Translation in College English Teaching from the prospect of Intercultural Communication

Abstract：Aiming at the problems of translation teaching in college English，the paper describes the general low status of students’ability in translation.As a cross-cultural communication activity，translation gains more and more attention in college English teaching. The teaching of translation in college should enhance student’s intercultural communicative competence，and improve students’ability to translate. And Intercultural Communication Theory has a very important significance for promoting college English teaching，realizing college English training objectives，and improving students’ability in translation.

Keywords：intercultural communication；translation teaching；college English；

中圖分類號(hào)：H315.9 文獻(xiàn)標(biāo)志碼：A 文章編號(hào)：1674-9324（2013）22-0154-03

Introduction

Translation Teaching is an important part of college English teaching system，and has a very important significance for promoting the college English teaching. However，the translation teaching in college English does not get the attention they deserve，and most teachers still use the traditional translation teaching mode.Students try to get a lot of practice to allow the faithful to the original，fluent language translation ability，but in these translation activities student’s intercultural communicative competence is often overlooked. With the development of cross-cultural communication，cultural outlook gradually been used to explain the problems in the translation teaching. This article by exploring the use of College English Translation Teaching “Culture”，to further explore the positive role of the Intercultural Communication Theory in Translation Teaching.Mentioned college English teaching is the teaching of the universities undergraduate non-English professional English，and therefore does not discuss the teaching of translation of the professional undergraduates.

College English Translation Teaching

College English teaching due to neglect of translation ability leads to the generally low status of students’ability to translate. With China’s foreign exchanges become more frequent，and the degree of internationalization of the continuous improvement of modern society，the demand for foreign language professionals have become increasingly prominent，putting forward higher requirements for foreign language communication skills，which requires the application ability of our students in foreign language communication need to greatly improve. Translation ability is an important manifestation of the capacity of the communication application. However，for a long time，translation teaching in English teaching has not been able to get enough attention.Classroom activities，teachers do not pay attention to students of translation skills，leading to poor students’ability.

The teachers and students are not given enough attention to the translation，and the teachers did not give students a more systematic introduction to translate common sense and skills. Students cannot spare the amount of translation practice in English test as in CET4 or CET 6，for various reasons lead to students’ability to translate are always at a disadvantage. And limited English class，alone，sets up translation training course.Many teachers only emphasize on listening，speaking，reading and writing，rarely attend to the cultivation of students’ability to translate. Even take into account the translation，the English and Chinese language conversion，results in students for “westernized”translation，and even does not comply with the Chinese language habit or a literary accumulation of Chinese characters.It results that many students go to work，not competent in English skills，even to translate simple business letter. In English teaching，too much emphasis on the all-English teaching，such teaching methods to some extent，to the students to create learning English language environment，training students’listening and speaking ability.However，it almost abandons the mother tongue，and do not attach importance to the translation teaching，so that students not only English skills are not in place，and the mother tongue were also affected，causing students to translation barrier or confusion.The translation process involves understanding and expression of the two languages systems.Accurately understanding of the original translation premise only correct understanding of the original in order to accurately expressed.

Most scholars agree Appropriate to college English teaching translation theory.Translation theory guiding is to reduce the practice of blindness，to stick to and improve the scientific efficacy.Now most translation tutorial is mainly to introduce translation skills and translation，but evaded the nature of translation.Translate the essence of a cultural is exchanging activities.The purpose of the translation is to complete the exchange of information and culture，so that the nation and the world toward a higher civilization development，which is consistent with the purpose of cross-cultural communication.The translation is gradually being recognized as a cross-cultural communication behavior，from the point of view of Intercultural Communication Research translation.Also translation activity is a special cross-cultural process including two communication links between the translator and the original readers asked.In cross-cultural communication，cross-cultural awareness of communicators determines the success or failure of the communication activities.Similarly，the cross-cultural awareness of the translator and the reader is an important factor in determining the success or failure of translation activities. Therefore，the strengthening of cultural accomplishment of the students and the improvement of students’intercultural communicative competence become an important task in the college English translation teaching.

Translation is a cross-cultural communication behavior

“Intercultural Communication”covers a very wide term.It usually refers to a cultural background，groups with people of another background.The sender and the receiver of the information can be of different races，different ethnic groups and people from different countries，but also between mainstream culture and subculture，a subculture with another sub-culture between people. Cross-cultural communication is communication between people of different cultural perception and symbol systems that enough to change the communication results.Intercultural communication as a discipline，has originated in the United States since last century. Intercultural Communication to the main theme of the relationship of language and culture，and study the different ethnic groups affected by the respective values，ways of thinking，social customs，and the obstacles that may arise in terms of cross-cultural communication and non-verbal communication，aims to raise awareness for the difference between the different cultural sensitivity，cross communication barriers，and normal exchanges in a different cultural environment，with people of different cultural backgrounds.

The translation is a cross-cultural communication activity.Rapid transport and communication tools，the accelerating pace of global economic integration，with the increasingly frequent exchanges between different countries and nations，the increasing urgency of cultural dialogue，and the people of the “global village”has gained more focus of attention.In this case，the importance of translation as a cultural exchange pathway has become increasingly acute. The sensitivity of the differences between the different cultures is cross-cultural awareness or being called“cultural sensitivity”.From a psychological perspective，cross-cultural communication ability is built on the basis of cross-cultural awareness training. Similarly，cross-cultural communication translation，as the participants of the first round of communicative activities，the translator cross-cultural awareness is the key to its success Intercultural Communication and Translation.For cross-cultural awareness，more agreeable to the concept of the currently only article on the study of cross-cultural awareness is the American scholar Hanvey’s （Hanvey，1979）point of view.He believes that cross-cultural awareness is sensitivity awareness of the participants in the cross-cultural communication and cultural factors，and usually divided into four levels.Mean respectively：

（I）Those who have been recognized as a weird surface cultural phenomenon of cognitive.

（II）In contrast to those with native language culture but is considered to be incredible and the lack of significant cultural features of the concept of cognitive.

（III）To obtain rational analysis of the cultural characteristics of the cognitive.

（IV）From the perspective of different cultures holders aware of different cultures.

The fourth level is the highest state of cross-cultural awareness，participants were asked to have“empathy”and“cultural integration”into the ability. Fully understand the differences of different cultures on the basis of their own“substituting”each other’s state of mind，put ourselves in body odor encounters and feelings of others，observation and reflection on different cultural backgrounds.In Harvey philosophy，the focus is the awareness of the different cultures，of course，the premise of default has a full understanding of the national culture.For a face of two cultures translator，choosing how to deal with cultural factors，should be aware of why they want to do it that way.In addition to the above，the cross-cultural awareness should also have its own unique meaning.The translator cross-cultural awareness can be summarized as the following three points：

（I）Of primitive cultural awareness；

（II）Awareness of the culture of the target language；

（III）The ability to explain own translation strategies and methods.

These three aspects are inseparable：the first and second points constitute the first level of the translator cross-cultural awareness between different cultures varied with sensitivity cognition. However，this level is just the basis of the translation. The main activities as translation，the translator must also realize that many other factors affect intercultural communication，and be able to explain the translation method taken，that is able to realize that what they are doing and why.

Conclusion

Translation transplant works in a cultural environment to another cultural environment，and cross-cultural communication activities，is a reflection of intercultural communicative competence，so translation cannot be separated from culture；culture also needs to spread through a translator. Only by understanding the differences between cultures，can one better express the original thought. Translation skills are one of the basic language skills；college English teaching is an important and indispensable part.Intercultural Communication organically into college English translation teaching process can not only improve the quality of teaching，but also conducive to the students the ability to translate and intercultural communicative competence，in order to effectively improve the students’English proficiency and the use of language，mastering the language capacity.

References：

[1]Hanvey，R.G.ReadinginCross—CulturalCommunication[M].NewburgHouse，1979.

[2]Peter Newmark，About Translation [M].Multilingual Matters，1991.

[3]Susan Bassnett，Translation studies，“Translation，History and Culture”[M].Cassell，1995.

[4]付瑤.翻譯：跨文化交際[D].北京：外交學(xué)院，2003.

[5]霍萌.論跨文化交際翻譯[D].上海：上海外國(guó)語大學(xué)，2009.

[6]金惠康.跨文化交際翻譯[M].北京：中國(guó)對(duì)外翻譯出版公司，2003.

[7]劉春慧.大學(xué)英語教學(xué)改革中的翻譯教學(xué)[J].科技信息， 2009，（28）：139-141.

[8]梁鋪，劉德章.跨文化的外語教學(xué)與研究[M].上海：上海外語教育出版社，1999.

[9]陸永昌.翻譯一不能再增文化障礙[J].譯林，2006，（3）.

[10]齊華文.論譯者的跨文化意識(shí)[J].東華大學(xué)學(xué)報(bào)，2005，（6）.

[11]王存寶.大學(xué)英語教學(xué)中不可忽視的翻譯教學(xué)[J].西安外事學(xué)院學(xué)報(bào)，2008，（04）.

[12]王克非.翻譯文化史論[M].上海：上海外語教育出版社， 1997.

[13]徐國(guó)品.跨文化交際學(xué)與外語教學(xué)[J].延邊大學(xué)學(xué)報(bào)，1991，（4）.

[14]楊俊峰.翻譯的藝術(shù)——理論與應(yīng)用[M].沈陽：沈陽出版社，2006.

[15]張菊芳.淺談外語教學(xué)中文化意識(shí)的培養(yǎng)[J].武警學(xué)院學(xué)報(bào)，1998，（1）.

基金項(xiàng)目：遼寧省教育科學(xué)“十二五”規(guī)劃項(xiàng)目 （JG12DB161）；遼寧省社會(huì)科學(xué)規(guī)劃基金項(xiàng)目（ L12DYY030）；大連外國(guó)語學(xué)院第四批精品課程項(xiàng)目

作者簡(jiǎn)介：韓丹（1982-），女，遼寧沈陽人，講師，碩士，研究方向：外國(guó)語言學(xué)及應(yīng)用語言學(xué)。