文摘
英文文摘
声明
ACKNOWLEDGEMENTS
Introduction
1 The Role of Translation Teaching
1.1 The Importance of Translation Teaching
1.1.1 The Increasing Need of Language Learning
1.1.2 The Theoretical Demands of Translation Teaching
1.2 The Historical Role of Translation Teaching
1.2.1 The Traditional Grammatical Translation Method
1.2.2 The Modernist Methods
1.3 The New Interpretation of Translation Teaching
1.3.1 Theoretical Interpretation
1.3.2 Practical Interpretation
2 Theoretical Frameworks
2.1 The Input Hypothesis
2.1.1 Statement of the Hypothesis
2.1.2 Evidence Supporting the Hypothesis
2.2 The Affective Filter Hypothesis
2.2.1 Statement of the Hypothesis
2.2.2 Evidence Supporting the Hypothesis
2.3 Translation Approaches
2.3.1 Theory of Free Translation
2.3.2 Theory of Literal Translation
2.3.3 Examples of Literal Translation and Free Translation
2.4 Translation Standards
2.4.1 Translation Equivalence
2.4.2 The New Standard of Translation in Language Teaching
3 Variables in Translation Teaching
3.1 Exposure to the Comprehensible Input
3.1.1 Length of Residence in the Second Language Environment
3.1.2 Reported Use of the Second Language
3.2 The Affective Factors
3.2.1 Attitude
3.2.2 Anxiety
3.2.3 Inhibition
3.2.4 Self-esteem
3.2.5 Motivation
3.2.6 Empathy
3.3 The Social Element
3.3.1 Social Element and Socio-cultural Equivalence
3.3.2 Social Element and Linguistic Equivalence
3.4 Case Studies of the Variables
3.4.1 Japanese Students and Content Based Translation
3.4.2 German Students and Content Based Translation
4 Translators' Role in Foreign Language Teaching
4.1 Translator as Organizer
4.1.1 Lead-in
4.1.2 Demonstrate
4.1.3 Initiate
4.1.4 Organize Feedback
4.2 Translator as Assessor
4.2.1 Assessing Stages
4.2.2 Assessing Forms
4.3 Translator as Supporter for Translation Teaching
4.3.1 The Reasons for Supporting
4.3.2 The Possible Ways of Supporting Translation Teaching
Conclusion
Works Cited
Appendix
