Introduction: The purpose of foreign language translation teaching is to improve bilingual ability, focusing on comparative grammar and the basic characteristics of the two languages. I have compiled a paper on the teaching methods of foreign language translation course. Welcome to read it!
Abstract: In the teaching of translation course, it is generally to talk about the theory first, and then let the students practice? Forward? Method. But the effect is not as good as letting students practice first, then students sum up the teacher's summary and rise to theory? Reverse? The method is better. This model emphasizes student-centered and students' participation in the whole process of teaching. The teacher's task is to inspire and guide students' practice summary, and finally rise to the theoretical level, and then guide translation practice.
[Keywords:] translation course; Positive teaching; Reverse teaching; Mode innovation.
Translation course is a main course for foreign language majors, and its main task is to cultivate and improve students' translation practice ability. At present, apart from a few foreign language graduates engaged in language and literature research and foreign language teaching, most of them are engaged in foreign language work in the fields of cultural and scientific exchanges, economic cooperation and foreign trade. Strong translation ability is an indispensable condition for foreign language work. Therefore, the teaching of translation course is to a great extent an important task for students before employment. Focusing on the needs of society, attaching importance to and strengthening the teaching of translation courses is undoubtedly an important guarantee for foreign language majors in colleges and universities. Especially for the needs of society, our college has specially set up a senior translation major to train qualified translators. What kind of teaching methods can cultivate foreign language talents with high translation level and strong ability is worth discussing.
1. The present situation of translation teaching and the necessity of teaching mode reform.
As we all know, most colleges and universities do not offer special translation courses in the junior year of foreign language majors, and some schools offer translation courses in the junior year, usually for one academic year. However, some colleges and universities do not offer translation courses in the third year, and only offer special translation courses in the fourth year. Completing the teaching of a compulsory course in such a short time will inevitably make teachers pay attention to one thing and lose sight of another, and make students have little effect in translation class. In view of the necessity of translation courses for students' employment, our college has set up advanced translation classes since freshman year, focusing on cultivating translators who are in short supply in society. Visible is necessary and timely. In order to train qualified translators, we must first attach importance to classroom teaching. Teachers must concentrate on studying new teaching methods, constantly improve classroom teaching methods and pay attention to classroom teaching innovation. So, how to carry out innovative education in English classroom teaching?
2. Translation course? Reverse the whole process? Teaching methods.
The purpose of translation teaching is to improve bilingual ability, focusing on contrastive grammar, the basic characteristics of the two languages and their similarities and differences in expressions and idioms. Our translation major is translation teaching to train translators, that is, translation teaching in the true sense. Its purpose is to train translators, focusing on cultivating correct translation concepts and improving translation ability. To cultivate the bilingual ability of foreign language majors to obtain and express information, it is not excluded to cultivate students' correct translation concept, improve students' foreign language translation ability and practical writing ability, and finally make them more qualified applied and compound foreign language talents who can adapt to the needs of work quickly after graduation.
Clear goals need good teaching methods. We propose a new teaching method called. Reverse process method? . That is, taking reverse teaching as the starting point and starting with the stimulation of strange signals from practical senses can activate students' curiosity and make them curious. Taking process teaching as a feature, let students change from being beautiful to taking the initiative to participate in the whole teaching process. How should the specific steps be implemented?
2. 1 homework before class, feeling for the first time. The improvement of translation level mainly depends on practice.
Therefore, the translation class will assign homework every week, focusing on text translation, with the content from short to long and from easy to difficult. ? What you get on paper is so shallow that you never know what you have to do. ? Hearing is empty, but hands are real. Practical translation ability can only be obtained through continuous, frequent and concrete translation practice. Therefore, this determines the characteristics of translation courses. Practice more, practice more? .
Not teaching translation skills and methods on the basis of practice is tantamount to? Scratch boots? .
2.2 Comparative interpretation, analysis and correction. The content of the teacher's explanation is the problem of students' homework before class, paying attention to the comparison of various answers, and actively guiding students to judge the quality of homework translation by using their own professional knowledge such as grammar, culture, language differences between foreign languages and Chinese. When commenting on translation assignments, teachers explain common problems in a targeted way, and at the same time fully promote democracy, fully discuss key sentences and encourage students to speak freely. It mainly encourages comments and classroom discussions on students' translation, and at the same time, puts forward the shortcomings reasonably to facilitate future improvement. Collect all kinds of typical mistakes, organize discussions, analyze the causes of these mistakes, and propose correction methods. It can also provide various translations for students to analyze, compare and discuss the best translation methods, so as to get in touch with the theories and methods of comparative translation. Typical mistakes may be made by students in translation or in books, periodicals or other media. Students' impressions can be deepened through discussion. According to the nature of students' mistakes, teachers conduct inductive analysis to find out the common and representative problems among students. At the same time, these problems that need to be evaluated or discussed in class must also be combined with translation theories and skills that we want to introduce to students purposefully in order to meet the predetermined teaching requirements.
2.3 After-class verification, practice again. Re-verification exercise is to verify what the teacher explained (verified thirst for knowledge). Teachers have taught the necessary theories and skills through homework evaluation, but students' mastery of the theories and skills they have learned and whether they can use them still need to be tested through necessary exercises. Therefore, it is an essential step in translation teaching to re-verify and arrange students to practice again. The difficulty of this exercise material can be slightly deeper than that of the first contact, and students can use what they have learned in the exercise.
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