English Translation
课程编码： 31A06004 学分： 2.0 课程类别：专业任选课
计划学时：32 其中讲课： 32 实验或实践： 0 上机：0
适用专业：汉语国际教育
推荐教材：《英汉翻译教程》，连淑能主编，高等教育出版社，2006年
参考书目：《英汉翻译教程》，连淑能主编，高等教育出版社，2006年
课程的教学目的与任务
通过本课程的学习，使学生初步了解翻译基础理论和英汉两种语言的异同，并掌握常用的翻译技巧，能将中等难度的英语篇章或段落译成汉语。译文忠实原文，语言通顺，速度为每小时250-300个英文单词。
课程的基本要求
1．了解并掌握各章的基本内容。
2．了解翻译的基本理论和基本问题。
3．掌握基本的翻译技巧。
4．掌握文献检索、资料查询的基本方法
各章节授课内容、教学方法及学时分配建议（含课内实验）
{C}1. General Principles periods: 2 (1 for teaching, 1for practice)
{C}1.1 What is Translation?
{C}1.2 The Assessment of Translation
{C}1.3 The Competence of a Translator
{C}1.4 Translation Strategies
{C}1.5 Basic Processes in Translating
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}2. Introduction to Language Services Industry and Translation Technology periods: 2 (1 for teaching, 1for practice)
{C}2.1 {C}Language Services Industry
{C}2.1.1 Definition
{C}2.1.2 Features
{C}2.1.3 Status quo
{C}2.2 {C}Translation Technology with CAT application demonstration
Teaching Approaches:heuristic teaching+CATdemonstration+students self-practice+QQ Q-A communication
{C}3. Contrastive Studies of English and Chinese periods: 4 (2 for teaching, 2for practice)
{C}3.1 {C}Study of the English Language
{C}3.2 {C}Study of the English Language
{C}3.3 {C}English vs. Chinese: Ten Pairs of Features
{C}3.3.1 Synthetic vs. Analytic
{C}3.3.2 Rigid vs. Supple
{C}3.3.3 Hypotactic vs. Paratactic
{C}3.3.4 Complex vs. Simple
{C}3.3.5 Impersonal vs. Personal
{C}3.3.6 Passive vs. Active
{C}3.3.7 Static vs. Dynamic
{C}3.3.8 Abstract vs. Concrete
{C}3.3.9 Indirect vs. Direct
{C}3.3.10 Substitutive vs. Repetitive
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
4. Diction periods: 2 (1 for teaching, 1for practice)
4.1 Choice of Affective Meanings
4.2 Choice of Grammatical Meanings
4.3 Choice of Contextual Meanings
4.4 Choice of Collocative Meanings
4.5 Choice of Stylistic Meanings
4.6 Choice of Ambiguous Meanings
4.7 Choice of Extended Meanings
4.8 Choice of Equivalent Meanings
4.9 Choice of Exact Meanings
4.10 Choice of Different Chinese Words to Translate the Same English Word or Use of the Same Chinese Word(s) to Translate Different English Words
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}5. Conversion periods: 2 (1 for teaching, 1for practice)
5.1 Conversion of Word Classes
5.2 Conversion of Sentence Members
5.3 Conversion of Impersonal Subjects
5.4 Conversion of Perspectives
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}6. Addition periods: 2 (1 for teaching, 1for practice)
6.1 Structural Addition
6.2 Semantic Addition
6.3 Rhetorical Addition
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}7. Omission periods: 2 (1 for teaching, 1for practice)
{C}7.1 {C}Omission of Words Peculiar to English
{C}7.2 Omission of Words Superfluous in Chinese
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}8. Inversion periods: 2 (1 for teaching, 1for practice)
{C}8.1 Inversion of Word Order in Translating Word-Groups or Phrases
{C}8.2 {C}Inversion of Word Order in Translating Attributes
{C}8.3 {C}Position of Adjective Clauses
{C}8.4 {C}Inversion of Adverbials
{C}8.5 {C}Position of Adverbial clauses
{C}8.6 Inversion of Sentence Structure
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}9. Repetition and Passive Voice Translation periods: 2 (1 for teaching, 1for practice)
{C}9.1 {C}Repetition
9.1.1 Grammatical Repetition
9.1.2 Rhetorical Reduplication and Repetition
9.2Passive Voice Translation
9.2.1 Features of the English/Chinese Passive
9.2.2 Common ways to Translate the Passive
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}10. Negation periods: 2 (1 for teaching, 1for practice)
10.1 Transfer of the Negative
10.2 Conversion of the Affirmative into the Negative
10.3 Conversion of the Negative into the Affirmative
10.4 Translation of Various Kinds of Negations
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
{C}11. Division periods: 2 (1 for teaching, 1for practice)
11. 1 Pick out of words
11. 2 Pick out of phrases
11. 3 Splitting of complex sentences
11. 4 Splitting of the whole sentence
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
12. Condensation periods: 2 (1 for teaching, 1for practice)
12.1 Condensation of phrases and clauses
12.2 Condensation of complex sentences into simple sentences
12.3 Condensation of compound sentences into simple sentences
12.4 Condensation of two or more simple sentences into one simple sentence
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
13. Translation of Long Sentences periods: 2 (1 for teaching, 1for practice)
13.1 Follow the Original Order
13.2 Invert the Original Order
13.3 Split a Long Sentence Into Shorter Parts/Sentences
13.4 Draw Close Members of a Sentence/Words of a Phrase
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
14. Translation of Culture-loaded Expressions periods: 2 (1 for teaching, 1for practice)
14.1 Foreignizing Translation
14.2 Domesticating Translation
14.3 Semantic Translation
14.4 Three Don’ts in Translating English Idioms
14.5 Proper Use of Chinese Idioms in Translation
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
15. Translation of Proper Nouns and Technical Terms periods: 2 (1 for teaching, 1for practice)
15.1 Transliteration
15.2 Semantic Translation
15.3 Both Transliteration and Semantic Translation
15.4 Shape-related Symbol Translation with a Semantic Explanation Added at the End
15.5 Semantic Translation with the Original Alphabet, Abbreviation, or Number at the Beginning or at the End
15.6 Borrowing of the Original Abbreviation
15.7 Coinage of New Characters
Teaching Approaches:students centered approach+ heuristic teaching+QQ Q-A communication
撰稿人：王霞 审核人：邓健
