摘要
自20世纪70年代以来,口译教学在我国高校已经实现了从无到有、渐成体系的规模化发展,正面临进行教学和管理精细化的转型,以实现更好的教学效果。在此背景下,笔者从课程设置、内容交付和流程管理等多方位了解了日内瓦大学高级翻译学院的口译教学项目。本文首先总结了日内瓦高翻口译教学的特点,对比国内教学现状提出同传教学潜在的短板和改进的方向,并以具体案例展示了形成性过程反馈在同声传译教学中的应用。
Interpreter training began in China in the late 1970 s.Much has been achieved ever since.Notwithstanding their differences in details,training programs across universities in the nation have arrived at the same juncture:the implementation of what we have conceptualized and endorsed as useful in interpreter training.In order to orientate the transition,the author visited the Faculty of Translation and Interpreting(FTI)of the University of Geneva,and studied its interpreter training program.This paper is firstly a summary and reflection of the program.Then,inspired by the formative and process-based feedback of the program,the author experimented its application in her simultaneous teaching in Guangwai.And this is also a report on the experimentation.
出处
《亚太跨学科翻译研究》
2020年第1期-,共14页
Asia Pacific Interdisciplinary Translation Studies
基金
国家语委项目“服务‘一带一路’的中国外交战略研究”(编号WT135-8)的阶段性成果研究
广东外语外贸大学翻译学研究中心资助
作者简介
张丽华,广东外语外贸大学高级翻译学院讲师,硕士生导师,翻译学研究中心兼职研究员。研究方向:同声传译教学、口译师资建设、口译理论与实践等。
