Question

求翻译下列文字。。。。。。

教学翻译与翻译教学的翻译基本练习, 均从词语翻译到句子翻译起步。勿庸置疑, 有针对性的词、句翻译练习有利于熟悉掌握语言, 在语法基础上进行对译, 比较两种语言差异。而对于二者的教学而言, 语法结构是翻译运作的依据和关键。只有抓住语法结构, 才能挖掘寓于其中的语义结构, 然后, 表达target language 的最佳对应式语义———语法结构, 最终完成双语转换。因此, 有针对性的词、句翻译练习在一定程度上可以帮助学生熟悉掌握某些常用的方法和技巧。英语教学课中, 语法翻译练习应服务于加深原文理解和处理深奥难涩句, 最终掌握两种语言顺利转换技能。同时, 可以补充翻译常规手段及基本变通处理策略, 如译词时, 可补充词性转换法、引申法、释义法及音译法等。长句翻译时, 可添加分析法及倒置法, 以及翻译中的词语增补与省略等等。( 比如增添词语翻译技巧训练在教学翻译练习中, 只是要拘泥于原文的词性和句型进行练习) 。然而, 在翻译教学中, 增添词语既然是翻译技能技巧, 就应同英汉语法对比相区分。英语时态上的的变化与汉语内在的不同反映, 不能认为是翻译的增添词语。加词的目的则是补足语气, 或者连接上下文, 或者避免译文的意思含混和模糊。例如:“It is as morally hard to turn away as it is a lostdog.”( 董亚芬主编《大学英语》精读第三册第71页) 译为:“从道义上讲, 很难把她赶走, 就好像很难赶走条丧家犬。”翻译教学中, 应该在前者的基础上, 通过培养学生的技能思维, 达到提高实际翻译能力的目的。通过比较鉴别、培养学生的逻辑基础和创造性思维能力, 引导学生从不同角度认识语言的表现形式, 例如, 同一词不同译法进行比较, 认识到“词依其位置而成义”, 译无定译, 从而激发其创造欲。反之, 运用同义词或结构转换使得同一概念的表达多样化, 同一词或同一句从而可译成多种不同形式。在翻译实践中有意识地运用翻译理论,理解翻译理论, 在翻译应用理论指导下, 以翻译理论带动翻译实践。那么, 二者的翻译练习功能在教学环节上则可相互配合, 从而相互利用辐射, Peter?Newmark 曾论道, 作为学习外语的一门技巧, 翻译属于利弊兼有的工具, 它的特殊作用就是展示学习者外语知识水平, 它既展示其驾驭外语的能力, 又训练其智力以开发其语言能力。这就是其在外语课堂上的优势, 这显然应鲜明区别于其在意义转换和信息场地方面的一般用途。而翻译课作为一门学科, 常视为当然而很少谈及。

Answer 1

教学翻译与翻译教学的翻译基本练习, 均从词语翻译到句子翻译起步。
The teaching of translation and translation teaching translation basic exercises, all from the word translation to sentence start.

勿庸置疑, 有针对性的词、句翻译练习有利于熟悉掌握语言, 在语法基础上进行对译, 比较两种语言差异。
A masterwork, targeted word, sentence translation exercises to familiar with grasp language in grammar basis to translate, compare the two language differences.

而对于二者的教学而言, 语法结构是翻译运作的依据和关键。
For both of the teaching of grammar structure is concerned, the basis and the key translation operation.

只有抓住语法结构, 才能挖掘寓于其中的语义结构, 然后, 表达target language 的最佳对应式语义———语法结构, 最终完成双语转换。
Only by seizing the grammar structure to dig in one of the semantic structure, and then, the best target language expression corresponding type semantic --, grammatical structure, finally complete bilingual conversion.

因此, 有针对性的词、句翻译练习在一定程度上可以帮助学生熟悉掌握某些常用的方法和技巧。
Therefore, targeted word, sentence translation exercises in some extent could help students to master some of the commonly used methods and techniques.

英语教学课中, 语法翻译练习应服务于加深原文理解和处理深奥难涩句, 最终掌握两种语言顺利转换技能。
English JiaoXueKe, grammar translation exercises should serve the deepen the original understanding and dealing with the esoteric difficult acerbity sentence, eventually command two languages smooth conversion skill.

同时, 可以补充翻译常规手段及基本变通处理策略, 如译词时, 可补充词性转换法、引申法、释义法及音译法等。
Meanwhile, can complement the routine method and basic translation strategies, such as flexible processing translation word can be added transformation method, extension method, the definition method and transliteration method, etc.

长句翻译时, 可添加分析法及倒置法, 以及翻译中的词语增补与省略等等。
Long sentence when, can add analysis and inversion method, as well as translation of the words with elliptically etc. Supplement

( 比如增添词语翻译技巧训练在教学翻译练习中, 只是要拘泥于原文的词性和句型进行练习) 。
(such as add words translation skills training in teaching translation practice, just to get bogged down in the original part of speech and sentence practice).

然而, 在翻译教学中, 增添词语既然是翻译技能技巧, 就应同英汉语法对比相区分。
However, in translation teaching, add words since is a translation skills with English grammar, should contrast separation.

英语时态上的的变化与汉语内在的不同反映, 不能认为是翻译的增添词语。
English tenses in the change and Chinese internal different reflection, cannot think is a translated add words.

加词的目的则是补足语气, 或者连接上下文, 或者避免译文的意思含混和模糊。
With the purpose of word is complemental tone, or links context, or to avoid the mean effectively and fuzzy.

例如:“It is as morally hard to turn away as it is a lostdog.”( 董亚芬主编《大学英语》精读第三册第71页) 译为:“从道义上讲, 很难把她赶走, 就好像很难赶走条丧家犬。”
For example: "It is as morally hard-core to turn away as It is a DongYaFen lostdog." (editor "college English" intensive reading the third book first 71) translated as "morally, It is difficult to put her away, just as hard to drive away the SangGuQuan."

翻译教学中, 应该在前者的基础上, 通过培养学生的技能思维, 达到提高实际翻译能力的目的。
Translation teaching, in the former should be based on the cultivation of students' skills and to enhance the actual thinking the purpose of translation skills.

通过比较鉴别、培养学生的逻辑基础和创造性思维能力, 引导学生从不同角度认识语言的表现形式, 例如, 同一词不同译法进行比较, 认识到“词依其位置而成义”, 译无定译, 从而激发其创造欲。
Through comparing the identification, cultivate students' logical basis and creative thinking ability, and guide students from different viewpoint language of expression, for example, the same word different translation comparison, realize "word according to its location and savior", translate the wuding translation and arouse their ChuangZaoYu.

反之, 运用同义词或结构转换使得同一概念的表达多样化, 同一词或同一句从而可译成多种不同形式。
Conversely, using synonyms or structural makes the same concept of expression, diversification, the same word or same sentence which may be translated into many different forms.

在翻译实践中有意识地运用翻译理论,理解翻译理论, 在翻译应用理论指导下, 以翻译理论带动翻译实践。
In translation practice, deliberately used in translation theory, understand translation theory, the application in translation theory guidance, with translation theory drive translation practice.

那么, 二者的翻译练习功能在教学环节上则可相互配合, 从而相互利用辐射, Peter?
So, the combination of translation exercises function in teaching links can be mutual coordination and mutual using radiation, Peter?

Newmark 曾论道, 作为学习外语的一门技巧, 翻译属于利弊兼有的工具, 它的特殊作用就是展示学习者外语知识水平, 它既展示其驾驭外语的能力, 又训练其智力以开发其语言能力。
Newmark once road, as a learning a foreign language skill, translation belongs to the pros and cons and some tool, it's special function is show learner language knowledge level, it neither reveal its manage foreign language ability, and training their intelligence to develop its language skills.

这就是其在外语课堂上的优势, 这显然应鲜明区别于其在意义转换和信息场地方面的一般用途。
This is its advantages in foreign language class, this should be clearly distinct difference to their meaning conversion and the general use of information venues.

而翻译课作为一门学科, 常视为当然而很少谈及。
But a translation lesson as a subject, often granted and seldom talks.

追问

O(∩_∩)O谢谢 再来几段吧。。。。
不同教学目的：
教学翻译的目的只是为了考核学员外语学习的成果（德利尔，/001 年）。换言之，教学翻译是将翻译作为一种语言教学的方法，旨在检查和巩固学生对所学词汇、句型、语法等语言知识的掌握程度：而翻译教学法指为培养职业译员而设置专业课程，包括翻译理论、翻译实践及各种相关学科。

追答

不同教学目的：
Different teaching purpose:

教学翻译的目的只是为了考核学员外语学习的成果（德利尔，/001 年）。
Teaching translation purpose is to assessment students of foreign language learning achievements (Dudley's, / 001 years).

换言之，教学翻译是将翻译作为一种语言教学的方法，旨在检查和巩固学生对所学词汇、句型、语法等语言知识的掌握程度：而翻译教学法指为培养职业译员而设置专业课程，包括翻译理论、翻译实践及各种相关学科。
In other words, teaching translation will be translated as a language teaching methods, aims to check and consolidate the students have vocabulary, sentence structure, and grammar language knowledge mastering of translation teaching method and means for: cultivation of professional interpreters and set professional courses, including translation theory and practice of translation and various related disciplines.

抱歉，这几天没上网，回答的有点儿晚。。。。。

Answer 2

The teaching of translation and translation teaching translation basic exercises, all from the word translation to sentence start. A masterwork, targeted word, sentence translation exercises to familiar with grasp language in grammar basis to translate, compare the two language differences. For both of the teaching of grammar structure is concerned, the basis and the key translation operation. Only by seizing the grammar structure to dig in one of the semantic structure, and then, the best target language expression corresponding type semantic --, grammatical structure, finally complete bilingual conversion. Therefore, targeted word, sentence translation exercises in some extent could help students to master some of the commonly used methods and techniques. English JiaoXueKe, grammar translation exercises should serve the deepen the original understanding and dealing with the esoteric difficult acerbity sentence, eventually command two languages smooth conversion skill. Meanwhile, can complement the routine method and basic translation strategies, such as flexible processing translation word can be added transformation method, extension method, the definition method and transliteration method, etc. Long sentence when, can add analysis and inversion method, as well as translation of the words with elliptically etc. Supplement (such as add words translation skills training in teaching translation practice, just to get bogged down in the original part of speech and sentence practice). However, in translation teaching, add words since is a translation skills with English grammar, should contrast separation. English tenses in the change and Chinese internal different reflection, cannot think is a translated add words. With the purpose of word is complemental tone, or links context, or to avoid the mean effectively and fuzzy. For example: "It is as morally hard-core to turn away as It is a DongYaFen lostdog." (editor "college English" intensive reading the third book first 71) translated as "morally, It is difficult to put her away, just as hard to drive away the SangGuQuan." Translation teaching, in the former should be based on the cultivation of students' skills and to enhance the actual thinking the purpose of translation skills. Through comparing the identification, cultivate students' logical basis and creative thinking ability, and guide students from different viewpoint language of expression, for example, the same word different translation comparison, realize "word according to its location and savior", translate the wuding translation and arouse their ChuangZaoYu. Conversely, using synonyms or structural makes the same concept of expression, diversification, the same word or same sentence which may be translated into many different forms. In translation practice, deliberately used in translation theory, understand translation theory, the application in translation theory guidance, with translation theory drive translation practice. So, the combination of translation exercises function in teaching links can be mutual coordination and mutual using radiation, Peter? Newmark once road, as a learning a foreign language skill, translation belongs to the pros and cons and some tool, it's special function is show learner language knowledge level, it neither reveal its manage foreign language ability, and training their intelligence to develop its language skills. This is its advantages in foreign language class, this should be clearly distinct difference to their meaning conversion and the general use of information venues. But a translation lesson as a subject, often granted and seldom talks.

Answer 3

Teaching Translation and Translation translation teaching basic exercises, translate words into sentences are translated from the start. Needless to say, targeted word, sentence translation exercises are beneficial to the mastery of language, based on the grammar of the translation, comparing differences between two languages. As for the teaching of both, the syntax is the basis for the operation and key translation. Only by grasping the grammar structure in order to tap resides in one of the semantic structure, then, the best expression of the corresponding target language grammar style semantics --- the eventual bilingual switching. Therefore, targeted word, sentence translation exercises can help to some extent, the students familiar with some of the common methods and techniques. English classes, grammar translation exercises should serve to deepen understanding and dealing with the original sentence of deep hard astringent, and ultimately smooth transition bilingual skills. Also, conventional means can be added and the basic modifications translation management strategies, such as the translation of the word, can add to Word Conversion Law, extended method, the Interpretation Act and the transliteration method. Translation of long sentences, you can add the analysis and inversion method, and the translation of words in addition with the omitted so on. (Translation of words such as additional training in teaching translation exercise, only to rigidly adhere to the original part of speech and sentence patterns to practice.) However, in translation teaching, adding to the words since it is translation skills and techniques to be compared with the distinguished English grammar. Tense in English and Chinese on the changes reflect the inherently different and can not add words that are translated. Add words, the aim is to complement the mood, or the connection context, or to avoid vague and ambiguous meaning of the translation. For example: "It is as morally hard to turn away as it is a lostdog." (Dong Yafen editor of "English" Intensive Volume III p. 71) translated: "From a moral perspective, is difficult to take her away to seems difficult to get rid of Article Sangjia Quan. "translation teaching, the former should be based on thinking skills by students, to improve the ability of the actual purpose of translation. By comparing the identification, based on the logic of students and creative thinking skills, guide students to understand the language from different angles, expressions, for example, the same word to compare different translations, recognizing that "the word meaning according to their position from" no fixed translation translation, thereby stimulating the creative desire. On the contrary, the use of synonyms or structural conversion enables the expression of diversity of the same concept, with the same word or sentence to be translated into many different forms. Translation practice in the conscious use of translation theory, understanding of translation theory, under the guidance of the translation application of theory to translation theory driven practice of translation. So, the translation of the two links in teaching practice can function with each other, so each use of radiation, Peter? Newmark has been on the road, as learning a foreign language skills, translation tools are both advantages and disadvantages, it is the special role of shows the level of learner knowledge of foreign languages, both demonstrate its ability to master a foreign language, but also train their intellect to develop their language skills. This is its advantage in the foreign language classroom, which is obviously different from its meaning should be clear information on venues in conversion and general purposes. Course of translation as a discipline, often taken for granted and rarely discussed.