傳統(tǒng)的大學(xué)英語翻譯教學(xué)課堂講解籠統(tǒng)枯燥，過多地注重逐字逐句的翻譯，教學(xué)缺乏切實(shí)有效的方法和理論指導(dǎo)，老師傾向于通過考試分?jǐn)?shù)來評(píng)定學(xué)生的翻譯水平。目前，翻譯教學(xué)停留在一個(gè)膚淺地用來比較源語與譯語的異同的層面，這不僅導(dǎo)致了學(xué)生的翻譯興趣降低，而且使翻譯教學(xué)停滯不前。 韓禮德和哈桑提出的銜接理論著力于探討系統(tǒng)的翻譯方法，其中的詞匯銜接理論是通過詞的重復(fù)、同義、反義、上下義、互補(bǔ)搭配等關(guān)系實(shí)現(xiàn)的。由于語言運(yùn)用的特點(diǎn)不同，詞匯銜接最常見的偏誤就是詞不達(dá)意，或是詞語不搭配。本文嘗試在大學(xué)英語翻譯教學(xué)中運(yùn)用詞匯銜接理論，并通過教學(xué)實(shí)驗(yàn)以驗(yàn)證其能夠提高學(xué)生的翻譯興趣和翻譯能力。 該實(shí)驗(yàn)在齊魯工業(yè)大學(xué)（原山東輕工業(yè)學(xué)院）進(jìn)行了為期10周的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)包括四個(gè)步驟：1）前測(cè)。筆者通過對(duì)信息與計(jì)算機(jī)學(xué)院2010級(jí)200名學(xué)生的翻譯測(cè)試，挑選出翻譯水平最接近的兩個(gè)班級(jí)作為對(duì)照組和實(shí)驗(yàn)組。兩個(gè)班級(jí)分別編號(hào)為一班和二班，隨機(jī)選取一班為控制班，二班為實(shí)驗(yàn)班。一班人數(shù)為35人，二班為40人。另外，進(jìn)行了實(shí)驗(yàn)前的問卷調(diào)查，全面了解學(xué)生對(duì)翻譯教學(xué)的興趣態(tài)度。2)教學(xué)過程。兩個(gè)班所用教學(xué)材料相同，教學(xué)時(shí)間也相同。不同的是...

【文章頁數(shù)】：61 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
目錄 Abstract 摘要 List of Abbreviations List of Tables Chapter One Introduction
1.1 Research Background
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 The Structure of the Thesis Chapter Two Literature Review
2.1 The Definition of Cohesion
2.2 Studies on Cohesion Theory
2.3 Studies on Lexical Cohesion Theory
    2.3.1 The study of Lexical Cohesion abroad
    2.3.2 The Study of Lexical Cohesion in China
2.4 The Classifications of Lexical Cohesion
    2.4.1 Reiteration
    2.4.2 Co-occurrence
2.5 Studies on College English Translation Teaching
2.6 The Lexical Cohesion Theory and Language Teaching
    2.6.1 The Study Abroad
    2.6.2 The Study at home Chapter Three Methodology
3.1 Research questions
3.2 Research Subjects
3.3 Research Instruments
3.4 Experimental Procedures
    3.4.1 Pre-test
    3.4.2 Pre- questionnaire
    3.4.3 Teaching Experiment
    3.4.4 Post-test
    3.4.5 Post-questionnaire
    3.4.6 Interview
3.5 Data Collection and Analysis Chapter Four Results and Discussion
4.1 Data Analysis of Pre-test and Post-test
    4.1.1 Pre-test Score Comparison between CC and EC
    4.1.2 Post-test Score Comparison between CC and EC
    4.1.3 Comparison of the Scores of Pre-test and Post-test of the experimental Class
    4.1.4 Comparison of the Scores of Pre-test and Post-test of CC
4.2 Analysis of Pre- questionnaire and Post- questionnaire
4.3 Analysis of the Interview Questions
4.4 Discussion Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
    5.2.1 Implications for Teachers
    5.2.2 Implications for Students
5.3 Limitations of the research
5.4 Suggestions for Further Study Bibliography AppendixⅠ Pre-test Paper AppendixⅡ Post-test paper AppendixⅢ Interview Questions AppendixⅣ Pre-questionnaire AppendixⅤ Post-questionnaire Acknowledgements



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