中国高校英语专业本科翻译教学研究

Chapter One Introduction

1.1 Lead-in Remarks

1.2 The Rationale of the Present Research

1.2.1 Background： Status Quo of Translation Teaching in China's Mainland

1.2.2 Rationale

1.3 Objectives of the Present Research

1.3.1 Exploring No-Title Passage Translation Competence

1.3.2 Establishing a New Translation Teaching Approach--OCTA

1.3.3 Encouraging both TC Studies and Translation Teaching Research

1.4 Methodology and Data Collection for the Present Research

1.4.1 Methodology for the Present Research

1.4.2 Data Collection

1.5 Organization of the Present Research

Chapter Two Traditional Objectivist Translation Teaching

2.1 Introduction

2.2 Overview of the Objectivist Theories

2.2.1 Origin and Development

2.2.2 The Objectivist Learning Theories

2.3 Traditional Objectivist Translation Teaching Rethinking

2.3.1 The Objectivist Paradigm

2.3.2 Strengths and Weaknesses

2.4 Summary

Chapter Three Newly Pervasive Constructivist Translation Teaching

3.1 Introduction

3.2 Overview of the Constructivist Theories

3.2.1 Origin and Development

3.2.2 Social Constructivism versus Cognitive Constructivism

3.2.3 The Constructivist Learning Theories

3.3 Translation Teaching in Light of the Constructivist Theories

3.3.1 The Constructivist Paradigm versus the Objectivist Paradigm

3.3.2 Related Constructivist Translation Teaching Research Critique

3.4 Summary

Chapter Four A Tentative Exploration of No-Title Passage ranslation Competence

4.1 Introduction

4.2 Overview of TC Studies both at Home and Abroad

4.2.1 TC Studies Abroad

4.2.2 TC Studies af Home

4.3 PACTE's Empirical TC Studies Revisited

4.3.1 PACTE's Holistic TC Model

4.3.2 PACTE's Viewpoints on TC Developing

4.4 Exploring No-Title Passage Translation Competence

4.4.1 Defining No-Title Passage Translation Competence

4.4.2 Exploring No-title Passage Translation Competence Components

4.4.3 An Empirical Study on Strategic Sub：Competence

4.5 Summary

Chapter Five OCTA： A Newly Proposed Approach to Teaching Translation for Undergraduate English Majors in China's Universities

5.1 Introduction

5.2 OCTA： A General Description

5.2.1 OCTA.Necessity and Possibility

5.2.2 OCTA.Feasibility

5.2.3 OCTA.A Brief Description

5.3 Application of OCTA to Teaching Translation for Undergraduate English Majors in China's Universities

5.3.1 Instructional Design

5.3.2 Pedagogic Procedures

5.3.3 Evaluation Practice

5.4 Evaluating Efficacy of the Newly Proposed Approach OCTA

5.4.1 Overview of Orozco's Empirical Study of Measuring TC Acquisition

5.4.2 Evaluating Efficacy of OCTA in Light of Orozco's Empirical Study

5.5 Summary

Chapter Six Conclusion

6.1 Introduction

6.2 Discussions of the Research Questions

6.3 Major Findings

6.3.1 Findings on the Exploration of No-title Passage Translation Competence

6.3.2 Findings on the Establishment of a New Theoretic Framework of OCTA

6.3.3 Findings on the Theoretical Value of the Present Research

6.4 Implications of the Present Research

6.5 Limitations and Suggestions

Appendices

Appendix 1 Testing Materials for TAPs

Appendix 2 Samples of Observation Notes

Appendix 3 Rating Scales for Translation Products

Appendix 4 Questionnaires for TAPs Experiment

Appendix 5 Translation Product Samples for TAPs

Appendix 6 Translation Strategy Indicators

Appendix 7 Measuring Instruments for Translation Competence Acquisition by Orozco & Hurtado Albir （2002）

Appendix 8 Measuring Instruments for No-title Passage Translation Competence Acquisition

Appendix 9 Translation Product Samples of Testing Materials for No-title Passage Translation Competence Acquisition

Appendix 10 Internet Links Useful for Translation Teaching and Research

Bibliography

后记

《中国高校英语专业本科翻译教学研究》共分六章。第一章为总体介绍。第二至三章为相关文献综述：分析比对客观主义与建构主义两大教学范式的性质和特点，厘清各自功能和作用，以彰显本研究的必要性和可行性，为本研究奠定基础。第四章借鉴吸收现有翻译能力及其相关模式研究成果，尝试性探讨无标题语段翻译能力的概念及构成要素，为本研究提供保障。第五章以包纳简单性方法的复杂性方法为指导，尝试性构建以学生无标题语段翻译能力培养为基本目标的中国高校英语专业本科翻译教学新模式，内容主要包括模式总体介绍、具体应用以及通过试验教学进行实证性检验。第六章是结论，以总览全文。本研究主要采用定性研究方法，理论探讨（模式建立）和实证研究（教学试验）相结合。