【作者】 王艳；

【导师】 王湘玲；

【作者基本信息】 湖南大学 ， 翻译学， 2011， 硕士

【摘要】 本论文主要探讨英语专业英语水平不同的学生在翻译学习动机类型上的差异,以及翻译学习动机类型与翻译能力之间的关系问题。本文首先对英语专业学生进行问卷调查,探索其现有英语水平对翻译学习动机类型的影响,进而调查翻译学习动机类型与翻译能力之间的关系。本研究无论在动机研究领域还是在翻译教学领域都具有重要意义。首先,本研究对动机研究与翻译教学研究是一种有意义的丰富及补充。其次,目前翻译市场对专业译者的需求仍有很大空缺,传统的翻译教学模式有必要进行改革,将不同学生的翻译学习实际情况纳入教学考虑,激发学生的翻译学习动机,并通过调整教学策略最终提高学生的翻译能力。第三,本研究对英语专业学生的翻译学习具有一定的启示意义。学生可根据本文的实验结论,着重发展积极的的翻泽学习动机,培养自己对翻译学习的兴趣。本研究主要试图回答以下几个研究问题。首先,英语专业学生的翻译学习动机有哪几种类型?针对英语水平、学习动机各异的学生,有必要实施不同的教学策略；那么学生的现有英语水平是如何影响其翻译学习动机类型的?不同的翻译学习动机,对翻译能力又有何影响?本研究属于实证研究和探索性研究。首先通过问卷调查收集数据,对数据进行分析后得出实验结果；然后对实验结果进行探讨,以分析翻译学习动机与翻译能力的关系。本研究还将解释不同的英语水平对翻译学习动机类型的影响。本文的研究结论如下：(1)英语专业学生的翻译学习动机共有六种类型：社会责任动机、内在兴趣、个人发展动机、成绩动机、成就感动机与学习情境动机。(2)学生的现有英语水平影响学生的翻译学习动机。如内在兴趣、成就感动机与社会责任动机越强,专四成绩越高；而成绩动机、个人发展动机越强的学生,英语成绩得分则越少。最后,在情境动机上,中等水平的学生对情境因素最为敏感,高英语水平学生其次,低英语水平学生对情境最不关心。(3)英语专业学生的翻译学习动机类型与组成翻译能力的各次级能力之间具有相关性。其中,内在兴趣、成就感以及学习情境对学生翻译能力的提高具有促进作用；社会责任动机使学生在翻译中积极地进行自我评估及自我监控,注重翻译准确性；而成绩型动机最终抑制了学生的翻译能力。本研究将动机研究与翻译教学相结合,并以实证研究的方式对它们之间的关系进行探讨,这种研究思路和方法在同类研究中较为少见。文章从激发学生翻译学习动机入手,以提高学生的翻译能力,对翻译教学具有启示作用。更多还原

【Abstract】 The thesis mainly focuses on the exploration of the differences between low-achievers and high-achievers in their motivation types of translation learning, and the relationships between translation learning motivation and translation competence. The research seeks firstly to investigate the influence of learners’current English proficiency on translation learning motivation through two types of questionnaires, and then probes into the relationships between translation learning motivation and translation competence. The research is significant as part of motivation studies, as well as an exploration to translation teaching. Firstly, as a supplement to motivation studies and translation teaching, the research in translation learning motivation is necessary and meaningful. Secondly, there are still great demands for professional translators in the translation market. The traditional translation teaching method needs some reformation to integrate translation learning motivation into the teaching process and it is feasible to promote students’translation competence through arousing their translation learning motivation. Thirdly, this research provides references and hints for the English majors in their translation learning. They could pay attention to those positive motivation types and try to inspire their own inner interest in translation.This study attempts to answer the following research questions. Firstly, what motivations do the English majors have in learning translation? As the students are with different English proficiencies and driven by different translation learning motivation types, it is necessary to apply different teaching strategies to them, then, how does English majors’ current English proficiency influence their translation learning motivation? And lastly, what is the relationship between translation learning motivation and translation competence?The methods of empirical and exploratory research are combined in the study. By analyzing the data collected through two types of questionnaires, the study seeks first to investigate the relationships between translation learning motivation and translation competence. The study also explains how the current English level influences learners’ translation learning motivation through statistic analyses.The main conclusions of the research questions are:(1) There are six types of translation learning motivation:social responsibility motivation, intrinsic interest motivation, individual development motivation, immediate achievement motivation, sense of achievement motivation, and learning situation motivation. (2) The current English proficiency influences English major students’translation learning motivation. Students’ intrinsic interest, social responsibly and achievement motivation are positively related to TEM-4 scores, which signifies that the higher the learners’English proficiency, the stronger the learner’s above mentioned motivation types. Individual development motivation, immediate achievement motivation and learning situation motivation are negatively related to learners’English proficiency. As for the result of learning situation motivation, medium-achievers get the highest value which follows by the high-achievers and the low-achievers, i.e. the medium-achievers are most sensitive to the learning condition. (3) There are correlations between the types of translation learning motivation and translation sub-competences. Among them, intrinsic interests and sense of achievement play an important role in improving learners’translation competence; while social responsibility motivation makes learners emphasize more on their translation quality and translation accuracy, which promote translation competence; Motivation of immediate achievement eventually hinders the further improvement of learners’translation competence.This thesis synthesizes motivation research and translation education to analyze their relationships through the empirical study which is rare in its research ideas and methods. Through stimulating students’translation motivation, this research endeavors to help promote English majors’ translation competence, which offers important enlightenments to translation education.更多还原