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全国翻译专业八级考试解析

全国翻译专业八级考试解析
全国翻译专业八级考试解析

全国翻译专业八级考试解析

摘要:2020年教育部批准试办本科翻译专业。为加强和规范高校本科翻译专业教学,提高翻译专业人才培养质量,教育部相继颁布《高等学校翻译专业本科教学要求》(试行)和《翻译本科专业教学质量国家标准》。鉴于本科翻译专业教学阶段缺少全国性、专门性和学业性的翻译教学质量检测标准,教育部高等学校翻译专业教学协作组推出全国翻译专业八级考试,从而进一步满足本科翻译专业教学的需求,更好地为翻译本科教学服务。

关键词:翻译专业八级考试;笔译科目;翻译能力构念;大纲及题型解析

2020年教育部批准试办本科翻译专业。为加强和规范高校本科翻译专业教学,提高翻译专业人才培养质量,教育部于2020年颁布《高等学校翻译专业本科教学要求》(试行)。2020年9月,翻译专业国标编写小组启动《翻译本科专业教学质量国家标准》工作,对翻译本科教学质量标准体系、翻译人才培养体系进行了较为全面的探讨。截止到2020年5月,共有281所高校获得教育部批准试办翻译本科专业学位。翻译本科学位建设近年来发展迅猛,现有的英语能力评价体系已经不能满足翻译本科专业学生的培养需求。

一、全国翻译专业八级考试的需求

《全国翻译专业八级考试大纲与样题解析——英语笔译科目》在出版说明中指出,鉴于本科翻译专业教学阶段缺少全国性、专门性、学业性的翻译教学质量检测和评价标准,2020年初,高等教育出版社和广东外语外贸大学专门成立了国际语言研究与发展中心,联合教育部高等学校翻译专业教学协作组,组建翻译口笔译研发团队,在对我国本科翻译教学现状进行充分调研和论证的基础上,开始推进“全国翻译专业八级考试”项目(Test for Translation

and Interpreting Majors-Band 8,TTIM-8)。2020年3月,高等教育出版社与广东外语外贸大学和黑龙江大学分别签署了英语口译考试和英语笔译考试内容研发协议,正式启动项目研发。2020年4月,该考试项目被教育部高等学校翻译专业教学协作组列为重点工作。目前,本科翻译专业学生主要通过传统的语言类测试,如英语专业四级、八级考试来检测翻译专业本科生翻譯能力、翻译教学质量和效果,然而,本科翻译专业教学与本科英语语言文学专业教学,在师资配置、教学大纲及培养目标等方面具有显著的差异性,仅针对英

语语言能力培养的外语语言能力测评体系显然不能满足翻译本科专业的培养需求。

二、全国翻译专业八级考试能力构念

全国翻译专业八级考试主要考查翻译知识、概要写作和篇章翻译三个部分,其中翻译知识主要考查翻译能力构念、多元视角下的翻译观、翻译理论、翻译批评、翻译策略、翻译方法、翻译技巧使用和翻译工具应用;概要写作主要考查考生是否能够在特定的跨文化多语种语境下,有效地利用文本体裁特征和文本题材广度等特点,并合理运用熟悉领域专业背景知识,在充分理解原文信息的基础上,对原文信息进行跨语际转换,从而产出符合目的语习惯的表达;篇章翻译主要考查应试者运用双语交际和翻译策略的能力,并根据翻译任务的情境要求,按照目的语规范对文本进行跨语际转换的能力,该部分试题包括两部分:英译汉篇章翻译和汉译英篇章翻译。

(一)翻译知识能力构念

译者的整体能力水平与翻译的整体质量密切相关,翻译知识能力是翻译能力的重要组成部分,从字面上看就是与翻译知识相关的能力,其主要是陈述性知识而非程序性知识,既有显性的知识能力也有隐性的知识能力,关于翻译及翻译行业的构念及内涵的相关知识,具体包括:(1)翻译功能的知识:翻译单位的区分、翻译所需的过程、翻译使用的方法和过程、翻译问题的类型;(2)与专业翻译实践相关的知识:了解工作市场(不同类型的摘要、客户、受众等),主要采用德国翻译功能学派的观点,引入翻译目的、翻译功能、翻译文本类型、翻译述要、翻译任务、翻译活动、翻译忠诚等术语。以翻译功能为例,翻译的功能学派是最早引入我国译界的,无论在翻译理论还是在翻译实践方面都具有积极的指导作用。针对不同的翻译文本类型,译者试图找出其主要核心功能,如信息型、表情型和呼吁型等,从而针对该类型文本的特点采取具有针对性的翻译策略、方法和技巧,从宏观层面对翻译任务进行指导,而非微观层面的语言能力,进而对翻译现象进行阐释。鉴于大多数译者或多或少都涉及到具有一定专业性的文本,因此,译文质量优劣与否往往是由言外知识确定而非语言知识决定的。例如,一篇科技论文应同时由具有相关学科背景且具有一定外语功底的科学家和没有相关学科或专业背景的双语译者进行翻译,很明显,前者的译文质量一定要好于后者,这再次印证在保证语言能力前提的基础上,学科知识显得至关重要。

(二)概要写作能力构念

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