宋蕾

【Abstract】In the traditional translation teaching mode， the teacher is the main body of classroom， the teachers often explain too much and give few opportunities to students to practice. Even in terms of observation and evaluation of translation， it is also basically teacher-centered， so there is rare opportunity and time for students to debate and to express their own views. So the author gives some suggestions on solving this problem.

【Key words】suggestions； teaching methods； improvement

In the traditional translation teaching mode， the teacher is the main body of classroom， the teachers often explain too much and give few opportunities to students to practice. Even in terms of observation and evaluation of translation， it is also basically teacher-centered， so there is rare opportunity and time for students to debate and to express their own views. To address this problem， the teacher can take the appropriate measures for improvement： change cramming education ， train and develop students ability to think independently， use practice-theory and practice teaching mode， carefully select essay and translation examples to inspire students， and allow students to explain their own ideas of translation， then summed up translation skills from the practice， and finally achieve the purpose of cultivating the students practical skills of discovering problems and solving problems.

To arouse students sense of participation， provide opportunities for participation and improve teaching effectiveness， teachers must create chances for students to give full play of subjective initiative as well as the ability of their comprehensive application， conduct interactive heuristic teaching， and organize classroom discussions and other learning activities. Taking the interests and needs of students into account ， teachers also should stimulate the students creative thinking， cultivate and train the students learning mind ，teachers should explore their thinking spirit， encourage them to bring forth new ideas. After that， the students are able to devote themselves to translation courses study， to stimulate their interest in the translation course and to achieve the effect of yielding twice the result with half the effort.

In the course of English professional translation teaching， teachers should take the practicability and sufficient utilization as the standards； use a wide range of teaching methods， such as the case teaching method， communicative approach. They should also take full use of the role of modern teaching methods and teaching tools to guide students to fully participate in the translation practice activities， to realize and understand the basic laws of translation， so that students could master the related basic theory and skills of translation， establish a correct translation theory， follow the requirements of translation principles and translation methods， accurately use the translation skills， and develop their language awareness and cultural awareness， pay attention to the influence of non-linguistic factors to the translation， and at last students can become talents needed in society in translation industry.

On this basis， teachers can take critical method to conduct useful complement to traditional teaching methods. The so-called critical method is that during the translation teaching courses， the teachers play the leading role of guiding students to take effective learning methods and strategies to learn translation， and fully mobilize the positive factors and enthusiasm of students. At the same time， let students complete the translation exercises and then guide them to take self-evaluation and self- modification or mutual evaluation. The main purpose of that is to truly improve the actual translation level and abilities of students， to develop their response， creativity and the ability to appreciate the translation. The practical methods of critical method are summarized as follows： firstly the students are divided into groups， and then the teachers explain and illustrate a certain translation method or technique， and arrange the pre-selected translation exercises which according to the teaching content to the students. After completing the exercise， each member of the group discusses and evaluates every members translation and absorbs what is best， then submits a common recognition of the translation which is selected by all of the team members to the teachers. After the teachers check the translation of each group， students evaluate themselves separately and point out the advantages and wrong translation points. At last， the teachers provide their own translation references to students， and encourage everyone to point out the inadequacies that may exist. If time permits， the teachers can organize students to continue the discussion. In the process of comment， teachers should respect the views of students， encourage the students creativity. The effect that teachers and students discuss and explore some certain translation methods and translation strategies is totally different from the effect that teachers unilaterally correct the students grammar errors in the language courses. Teachers should take affirmative attitude when they are explaining the translation and give timely praise to the students who make progress in language ability. It has proved that in the practice the use of critical method can animate the classroom atmosphere， fully mobilize the enthusiasm of the students. By the planned and controlled translation exercises and discussions， the students could not only master the translation methods and techniques， but also improve their actual level of translation， and then develop a proper evaluation of the ability of the translation； it simultaneously trains the students awareness of being responsible for readers.

Therefore， teachers should strengthen students translation skills training. In addition to teaching traditional translation teaching skills and strategies about interpretation and translation， the teachers should also appropriately take into translation theory to improve students skills consciousness. And they should enhance contrast between English and the target language to train their cultural consciousness， and then increase the input of cultural knowledge to cultivate the students cross-cultural awareness and understanding. At the same time， the teachers should blend translation training into all aspects of language teaching， improve the overall ability of the students language， and pay more attention to train the students imaginable thinking and creative thinking skills.

References：

[1]呂俊，侯向群.英漢翻譯教程[M].上海：上海外語教育出版社，2000.

[2]束定芳，莊智象.現(xiàn)代外語教學(xué)[M].上海：上海外語教育出版社，1996.

[3]王宇.關(guān)于本科翻譯教學(xué)的再思考[J].北京第二外國(guó)語學(xué)院學(xué)報(bào)，2003（3）.

[4]文軍.論翻譯教學(xué)研究[J].外國(guó)語，2004（3）.

[5]吳啟金.翻譯教育要進(jìn)一步與市場(chǎng)需求相銜接[J].外語與外語教學(xué)，2002（7）.