为突破传统翻译教学方式,解决应用型翻译人才严重短缺及译员缺乏的问题,分析了大规模开放在线课程(Massive Open Online Course,MOOC)助力翻译能力与思辨认知互促的必要性,构建了MOOC环境下翻译思辨"渐进式"互促教学模式,根据教学进程分为课前活动设计、课中活动设计、课后活动设计,并据此分析了MOOC环境下翻译能力与思辨认知的互促机制,从学生层面、教师层面和管理者层面,把互促机制分为个体自主学习策略与团体创新策略开发、教师组织行为策略与个体素养发展策略开发、MOOC资源开发与共享策略构设三部分,完成了翻译知识的内化以及思辨认知的建构。
称谓语是语言的重要组成部分,与文化有着千丝万缕的联系,它实际上是一种具有浓厚民族文化色彩的语言现象,这种语言现象和民族文化相互渗透相互作用。对英汉称谓语比较的研究,不仅是人类学家、语言学家一直颇感兴趣的研究领域,而且,在全球化的今天,对跨文化交际者特别是翻译工作者,也尤为重要。由于语言、文化背景和社会结构的不同,英汉称谓语之间存在着明显的差异,翻译起来困难重重。本文从文化与翻译角度出发,通过列举实例,对《红楼梦》两个译本中的称谓语翻译进行分析,探讨其中所采用的归化、异化翻译策略,希望可以对后续与称谓语相关的英译提供思路,从而输出中国优秀传统文化,更好地促进对外交流。Addressing terms is an important part of language, which is inextricably linked with culture, and it is actually a linguistic phenomenon with strong national cultural color, which interpenetrates and interacts with national culture. The study of the comparison of English and Chinese addressing terms is not only a research field that anthropologists and linguists have always been interested in, but also, in today’s globalization, it is especially important for cross-cultural communicators, especially translators. Due to the differences in language, cultural background and social structure, there are obvious differences between English and Chinese addressing terms, which make it difficult to translate. From the perspective of culture and translation, this paper analyzes the translation of address terms in the two translations of Hong Lou Meng by citing examples and discusses the translation strategies of domestication and dissimilation adopted in them in the hope that it can provide ideas for the subsequent English translations related to address terms, so as to export the excellent traditional Chinese culture and better promote the foreign exchange.
