口译英语

英语⼝译课程标准

《英语⼝译》课程标准

课程名称：英语⼝译

课程类别：专业必修课

教学学时：32（理论）+32（实践）

课程学分：4

先⾏课程：⾼级英语听⼒，英语视听说，基础英语等

适⽤专业：英语专业

参考教材：1、《英语⼝译实务》，外⽂出版社，2009年1⽉（主编：梅德明）

2、《实战⼝译》，外语教学与研究出版社，2004年9⽉（主编：林超伦）

3、《英语中级⼝译证书考试：中级⼝译教程（第4版）》，上海外语教育出版社，2014年3⽉（主编：梅德明）

4、《英语中级⼝译证书考试：中级听⼒教程（第4版）》，上海外语教育出版社，2014年3⽉（主编：周国强）

⼀、课程性质

《英语⼝译》是英语专业三年级翻译系列课程中的⼀门必修课，也是英语专业的核⼼课，着重⼝头翻译训练。⼝译是⼀项实践

性很强的语⾔交际活动，通过⼝头表达形式，将所感知和理解的信息准确⽽⼜快速地由⼀种语⾔形式转化成另⼀种语⾔形式，

进⽽达到完整并及时传递交流信息之⽬的的交际⾏为，是现代社会跨⽂化，跨民族交往的⼀种基本沟通⽅式。表⾯上看，它似

乎是⼀种被动，单⼀，机械性的语⾔传达活动，其实不然，它是⼀种集语⾔信息，语境信息，⽂化信息，⼼理信息等于⼀体的

综合交际活动，是⼀种综合运⽤视，听，说，写，读等知识和技能的语⾔操作活动。准确、流利是衡量⼝译优劣的两条基本标

准。

本课程旨在帮助学⽣掌握与专业相关主题的有关词语、表达⽅式及句型；让学⽣更好地了解中国的基本国策及国情，同时也能

了解其它国家的历史、政治、经济、⽂化等概况。本课程要求学⽣具有扎实的双语基本功，了解⼝译活动的基本过程，⼝译过

程中⼤脑的反应，对笔记的要求，各类句式的处理，各类意外情况的处置，以及基本的社交礼仪(着装,提前到场,⽂具准备)

等。本课程以英汉互为⼝译为主，培养学⽣掌握⼝译的基本理论和专题连续传译的技能，帮助学⽣掌握⼝译记忆⽅法，⼝头概

述，⼝译笔记，及公众演讲技巧以求学⽣能较准确、流畅地进⾏汉英对译。

⼆、课程⽬标

本课程的授课对象是英语专业学⽣，属英语类专业技能课。学⽣通过学习该课程掌握良好的⼝语⽔平和娴熟的⼝译技能。通过

该课程的学习，学⽣能了解⼝译基本理论，掌握⼝译技巧，并运⽤到不同情景的⼝译实践当中，可从事⼀般的⽣活翻译，陪同

翻译，涉外导游以及外事接待等翻译⼯作。

（⼀）专业能⼒⽬标：

在对语⾔理解和运⽤⽅⾯，以英语录⾳、录像、电影电视、多媒体教学⽚的形式进⾏教学，通过观赏英⽂电影、电视、多媒体

教学⽚等，使学⽣能够增加对语境和语⽤场合了解；能较好地复述所观看的故事情节，讲述⾃⼰的理解和分析，具备⽤英语讲

述和组织语⾔的能⼒；能针对特定语境和语⽤场合中的若⼲话题，进⾏模仿、对话、讨论等，具备⽤英语解决实际问题的能

⼒、较强的上⼝能⼒和正确的语⾳、语调和较快的语速。经过系统

地训练，使学⽣有较好的语⾔实际运⽤的能⼒和较强的视听说⽔平。按级分别为：辨别容易混淆的⾳素、单词和句⼦结构，预

测内容。归纳⼤意，掌握细节，猜测⽣词；推理、判断内在含义，判断说话⼈的语⽓、感情和态度；掌握新闻要点，记笔记

等。

（⼆）⽅法能⼒⽬标：

1）独⽴学习，查找资料，获取所需信息；

2）借助⼴播、电视、光盘等媒体运⽤所学知识，分析问题，解决问题。

（三）社会能⼒⽬标：

1）协同合作，以⼩组团队⽅式共同完成⼯作任务；

2）正确处理⼈际关系，迅速融⼊集体；

3）批判地看待问题，客观地分析问题，对东西⽅⽂化差异冷静对待。

三、教学内容及学时分配

课程内容包括⼝译基本理论与技巧介绍；⼝译背景知识介绍；记忆训练；⼝译笔记⽅法；数字⼝译及专题⼝译实践。专题⼝译

内容涉及旅游业，旅游景点专题，农业，体育，⼈⼝，航天航空，经济发展，经济特区，环保，中国传统⽂化，教育，演讲

辞，少数民族，外贸，国际关系，世界贸易组织，⾦融系统，保险业，科技与新经济，国家的⽅针政策等领域。

该课程安排在第五、六学期，每周2个学时，每学期32学时，总学时为64学时。教学具体安排如下：

四、教学内容要点：

Unit1:Abriefintroductiontointerpretation

Teachingobjective:letssgraspdefinitionofinterpretation,differencesbetweeninterpretationandtranslation,typesof

interpretationandqualitiesofaninterpreterandesnceofinterpretation;makeitcleartossaboutrequirementsofthis

cour?Teachingrequirements:Tmustdemonstratetheesnceof

interpretation—deverbalization,i.e.,conveytheinformationinsteadofwordsorexpressions.

Teachingprocess

tionofinterpretation

encesbetweeninterpretationandtranslation

finterpretation

iesofaninterpreter

ements

Unit2:Howtolistenininterpretation?

Teachingobjective:letssdifferentiateactivelisteningandpassivelisteningandknowaboutthedifferenceofactive

listeningininterpretation.

Teachingrequirements:Tmustdemonstratehowtopromptactivelistening

Teachingprocess

listeningandpassivelistening

ci:keywordsgiven—guess—listentotheoriginaltextandcomparess’guessworkandtheoriginaltext

Unit3:Interpretingceremonialspeeches

Teachingobjective:letssknowwhymemoryissoimportantininterpretation;letssgraspthecomponentsofatoast,a

welcomingaddress,anaddressforthanks,goodwillandcongratulationandlearntointerpretthem

Teachingrequirements:Tmustintroducetossthemethodsofmemorizingininterpretation

Teachingprocess

nterpretatoast:componentsofatoast,awelcomingaddress,anaddressforthanks,goodwillandcongratulation

rpretgroupsofntencesonexpressingone’swelcome,thanks,goodwillandproposingatoast

rpretsceremonialspeeches

Themainpoints:componentsofatoast,awelcomingaddress,anaddressforthanks,goodwillandcongratulation

Unit4:note-takingprinciplesandskills(I)

Teachingobjective:letsshavearoughideaabouttheoverallprinciplesofnote-taking

Teachingrequirement:Tmustexplainclearlyabouttheprinciplesofnote-taking.

Teachingprocess

rallnote-takingprinciplesandskills

ucetheuofChinecharactersandEnglishabbreviations

trationofnote-taking

decentinterpretationmanner?

themainpoints:theoverallnote-takingprinciplesandskills/decentinterpretationmanner

Unit5:note-takingprinciplesandskills(II)

Teachingobjective:equipsswiththecommonsymbolsandsignalsudininterpretationnote-taking;letssbefamiliarwith

theusualsymbolsandsignalsudininterpretationnote-takingandlearntoinventtheirownsignalandsymbolsbypair

workorgroupwork

Teachingrequirement:Tmustremindssthatiftheywanttocatchupwiththespeedoftheoriginaltext,theymustworkhard

topractinote-taking;Tmustremindssthatnote-takingininterpretationisquiteindividualandthemostimportantthingis

thatssmustuappropriatemeanstoreprentlogicalrelationsintheST.

Teachingprocess

ucetheuofshort-handsignals,punctuationininterpretationnote-taking

’demonstrationofnote-taking

s’odoimpromptuinterpretationonceremonialspeeches

celisteningandmemory:contrastiveanalysis

Tdividestheclassintotwogroups:rgroupofsslistentoitwith

ethemessagethey’restheirwriting.

Themainpoints:uofsymbolsandsignalsinnote-taking

Unit6:principlesandskillsofinterpretingtouristtextandpublicizingtexts(I)?Teachingobjective:letssgraspthebasic

principlesandskillsofinterpretingtouristtexts

Teachingrequirement:TmustemphasisonthedifferencesofthestylisticfeaturesbetweenCandEtouristtextsandlead

sstothinkingwhyweneedtomakegreatadjustmentswhenwedoC-Einterpretationontouristtexts.

Teachingprocess

ucetheuofArabicnumerals,Romannumerals,signalstakenfromothersystemsorlanguages

ucelf-taughtmethodsofnote-taking

cenote-taking:thecondpassageofunit5

plesandskillsofinterpretingtouristtextandpublicizingtexts(I)

andmemorize:contrastiveanalysis:questionsbeforelisteningandquestionsafterlisteningandnoquestions

themainpoints:principlesandskillsofinterpretingtouristtextandpublicizingtexts(I)

Unit7:Principlesandskillsofinterpretingtouristtextsandpublicizingtexts(II)?Teachingobjective:letssbemorefamiliar

withtheprinciplesandskillsofinterpretingtouristtextsandletssknowaboutthequalificationsofaguideinterpreter

Teachingrequirement:Tmustemphasisontheculturaldifferences’influenceonC-Etouristtexts’interpretation

Teachingprocess

nintroducingprinciplesandskillsofinterpretingtouristtext

skedtodointerpretationonreception

insthequalitiesofbeingaguideinterpreter

skedtodemonstratenote-takingontouristtext.

Themainpoints:Principlesandskillsofinterpretingtouristtextsandpublicizingtexts/note-takingspeed

Unit8:Note-takingintensivetrainingandinterpretationasssment

Teachingobjective:letssknowabouthowinterpretationivaluatedandlearntoregulatetheirinterpretationbykeeping

theminmind

Teachingrequirements:Tmustevaluatess’interpretationaccordingtothesheetintheclassroomandasksstocomment

ontheirowninterpretation.

Teachingprocess

tion2:asitandplayitandcommentonit.

ofinterpreting

tionsheetofinterpreting

skedtohavemodeltestandTgivesthemevaluationaccordingtotheevaluationsheet

instheprinciplesandskillsofinterpretingtextsoncatering

ducestheskillsofinterpretingChinefoodmenu

ingstrategy:Listenandmemorize:listentogetthefirstntenceandthelastntenceofashorttext.

inswhatissummaryinterpretation?

-takingexerci:lengthentheunitoflisteningfrom1minuteto2minute,takenotesanddointerpretationofunit3and

unit7

Unit9:Finalexamination

第6学期：

Unit10:Interpretingtextsoncatering

Teachingobjective:letssgrasptheprinciplesandskillsofinterpretingtextsoncateringandemphasizetheimportanceof

interpretingCfoodmenu

Teachingrequirement:Tmustsystematicallyintroducethemethodstointerpret

Cfoodmenu

Teachingprocess

ucetheprinciplesandskillsofinterpretingtextsoncatering

ucetheprinciplesandskillsofinterpretingChinefoodmenu

skedtoworkoutamenuinEnglishtotreatforeignguests.

skedtosimulatehowtotreatforeigngueststodinner

Themainpoints:theprinciplesandskillsofinterpretingtextsoncatering

Unit11:Interpretingnumbers(I)

Teachingobjective:letssgrasptheskillsofnumbers’note-takingandinterpretation

Teachingrequirements:Tmustintroducefieldskillsofnumbers’note-takingandinterpretationandemphasizethatss

shouldhaveagreatamountofpracticeiftheywanttointerpretnumberswell

Teachingprocess

ofinterpretingnumbers

strateshowtotakenoteswhenlisteningtoatextwhichcontainsnumbers

skedtotakedownnumbersinArabicnumerals

skedtointerpretCnumbersintoEorEngishnumbersintoC.

skedtointerprettextswhichcontainsnumbers

Simulation:ssareaskedtoprenttheirsimulationonawelcomingbanquetThemainpoints:skillsofinterpretingnumbers

Unit12:Interpretingnumbers(II)

Teachingobjective:letssgrasptheskillsofnumbers’note-takingandinterpretation

Teachingrequirements:Tmustintroducefieldskillsofnumbers’note-takingandinterpretationandemphasizethatss

shouldhaveagreatamountofpracticeiftheywanttointerpretnumberswell

Teachingprocess

acticeontakingdownnumbersandinterpretingnumbers

ptuinterpretation:ssaskedtodoimpromptuinterpretationonatextwhichcontainsagreatamountofnumbers

:Principlesandskillsofinterpretingtouristtextsandpublicizingtexts

interpretingculturally-loadedtexts

Themainpoints:skillsofinterpretingnumbers

Unit13:Interpretingidiomsandquotations

Teachingobjective:letsscommandtheoverallprinciplesandskillsof

interpretingidiomsandquotations

Teachingrequirement:Tshouldstressontheculturaldifferences’influenceonidomsandquotations’interpretation

Teachingprocess

intheprinciplesandskillsofinterpretingidiomsandquotations

tiinterpretingidiomsandquotations

Themainpoints:theprinciplesandskillsofinterpretingidioms

Unit14:Interpretingcopingtactic1—paraphrasing

Teachingobjective:letssknowaboutthefirstcopingtacticininterpretation—paraphrasing

Teachingrequirement:Tmustbeabletodifferentiateparaphrasingininterpretationandparaphrasinginothergeneral

Englishcours

Teachingprocess

inswhatislinearapproachininterpretation?

inswhatisparaphrasing?

insthedifferencesbetweenlinearapproachandparaphrasing

skedtoulinearapporachandparaphrasingtointerpretthesamentence

retingtextsonscienceandtechnologyandusingparaphrasingwhenencounteringtechnicaltermsyou’vedifficulty

todealwith

Themainpoints:theskillsofparaphrasing

Unit15:Interpretingcopingtactic2—parrot-speaking

Teachingobjective:letssknowaboutthecondcopingtactic—parrot-speakingtohelpthemtogothroughdifficultiesin

authenticinterpretation

Teachingrequirement:Tmustexplainveryclearlyaboutthecircumstanceswherewecanuparrot-speaking

Teachingprocess

inswhatisparrot-speaking?

strateshowtouparrot-speakingininterpretation

retingtextsoninformationtechnologyandculturalexchangesbyusingparrot-speakingandparaphrasingtogether.

Themainpoint:skillsofusingparrot-repetition

Unit16:Finalexamination

五、师资配备要求

具有英语专业教育教学背景，具备多年的英语课程教学经验或具有研究⽣学历，具有⾼校教师资格证书的教师担任主讲教师。

六、条件配备要求

1、本课程以基础教学为主，结合多媒体教学和⽹上教学资源平台。

2、学习场地、设施要求：建议配备充⾜的多媒体教室以及语⾳室。

七、课程考核及成绩评定

本课程的测试要着重考核学⽣的⼝译能⼒。鉴于⼝译课程的特殊性，不可能在期末⼀次考试中考察出学⽣的真实⼝译能⼒，所

以平时有随堂测试，包括学⽣的即兴演讲、模拟现场⼝译、⽹上查阅资料等，其成绩纳⼊平时成绩，期末考试以⼝试为主。

考核⽅式：考查（⼝试）

考核要求：

1）考⽣在⼝译时应能准确传达原话意思，语⾳、语调正确，表达流畅、通顺，句法规范，语⽓恰当，⽤词妥切

2）考⽣应具有良好的听译能⼒，即逐句/逐段听事先录制好的原⽂，然后逐句/逐段将原⽂的内容准确⽽⼜流利地从来源语

(SourceLanguage)⼝译成⽬标语(TargetLanguage)成绩评定：

考核成绩由考试成绩和平时成绩综合评定；

1）平时成绩占60%，形式有：平时成绩包括（作业、出勤、课堂表现、期中测试等环节。旷课率超过该课程教学时数1/4

的，取消考试资格等实⾏⼀票否决制）；

2）考试成绩占40%；

撰写⼈：教研室主任签字：学院院长签字：

年⽉⽇