Unit 2 English around the world 经典教案
Unit 2 English around the world Ｉ．单元教学目标
II．目标语言
III. 教材分析与教材重组
1. 教材分析
本单元以“世界英语”为中心话题，旨在通过本单元的学习让学生粗略了解世界英语的发展状况,认识各种各样具有民族,地域特色的英语以及它们的出现原因和不同之处。同时让学生学会语言障碍的表达法，能够区分、转述命令或请求语气的祈使句，并让学生能用所学构思方法写一篇关于英语学习经验的作文。
1.1 Warming Up 介绍世界英语，要求学生区分英美语单词。此部分的目的是丰富学生有关世界英语的知识。激发学生对英语发展历史的兴趣。
1.2 Per-reading部分设置了两个与主题相关的问题。在激活学生已有知识的同时引导学生为下一步阅读做好准备。
1.3 Reading是一篇介绍英语发展史的文章。文章首先以英语在分布范围上的扩展来陈述英语的发展。第二段提出英语已发展为多个分支，并举例说明。第三，四段以时间为顺序，描述英语在不同时期与不同文化的交融，说明世界英语的形成原因,并对中国英语提出设想。
1.4 Comprehending 设计了两个习题。第一部分以选择题的形式检测学生对课文的理解。第二部分设置了两个开放性思考问题。引导学生在掌握课文的基础上联系实际，对英语学习现状陈述自己的观点。培养学生的思辨能力。
1.5 Learning about Language分词汇和语法两个部分。词汇部分设置连线、填空等形式的习题，在运用让中学生巩固所学单词及词组，体会英美语言差异。第二部分讲解了本单元的语法项目（1）学会区分、感悟“命令”与“请求”的语言结构和语气；（2）学习转述他人的“请求”和“命令”的间接引语。同时给出直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。培养学生的转述能力。
1.6 Using Language包括四个部分。以语言实践为目的。
(1) Reading and talking 是一篇阅读材料介绍了英语方言。要求学生在阅读的基础
上讨论中国的方言。贴近生活有利于调动学生的积极性并使学生感受不同文化，认识到不同化之间亦有相似之处。
(2) Listening and writing 是一位美国男孩所的讲述的故事及他的老师对故事的转述。学生可通过听来体会南方方言与标准英语的不同。并强化学生通过听来获取有关说话人信息的能力。
(3) Speaking 以问路的一段对话将英美语差异与间接引语结合起来，要求学生运用所学知识编一段对话，将间接引语运用于实际生活。
(4) Writing 共有四部分。第一二部分示范主题作文写作步骤。三四部分设置任务，要求学生写一篇关于英语学习的文章。培养学生就所给话题进行构思的能力。2. 教材重组
从教材内容与单元目标分析，本单元可分为六课时。
2.1 将Discovering useful words and expressions的1，2，3，4作为预习部分。为阅读作铺垫。可将Warming Up, Pre-reading，Reading, 与Comprehending四部分整合在一起上一节阅读课。
2.2 将Using language中的Reading and talking与Workbook中的READING TASK两篇阅读材料结合为一节泛读课。
2.3 Using language中的Listening and writing与Workbook中的LISTENING, LISTENING TASK部分可以放在一节课中处理。
2.4 Discovering useful structure与Using language中的speaking, Workbook中的LISTING STRUCTURES整合为语法课。
2.5 Workbook中的TALKING涉及到本单元的两项内容，即语言交际困难的表达法和间接引语，可以和Speaking task整合在一起上一堂口语课。
2.6 Using language中的Writing与Workbook中的WRITING TASK和PROJECT 组成一节写作课。
3. 课型设计与课时分配
1st period Reading
2nd period Extensive Reading
3rd period Listening
4th period Grammar
5th period Speaking
6th period Writing
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
include, play a role, because of, international, native, come up, culture, actually, present, vocabulary, usage, identity, such as, rapidly
b. 重点句子
World Englishes come from those countries... P9
Native English speakers can understand each other... P9
It became less like German, and more like French... P10
2. Ability goals能力目标
Enable the Ss to describe the history of English and know of the differences between American English and Britain English.
3. Learning ability goals学能目标
Help the students learn how to analyze the way the author describes the history of English.
Teaching important points 教学重点
Retell the history of English according to the chart.
Teaching difficult point 教学难点
Work together with partners and express one’s opinion on which kind of English one should learn.
Teaching methods 教学方法
Discussion.
Reading.
Listening.
Cooperative learning.
Teaching aids 教具准备
A recorder, a projector and some slides.
Teaching procedures & ways 教学过程与方式
Step I Greeting and revision
T: Good morning / afternoon, boys and girls! First I will check the words and expressions you have previewed. (P11-12 Discovering useful words and phrases part 1, 2, 3, and 4)
Teacher shows answers on the screen.
T: Please look at the screen and check your answer. Do you have any question?
S：Are “such as”and “for example”the same?
T: OK, I’ll give you two examples:
1. He knows five languages, such as Russian, French and Spanish.
2. The differences in the spoken language are greater.
S: Oh, I see. “Such as” is used to list similar things, while “for example” is used to prove the speakers words.
Ss ask any questions and Teacher explains to them in class.
Step II Warming up
Arouse the Ss’ interests in reading. Let the students know of world English.
T: So much for the words. Can you name some countries in which English is spoken? Ss: Of course. America, Britain, Canada, Australia...
Teacher writes American, British, Canadian, and Australian on the Bb. Then add English to these words.
T: Are these Englishes the same?
S: I think they are the same. They are all called English.
S: I don’t think so. As I know BE and AE are different in spelling, pronunciation and so on.
T: Well, turn to page 9. Read the warming up. Please answer the questions below. Ss: (scanning) There is more than one kind of English.
T: Please go on reading and try to tell AE words from BE words below.
After reading the students give their answers.
T: Who will show your answer?
S: I think “mum, in a team, rubber, petrol” are BE words. And “mom, on a team,
eraser, gas” are AE words.
T: Can you give them a name?
Ss: World English.
T: Very good.
Step III Pre-reading
Activate the Ss’ background knowledge of English.
T: From Warming up we know many people speak English in the world. How many people speak English and why do so many people speak English? Please discuss with your partners and answer the questions.
A few minutes later.
S: Maybe 1000 million people speak English today. Because many countries were colonies of England so English is spoken as a first or second language in many countries.
S: We can’t get the exact number. More and more people begin to learn English because English is the working language in the United Nations. Everywhere children go to school to learn English.
T: Excellent! About 1500 million people speak English as their first, second or foreign language. But they don’t speak the same kind of English.
Step IV Reading
Get the students to know the history of English and help the Ss to form a good habit of reading.
Point to the Bb.
T: How did different kinds of English come about? Please read the text “The Road to Modern English” quickly and pick out th e answer.
Ss read quickly to find the answer.
T: Any volunteer to answer the question?
S: I will. English has changed over time. All languages change when cultures communicated with one another.
T: Any different ideas? Well, you all have the same answer.
Task1 Reading and choose correct answers.
T: Turn to page 10. Please read the questions and multiple answers first to know what information we should get, and then read the passage to find the answer.
T: Now who would like to tell us your answer? Any volunteer? The first one?
S: I will. English has the most speakers now.
T: Good. What’s the answer to the second?
S: Languages change when cultures change.
T: Right. How do you know？
S: I judge it, according to the second sentence in the third paragraph.
T: Good. Can you choose the right answer to question 3？
S: Yes. From AD 450 to1150 English sounds more like German.
T: Excellent. What about question 4?
S: Around 1600’s.
T: Very good. The last one? Let’s answer it together.
Ss: China.
T: You are quite right.
Task2 Read and summarize the main idea of each paragraph. Work in groups of four. T: Read the text and tell the main idea of each paragraph. After reading, discuss your answer in groups of four.
After a few minutes.
T: What’s the main idea of the first paragraph?
S1: The first paragraph tells us that more and more people speak English.
S2: I don’t think so. It describes the extension of English in the world.
T: Right. The first paragraph describes the extensive of English in the world. What is the main idea of paragraph 2？
S: It tells us native speakers can understand each other but not everything.
Let the Ss give an example to prove this point.
T: Can you tell me what the third paragraph is about?
S: All languages change when cultures communicate with one another. It’s the key sentence of the last two paragraphs. This paragraph tells the development of English as native language.
T: Quite right. What about the last paragraph?
S: English is spoken as a foreign or second language in many countries.
T: How many parts can we divide the text into？
S: Two parts. The first paragraph is the first part, and paragraph 2, 3 and 4 can be part 2.
Task3 Analyze the text.
T: Please read the text again to tell the main idea of each part and the function of each paragraph. After reading please fill in the chart below.
Discussion
S1: The first part describes the history of English in chronological order: 16th century-the next century —today.
S2: It describes the development of English from the angle of its extension in region. Look, England — many other countries — more people than before (China).
S3: I agree with S2.
S4: In part two, the author first raises the fact: English has changed over time. Then analyze how English has changed into world English.
T: Are you ready? Which group would like to fill the chart? Group 1 please writes down the main idea of each part. Group 2 please write the function of paragraph 1and2. Group3, the last two paragraphs. The other students check their answers. Sample chart (slide)
Suggested answers
Step V Post-reading
Check the Ss’ understanding of the text, help the Ss deal with new language points. Task Express one’s own opinion. Work in groups of four.
T: There are many kinds of English. Which kind of English are we learning?
Ss: Both AE and BE.
Show questions on the screen and ask a student to read them.
T: Please discuss these questions and tell us your answers.
1. Do you think it matters what kind of English you learn? Why?
2. Why do you think people all over the world want to learn English?
3. Will Chinese English become one of the world English?
After a few minutes.
T: OK, I’ll ask some groups to report their opinions. Group 1, can you tell us your opinion?
S: Yes. I think we should learn BE because other kinds of English came from it.
T: Any different ideas?
S: In my opinion, we can learn any kind of English because people can understand each other even if they don’t speak the same kind of English.
T: Wonderful! What about the second question?
S: With the development of economy, it is necessary for people from different countries to communicate with each other. So we need a language to be work language, while English is the most widely used language. So people all over the world want to learn English.
T: Very good! What’s your opinion?
S: I think because of the wide use of computer, people have to learn English. Computer plays an important part in the popularity of English.
T: OK. Question 3.Yes or no？
S: My answer is “yes”. A large number of Chinese especially young people are learning English. English is communicating with Chinese culture. There will be Chinese English.
T: Only time will tell. Now we know English is spoken in so many countries and it plays an important part in the world. If we learn English well, we can listen to English song, read English novels, travel in English speaking countries comfortably and communicate with foreigners easily. Also, it is of great help not only to our own development but also to the development of our country. The Olympic Games will be held in Beijing. Let’s work hard and welcome its coming.
Question time
T: It’s time for you to ask any questions or let me explain the sentences that hinder your understanding of the text.
Ss ask questions freely.
T: Now let’s deal with some language points. Turn to page 9. Let’s look at the sentence: However, they may not understand everything. This sentence means that sometimes they can understand each other, but sometimes they have difficulty understanding each other. The English spoken between about AD 450 and 1150 was very different from the English spoken today. In this sentence, “spoken between about
AD 450 and 1150” and “spoken today” are used to describe the English.
Homework
Retell the text according to the chart.
Finish exercises1, 2, 3 (Using words and expressions) P49-50.
The Second Period Extensive Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
standard, midwestern, Spanish, eastern, southeastern, northwestern, recognize, play a part (in)
b. 重点句型
Believe it or not, there is no such a thing... P13
The US is a large country in which... P13
Geography also plays a part in... P51
2. Ability goals能力目标
Enable the students to gain the knowledge about dialects and how the editors of The Oxford English Dictionary work on it.
3. Learning ability goals 学能目标
Help the Ss learn to make notes about Murray’s life.
Teaching important points教学重点
Make notes about Murray’s life.
Talk about dialects in China after reading.
Teaching difficult points教学难点
After reading the text, summarize the good qualities needed for success.
Teaching methods教学方法
Listening and fast reading.
Discussion and cooperative learning.
Teaching aids教具准备
A recorder and a projector.
Teaching procedures & ways教学过程与方法
Step I Greeting and Revision
Check the Ss’ homework by asking some of the students to retell the text.
T: Good morning/afternoon, boys and girls. Who can retell the text?
S: Let me have a try. At first, only people in England spoke English. Later, people from England moved to other parts, so English began to be spoken in many countries. Today, more people speak English as their first, second, or foreign language. Native English speakers can understand each other but not everything. All languages change when cultures communicate with one another. So there are British English, American English, Australian English and so on. They all have their own identity. English is also spoken as a foreign or second language in many other countries. Maybe one day Chinese English will become one of the world English.
Task Listen and find the British and American words which are different but have the same meaning. Work in pairs.
T: Turn to P12.part5. Listen to the dialogues one by one. Then tell your partner which words are different but have the same meaning. Let’s listen to the first one.
After listening, the Ss give their answer: sweet-candy, lorry-truck, autumn-fall.
Step II Pre-reading
Task Introduce their dictionaries.
T: If we meet a new word, we will turn to our dictionaries. Who would like to introduce dictionary to us?
S1: My dictionary is the Oxford English dictionary. It can help me find new words, phrases, examples and so on.
S2: This is my dictionary. With its help, I can tell the difference between similar words. What’s more, pictures in it make it easy for me to understand and master new words.
Step III Reading
Task1 Listen and answer questions.
T: The Oxford English dictionary is the largest dictionary. Who is the editor? How many years did it take to complete the dictionary? Now please listen to the tape and
answer questions.
Ss listen to the tape carefully and answer questions.
T: Who is the editor?
S: James Murray and some others.
T: Excellent! Next question?
Ss: Forty-four years.
Task2 Read the passage and fill in the table. Work in pairs.
T: Please turn to page 52 .Read the table first.
Make sure the Ss know what they are expected to do.
T: When you fill in “its difficulties” and “Qualities needed”, please discuss with your partner.
Ss read the passage and fill in the table.
Discussion
S: It’s the biggest dictionary so it is very difficult to complete.
S: And there was no computer at that time, so he had to write with pen and paper.... T: OK, I’ll ask some groups to report their opinions.
Ss show their answers.
Step IV Reading and talking (Page 13)
Task1 Read and answer questions.
Write “dialects” on the Bb.
T: Please explain it in English.
Ss: Look it up in the dictionary.
Ss: Dialect means a form of a language that people speak in a particular part of a country.
T: You are quite right. There are many dialects in American English. Do you know why? Please turn to Page 13 and find the answer in the text.
One minute later.
T: Who would tell me why?
S3: Let me try. That is because people come from all over the world. And geography plays a part in making dialects.
Task 2 New words.
T: Very good. Now, look at the screen and try to guess the meaning of these words and put them in the right places in the map.
Bb: southeast, northeast, southwest, northwest, south, west, east
Ask one student fill in the map. Show more words on the screen.
T: What’s the difference between these two groups?
Bb: southeastern, northeastern, southwestern, northwestern, southern, western, eastern, northern
Ss watch and look up their dictionary.
Ss: The first group in Noun. The second is adjective.
T: Please try to memory these words.
Task 3 Games. Work in groups of four.
The teacher plays the recorder. Ss listen and recognize different dialects in China.
T: Which dialect is it?
Ss: Dongbei .…
T: Who will tell an interesting story that shows great difference between dialects in China?
Ss tell their partner an interesting story.
Discussion “Why do we learn putonghua?”
T: Please discuss with your partner “Why do we learn putonghua?”
Ss: Dialects are so different that people from different places cannot understand each other, while Putonghua is the very way to solve the problem.
Homework
Preview Listening and writing on Page 14. Describe the picture and the three boys and answer first four questions.
The Third Period Listening
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语
lightning, subway, underground, British, western, Europe, southeast
2. Ability goals能力目标
Get the Ss to know more about world English and dialects by listening.
3. Learning ability goals 学能目标
Help the students learn how to get detailed ideas of English programs.
Teaching important points 教学重点
Listen to materials and grasp the information needed.
Teaching difficult points 教学难点
Guess the name of speaker’s country by listening.
Teaching methods 教学方法
Listening.
Discussion.
Notes-making.
Teaching aids 教具准备
A recorder.
Teaching procedures & ways教学过程与方式
Step I Revision
Describe the picture and the boys.
T: Any volunteers to describe the picture?
S1: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the river.
S2: The two boys laughing are Buford and Big Billy Bob. A boy was frightened and fleeing. He is little Lester.
T: Could you find the answers to the four questions?
Ss: Yes.
T: Good. Why does Buford think of Texas? How do you know it？
S: He believes it’s almost a different country from the US. The text tells us so.
T: How large was the catfish？
S: The catfish was almost the size of a house.
T: Why did Lester get out of the water very quickly?
S: He thought the catfish would eat him.
T: Why did Buford and Big Billy Bob laugh?
S: Because the fish is harmless but Lester is so frightened and flee so fast.
Step II Listening and writing (Page 14)
Task Listen and answer questions.
T: Another two persons will describe this story. One is Buford, who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is his teacher, Jane, who speaks standard British English. First, listen and know of standard British English and Southern dialects.
Ss listen to the tape and try to understand.
T: Now listen for a second time and answer the last two questions. Make notes while listening.
A few minutes later, check their answers.
T: A, can you answer question 5?
S: Yes. Jane is the second speaker, Buford’s teacher. She is from Britain.
T: Well done! Buford says “Hey, y’all”to greet you. What does the second speaker say to greet you?
S: She says “Hello”.
Step III Listening
Task1 Listen and write the AE words.
T: Last lesson we separate some AE words from BE words. Today, let’s go on listening and write down the AE words which have the same meanings as the BE words. Turn to page 48. Listening. The BE words have been written down. Read it. Then listen to t he dialogue. In the conversation, “rush hour” is the name of a popular Hollywood film.
After listening.
T: Please read your answer together. (Write down the answers.
Ss: picture- movie, lorry- truck, autumn- fall, underground- subway, sweets- candy Task2 Listen and write down answers to questions.
Ss read the questions to find out the listening point first, and then listen to the tape to get the answers.
T: Now the recorder will introduce a new way of English learning. Before listen to the tape, please read the questions to find out the listening point. Make notes of the answers while listening.
Play the tape for the first time so that the students can get a general idea. The second and third time, the Ss write and check their answers. Pause and repeat the key sentences.
T: Can you answer questions now?
Ss: Yes.
T: Good. What programme is Zhao Li watching?
S: CCTV-9 World wide watch.
T: Excellent! Who would like to answer the next questions?
S: 2. Zhao Li thinks that watching TV programs will improve her English.
3. She thinks that Cao Ri is a good speaker.
4. The more listening practice you have, the better your listening skills will get,
especially if you hear variety of speakers.
5. You should be patient and keep trying. Soon you will understand more and more. Teacher checks the answers and explains some difficult listening points if necessary. Step IV Listening Task
Task 1 Read the map and listen and find where the students come from.
T: Please turn to page 51 and read the map. What does it tell us?
S: It marks the places where English is spoken as a first or second language. Maybe it is about world English.
T: Very clever! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map.
It is a little difficult to finish the task individually. The teacher may do the first one with the Ss. While listening, repeat the key sentences.
T: Let’s guess the first one together.
Play the tape.
T: From the first sentences and “British rulers”, we know S1 comes from India. Go on listening and write down your answer on the map.
Ss listen to the tape and write down their answers. Teacher plays the tape twice. A few minutes later.
T：Check your answers with your partner. Listen to the tape again.
T: OK, where is S2 from?
S: S2 is from Louisiana in the US.
T: What about the others?
Ss: S3 is from Jamaica, S4 Ireland, S5 the Philippines, and S6 Singapore.
T: Very good.
Step V Homework
Make a short list of reasons why English is spoken in so many places around the world.
Preview Page 15 Speaking. List the words that were confusing to Amy.
Sample
Why English is spoken in so many places around the world？
English is the language most widely spoken and used in the world. Why? Industrial revolution impelled the development of England and it colonized much of the world. English began to be spoken in many other countries. America’s development also contributes to the extension of English. With the development of economy, countries communicate with each other more frequently.
English is widely used and is one of the official languages of the Olympic Games and the United Nation. People realize the importance of English learning. Everywhere in the world children go to school to learn English. More people speak English as their first, second or foreign language.
The Forth Period Grammar
Teaching Goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
command, request, politely, direct, indirect, approach, subway, underground, block, b. 重点句型
Direct speech
Commands: Do/Don’t...
Requests:
Do..., please./
Can you...?
Could you...?/
Will you...?
Would you...?
Indirect speech
Commands: sb. told/ordered sb. else (not) to do sth. Requests: sb. asked sb. else (not) to do sth.
2. Ability goals能力目标
Focus on training the Ss to think in reported requests and commands.
Enable the students to make dialogues with the target language.
对翻译中异化法与归化法的正确认识
对翻译中异化法与归化法的正确认识 班级：外语学院、075班 学号：074050143 姓名：张学美 摘要：运用异化与归化翻译方法,不仅是为了让读者了解作品的内容,也能让读者通过阅读译作,了解另一种全新的文化,因为进行文化交流才是翻译的根本任务。从文化的角度考虑,采用异化法与归化法,不仅能使译文更加完美,更能使不懂外语的人们通过阅读译文,了解另一种文化,促进各民族人们之间的交流与理解。翻译不仅是语言符号的转换,更是跨文化的交流。有时,从语言的角度所作出的译文可能远不及从文化的角度所作出的译文完美。本文从翻译策略的角度，分别从不同时期来说明人们对异化法与归化法的认识和运用。 关键词:文学翻译；翻译策略；异化；归化；辩证统一 一直以来,无论是在我国还是在西方,直译(literal translation)与意译(liberal translation)是两种在实践中运用最多,也是被讨论研究最多的方法。1995年,美籍意大利学者劳伦斯-韦努蒂(Lawrence Venuti)提出了归化(domestication)与异化(foreignization)之说,将有关直译与意译的争辩转向了对于归化与异化的思考。归化与异化之争是直译与意译之争的延伸,是两对不能等同的概念。直译和意译主要集中于语言层面,而异化和归化则突破语言的范畴,将视野扩展到语言、文化、思维、美学等更多更广阔的领域。 一、归化翻译法 Lawrwnce Venuti对归化的定义是,遵守译入语语言文化和当前的主流价值观,对原文采用保守的同化手段,使其迎合本土的典律,出版潮流和政治潮流。采用归化方法就是尽可能不去打扰读者,而让作者向读者靠拢(the translator leaves the reader in peace, as much as possible, and moves the author towards him)。归化翻译法的目的在于向读者传递原作的基本精神和语义内容,不在于语言形式或个别细节的一一再现。它的优点在于其流利通顺的语言易为读者所接受,译文不会对读者造成理解上的障碍,其缺点则是译作往往仅停留在内容、情节或主要精神意旨方面,而无法进入沉淀在语言内核的文化本质深处。 有时归化翻译法的采用也是出于一种不得已,翻译活动不是在真空中进行的,它受源语文化和译语文化两种不同文化语境的制约,还要考虑到两种文化之间的
翻译中的归化与异化
“异化”与“归化”之间的关系并评述 1、什么是归化与异化 归化”与“异化”是翻译中常面临的两种选择。钱锺书相应地称这两种情形叫“汉化”与“欧化”。A．归化 所谓“归化”（domestication 或target-language-orientedness），是指在翻译过程中尽可能用本民族的方式去表现外来的作品；归化翻译法旨在尽量减少译文中的异国情调，为目的语读者提供一种自然流畅的译文。Venuti 认为，归化法源于这一著名翻译论说，“尽量不干扰读者，请作者向读者靠近” 归化翻译法通常包含以下几个步骤：（1）谨慎地选择适合于归化翻译的文本；（2）有意识地采取一种自然流畅的目的语文体；（3）把译文调整成目的语篇体裁；（4）插入解释性资料；（5）删去原文中的实观材料；（6）调协译文和原文中的观念与特征。 B．“异化”（foreignization或source-language-orientedness）则相反，认为既然是翻译，就得译出外国的味儿。异化是根据既定的语法规则按字面意思将和源语文化紧密相连的短语或句子译成目标语。例如，将“九牛二虎之力”译为“the strength of nine bulls and two tigers”。异化能够很好地保留和传递原文的文化内涵，使译文具有异国情调，有利于各国文化的交流。但对于不熟悉源语及其文化的读者来说，存在一定的理解困难。随着各国文化交流愈来愈紧密，原先对于目标语读者很陌生的词句也会变得越来越普遍，即异化的程度会逐步降低。 Rome was not built in a day. 归化:冰冻三尺,非一日之寒. 异化:罗马不是一天建成的. 冰冻三尺,非一日之寒 异化:Rome was not built in a day. 归化:the thick ice is not formed in a day. 2、归化异化与直译意译 归化和异化，一个要求“接近读者”，一个要求“接近作者”，具有较强的界定性；相比之下，直译和意译则比较偏重“形式”上的自由与不自由。有的文中把归化等同于意译，异化等同于直译，这样做其实不够科学。归化和异化其实是在忠实地传达原作“说了什么”的基础之上，对是否尽可能展示原作是“怎么说”，是否最大限度地再现原作在语言文化上的特有风味上采取的不同态度。两对术语相比，归化和异化更多地是有关文化的问题，即是否要保持原作洋味的问题。 3、不同层面上的归化与异化 1、句式 翻译中“归化”表现在把原文的句式（syntactical structure）按照中文的习惯句式译出。
翻译的归化与异化
万方数据
万方数据
万方数据
万方数据
翻译的归化与异化 作者：熊启煦 作者单位：西南民族大学,四川,成都,610041 刊名： 西南民族大学学报（人文社科版） 英文刊名：JOURNAL OF SOUTHWEST UNIVERSITY FOR NATIONALITIES（HUMANITIES AND SOCIAL SCIENCE） 年，卷(期)：2005,26(8) 被引用次数：14次 参考文献(3条) 1.鲁迅且介亭杂文二集·题未定草 2.刘英凯归化--翻译的歧路 3.钱钟书林纾的翻译 引证文献(15条) 1.郭锋一小议英语翻译当中的信达雅[期刊论文]-青春岁月 2011(4) 2.许丽红论汉英语言中的文化差异与翻译策略[期刊论文]-考试周刊 2010(7) 3.王笑东浅谈汉英语言中的差异与翻译方法[期刊论文]-中国校外教育（理论） 2010(6) 4.王宁中西语言中的文化差异与翻译[期刊论文]-中国科技纵横 2010(12) 5.鲍勤.陈利平英语隐喻类型及翻译策略[期刊论文]-云南农业大学学报(社会科学版) 2010(2) 6.罗琴.宋海林浅谈汉英语言中的文化差异及翻译策略[期刊论文]-内江师范学院学报 2010(z2) 7.白蓝跨文化视野下文学作品的英译策略[期刊论文]-湖南社会科学 2009(5) 8.王梦颖探析汉英语言中的文化差异与翻译策略[期刊论文]-中国校外教育（理论） 2009(8) 9.常晖英汉成语跨文化翻译策略[期刊论文]-河北理工大学学报（社会科学版） 2009(1) 10.常晖对翻译文化建构的几点思考[期刊论文]-牡丹江师范学院学报（哲学社会科学版） 2009(4) 11.常晖认知——功能视角下隐喻的汉译策略[期刊论文]-外语与外语教学 2008(11) 12.赵勇刚汉英语言中的文化差异与翻译策略[期刊论文]-时代文学 2008(6) 13.常晖.胡渝镛从文化角度看文学作品的翻译[期刊论文]-重庆工学院学报(社会科学版) 2008(7) 14.曾凤英从文化认知的视角谈英语隐喻的翻译[期刊论文]-各界 2007(6) 15.罗琴.宋海林浅谈汉英语言中的文化差异及翻译策略[期刊论文]-内江师范学院学报 2010(z2) 本文链接：https://www.sodocs.net/doc/2710576841.html,/Periodical_xnmzxyxb-zxshkxb200508090.aspx
归化与异化翻译实例
翻译作业10 Nov 15 一、请按归化法(Domestication)翻译下列习语。 Kill two birds with one stone a wolf in sheep’s clothing strike while the iron is hot. go through fire and water add fuel to the flames / pour oil on the flames spring up like mushrooms every dog has his day keep one’s head above water live a dog’s life as poor as a church mouse a lucky dog an ass in a lion’s skin a wolf in sheep’s clothing Love me, love my dog. a lion in the way lick one’s boots as timid as a hare at a stone’s throw as stupid as a goose wet like a drown rat as dumb as an oyster lead a dog’s life talk horse One boy is a boy, two boys half a boy, and three boys nobody. Man proposes, God disposes. Cry up wine and sell vinegar (cry up, to praise; extol: to cry up one's profession) Once bitten, twice shy. An hour in the morning is worth two in the evening． New booms sweep clean. take French leave seek a hare in a hen’s nest have an old head on young shoulder Justice has long arms You can’t teach an old dog Rome was not built in a day. He that lives with cripples learns to limp. Everybody’s business is nobody’s business. The more you get, the more you want. 二、请按异化法(foreignization)翻译下列习语。 Kill two birds with one stone a wolf in sheep’s clothing
翻译术语归化和异化
归化和异化这对翻译术语是由美国著名翻译理论学家劳伦斯韦努蒂（Lawrence Venuti）于1995年在《译者的隐身》中提出来的。 归化：是要把源语本土化，以目标语或译文读者为归宿，采取目标语读者所习惯的表达方式来传达原文的内容。归化翻译要求译者向目的语的读者靠拢，译者必须像本国作者那样说话，原作者要想和读者直接对话，译作必须变成地道的本国语言。归化翻译有助于读者更好地理解译文，增强译文的可读性和欣赏性。 异化：是“译者尽可能不去打扰作者，让读者向作者靠拢”。在翻译上就是迁就外来文化的语言特点，吸纳外语表达方式，要求译者向作者靠拢，采取相应于作者所使用的源语表达方式，来传达原文的内容，即以目的语文化为归宿。使用异化策略的目的在于考虑民族文化的差异性、保存和反映异域民族特征和语言风格特色，为译文读者保留异国情调。 作为两种翻译策略，归化和异化是对立统一，相辅相成的，绝对的归化和绝对的异化都是不存在的。在广告翻译实践中译者应根据具体的广告语言特点、广告的目的、源语和目的语语言特点、民族文化等恰当运用两种策略，已达到具体的、动态的统一。 归化、异化、意译、直译 从历史上看，异化和归化可以视为直译和意译的概念延伸，但又不完全等同于直译和意译。直译和意译所关注的核心问题是如何在语言层面处理形式和意义，而异化和归化则突破了语言因素的局限，将视野扩展到语言、文化和美学等因素。按韦努蒂（Venuti）的说法，归化法是“把原作者带入译入语文化”，而异化法则是“接受外语文本的语言及文化差异，把读者带入外国情景”。（Venuti，1995:20）由此可见，直译和意译主要是局限于语言层面的价值取向，异化和归化则是立足于文化大语境下的价值取向，两者之间的差异是显而易见的，不能混为一谈。 归化和异化并用互补、辩证统一 有些学者认为归化和异化，无论采取哪一种都必须坚持到底，不能将二者混淆使用。然而我们在实际的翻译中，是无法做到这么纯粹的。翻译要求我们忠实地再现原文作者的思想和风格，而这些都是带有浓厚的异国情调的，因此采用异化法是必然；同时译文又要考虑到读者的理解及原文的流畅，因此采用归化法也是必然。选取一个策略而完全排除另一种策略的做法是不可取的，也是不现实的。它们各有优势，也各有缺陷，因此顾此失彼不能达到最终翻译的目的。 我们在翻译中，始终面临着异化与归化的选择，通过选择使译文在接近读者和接近作者之间找一个“融会点”。这个“融会点”不是一成不变的“居中点”，它有时距离作者近些，有时距离读者近些，但无论接近哪
翻译中的归化与异化
姓名：徐中钧上课时间：T2 成绩： 翻译中的归化与异化 归化与异化策略是我们在翻译中所采取的两种取向。归化是指遵从译出语文化的翻译策略取向，其目的是使译文的内容和形式在读者对现实了解的知识范围之内，有助于读者更好地理解译文，增强译文的可读性。异化是指遵从译入语文化的翻译策略取向，其目的是使译文保存和反映原文的文化背景、语言传统，使读者能更好地了解该民族语言和文化的特点。直译和意译主要是针对的是形式问题，而归化和异化主要针对意义和形式得失旋涡中的文化身份、文学性乃至话语权利的得失问题，二者不能混为一谈。 在全球经济一体化趋势日益明显的今天，人们足不出门就能与世界其他民族的人进行交流。无论是国家领导人会晤、国际经济会议，还是个人聚会、一对一谈话，处于不同文化的两个民族都免不了要进行交流。如果交流的时候不遵从对方的文化背景，会产生不必要的误会，造成不必要的麻烦。在2005年1月20 日华盛顿的就职典礼游行活动中，布什及其家人做了一个同时伸出食指和小指的手势。在挪威，这个手势常常为死亡金属乐队和乐迷使用，意味着向恶魔行礼。在电视转播上看到了这一画面的挪威人不禁目瞪口呆，这就是文化带来的差异。人们日常生活中的习语、修辞的由于文化差异带来的差别更是比比皆是，如以前的“白象”电池的翻译，所以文化传播具有十分重要的意义。由此可见，借助翻译来传播文化对民族间文化的交流是很有必要的。 一般来说，采取归化策略使文章变得简单易懂，异化使文章变得烦琐难懂。归化虽然丢掉了很多原文的文化，但使读者读起来更流畅，有利于文化传播的广度。采取异化策略虽然保存了更多的异族文化，能传播更多的异族文化，有利于文化传播的深度，但其可读性大大降低。归化和异化都有助于文化的传播，翻译时应注意合理地应用归化与异化的手段。对于主要是表意的译文，应更多地使用归化手段，反之则更多地使用异化手段。 要使翻译中文化传播的效果达到最好，译者应该考虑主要读者的具体情况、翻译的目的、译入文的内容形式等具体情况而动态地采取归化与异化的手段。 文章字符数：920 参考文献： 论异化与归化的动态统一作者：张沉香（即讲义） 跨文化视野中的异化/归化翻译作者：罗选民https://www.sodocs.net/doc/2710576841.html,/llsj/s26.htm
翻译的归化与异化
【摘要】《法国中尉的女人》自1969年面世以来，凭借着高度的艺术价值，吸引了国内外学者的眼球。在中国市场上也流传着此书的多个译本，本文就旨在透过《法国中尉的女人》中的两处题词的译作分析在具体翻译文本中如何对待归化与异化的问题。 【关键词】《法国中尉的女人》；题词；归化；异化 一、归化与异化 在翻译领域最早提出归化与异化两个词的学者是美国翻译学者韦努蒂。归化一词在《翻译研究词典》中的定义为：归化指译者采用透明、流畅的风格以尽可能减弱译语读者对外语语篇的生疏感的翻译策略。异化一词的定义为：指刻意打破目的语的行文规范而保留原文的某些异域特色的翻译策略。韦努蒂主张在翻译的过程中更多的使用异化，倡导看起来不通顺的译文，注重突出原文的异域风格、语言特色与文化背景。 二、如何看待归化与异化 鲁迅说对于归化与异化，我们不能绝对的宣称哪种是绝对的好的，另一种是绝对的不好的。翻译的过程中归化与异化是相辅相成互相补充的，具体使用哪种方法不仅需要依据翻译目的以及译文的读者群来判断。这也正是本文对待归化异化的一个态度。下面就通过分析刘蔺译本与陈译本在处理《法国中尉的女人》第五章的引言丁尼生《悼念集》时的例子来具体分析这一点。对于原文 at first as death， love had not been， or in his coarsest satyr-shape had bruised the herb and crush’d the grape， 刘蔺译本将此处翻译为 啊，天哪，提这样的问题 又有保益？如果死亡 首先意味着生命了结， 那爱情，如果不是 在涓涓细流中戛然中止， 就是一种平庸的友情， 或是最粗野的色迷 在树林中肆意饕餮， 全不顾折断茎叶， 揉碎葡萄―― 而此时陈译本却将此诗译作 哦，我啊，提出一个无益的问题 又有何用？如果人们认为死亡 就是生命的终结，那么，爱却不是这样， 否则，爱只是在短暂的空闲时 那懒散而没激情的友谊， 或者披着他萨梯粗犷的外套 已踩伤了芳草，并摧残了葡萄， 在树林里悠闲自在，开怀喝吃。 两篇译作各有千秋，从这首诗整体着眼刘蔺译本更趋向于归化手法，陈译本更倾向于异化处理。刘蔺译本将satyr一词译色迷采用了归化的技巧，而陈译本却将satyr一词译为萨梯，采用了异化的手法。satyr原指人羊合体的丛林之神，其实刘蔺译本与陈译本在处理satyr 时采用不同的方法就是因为翻译目的及读者文化群不同引起的。1986年出的刘蔺译本出版时，
中国旅游文本汉英翻译的归化和异化演示教学
中国旅游文本汉英翻译的归化和异化
中国旅游文本汉英翻译的归化和异化 内容摘要：自改革开放政策执行以来，我国旅游业一直呈现迅速繁荣发展趋势，旅游业在我国国民经济发展中扮演着十分重要的角色。与此同时，旅游类翻译已经被视为一条将我国旅游业引往国际市场的必经之路。为了能够让国外游客更清楚地了解中国的旅游胜地，我们应该对旅游翻译加以重视。尽管国内的旅游资料翻译如同雨后春笋般涌现，但在旅游翻译中仍存在许多问题，尤其是翻译策略的选择问题。归化与异化作为处理语言形式和文化因素的两种不同的翻译策略，无疑对旅游翻译的发展做出了巨大贡献。本文将重点讨论在汉英旅游翻译中，译者该如何正确的处理归化和异化问题，实现归化和异化的有机结合，从而达到理想的翻译水平。从归化与异化的定义、关系、以及归化和异化在旅游翻译中的应用与意义进行论述。 关键词：旅游文本归化翻译异化翻译 关于翻译中归化和异化的定义，国内外的专家学者已经做了很多的描述。为了使得本文读者更好地了解什么是翻译中的归化和异化，作者将介绍这两种翻译方法的关键不同，包括两者的定义以及两者之间的关系。
从他们的定义，很容易找到归化和异化之间的差异。通过对比，这两种策略有各自的目的、优点和语言样式。归化是指翻译策略中，应使作为外国文字的目标语读者尽可能多的感“流畅的风格，最大限度地淡化对原文的陌生感的翻译策略”（Shuttleworth & Cowie，1997：59）。换句话说，归化翻译的核心思想是译者需要更接近读者。归化的目的在于向读者传递最基本精神和内容含义。这种翻译策略明显的优势就是读者可以很容易地接受它流畅的语言风格。例如，济公是个中国神话中的传奇人物。不过，外国人可能没有在这种明确的翻译方式下获得信息。因此，适合的翻译方法是找出西方国家中类似济公这样的人物。因此最终的翻译为：济公是一个中国神话中的传奇人物（类似于西方文化中的罗宾汉）。这样的翻译更容易被目的语读者所接受。“异化是指在在翻译策略中，使译文打破目地语的约束，迁就外来文化的语言特点以及文化差异。”（Venuti，2001：240）这一战略要求“译者尽可能不去打扰作者，让读者向作者靠拢。”（Venuti，1995：19）归化可能保留源语的主要信息。异化的目的是使读者产生一种非凡的阅读体验。异化可以容纳外语的表达特点，将自身向外国文化靠拢，并将特殊的民族文化考虑在内。例如，如果将“岳飞庙和墓”翻译成英语，可以翻译为：“Yue Fei’s
英语论文 归化与异化翻译
2010届本科生毕业设计（论文） 毕业论文 Domestication or Foreignism-oriented Skills in Translation 学院：外国语学院 专业：姓名：指导老师：英语专业 xx 学号： 职称： xx 译审 中国·珠海 二○一○年五月
xx海学院毕业论文 诚信承诺书 本人郑重承诺：我所呈交的毕业论文Domestication or Foreignism-oriented Skills in Translation 是在指导教师的指导下，独立开展研究取得的成果，文中引用他人的观点和材料，均在文后按顺序列出其参考文献，论文使用的数据真实可靠。 承诺人签名： 日期：年月日
Domestication or Foreignism-oriented Skills in Translation ABSTRACT Translation, a bridge between different languages and cultures, plays an indispensable role in cross-culture communication. However, as a translator, we have to choose which strategy to deal with the cultural differences between the source language and the target language in the process of translation where there exists two major translation strategies--- domestication and foreignization. In this thesis, I will discuss these strategies and their application from translation, linguistics, and cross-cultural communication perspectives. In the thesis, I will first talk about the current research of the domestication and foreignization in the translation circle as well as point out the necessity for further research. Then, I will illustrate the relationship between linguistics and translation as well as between culture and translating and next systematically discuss these two translation strategies including their definitions, the controversy in history and their current studies. Besides, I will continue to deal with such neglected factors as may influence the translator’s choice of translation strategies: the type of the source text (ST), the translation purposes, the level of the intended readers, the social and historical background, the translator’s attitude and so on. Finally, from the linguistic and cultural perspectives, the thesis makes a comparative study of the application of domestication and foreignization by analyzing typical examples from the two English versions of Hong Lou Meng translated by Yang Xianyi and David Hawkes respectively. The thesis will conclude that these two translation strategies have their respective features and applicable value. I sincerely hope that this research into translation strategies will enlighten translators and make a little contribution to the prosperity of