A Study On The Development And Reform Of China's Translation Teaching

Chapter 1 A Few Theoretical Problems on Translation TeachingWhat is translation teaching? Is language ability equal to translating ability? Ought translation to be taught? Can translation be taught in deed? Is it necessary to teach translation? Does a translator come into being by birth or by training? What is the difference between translation teaching and translation for teaching? Is it significant to make such discrimination? What is the key approach of training translation professionals? Many people (including some distinguished scholars in translation world) put forward quite opposite ideas about "whether translation can be taught" in the history of inside and outside China. This chapter probes into the issues above from the nature of translation in an attempt to solve some theoretical problems for the following research.Chapter 2 The Historical Process of Translation Teaching of Our CountryIt was a long history that China was engaged in translating activities. But translation teaching in China was first started in 1902, when the Imperial Translator's College was merged into Imperial University of Beijing. The translation teaching in China can be divided into three stages: the early foreign language teaching(including some translation teaching) from late 19 century till early 20 century, translation teaching in period of old Republic China and translation teaching in New China. This chapter takes a historical view of the translation teaching of China over 100 years from the period of the Imperial Translator College till present days. And it also analyses the characteristics of the translation teaching in different historical periods and its influences on the development of translation teaching afterward.Chapter 3 The Actuality of Translation Teaching of Our CountryBased on some research fruits already achieved by some scholars, this chapter mainly analyses such actual situations of the translation teaching as curricula settings, teaching staffs, the students attitudes towards translation teaching, translation teaching methods, the use and construction of translation textbooks. The author tries to search out the problems existed in the translation teaching and their reasons. This chapter also discusses the translation curriculum and its developing trends. These descriptions offer foundations for the discussion of the translation teaching reform in the next chapter.Chapter 4 The Reform of the Translation TeachingThis chapter first introduces the experiences of Hong Kong and Taiwan areas as well as the experiences of some western countries in an attempt to offer references for the reform of our translation teaching. In allusion to the problems raised in the above chapter, this chapter puts forward such ideas and measure for translation reform as: 1) deepening the translation research, 2) exploring the learner-centered translation teaching mode, 3)increasing translation teaching contents of practical article styles, 4)building translation textbooks suitable for the demands of the age, 5)improving the teaching staffs quality, 6)elevating the efficiency of translation teaching, 7)improving the condition of translation teaching.