中国英语教学(双月刊)

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1、2005年6月中国英语教学（双月刊）Jun．2005第28卷第3期CELEAJournal（Bimonthly）Vol．28No．3TRANSLATIONWORKSHOP：ANEFFECTIVEAPPROACHINTRANSLATIONTEACHINGXiaoHongSichuanInternationalStudiesUniversityAbstractthedevelopmentofstudents곰productiveskills．Translatingisanimportantproductiveskill，theTranslating，asanimpor

2、tantproductiveskill，hascultivationofwhichisthereforeacommonconcernbeendrawinganincreasinglypublicandacademicinterest，whichforetellsapressingneedforinthefieldoftranslationteaching．Thetraditionalqualifiedtranslatorsandinterpreters．However，translationteachingapproachattachesimportancetot

3、hetraditionaltranslationteachingapproach，thefinalproductoftranslating，whichhasexposedwhichisteacher－centered，laysemphasisonthevariousdisadvantages．Inviewofthissituation，thisfinalproductoftranslating—thestudentspapersuggestsTranslationWorkshopApproachasanversion．Usually，theteacherfirst

4、demonstrates곰effectiveteachingmethodtoimprovethequalityoftranslationtechniqueswiththehelpofafewtranslationteaching．Intheactualworkshop，theexamplesentencesormakesacomparativestudyteachermainlyplaystherolesofamediator，anoftwoormoreversions，andthenassignssomeorganizer，acreator，afacilitat

5、or，asupervisorandahomework．Next，theteachercorrectsstudentsguide．Asthemediatorandorganizer，theteacherassignments，withemphasisoncorrectin곰ghelpstoestablishcooperativeconnectionbetweenmistakes．Finally，theteachermakessomestudentsandpromotetheirinterestintranslation．Ascommentonstudents곰tra

6、nslationwork，histheguideandfacilitator，hehelpsstudentstoemphasisstillonstudents곰mistakes，occasionallycommentingononeortwogoodversions．Inthiscomprehendfullytheoriginaltextandsolvetheirway，thewholeprocessoftranslationteachinghasproblemsintranslating．Asthecreatorandcometoanend．supervisor

7、，hecreatesopportunitiesandarelaxedatmosphereforstudentsactiveparticipationinObviously，thisapproachhasthefollowingtranslationteachingactivi곰ty．Studentsaretherealdisadvantages．（1）Asitbelongstoproduct－centerofthisworkshopactivity．Theyworkjointlyorientedapproach，whichisteacher－centered，it

8、tosee