A Project-directed Graduate A Project-directed Graduate Translation Course: Theory & PracticeTranslation Course: Theory & Practice

Wen Xiuying Sun JianchengWen Xiuying Sun Jiancheng（（ Nankai University, Tianjin 30007Nankai University, Tianjin 3000711 ））

IntroductionIntroduction The Nature of the Course: CompulsoryThe Nature of the Course: Compulsory Teaching Object: Graduate Students of All Three Teaching Object: Graduate Students of All Three

Majors: Translation, Linguistics & LiteratureMajors: Translation, Linguistics & Literature The Goal of the Course: To train students to The Goal of the Course: To train students to

acquire strong competence in written translation acquire strong competence in written translation and in translation evaluation.and in translation evaluation.

Questions: Questions: 1. the make-up of the students1. the make-up of the students 2. the choice of teaching materials2. the choice of teaching materials 3. the relationship between theory and practice3. the relationship between theory and practice 4. teaching approach4. teaching approach 5. teaching & learning evaluation, etc. 5. teaching & learning evaluation, etc.

An Ontological Question: What is teaching?An Ontological Question: What is teaching? Teaching is a behaviorTeaching is a behavior Three elements of the behavior: Student, teacher aThree elements of the behavior: Student, teacher a

nd course.nd course. Student—teaching object with subjectivityStudent—teaching object with subjectivity Teacher—teaching implementer with subjectivityTeacher—teaching implementer with subjectivity Course—teaching process, through which the teachiCourse—teaching process, through which the teachi

ng implementer and teaching object interact with eacng implementer and teaching object interact with each other, constituting the inter-subjective feature of thh other, constituting the inter-subjective feature of the teaching behavior.e teaching behavior.

Course design—a key to the solution of the above qCourse design—a key to the solution of the above questions uestions

A case study of course design of “Translation Theory A case study of course design of “Translation Theory and Practice” offered to the first year graduate studeand Practice” offered to the first year graduate students in Nankai University. Fall, 2006.nts in Nankai University. Fall, 2006.

The make-up of the teaching objectsThe make-up of the teaching objects It has a great referential significance in determiniIt has a great referential significance in determining teaching objectives, contents, approaches as wng teaching objectives, contents, approaches as well as the implementing of teaching processell as the implementing of teaching process The proportion of undergraduate students and grThe proportion of undergraduate students and graduate students in Nankai is nearly 1:1aduate students in Nankai is nearly 1:1 Students enrollment in 2006: 53, among whichStudents enrollment in 2006: 53, among which 2006 graduates: 33 2006 graduates: 33 university teachers: 5 university teachers: 5 high school teachers: 2 high school teachers: 2 Other: 13Other: 13

Key university graduates: 22Key university graduates: 22 Local university graduates: 31Local university graduates: 31 Youngest: 21Youngest: 21 Eldest: 29Eldest: 29 Translation major: 30Translation major: 30 Literature: 12Literature: 12 Linguistics: 11Linguistics: 11 Had both translation theory and practice before Had both translation theory and practice before

graduate study: 28graduate study: 28 Translation practice only: 17Translation practice only: 17 Never had translation course: 8Never had translation course: 8

Different motives and expectations: Different motives and expectations: more knowledge and more more knowledge and more competitive in job hunting; better job competitive in job hunting; better job and better life; more capable and and better life; more capable and qualified in present job, etc.qualified in present job, etc.

A good foundation in listening, A good foundation in listening, speaking, reading and writing speaking, reading and writing already.already.

A strong desire for ability of self-A strong desire for ability of self-development and sustainable development and sustainable development.development.

Determining Teaching ObjectivesDetermining Teaching Objectives (Based on a careful analysis of the (Based on a careful analysis of the

teaching objects and their demands in teaching objects and their demands in learning. )learning. )

Task/project-based objectiveTask/project-based objective From knowledge education to ability From knowledge education to ability

trainingtraining Macro goal: To train students to acquire Macro goal: To train students to acquire

strong competence in written translation strong competence in written translation and in translation evaluation and in translation evaluation

Micro objective: To improve students’ Micro objective: To improve students’ linguistic competence, cultural linguistic competence, cultural awareness and theoretical level.awareness and theoretical level.

Determining Teaching Objectives and Determining Teaching Objectives and Selecting Teaching MaterialsSelecting Teaching Materials

Selecting Teaching Materials A few contradictions: Students from different majors Individual needs vs. collective needs Learning ability vs. teaching ability The proportion between theory and practice Less class hour vs. heavy task These are factors affecting the scope of ma

terial selecting, including text types, difficulty and quantity.

Principle of teaching material selecting: “Practice prior to theory ； Literary texts prior to other texts ； Classic texts equal to modern texts”, under which we had the following selection:

• Materials for Translation Practice• Project 1 Spring Rain ； Lives of Quiet Desperation b

y H. D. Thoreau• Project 2 《童稚可嘉》（转引自陈文伯《教你如何掌握 汉译英技巧》 P121 ，作者不详）• Project 3 Farmhouse by Thomas R. Vale & Geraldine

R. Vale• Project 4 《恋家》（转引自陈文伯《教你如何掌握汉译英技巧》 P150 ，作者不详）• Project 5 Earth’s Green Mantle by Rachel Carson• Project 6 《夜间来客――“名人”被访实录》，楼适夷• Project 7 Of Grand Hotels and Grown-ups by Catheri

ne Calvert• Project 8 《胡二茄子》，钟灵• Project 9 My Big Fat Green Wedding, Mark Tran• Project 10 《雷雨的诞生》，曹禺• Project 11 A Rose for Emily by William Faulkner• Project 12 《我所见到的司徒乔先生》，沈从文

Materials for Translation TheoryMaterials for Translation Theory 支谦，支谦， 法句经序，《翻译论集》，罗新璋，法句经序，《翻译论集》，罗新璋，商务印书馆，商务印书馆， 19841984 ：： 2222 彦琮，彦琮， 辩证论，《翻译论集》，罗新璋，商辩证论，《翻译论集》，罗新璋，商务印书馆，务印书馆， 19841984 ：： 4444 －－ 4747 严复，严复， 天演论译例言，《翻译论集》，罗新天演论译例言，《翻译论集》，罗新璋，商务印书馆，璋，商务印书馆， 19841984 ：： 136136 －－ 137137 傅雷，傅雷， 高老头重译本序，《翻译论集》，罗高老头重译本序，《翻译论集》，罗新璋，商务印书馆，新璋，商务印书馆， 19841984 ：： 558558 －－ 559559 钱锺书，钱锺书， 林纾的翻译，《翻译论集》，罗新璋，林纾的翻译，《翻译论集》，罗新璋，商务印书馆，商务印书馆， 19841984 ：： 696696 －－ 725725 罗新璋，罗新璋， 我国自成体系的翻译理论，《翻译论我国自成体系的翻译理论，《翻译论集》，罗新璋，商务印书馆，集》，罗新璋，商务印书馆， 19841984 ：： 1-191-19 A Brief Introduction of Nida, Newmark, FunctioA Brief Introduction of Nida, Newmark, Functional School and Cultural Turn in Translation Stunal School and Cultural Turn in Translation Studies.dies.

Note: Note: Chinese materials are medium and super Chinese materials are medium and super

difficult prose, while English materials include difficult prose, while English materials include prose, short story, travel notes, popular prose, short story, travel notes, popular science, etc. , with the consideration of the science, etc. , with the consideration of the discipline’s general goal as well as the discipline’s general goal as well as the students’ linguistic knowledge, linguistic students’ linguistic knowledge, linguistic competence, learning ability and the teachers’ competence, learning ability and the teachers’ teaching ability.teaching ability.

Translation theory materials are mainly Chinese Translation theory materials are mainly Chinese traditional ones with a brief introduction to a traditional ones with a brief introduction to a few western schools for the purpose of few western schools for the purpose of translation evaluating needs. The reason to do translation evaluating needs. The reason to do so is that, besides the limits of class hours, it’s so is that, besides the limits of class hours, it’s a course for three majors, not just for a course for three majors, not just for translation. translation.

Teaching Approach

Project/task-directed Approach Based on a full analysis of the make-up and demands and

learning ability of the teaching objects Project/task-directed approach is an approach in which tea

cher assign tasks to students and students learn by finishing the tasks.

Note: According to the requirement of project-directed approach,

tasks teacher assigned should be a bit more difficult compared with the students current ability. Besides, the teacher also need to give some guidance, for example, to make some requirements that students need to exert greater efforts to meet, or briefly introduce a theory and require students to apply, understand and criticize in their practice with an ultimate goal of internalizing what they have learned

A Case Study of Farmhouse

Task Assignment. Translate Farmhouse into Chinese in 3 days and

do it independently. The third group turn in the homework through

email. And then have a group discussion to prepare for the class presentation. The presentation must include a criticism of your own and other members’ versions from a perspective of “Faithfulness, Expressiveness and Elegance”

FARMHOUSE Thomas R. Vale & Geraldine R. Vale West of the pine barrens, the sandy soils give way to finer-textured loams, and the empty forests yield to

fields of alfalfa and corn, of tomatoes and asparagus. The stretch of highway in this view is crossing the gently rolling country just east of Woodstown, New Jersey, a landscape which reminded us of the upper Midwest; crops of field corn and hay, pastures with milk cows, and farms with silos.

The farmhouse, which Stewart described simply as "a good early American house," is home for a dairy farmer who pastures his herd to the right of the picture and who may harvest the alfalfa field across the highway from his home. The maple tree in the front yard has grown so large that our view of the house is blocked. The willow in the backyard is gone but a small tree has grown up on the fence line east of the garden plot of corn. Additional tree growth on the horizon near the highway gives testimony to the ease with which woody plants grow in this moist mild climate and these fertile soils. The hedge fronting the house is as perfectly trimmed in 1980 as in 1950, although it has grown sufficiently to provide privacy for the farming family and perhaps to block traffic noise. The pointed and conical "top knots" adorn the hedge as more recent curious embellishments. The barn has been painted white since Stewart's time, but its generally poor condition is not revealed by the photograph. With broken windows, sagging doors, and peeling paint, the barn is now being used to store field machinery and hay. The farm's small silo is behind the barn, hidden from our view, although other outbuildings are visible in the backyard; these probably provide interior space for milking and shelter for the cows. The house itself is in good repair, but the window shutters and front porch, both noted by Stewart, are gone. The mowed grass on the slope between the hedge and the highway suggests that the family takes pride in its modest farmstead.

Reflecting a kind of permanence appropriate for this farming landscape, the utility lines occupy the same alignments they did in 1950. The electricity line continues on the right side and the telephone line now with cables instead of individual wires, is on the left. The poles are new, however, and seem to be set in different locations.

The highway here shows signs of its secondary status. When Stewart passed through, the pavement was new and unblemished, with sharply defined regular edges. Today, the highway's appearance implies only minimal maintenance, as does the jostling ride produced by the rough surface. Tar and gravel have been used to resurface the eastbound lane and, in places, the shoulder. The weedy bank with blooming dandelions rising above the left side of the road is in contrast to the mowed condition revealed in the earlier photo.

Three objectives of the task ： Make students realize the importance of pre-translati

on preparation, esp. the importance of background knowledge;

Make the students pay attention to utilizing internet as assistance in their translation;

Make students learn to apply “Faithfulness, Expressiveness and Elegance” in their evaluation of translation and understand their connotations as important criticism index of ideal translations.

Pre-translation Guidance Do some research on the author Study the genre, style, subject matter, the

background of creation, cultural elements of the original work

Use your imagination when you translate and pay attention to the transfer of both meaning and feeling of the original.

Marking students’ translations Most followed the guidance. Made

research on background information and stylistic features of travel notes as well as the cultural factors in the text.

Better in “faithfulness” and “expressiveness”

Some not followed the guidance. Errors can be seen everywhere. Lack of accuracy, not mention “expressiveness” and “elegance”

E.g. 1. West of the pine barrens, the sandy soils give way to fi

ner-textured loams… 松林荒地西面，沙地逐渐为肥沃的土地所替代… 松林荒地西面，原来的沙地如今已变成良田… 2. The farmhouse, which Stewart described simply as "a

good early American house," is home for a dairy farmer…

斯图亚特 ( 王朝 ) 时期 在斯图尔特笔下，照片中的农舍不过是“美国早期的一栋漂亮的房子”，而如今它成了一个奶农的家…… 3. silo, barn, top knots (adorning the hedge), outbuildings,

utility lines, weedy bank 译文要么不准确，要么没有考虑读者的接受 4. The maple tree in the front yard has grown so large th

at our view of the house is blocked; Additional tree growth on the horizon near the highway…

译文十分死板，缺乏想像力

Class Presentation Heated discussion when preparing the

class presentation; Problems are found; learn from each other

—using internet Those who didn’t follow the guidance

realized the importance of pre-translation work;

Class presentation and class discussion—answer questions and self-criticism

Achieved the purpose of the task

Evaluation of Teaching Effect An important link between the proceeding and the

following—sum-up of the previous teaching activities and also a guide to the future ones

What to evaluate: teaching objectives; teaching materials; teaching approach; teaching activities; teaching achievements, etc.

How to evaluate: oral; written; classroom; extra-class; on-going; end; student; teacher, etc.

Classroom oral evaluation and end of course evaluation; teacher’s evaluation and students’ evaluation

End of course evaluation: term paper and test On-going evaluation: Farmhouse

• Reasonability of the three objectives? • Misunderstanding of translation — translation is a static language activity• Problems: linguistic operation only, negligence of the other factors such as author, the original text, social, cultural and historical context, reader, etc.• Reasonable • Effectiveness?• Find problems and solve problems; self-cognition; team work spirit;• Effective• Difficulty ？• The first draft reveals that it is a bit difficult, not linguistically but extra-linguistically. • Conform to the principle that task should be a bit challenge to the students current ability.• Moderate

Conclusion Task-directed Approach is proved successful and effective in the

graduate course of “Translation Theory and practice”. It has the following advantages: Task-based—repetition and overlapping of knowledge, good for

students to solidify their learned knowledge and skills; Students-oriented—conforming to the psychological needs of graduate

students to achieve self-recognition, self-development and self-perfection;

Group unit—good to foster students’ cooperative spirit, team consciousness, and overall vision, laying a good humanistic foundation for future career;

Personal involvement—good to find one’s gap, and to feel one’s progress, fostering their ability of finding and solving problems, promoting one’s stronger learning motivation;

Effectiveness evaluation—helpful in cultivating students’ ability in analyzing, judging, deducing, inducing, etc.

In one word, the course design of “Graduate Translation Theory and Practice” based on “Project-directed Approach” has been proved practical in training students to master professional skills, discover their potentials, and develop their cooperative ability, etc. Therefore, it is effective in achieving the course objectives and discipline goals, worth popularizing.