【作者】 张爽；

【导师】 穆雷；

【作者基本信息】 广东外语外贸大学 ， 翻译学， 2014， 硕士

【摘要】 本地化翻译的职业化发展对翻译教学提出了新要求，传统翻译教学已不再适应市场要求，因此有必要从社会职业学的视角对翻译教学进行重新审视，制定与其紧密相关的课程体系，以满足本地化翻译的职业化要求。本研究通过职业社会学中的控制理论对本地化翻译教学在本地化翻译职业化进程中的相互关系进行分析，找出本地化翻译职业化对本地化翻译教学的要求，进而提出符合本地化翻译职业化要求的本地化翻译课程设置。研究问题包括：1.本地化翻译教学在本地化翻译职业化进程中扮演着何种角色？2.本地化翻译的职业化发展对本地化翻译教学提出了哪些要求？3.如何基于以上要求开设符合本地化翻译职业化发展的本地化翻译课程？本研究在控制理论的指导下，首先采用文献法和观察法，从技能控制、准入控制、成员控制以及市场控制四个角度，对本地化翻译教学与本地化翻译的职业化发展进程之间在各发展阶段的相互作用关系进行分析，运用归纳法找出后者对前者的要求；进而在职业社会学视角下，以美国蒙特雷国际研究院的本地化翻译课程设置为蓝本，运用归纳法、案例分析法提出符合本地化翻译职业化要求的本地化翻译课程设置；最后，进一步举例论证并归纳出该课程设置的特征和影响。本研究的主要结论是：1.翻译教学与本地化翻译职业化发展相互联系并相互作用。一方面，翻译教学是本地化翻译职业内部控制的主要手段；另一方面，随着本地化翻译的职业控制增强，行业职业化同时也对作为本地化翻译行业劳动力主要供给的翻译教学提出新的要求，尤其体现在四大核心能力，即语言能力、技术能力、理论能力和职业素养；2.基于以上要求，本研究提出以符合本地化翻译职业化发展的本地化翻译课程设置。该课程设置包括四大核心板块，涵盖语言培训、技术培训、理论培训、职业素养培训；3.该课程设置融合了创新性、合作型、职业式三大特性，发挥了职业协会对本地化翻译教学的指导、认证和评估作用，从而更好地满足并促进本地化翻译行业职业化的进一步发展。更多还原

【Abstract】 The professionalization of localization industry has presented new requirementson translation teaching, as the traditional translation teaching no longer satisfies themarket requirements. Therefore there is necessity to re-examine the translationteaching from the perspective of the sociology of profession so as to satisfy therequirements of the industry’s professionalization.This study, on the basis of the control theory in the sociology of profession,analyzes the role that the localization translation teaching plays in theprofessionalization of localization industry, and thus finds out the requirements fromthe industry’s professionalization on localization translation teaching, and thenproposes new thoughts on a localization translation curriculum with an ultimate goalto better satisfy and push forward the professionalization development of the currentlocalization industry in China. The research questions include:1. What is the role ofinstitutional training in the professionalization development of localization industry?2. What are the requirements from the industry’s professionalization on localizationtranslation teaching?3. How to set up a localization translation curriculum inaccordance with the requirements of the industry’s professionalization development?Methodologically, on the basis of the control theory, bibliographical research andobservation are used to analyze the interactions of the institution training with theindustry’s professionalization in each developmental phase, from the perspective ofexpertise control, admission control, member control and market control; next,inductive method is utilized to find out the requirements from the industry’sprofessionalization on the localization translation teaching; then, with the methods ofcase analysis and induction, and by conducting a case study of the localizationtranslation curriculum design in Monterey Institute of International Studies, itproposes a localization translation curriculum; finally, the features and significance ofsuch curriculum are further explored. The major findings of this study include:1. Institutional training and theprofessionalization of localization industry are inter-related and interact on each other.On the one hand, institutional training is the major means of the profession’s internalcontrol; on the other hand, along with the industry’s professional control becomesstronger, the institutional training, as the major source of labor supply, is forced toadapt and develop, particularly on four core competences demanded, namely languagecompetence, technological competence, theoretical competence, and professionalcompetence;2. Based on the above requirements, a localization translation curriculumis proposed, consisting of four modules of training, namely the language training,technological training, theoretical training and professional training;3. Featuring onits creativeness, cooperativeness, and profession-orientation, such curriculumintegrates the professional association’s function on instruction, recognition andevaluation, and better satisfies and pushes forward the professionalizationdevelopment of the current localization industry in China.更多还原