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Translation Teaching Research in the Chinese Mainland (1978–2018): Theory, Method and Development

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Key Issues in Translation Studies in China

Part of the book series: New Frontiers in Translation Studies ((NFTS))

Abstract

Since the institutional translation teaching began in 1978, we can notice that translation teaching in the Chinese Mainland has undergone five distinctive stages: intuition-guided, contrast-oriented, equivalence-oriented, function-oriented and cognition-oriented. In each stage, distinct teaching approaches have been applied according to the specific teaching objectives, teaching materials, assessments and the demands of students as well as the qualities of teachers, and the teaching approaches evolved from the earlier personal experience and reflection-based teaching to the structural approach, the constructive approach and the holistic approach, crystallizing the teaching philosophy from experientialism, structuralism to constructivism and holism. In line with translation teaching practice, translation teaching researches have also developed and displayed the following features in terms of research methods: experience-based elicitation, dialectics-based deduction, experiment-based induction, interdisciplinary integration. In view of the development of translation studies and the variety of translation practice, this chapter surveys some major streams of research on translation teaching in China, providing critical comments on the previous research and outlining some future trends for translation teaching research in China. Translation teaching research informs the training of all-round translators and interpreters as well as contributes to the growth of translation studies as a discipline.

This paper is supported by the Funding of The Ministry of Education 2017 with the Number of 17YJA740048.

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Notes

  1. 1.

    More information is available on the Web site: http://tac-online.org.cn/en/tran/2009-10/09/content_3174954.htm.

  2. 2.

    Their opinions are all cited in the book: Tao (2013). On the Making of Translation Textbooks for Translation Majors in China: Theoretical Construction and Suggested Solutions. Shanghai: Shanghai Foreign Language Education Press.

  3. 3.

    The original concept is “变译理论 (bianyi lilun)”, put forward by Professor Huang Zhonglian, referring to the fact that the translated version has to be adapted to the demands of the client, adjusting somewhat from the original version. It has been translated into “resilient theory” by Professor He Gangqiang from Fudan University.

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Authors and Affiliations

  1. Department of Translation and Interpreting, College of Foreign Languages and Literatures, Fudan University in Shanghai, Shanghai, China

    Youlan Tao

  2. School of International Studies, Shaanxi Normal University, Xi’an, 710062, Shaanxi, China

    Hui Wen

  3. School of Foreign Languages, Huazhong University of Science and Technology in Wuhan, Wuhan, China

    Shuhuai Wang

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  1. Youlan Tao
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  2. Hui Wen
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  3. Shuhuai Wang
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Correspondence to Hui Wen .

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  1. School of Languages and Translation, Macao Polytechnic Institute, Macao, China

    Lily Lim

  2. Faculty of Arts and Humanities, University of Macau, Macao, China

    Defeng Li

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Tao, Y., Wen, H., Wang, S. (2020). Translation Teaching Research in the Chinese Mainland (1978–2018): Theory, Method and Development. In: Lim, L., Li, D. (eds) Key Issues in Translation Studies in China. New Frontiers in Translation Studies. Springer, Singapore. https://doi.org/10.1007/978-981-15-5865-8_3

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