从心理语言学的角度提高翻译学生近义词教学的有效性

Яна Борисовна Емельянова
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引用次数: 0

摘要

这篇文章的主题是,在翻译准备的其他语言过程中,需要考虑心理语言学因素与同义词合作。这可能有助于提高在外语语言中表达同义词的质量和速度。语言在从母语翻译成外语方面起着至关重要的作用。已经发现了心理语言因素,阻碍了在外语语言中充分和迅速提取同义词。考虑到心理语言的先决条件,建议将同义词分为三个阶段。每个阶段都有关于工作目标、目标和原则的建议,并提供了适当的锻炼。精神动力工厂在foreign语言(L2)中的synonyms复制器上。issue has significent为翻译语言开发是一种本质上的体验(L2)。我们已经确定了心理健康工厂的数字,为什么我们可以在L2 speech产品中使用增强的synonyms,并对这个过程进行了修改。这是一个工厂应该在设计和激励学生的过程中进行的连接。这是一种比心理治疗更有效的治疗方法,可以对L2 synonyms进行心理治疗。在aims平台上的“each description”阶段,作为一个简单的重新组合和指南。在现实中,这是一种理论的联系,它可以超越挑战者和L2 synonyms。在《理想之旅》中,它可能会导致职业变换的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving the effectiveness of teaching synonyms to translation students: a psycholinguistic aspect
Статья посвящена вопросу о необходимости учитывать факторы психолингвистического характера при организации работы с синонимами в процессе иноязычной подготовки переводчиков. Это может способствовать повышению качества и скорости извлечения синонимов в процессе речепорождения на иностранном языке. Речепорождение играет первостепенную роль в переводе с родного языка на иностранный. Выявлены психолингвистические факторы, создающие препятствия для адекватного и оперативного извлечения синонимов в иноязычной речи. Предлагается организовать работу с синонимами в три этапа с учетом формирования психолингвистических предпосылок. Для каждого этапа даны рекомендации относительно целей, задач и принципов работы и предложены соответствующие упражнения. The article examines the impact of psycholinguistic factors on the retrieval of synonyms in speech production in a foreign language (L2). The issue has significant implications for translationoriented language teaching as L2 speech production is an essential process in translation into a foreign language (L2 translation). We have identified a number of psycholinguistic factors, which can potentially hinder the successful retrieval of synonyms in L2 speech production, and described their negative impact on this process. It has been concluded that these factors should be taken into consideration when designing and implementing learning activities for teaching synonyms to translation students. It has been suggested that to make the psycholinguistic preconditions that can ensure the successful retrieval of L2 synonyms, the practice of synonyms should include three stages. The study provides a description of each stage in terms of aims, learning activities as well as recommendations and guidelines for their implementation. The theoretical contribution of the study lies in the fact that it can advance the understanding of the challenges faced by learners in the acquisition and use of L2 synonyms. At the practical level, it can improve the effectiveness of the professional training of translators.
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