英語(yǔ)口譯課程標(biāo)準(zhǔn)

《英語(yǔ)口譯》課程標(biāo)準(zhǔn)課程名稱：英語(yǔ)口譯課程類別：專業(yè)必修課教學(xué)學(xué)時(shí)：32（理論）+32（實(shí)踐）課程學(xué)分：4先行課程：高級(jí)英語(yǔ)聽力，英語(yǔ)視聽說(shuō)，基礎(chǔ)英語(yǔ)等適用專業(yè)：英語(yǔ)專業(yè)參考教材：1、《英語(yǔ)口譯實(shí)務(wù)》，外文出版社，2009年1月（主編：梅德明）2、《實(shí)戰(zhàn)口譯》，外語(yǔ)教學(xué)與研究出版社，2004年9月（主編：林超倫）3、《英語(yǔ)中級(jí)口譯證書考試：中級(jí)口譯教程（第4版）》，上海外語(yǔ)教育出版社，2014年3月（主編：梅德明）4、《英語(yǔ)中級(jí)口譯證書考試：中級(jí)聽力教程（第4版）》，上海外語(yǔ)教育出版社，2014年3月（主編：周國(guó)強(qiáng)）一、課程性質(zhì)《英語(yǔ)口譯》是英語(yǔ)專業(yè)三年級(jí)翻譯系列課程中的一門必修課，也是英語(yǔ)專業(yè)的核心課，著重口頭翻譯訓(xùn)練?？谧g是一項(xiàng)實(shí)踐性很強(qiáng)的語(yǔ)言交際活動(dòng)，通過(guò)口頭表達(dá)形式，將所感知和理解的信息準(zhǔn)確而又快速地由一種語(yǔ)言形式轉(zhuǎn)化成另一種語(yǔ)言形式，進(jìn)而達(dá)到完整并及時(shí)傳遞交流信息之目的的交際行為，是現(xiàn)代社會(huì)跨文化，跨民族交往的一種基本溝通方式。表面上看，它似乎是一種被動(dòng)，單一，機(jī)械性的語(yǔ)言傳達(dá)活動(dòng)，其實(shí)不然，它是一種集語(yǔ)言信息，語(yǔ)境信息，文化信息，心理信息等于一體的綜合交際活動(dòng)，是一種綜合運(yùn)用視，聽，說(shuō)，寫，讀等知識(shí)和技能的語(yǔ)言操作活動(dòng)。準(zhǔn)確、流利是衡量口譯優(yōu)劣的兩條基本標(biāo)準(zhǔn)。本課程旨在幫助學(xué)生掌握與專業(yè)相關(guān)主題的有關(guān)詞語(yǔ)、表達(dá)方式及句型；讓學(xué)生更好地了解中國(guó)的基本國(guó)策及國(guó)情，同時(shí)也能了解其它國(guó)家的歷史、政治、經(jīng)濟(jì)、文化等概況。本課程要求學(xué)生具有扎實(shí)的雙語(yǔ)基本功，了解口譯活動(dòng)的基本過(guò)程，口譯過(guò)程中大腦的反應(yīng)，對(duì)筆記的要求，各類句式的處理，各類意外情況的處置，以及基本的社交禮儀（著裝,提前到場(chǎng)，文具準(zhǔn)備）等。本課程以英漢互為口譯為主，培養(yǎng)學(xué)生掌握口譯的基本理論和專題連續(xù)傳譯的技能，幫助學(xué)生掌握口譯記憶方法，口頭概述，口譯筆記，及公眾演講技巧以求學(xué)生能較準(zhǔn)確、流暢地進(jìn)行漢英對(duì)譯。二課程目標(biāo)本課程的授課對(duì)象是英語(yǔ)專業(yè)學(xué)生，屬英語(yǔ)類專業(yè)技能課。學(xué)生通過(guò)學(xué)習(xí)該課程掌握良好的口語(yǔ)水平和嫻熟的口譯技能。通過(guò)該課程的學(xué)習(xí)，學(xué)生能了解口譯基本理論，掌握口譯技巧，并運(yùn)用到不同情景的口譯實(shí)踐當(dāng)中，可從事一般的生活翻譯，陪同翻譯，涉外導(dǎo)游以及外事接待等翻譯工作。（一）專業(yè)能力目標(biāo)：在對(duì)語(yǔ)言理解和運(yùn)用方面，以英語(yǔ)錄音、錄像、電影電視、多媒體教學(xué)片的形式進(jìn)行教學(xué)，通過(guò)觀賞英文電影、電視、多媒體教學(xué)片等，使學(xué)生能夠增加對(duì)語(yǔ)境和語(yǔ)用場(chǎng)合了解；能較好地復(fù)述所觀看的故事情節(jié)，講述自己的理解和分析，具備用英語(yǔ)講述和組織語(yǔ)言的能力；能針對(duì)特定語(yǔ)境和語(yǔ)用場(chǎng)合中的若干話題，進(jìn)行模仿、對(duì)話、討論等，具備用英語(yǔ)解決實(shí)際問(wèn)題的能力、較強(qiáng)的上口能力和正確的語(yǔ)音、語(yǔ)調(diào)和較快的語(yǔ)速。經(jīng)過(guò)系統(tǒng)地訓(xùn)練，使學(xué)生有較好的語(yǔ)言實(shí)際運(yùn)用的能力和較強(qiáng)的視聽說(shuō)水平。按級(jí)分別為：辨別容易混淆的音素、單詞和句子結(jié)構(gòu)，預(yù)測(cè)內(nèi)容。歸納大意，掌握細(xì)節(jié)，猜測(cè)生詞；推理、判斷內(nèi)在含義，判斷說(shuō)話人的語(yǔ)氣、感情和態(tài)度；掌握新聞要點(diǎn)，記筆記等。（二）方法能力目標(biāo)：1）獨(dú)立學(xué)習(xí)，查找資料，獲取所需信息；2）借助廣播、電視、光盤等媒體運(yùn)用所學(xué)知識(shí)，分析問(wèn)題，解決問(wèn)題。（三）社會(huì)能力目標(biāo)：1）協(xié)同合作，以小組團(tuán)隊(duì)方式共同完成工作任務(wù)；2）正確處理人際關(guān)系，迅速融入集體；3）批判地看待問(wèn)題，客觀地分析問(wèn)題，對(duì)東西方文化差異冷靜對(duì)待。三、教學(xué)內(nèi)容及學(xué)時(shí)分配課程內(nèi)容包括口譯基本理論與技巧介紹；口譯背景知識(shí)介紹；記憶訓(xùn)練；口譯筆記方法；數(shù)字口譯及專題口譯實(shí)踐。專題口譯內(nèi)容涉及旅游業(yè)，旅游景點(diǎn)專題，農(nóng)業(yè)，體育，人口，航天航空，經(jīng)濟(jì)發(fā)展，經(jīng)濟(jì)特區(qū)，環(huán)保，中國(guó)傳統(tǒng)文化，教育，演講辭，少數(shù)民族，外貿(mào)，國(guó)際關(guān)系，世界貿(mào)易組織，金融系統(tǒng)，保險(xiǎn)業(yè)，科技與新經(jīng)濟(jì)，國(guó)家的方針政策等領(lǐng)域。該課程安排在第五、六學(xué)期，每周2個(gè)學(xué)時(shí)，每學(xué)期32學(xué)時(shí)，總學(xué)時(shí)為64學(xué)時(shí)。教學(xué)具體安排如下：章節(jié)學(xué)時(shí)教學(xué)內(nèi)容1理論：Abriefintroductiontointerpretation2口譯課程內(nèi)容簡(jiǎn)介、教學(xué)目的及要求，口譯歷史簡(jiǎn)介。實(shí)踐：2理論:Howtolistenininterpretation4分析影響聽力理解的因素，提高口譯聽力理解對(duì)策，辨別常見(jiàn)英語(yǔ)口音實(shí)踐:Howtolistenininterpretation43理論:Interpretingceremonialspeeches2觀摩公共演講視頻，介紹公共演講基本技能和主要事項(xiàng)，學(xué)生分組練習(xí)，現(xiàn)場(chǎng)操練實(shí)踐:Interpretingceremonialspeeches24理論:note-takingprinciplesandskills4口譯筆記特點(diǎn)，符號(hào)和縮略詞，學(xué)生現(xiàn)場(chǎng)操練實(shí)踐:note-takingprinciplesandskills45理論:principlesandskillsofinterpretingtouristtextand2對(duì)旅游宣傳類文章進(jìn)行視譯

publicizingtexts實(shí)踐:principlesandskillsofinterpretingtouristtextandpublicizingtexts46理論:Note-takingintensivetrainingandinterpretationassessment4口譯筆記一建立筆記系統(tǒng)，現(xiàn)場(chǎng)操練和鞏固實(shí)踐：Note-takingintensivetrainingandinterpretationassessment47理論：實(shí)踐：Finalexamination28理論：Interpretingtextsoncatering2例來(lái)奇菩二升片如二X實(shí)踐：Interpretingtextsoncatering2對(duì)餐飲尖乂早進(jìn)仃視譯9理論：Interpretingnumbers4漢英數(shù)字概述，雙語(yǔ)數(shù)字轉(zhuǎn)換技巧，課堂鞏固練習(xí)實(shí)踐：Interpretingnumbers210理論:Interpretingidiomsandquotations2介紹成語(yǔ)、習(xí)語(yǔ)的翻譯技巧并現(xiàn)場(chǎng)操練實(shí)踐:Interpretingidiomsandquotations211理論:Interpretingcopingtactic4介紹兩種口譯技巧和方法，并現(xiàn)場(chǎng)操練實(shí)踐:Interpretingcopingtactic412理論：實(shí)踐：Finalexamination2合計(jì)64四、教學(xué)內(nèi)容要點(diǎn)：Unit1:AbriefintroductiontointerpretationTeachingobjective:letssgraspdefinitionofinterpretation,differencesbetweeninterpretationandtranslation,typesofinterpretationandqualitiesofaninterpreterandessenceofinterpretation;makeitcleartossaboutrequirementsofthiscourse?Teachingrequirements:Tmustdemonstratetheessenceofinterpretation-deverbalization,i.e.,conveytheinformationinsteadofwordsorexpressions.TeachingprocessDefinitionofinterpretationDifferencesbetweeninterpretationandtranslationTypesofinterpretationQualitiesofaninterpreterRequirementsUnit2:Howtolistenininterpretation??Teachingobjective:letssdifferentiateactivelisteningandpassivelisteningandknowaboutthedifferenceofactivelisteningininterpretation.Teachingrequirements:TmustdemonstratehowtopromptactivelisteningTeachingprocessActivelisteningandpassivelisteningDoexercise:keywordsgiven—guess—listentotheoriginaltextandcomparess’guessworkandtheoriginaltextUnit3:InterpretingceremonialspeechesTeachingobjective:letssknowwhymemoryissoimportantininterpretation;letssgraspthecomponentsofatoast,awelcomingaddress,anaddressforthanks,goodwillandcongratulationandlearntointerpretthemTeachingrequirements:TmustintroducetossthemethodsofmemorizingininterpretationTeachingprocesshowtointerpretatoast:componentsofatoast,awelcomingaddress,anaddressforthanks,goodwillandcongratulationssinterpretgroupsofsentencesonexpressingone,swelcome,thanks,goodwillandproposingatoastssinterpretsceremonialspeechesThemainpoints:componentsofatoast,awelcomingaddress,anaddressforthanks,goodwillandcongratulationUnit4:note-takingprinciplesandskills(I)Teachingobjective:letsshavearoughideaabouttheoverallprinciplesofnote-takingTeachingrequirement:Tmustexplainclearlyabouttheprinciplesofnote-taking.Teachingprocesstheoverallnote-takingprinciplesandskillsintroducetheuseofChinesecharactersandEnglishabbreviationsdemonstrationofnote-takingwhatisdecentinterpretationmanner?themainpoints:theoverallnote-takingprinciplesandskills/decentinterpretationmannerUnit5:note-takingprinciplesandskills(II)Teachingobjective:equipsswiththecommonsymbolsandsignalsusedininterpretationnote-taking;letssbefamiliarwiththeusualsymbolsandsignalsusedininterpretationnote-takingandlearntoinventtheirownsignalandsymbolsbypairworkorgroupworkTeachingrequirement:Tmustremindssthatiftheywanttocatchupwiththespeedoftheoriginaltext,theymustworkhardtopractisenote-taking;Tmustremindssthatnote-takingininterpretationisquiteindividualandthemostimportantthingisthatssmustuseappropriatemeanstorepresentlogicalrelationsintheST.Teachingprocessintroducetheuseofshort-handsignals,punctuationininterpretationnote-takingss’demonstrationofnote-takingcheckss’homework.Asksstodoimpromptuinterpretationonceremonialspeechespracticelisteningandmemory:contrastiveanalysisTdividestheclassintotwogroups:onegroupofsslistentoashorttextwithnote-taking.Anothergroupofsslistentoitwithmemory.Sswritethemessagethey,vegotfromlistening.Tcomparestheirwriting.Themainpoints:useofsymbolsandsignalsinnote-takingUnit6:principlesandskillsofinterpretingtouristtextandpublicizingtexts(I)?Teachingobjective:letssgraspthebasicprinciplesandskillsofinterpretingtouristtextsTeachingrequirement:TmustemphasisonthedifferencesofthestylisticfeaturesbetweenCandEtouristtextsandleadsstothinkingwhyweneedtomakegreatadjustmentswhenwedoC-Einterpretationontouristtexts.TeachingprocessintroducetheuseofArabicnumerals,Romannumerals,signalstakenfromothersystemsorlanguagesintroduceself-taughtmethodsofnote-takingpracticenote-taking:thesecondpassageofunit5principlesandskillsofinterpretingtouristtextandpublicizingtexts(I)listenandmemorize:contrastiveanalysis:questionsbeforelisteningandquestionsafterlisteningandnoquestionsthemainpoints:principlesandskillsofinterpretingtouristtextandpublicizingtexts(I)Unit7:Principlesandskillsofinterpretingtouristtextsandpublicizingtexts(II)?Teachingobjective:letssbemorefamiliarwiththeprinciplesandskillsofinterpretingtouristtextsandletssknowaboutthequalificationsofaguideinterpreterTeachingrequirement:Tmustemphasisontheculturaldifferences,influenceonC-Etouristtexts,interpretationTeachingprocessTgoesonintroducingprinciplesandskillsofinterpretingtouristtextSSareaskedtodointerpretationonreceptionTexplainsthequalitiesofbeingaguideinterpreterSSareaskedtodemonstratenote-takingontouristtext.Themainpoints:Principlesandskillsofinterpretingtouristtextsandpublicizingtexts/note-takingspeedUnit8:Note-takingintensivetrainingandinterpretationassessmentTeachingobjective:letssknowabouthowinterpretationisevaluatedandlearntoregulatetheirinterpretationbykeepingtheminmindTeachingrequirements:Tmustevaluatess'interpretationaccordingtothesheetintheclassroomandasksstocommentontheirowninterpretation.TeachingprocessSimulation2:ssareaskedtodoimpromptuinterpretationontouristtext.Tcamerasitandplayitandcommentonit.MannerofinterpretingEvaluationsheetofinterpretingSSareaskedtohavemodeltestandTgivesthemevaluationaccordingtotheevaluationsheetTexplainstheprinciplesandskillsofinterpretingtextsoncateringTintroducestheskillsofinterpretingChinesefoodmenuListeningstrategy:Listenandmemorize:listentogetthefirstsentenceandthelastsentenceofashorttext.Texplainswhatissummaryinterpretation?Note-takingexercise:lengthentheunitoflisteningfrom1minuteto2minute,takenotesanddointerpretationofunit3andunit7Unit9:Finalexamination第6學(xué)期：Unit10:InterpretingtextsoncateringTeachingobjective:letssgrasptheprinciplesandskillsofinterpretingtextsoncateringandemphasizetheimportanceofinterpretingCfoodmenuTeachingrequirement:TmustsystematicallyintroducethemethodstointerpretCfoodmenuTeachingprocessintroducetheprinciplesandskillsofinterpretingtextsoncateringintroducetheprinciplesandskillsofinterpretingChinesefoodmenussareaskedtoworkoutamenuinEnglishtotreatforeignguests.SSareaskedtosimulatehowtotreatforeigngueststodinnerThemainpoints:theprinciplesandskillsofinterpretingtextsoncateringUnit11:Interpretingnumbers(I)Teachingobjective:letssgrasptheskillsofnumbers,note-takingandinterpretationTeachingrequirements:Tmustintroducefieldskillsofnumbers,note-takingandinterpretationandemphasizethatssshouldhaveagreatamountofpracticeiftheywanttointerpretnumberswellTeachingprocessskillsofinterpretingnumbersTdemonstrateshowtotakenoteswhenlisteningtoatextwhichcontainsnumbersssareaskedtotakedownnumbersinArabicnumeralsssareaskedtointerpretCnumbersintoEorEngishnumbersintoC.ssareaskedtointerprettextswhichcontainsnumbersSimulation:ssareaskedtopresenttheirsimulationonawelcomingbanquetThemainpoints:skillsofinterpretingnumbersUnit12:Interpretingnumbers(II)Teachingobjective:letssgrasptheskillsofnumbers,note-takingandinterpretationTeachingrequirements:Tmustintroducefieldskillsofnumbers,note-takingandinterpretationandemphasizethatssshouldhaveagreatamountofpracticeiftheywanttointerpretnumberswellTeachingprocessMorepracticeontakingdownnumbersandinterpretingnumbersImpromptuinterpretation:ssaskedtodoimpromptuinterpretationonatextwhichcontainsagreatamountofnumbersReview:PrinciplesandskillsofinterpretingtouristtextsandpublicizingtextsTipsoninterpretingculturally-loadedtextsThemainpoints:skillsofinterpretingnumbersUnit13:Interpretingidiomsandquotations?Teachingobjective:letsscommandtheoverallprinciplesandskillsofinterpretingidiomsandquotationsTeachingrequirement:Tshouldstressontheculturaldifferences,influenceonidomsandquotations,interpretationTeachingprocessTexplaintheprinciplesandskillsofinterpretingidiomsandquotationsSSpractiseinterpretingidiomsandquotationsThemainpoints:theprinciplesandskillsofinterpretingidiomsUnit14:Interpretingcopingtactic1—paraphrasingTeachingobjective:letssknowaboutthefirstcopingtacticininterpretation^paraphrasingTeachingrequirement:TmustbeabletodifferentiateparaphrasingininterpretationandparaphrasinginothergeneralEnglishcoursesTeachingprocessTexplainswhatislinearapproachininterpretation?Texplainswhatisparaphrasing?TexplainsthedifferencesbetweenlinearapproachandparaphrasingSsareaskedtouselinearapporachandparaphrasingtointerpretthesamesentenceInterpretin