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本研究源自某大学英语学院三年级口译课的一次开放式问卷,问卷反映出学生口译入门时面临的三大问题:(1)学口译还是学语言;(2)意义还是词汇;(3)脑记还是笔记。基于对问卷结果的分析,笔者发现“身份培养”对解决这三组矛盾十分重要,却往往没有在口译入门教学中得到充分体现。由这三组对立项入手,本文将分别从学生的“译员身份”培养和教师的“多重身份”培养两方面展开讨论,反思当前大三口译教学中的经验和问题,并提出改进建议。
This study originated from an open questionnaire of third-year interpreting course at a college English college. The questionnaire reflected the three major problems faced by students when they started to interpret: (1) learning to interpret or learn a language; (2) meaning or vocabulary; (3) Brain remember or notes. Based on the analysis of the results of the questionnaire, the author found that “identity training ” is very important to solve these three groups of contradictions, but it is often not fully reflected in the introductory interpretation teaching. Starting from these three sets of counter projects, this article will discuss the students ’training of translators identity and teachers’ multiple identities training respectively, and reflect on the current experience and problems in the teaching of junior college interpreters. Suggestions for Improvement.