I. Introduction
Lv Shuxiang (2009) pointed out: "To do a good job in translation, we must have a thorough understanding of the original text, and to understand the original text, we must go through three customs: the first customs are vocabulary and grammar; The second level is idiom level; The third level is those things that dictionaries can't help; From astronomy to geography, folk customs, slang dialects and historical events, the characters in the novel are varied and indescribable, and they are called' miscellaneous studies'. " However, translation practice is an interdisciplinary "miscellaneous science". Translation ability is the comprehensive embodiment of the translator's bilingual ability, translation skills and thinking ability, as well as the comprehensive embodiment of translation practice ability and language basic skills. The quality of translation teaching is very important.
English translation teaching practice shows that although students have a certain knowledge of English language foundation and bilingual background, there are still many problems in translation practice, which reflects the gap between English translation teaching effect and practical ability.
Second, translation practice reflects students' problems.
1. Lack of professional awareness of translation
Most students lack professional translation awareness, ignore the communicative purpose of the translation, and fail to fully consider the translation function and target audience, which leads to the failure to remove language forms, convey core information and truly realize translation value in translation practice.
2. Negative translation attitude
Based on the teaching idea that translation ability is not taught, but practiced (Liu Heping, 2009: 36), students need to actively participate in the whole process of translation. According to the characteristics of translation teaching, teachers need to play the roles of organizer, supervisor, guide and conductor. However, the traditional translation teaching mode makes students more adaptable to passive absorption, rather than actively enriching experience in actual combat. Therefore, students' attitude towards translation is only to cope with the task of course translation, and then affect the quality of translation.
3. Lack of interdisciplinary knowledge
In translation practice, language ability is only the basis of translation, and translation professional knowledge and translation strategy ability are the necessary conditions for translation; Extralinguistic ability and query tool ability, which are composed of subject knowledge, encyclopedic knowledge and cultural ability, are the external conditions to ensure the quality of translation. Due to students' narrow knowledge and general lack of cultural literacy, most students only stay in the translation of words, sentences and texts, and it is difficult to accurately translate a large number of effective information related to background knowledge such as history, culture and religion in the source language and the target language.
4. Excessive use of online translation tools
With the rapid development of computer technology, the network has become an indispensable tool in people's lives. The emergence of all kinds of application software has provided a lot of convenience to people's lives, and translation software is also among them. However, translation practice is not a simple sentence, paragraph or even text translation. Chinese and western thinking modes are different, language syntactic structures are different, complex sentences abound, long sentence structures are intertwined, and logical relations are difficult to identify. In addition, due to the lack of professional knowledge in different fields, many students did not take the time to understand the original text and analyze the text, but directly relied on some translation tools on the Internet for online translation, resulting in unsightly translations.
5. Weak language foundation
Students' weak language foundation makes them tend to translate words mechanically, which makes the translated text vocabulary poor, boring and lifeless, not to mention quality. Some students have weak language skills and don't know how to modify and revise their own translations. Some students rely on dictionaries and dictionaries to translate words and phrases with cultural background without thinking, which directly affects the translation quality. There are also some students who have mistakes in understanding and expressing the text, and there are mistakes in understanding and expressing. Understanding errors are mainly manifested in grammatical analysis, semantic understanding and semantic understanding errors. The expression errors are British Chinese or Chinglish, that is, British Chinese or Chinglish.
Third, the corresponding solutions
1. Replace outdated translation textbooks.
Language changes with each passing day, and new words are produced every day. Therefore, the textbooks used in translation teaching should keep pace with the times. However, at present, the translation textbooks used by most colleges and universities are mainly English-Chinese Translation Course edited by Zhang Peiji, Yu Yungen, Li Zongjie and Peng Moyu and Practical Translation Course edited by Fan Zhongying. The former first appeared in 1980 and the latter in 1994. Obviously, the outdated teaching materials, an important part of translation teaching, need to be solved urgently.
2. Innovative teaching concepts and methods
In teaching practice, the teaching concept and teaching method of translation are not scientific and systematic enough. Many people equate translation teaching with English teaching. They use language teaching mode to teach translation, attach importance to skill explanation, despise practical training, spend a lot of time and energy on explaining vocabulary, correcting mistakes in grammar and language idioms, and adopt teaching methods of explanation skills and single sentence practice. The problem with this teaching method is that it can not effectively guide students' translation practice according to their specific conditions and professional training objectives, but simply teaches students how to translate vocabulary, sentences and even paragraphs and chapters.
3. Optimize the translation teaching process
The dullness of translation teaching not only affects teachers' effective output, but also affects students' interest in learning, thus greatly reducing the input of translation knowledge. At present, the traditional teaching method of translation in colleges and universities is still teacher-centered, with textbooks as templates, and students seldom participate. In order to improve the quality of practical translation, teachers need to optimize the teaching process and improve students' interest in learning. Case teaching mode can be adopted, that is, a series of methods such as teacher's teaching → pre-translation understanding → text analysis → group discussion → post-translation evaluation. Provide students with opportunities to participate, guide them to think positively and complete translation practice.
4. The use of multimedia-assisted instruction
Increase the teaching practice of multimedia-assisted translation, adjust students' learning mentality, and enhance students' autonomy in learning. To some extent, the teaching practice of translation course will become a cooperation between teachers and students, explore translation together, experience the translation process, and complete the pleasant process of translation, which will provide useful reference for exploring the organization and implementation of translation classroom teaching.
Four. conclusion
To sum up, there are still problems in translation teaching at present. The problems exposed in students' translation practice also reflect the defects in translation curriculum design and expose the loopholes in translation teaching system. With the rapid development of internationalization and localization, the demand for applied translators is increasing. Therefore, deepening the reform of translation teaching has become an urgent task to cultivate applied translation talents. Teachers need to explore and study teaching concepts, textbook updating, teaching organization and other aspects to improve students' language ability, enrich translation professional knowledge and improve translation ability and comprehensive quality in translation practice.
References:
Liu Heping. On the principles and methods of undergraduate translation teaching [J]. China Translation, 2009, (6): 34-4 1.
[2] Lv Shuxiang. Translation and miscellaneous research [a]. Lv Shuxiang collection [c]. Guangzhou: Huacheng Press, 2009.
[3] Murray. Research on Translation Teaching in China [M]. Shanghai Foreign Language Education Press, 1999.
[4] Murray. Translation teaching: an important part of translation research [J]. China Translation, 2004, (4): 59-63.