文摘
英文文摘
Abbreviations
Figures and Tables
Chapter 1 Introduction
1.1 Lead-in Remarks
1.2 The Rationale of the Present Dissertation
1.3 Objectives of the Present Dissertation
1.4 Methodology and Data Collection for the Present Dissertation
1.5 Organization of the Present Dissertation
Chapter 2 Traditional Objectivist Translation Teaching
2.1 Introduction
2.2 Overview of the Objectivist Theories
2.2.1 Origon and Development
2.2.2 The Objectivist Learning Theories
2.3 Traditional Objectivist Translation Teaching Rethinking
2.3.1 The Objectivist Paradigm
2.3.2 Strengths and Weaknesses
2.4 Summary
Chapter 3 Newly Pervasive Constructivist Translation Teaching
3.1 Introduction
3.2 Overview of the Constructivist Theories
3.2.1 Origin and Development
3.2.2 Social Constructivism versus Cognitive Constructivism
3.2.3 The Constructivist Learning Theories
3.3 Translation Teaching in Light of the Constructivist Theories
3.3.1 The Constructivist Paradigm versus the Objectivist Paradigm
3.3.2 Related Constructivist Translation Teaching Research Critique
3.4 Summary
Chapter 4 No-Title Passage Translation Competence Exploring
4.1 Introduction
4.2 Overview of TC Studies both at Home and Abroad
4.2.1 TC Studies Abroad
4.2.2 TC Studies at Home
4.3 PACTE's Empirical TC Studies Revisited
4.3.1 PACTE's Holistic TC Model
4.3.2 PACTE's Viewpoints on TC Developing
4.4 Exploration of No-Title Passage Translation Competence
4.4.1 Defining No-Title Passage Translation Competence
4.4.2 Exploring No-Title Passage Translation Competence Components
4.4.3 An Empirical Study on the Strategic Sub-competence
4.5 Summary
Chapter 5 The OCTA Model： A New Approach to Teaching Translation for English Majors in China's Universities
5.1 Introduction
5.2 The OCTA Model： A General Description
5.2.1 The OCTA Model： Necessity and Possibility
5.2.2 The OCTA Model： Feasibility
5.2.3 The OCTA Model： A Brief Description
5.3 Application of the OCTA Model to Teaching Translation for English Majors in China's Universities
5.3.1 Instructional Design
5.3.2 Pedagogic Procedures
5.3.3 Evaluation Practice
5.4 Evaluating the Efficacy of the OCTA Model
5.4.1 Overview of Orozco's Empirical Study of Measuring TC Acquisition
5.4.2 Evaluating Efficacy of the OCTA Model in Light of Orozco's Empirical Study
5.5 Summary
Chapter 6 Conclusion
6.1 Introduction
6.2 Discussions of the Research Questions
6.3 Maj or Findings
6.4 Implications of the Present Dissertation
6.5 Limitations and Suggestions
Bibliography
Acknowledgements
Appendices
攻读士学位期间的主要学术成果及获奖情况
