLATION COMPETENCE AND ITS BASICS-7
3.1 Classification of Fundamental Translation Competence-7
3.1.1 Linguistic competence-7
3.1.2 Cultural Competence-8
3.1.3 Cognitive Competence-9
3.1.4 Internal Motive Force-10
3.2 Basics of Translation Competence-10
Chapter Four CURRENT TRANSLATION PEDAGOGY AND WAYS TO DEVELOP THE FUNDAMENTAL TRANSLATION COMPETENCE-11
4.1 Current Translation Pedagogy-11
4.1.1 Skill-oriented model-11
4.1.2 Theory-oriented model-12
4.1.3 Model with the skill and theory melted-12
4.2 Ways to Develop the Fundamental Translation Competence-12
4.2.1 Interactive teaching-12
4.2.2 Knowledge-oriented teaching-13
4.2.3 Task-based teaching-15
Chapter Five CONCLUSION-17
REFERENCES-18
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