作　　者： ; ;

机构地区： 台州学院外国语学院

出　　处： 《台州学院学报》 2008年第5期55-59,共5页

摘　　要： 在翻译教学中发现,由于学生在语言能力、语篇能力、转换能力、研究能力、文化能力、专业学术能力等方面客观上存在极大的个体差异,部分学生不能准确地识别文化负载词汇在表达共性文化内涵或作者个人看法时所体现的细微差异,过度发挥译者主体性,使得译者主体性变成译者主观性,导致翻译失败。建构主义教学理论因其以学生为中心的鲜明特点备受关注,在翻译教学中要合理运用建构主义教学理论,避免上述情况发生。 We find out that in translation teaching, due to the individual differences in language competence, textual competence, transfer competence, research competence and domain competence, some students fail to distinguish the subtle differences of culture - loaded phrases in the expression of universal cultural connotations or individual opinions, which results in the overexertion of translators subjectivity. Accordingly, transla- tor＇s subjectivity turns into translator＇s oversubjectivity, leading to translation failure. Constructive teaching theory catches people＇s attention by its distinctive characteristics of student - oriented approaches. It is advisable to use constructive teaching theory properly in translation teaching to avoid such happenings.

关 键 词： 译者主体性 主观性 建构主义理论 文化负载词

领　　域： [语言文字]