建构主义的项目式翻译能力培养研究PDF|Epub|txt|kindle电子书版本网盘下载

建构主义的项目式翻译能力培养研究PDF格式电子书版下载

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Chapter 1 Introduction1

1.1 Defining two terms2

1.1.1 Translation competence(TC)2

1.1.2 Market-oriented translation competence3

1.2 Research significance5

1.2.1 In discipline building5

1.2.2 In meeting translation market needs6

1.2.3 In developing translation pedagogy10

1.3 Purpose and questions: a framework13

1.4 The feasibility of the research: a rationale15

1.5 A brief description of methodology17

1.6 The general organization of the thesis20

Chapter 2 A review of previous research25

2.1 Research on translation competence26

2.1.1 An evolution of definition27

2.1.2 Models of translation competence34

2.2 Research on professional translation competence40

2.3 Research on developing translation competence42

2.4 Empirical research44

2.4.1 Main concerns45

2.4.2 PACTE47

2.4.3 Mariana Orozco (2000)51

2.5 Summary57

Chapter 3 Constructivism and translation education61

3.1 Constructivism and its philosophical implications62

3.1.1 Origin and development62

3.1.2 Basic concepts64

3.1.3 Social constructivism69

3.2 Objectivism versus constructivism in education73

3.2.1 Objectivism and its philosophical implications73

3.2.2 Constructivist learning theories76

3.2.3 Objectivist versus constructivist pedagogy79

3.3 Constructivist project-based approach in translation education85

3.3.1 The project-based approach(PBA)86

3.3.2 The project-based approach and constructivism87

3.3.3 Building a constructivist PBA model89

Chapter 4 Evolving a pedagogy model for developing translation competence93

4.1 The notion of market-oriented translation competence94

4.1.1 A review of existing studies94

4.1.2 Components of market-oriented translation competence100

4.2 A pedagogy for improving market-oriented translation competence106

4.2.1 Using real-life or real-life-like situations108

4.2.2 Market-oriented and project-based113

4.3 Building a workable translation pedagogy model113

4.3.1 The traditional translation classroom114

4.3.2 A model of constructivist project-based translation pedagogy116

4.3.2.1 Preliminary consideration116

4.3.2.2 The model and its plausibility119

4.3.2.3 The model as compared with traditional translation teaching(TT)122

4.4 Measuring market-oriented translation competence125

Chapter 5 An empirical study on developing translation competence139

5.1 Research purpose140

5.2 Research hypotheses140

5.3 Research design141

5.3.1 Research subjects142

5.3.2 The project144

5.3.2.1 The background144

5.3.2.2 The job,the organization and the participants146

5.3.2.3 The process:four periods148

5.3.3 Research methods156

5.3.3.1 Literature studies157

5.3.3.2 Questionnaires157

5.3.3.3 Follow-up interviews158

5.3.4 Research instruments158

5.3.4.1 Questionnaire on translation competence158

5.3.4.2 Questionnaire on translation quality assessment(TQA)161

5.3.5 Research procedures163

5.3.6 Validity control166

5.3.7 Data collection168

5.3.8 Data processing170

Chapter 6 Results and discussions173

6.1 Statistical analyses of the students' translation competence questionnaires174

6.1.1 Comparative analyses of the students' translation competence174

6.1.2 Ranks of translation competence components178

6.2 Statistical analysesof the students' translation quality(TQ)183

6.2.1 Statistical analyses of the translation quality assessment questionnaire for the client183

6.2.2 Comparative analyses of translation quality assessment186

6.3 Correlation analyses of students' translation competence and translation quality188

Chapter 7 Conclusion195

7.1 Findings: revisiting the research questions196

7.2 Beyond the research questions: pedagogical implications of the study203

7.3 Limitations of the study and suggestions for further research206

Bibliography208

Appendix222