英语论文哪里有？通过此次翻译，译者发现源文本中包涵大量生动的教学术语，不仅学到了课堂管理技巧，了解了很多教学语言，更提高了翻译水平，并对整个翻译任务的优点和局限性进行反思,以期为相关文本的翻译提供一定的参考借鉴。
Chapter One Introduction
1.2 Objectives and Significance
The objectives of the translation practice: The first one is to understand the relationship between teachers and students, broaden the horizon and enrich the translator’s professional knowledge in teaching, especially in the field of classroom management and learners’ needs. The second one is to improve the translator’s translation skills and accumulate vocabulary expression in teaching. The third one is to help the target language readers understand the details in teaching and stimulate their reading interest. In particular, the translator hopes to provide some certain ideas and methodological guidance for translation practice and translation research in teaching.
The significance of the translation practice: firstly, learning the knowledge of these two chapters can helps readers know more teaching techniques. For new teachers, classroom management plays an important role, and finding out the learners’ needs is the first job for teachers when start teaching. Therefore, the translation of these two chapters is of great importance for readers. Secondly, as a teaching text, the translator converts it into Chinese translation, which can provide more English teachers with cutting-edge English teaching methods and dynamic information, and at the same time, English teachers and teaching researchers can gain more practical tasks, combing them with their own teaching features to summarize the teaching methods which are suitable for themselves. Finally, in terms of translation, the translator accumulates valuable practical experience while dealing with the difficulties in the translation process. The translator uses the translation theories and skills as well as looks up relevant materials under the guidance of the supervisor and considers all situations on translation carefully, which is conducive to enhancing translation experience.
Chapter Three Translation Process Description
3.1 Preparations before the Translation
Before translating, the translator should have a general understanding of the preface, contents, and book review of the book. Then the first thing the translator should do is to read the source text three times. The first time is to read through the text to understand the general idea of the source text; the second time is to mark the sentences that are not understood in the first time; and the third time is to grasp the whole idea of the text, clarify the thoughts and deepen the understanding of the connotation of the text.
3.1.1 Translation Tools
After choosing chapter 3-4 for translation, the translator first uses WPS to convert the source text in PDF to Word. However, because the source text was in the form of pictures, there are plenty of mistakes in words and punctuations after conversion, the translator makes a careful comparison, making words and punctuations after conversion comply to the source text. Then read the whole text, marking words and long and difficult sentences that the translator didn’t understand. In this process, the main aspects include the following: reading the text carefully, looking through references and looking up dictionaries, and using translation tools.
Chapter Four Case Analysis
4.1 Comprehension
The first and foremost step in translation is comprehension, and if the text is not understood correctly, the whole process of translation may be a failure. Comprehension is to grasp the elements about the source text as accurately as possible in Non-Literary Translation (Li, 2009). As the source text is an informative text, there is much knowledge about teaching, and the translator, who has been a student, may have difficulties in understanding teaching behaviors. In order to translate better, the translator needs to learn something about the field of teaching and research it in depth. The focus of this section is on the comprehension of words in the source text.
4.1.1 Identifying Uncommon Usages of Common Words
In Learning Teaching (Scrivener, 2011), the author, Jim, is very fond of using uncommon usages of simple words to express his ideas, which makes translation a little difficult. These words are easy to translate on the surface, but the translation is always out of place when putting into a sentence. If we can’t grasp the key meaning of these important words of the source text, we will be at a disadvantage in comprehending, and it will even affect the quality of the translation. Therefore, on the basis of looking up hard copy dictionaries for English-English interpretations and asking the supervisor for advice, the translator will explain the corresponding translation strategies in detail in the following case analysis.
4.2 Expression
Comprehension is the basis of expression, and expression is the embodiment and deepening of comprehension, and the two complement each other. Translation is fundamentally a kind of comprehension, that is to say, making others understand. Making others understand means that the translator expresses what the author wants to express, and expression is to convey the content of the source text through the form of translation in Non-Literary Translation (Li, 2009). Translators should follow the principles of fluency, logic and completeness as much as possible when translating. Next the translator will elaborate the expression in three aspects in terms of the sentences with dashes, handling short sentences and avoiding translationese.
4.2.1 The Sentences with Dashes
The use of dashes in the source text is quite frequent. Dashes in English have the functions of emphasizing, inserting, segmenting, explaining or drawing out important information. For different sentences, there are different translation methods that can be used, such as retaining the dashes, converting to other punctuation marks and zero translating.
Chapter Five Conclusion
5.1 Findings
The source text of this report is taken from Jim Scrivener’s Learning Teaching: The Essential Guide to English Language Teaching (Chapter 3&4). After careful analysis of the source text and selection of theories, the translator ultimately adopts Li Changshuan’s CEA framework as theoretical guidance, which is “Comprehension, Expression and Adaptation”. The translator uses case studies to solve problems he encounters. Sometimes, the translator may overturn the translation and make repetitive revisions, gradually improving translation skills and enriching translation experience. However, throughout the entire translation practice process, due to the lack of educational background knowledge and continuous learning in school, the translator also encounters many problems.
In the process of translation, the translator found that the source text contains a large number of teaching terms, simple vocabulary with complex meanings, figure translation, simple sentences, imperative sentences and long and difficult sentences. In addition, there are many differences in writing characteristics, dictions, and sentence length between Chinese and English. In order to gain a deeper understanding of teaching, the translator also looks up relevant books and asks for advice from teachers, with the help of various websites to search for the meanings of relevant vocabulary. What’s more, the translator grasps the source text as a whole and finds its intrinsic connections to make the translation natural and coherent.
reference(omitted)
