信阳师范学院华锐学院教师教案8.docVIP

信阳师范学院华锐学院教师教案 主讲教师 职 称 课程性质 专业技能必修课，开设在第五学期，为学位课程。 教学目的 学生了解功能目的论的发展历程以及主要观点功能目的论与等值论的区别在功能目的论的指导下应该如何选择相对应的翻译策略 授课内容 教学重点 教学难点 课时分配 学时 教学方法 讲练结合，师生互动 教学手段 常规教学 思考题目 课本 P.练习一 作业与辅导 课本 P.练习一 （内容、时间） Nord, Christiane. (1997)Translating as a Purposeful Activity: Functionalist Approaches Explained(目的性行为—析功能翻译理论)，上海外语教育出版社，2001. 陈小慰，翻译功能理论的启示—对某些翻译方法的新思考，《中国翻译》，2000年第4期 参考文献 吴义诚，对翻译等值问题的思考，《中国翻译》，1994年第1期周红民，实用文本翻译三论，《上海科技翻译》，2002年   Chapter 1 Skopos Theory and Pragmatic Translation 1. A Brief Introduction to Skopos Theory The Skopos Theory is an approach to translation which was put forward by Hans Veneer and developed in Germany in the late 1970s and which oriented a more functionally and socioculturally concept of translation is considered not as a process of translation, but as a specific form of human action. In our mind, translation has a purpose, and the word “Skopos” was from Greek. It’s used as the technical term for the purpose of the translation. The Skopos Theory came into being in 1970s in Germany, and there have been three distinguished contributors to the formation of this theory: Katharina Reiss, Hans J. Vermeer and Christiane Nord. Katharina Reiss In 1971, in her book Possibilities and Limits of Translation Criticism, Katharina Reiss put forward a model of translation criticism based on the functional relationship between source and target texts. However, her theory was firmly within equivalence principle. Yet Reiss is aware that there do exist situations “where equivalence is not possible and in some cases, not even desired” and there are “certain exceptions from the equivalence requirement” (Nord 2001: 9). One exception is when the target text has a different communicative function from the source text. “In such situations, she thinks that the functional perspective takes precedence over th