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《开放教育:从开放教育资源到慕课》(节选)翻译实践报告 [3]

论文作者:留学生论文《开放教育:从开放教育资源到慕课》(节选)翻译实践报告论文属性:硕士毕业论文 thesis登出时间:2021-02-20编辑:vicky点击率:380

论文字数:56999论文编号:org202102021036009331语种:英语 English地区:中国价格:$ 66

关键词:商务英语论文关联翻译法科技论文翻译策略

摘要:本文是一篇商务英语翻译论文,随着开放教育技术论文翻译实践的成功完成,翻译经验及相关翻译策略和技巧逐渐积累和总结。

iar with their language features, including the use of diction, abbreviations andtechnical terms, sentence patterns, logic connection, and tense and voice. Learningspecialized expressions, complicated sentence structures, and flexible logic handling inparallel texts are of great help in later translating.

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2.2 While-translation

The translation process was not plain sailing even a great deal of preparatory work hadbeen made beforehand. In the phrase of while-translation, the translator discusses main difficulties encountered during the translation process, namely technical terms, long propernouns, passive voice, and long and complex sentences. Directed by the Corrective Approach,specific translation standards and corresponding translation strategies were put forward.

2.2.1 Difficulties Encountered

Due to the inherent differences between Chinese and English in both languageexpressions and thinking patterns, the translator inevitably encountered some difficultiesslowing down the translation progress even though much work had been done for thepreparation. After some classifying and analyzing, several major translation difficulties weresummarized from the source text.

The most prominent difficulty encountered during the translation process is thetranslation of technical terms. Some specialized technical terms in the field of educationaltechnology are difficult to make an accurate translation because several search results areshown from different tools, such as “ CC-BY licenses”(知识共享-署名许可协议), “OpenAccess and Licensing framework (NZGOAL)”(开放获取 和许可 框架), and “CreativeCommons (CC) licenses”(知识共享许可), etc. Therefore, as a translator, it is necessary toidentify and master the professional vocabulary and find the accurate counterpart in the targetlanguage before the translation work.

Besides the technical terms, some of those lone proper nouns, which includes variousproper nouns for technology, institutions, and some other peculiar callings in the field ofeducational technology, may be omitted to only show the main part and add difficulties tocomplete and determine their full meanings at first glance. For example, the “Wales OpenEducation Declaration of Intent”(威尔士开放教育意向声明),“Scottish Open EducationDeclaration(SOED)”( 苏 格 兰 开 放 教 育 宣 言 ) and “Centre for Education Technology,Interoperability and Standards (Cetis)”(教育技术,互操作性及标准中心). While for thosecommon words, polysemy is a serious phenomenon. Sometimes, they need to be translatedaccording to the real context, instead of being translated into their frequently-used meaningsdirectly.

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Chapter Three Theoretical Basis.........................15

3.1 Newmark’s Translation Theory: From Dualism to Eclecticism...................15

3.1.1 Semantic and Communicative Translation...........................16

3.1.2 Deficiencies in Semantic and Communicative Translation.....................16

Chapter Four Case Analysis......................20

4.1 Lexical level..............................20

4.1.1 Technical Term..................20

4.1.2Abbreviation............................ 24

Chapter Five Conclusion.........................40

5.1 Major achievements................................40

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