A Feasibility Analysis Study on the Improvement of

2018年17期总第405期
翻译研究
ENGLISH ON CAMPUS
A Feasibility Analysis Study on the Improvement of Grammar-Translation Method
文/尚厚玉
【Abstract】With the development of the society, people have more and more chances to contact with the foreigners. So they are eager to communicate with them in English, but most of them do not have enough communicative competence because they neglected the audio-ability under the Test-oriented education. However,
in Chinese practical situation, students learn English just for all kinds of examinations. So the Grammar-Translation method was used in the English teaching especially in rural schools. Now the demerits of the Grammar-Translation method gradually appeared. This paper presented the theoretical basis of integrating the Grammar-Translation Method with Communicative Approach(CA) to make up for the demerits of the traditional approach. Then, the author will prove the possibility of combination the Grammar-Translation Method with CA in the practical teaching.
【Key words】English teaching; Grammar-Translation Method; CA
【作者简介】尚厚玉，贵州医科大学神奇民族医药学院。

China has the largest number of English learners and long history of English teaching and learning, so how to improve English teaching efficiency is a problem that researchers were and are working hard to solve. Because of the influence of Test-oriented Education, many of the government or educational administrative departments, and persons of all social circles always regard the rate of higher school admission as the only standard of assessing educational quality. So it can be found English teaching is merely for tests and college examination. All the teaching activities are Test-oriented. As a result, the traditional approaches produced low teaching efficiency, for the senior school students, after learning English for five or six years, they still can’t communicate in English efficiently, and even are too nervous to open their mouths, consequently they become deaf and mute in English. Here, the author did teaching practice in Changshun Middle School. According to her teaching practice and some research, she knows teachers still adopt Grammar-Translation Method. The
语境下，使用不同的语言结构，确保交流双方的理解畅通。

在我国，“老师”不仅仅代表一种职业，还是一种礼貌称呼，而在商业领域当中，对一些在高校挂职的人，外人也常用“老师”来称呼他，表示对这个人的认可与尊重。

但在英语当中，“teacher”仅仅代表一种职业类型，常用“Mr”“Professor”来称呼，且在非职业环境下，他们更喜欢被人称呼自己的名字。

这种在文化影响下形成的不同的思维方式，需要译者能够多加注意，并在工作实践过程中，形成语用对比思维，能够正确区分、迅速转化不同的语境当中所表达的社会准则与价值观念等，以尊重对方的文化习俗为前提，促进商务交往的顺利进行。

3.改变母语负迁移语用习惯。

在商务英语翻译过程中，改变母语负迁移的语用习惯，能够在很大程度上，提升翻译的准确性。

以语法结构为例，汉语当中的副词常用来修饰动词，相比之下，英语当中副词的运用更加灵活，“He read quickly”“He stopped slowly to stop eating”等。

在英语当中，用修饰动词完成方式与完成程度的动词，需要放置在实义动词的后面，若译者受到母语负迁移的影响，则容易翻译出不符合英语句式与语法的句子，这与商务英语的严谨性十分不符。

受母语负迁移用语习惯的影响，直译这种方式是最易引发商务英语翻译失误的，尤其在表达内容涉及到民族风俗或文化典故的时候，更应该避免直译的方式，如此才能保证对说话人原意的准确表达。

除此之外，商务英语当中常常涉及到一些专业词汇，而这些词汇可能与日常用语产生混淆，对此，译者也必须加以重视，如“offer”在日常用语当中，表示动词“提供”，但当其用在商务英语中的商务谈判的语境中时，就表示的“报盘、报价”，对于这类词汇的准确翻译，能够进一步避免由翻译不当引起的商务交往受阻。

结束语：综上所述，探究文化与语用对商务英语翻译的影响，有利于降低商务英语翻译的失误率。

通过相关分析，文化与语用的差异，会在很大程度上影响译者的思维与翻译方式，进而导致翻译失误的问题发生，进一步从文化与语用的角度出发，形成对比思维方式，做好日常积累与准备工作，能够极大的提升商务英语翻译人员的语用综合能力，维护对外商务活动的顺利进行。

参考文献：
[1]段玲琍,徐亚玲.商务英语的语用学研究走向[J].外国语文,2016, 32(04):60-66.
[2]肖蕾.跨文化交际理论视角下商务英语语用能力培养策略研究[J].好家长,2016(12):8-9.
[3]夏锋.有关商务英语翻译中的文化和语用因素探讨[J].科教文汇(中旬刊),2012(12):126+143.
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2018年17期总第405期
翻译研究
ENGLISH ON CAMPUS
qualities of students speaking and listening are poor. To solve this problem, the author tries to make good use of advantages
of Grammar-Translation Method and CA. This paper will
present the theoretical basis of integrating the Grammar-Translation Method with CA.
The Grammar-Translation Method is a method of foreign
or second language teaching which uses translation and grammar study as the main teaching and learning activities. In Grammar-Translation Method, students study grammar and learn lists of vocabulary in order to translate texts. In classroom, teacher uses native language to explain grammar. The Grammar-Translation Method, as a popular English
teaching method, has some advantages (Li Tingxiang, 1983) as follow: (1). It makes use of the first language. In Grammar-Translation Method, the first language is maintained as the reference system in the learning of the second language. Translation from one language to another plays a certain part in language learning. In the Grammar-Translation Method, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences. (2). It helps the students develop
reading comprehension and production of written language. Systematic study of grammatical rules plays an important role in fostering students’ ability of reading comprehension and producing grammatically correct sentences. Understanding
and manipulating the morphology and syntax will develop students’ ability of analyzing and solving problems. (3). The focus on understanding literary texts provides the situation in which reading and writing abilities are well trained. (4). The Grammar-Translation Method is easy to use. It makes few demands on teachers although it often creates frustration for students. It is relatively easy to apply.
The coin has two sides. So the Grammar-Translation
Method also has some disadvantages (Li Tingxiang, 1983) as follow: (1). Overemphasis on translation, dependence on first language: Overemphasis on translation can never emancipate the learners from dependence on the first language. (2). Too much emphasis on reading and writing, neglect of listening and speaking；(3). In the Grammar-Translation Method, it can not meet the communicative and practical needs of the students. A large number of grammatical rules can not
ensure that students can use them appropriately in real communicative situation. The texts are mostly taken form literary works. The language learned often doesn’t meet the practical needs of the learners. (4). Rote-learning grammar rules and bilingual vocabulary lists does not motivate students
to actively communicate in the target language.
To be brief, the main features of Grammar-Translation Method are listed as follow: Firstly, it emphasizes the teaching
of the second language grammar. Because grammar is regarded as the core of language and the teaching materials are arranged according to grammar system. The process of learning grammar is an important means of training mental abilities. Secondly, the focus of Grammar-Translation classroom is teaching and practices of grammar of the target language. Most of the teaching activities such as analysis, explanation and translation serve the purpose of mastering grammatical rules. Thirdly, the principal practice technique is translation from and into the target language. However, it neglects the students’ speaking and listening ability, which leads to the fact that the students can’t use the language
in the proper communicative environment. So the author
wants to integrate the advantages of the CA to make up for the disadvantages of the Grammar-Translation Method.
The CA, namely Communicative Language Teaching
(CL T), is a relatively new pedagogical system which originated in the 1970s, developed in the 1980s and has gained considerable currency in the 1990s. It has mainly the following
two theoretical bases: Communicative language theory and Learning theory. In short, communicative competence is its designed goal, fluency and acceptable language is
the primary goal. Accuracy is judged not in abstract but in
context. The CA approaches are aimed at developing the “communicative competence” of learners. Teacher’s
roles are communication facilitator, independent participant
within the learning-teaching group, a researcher and a learner. Student’s role is negotiator between themselves, the learning process, and the object of learning (Richards & Rodgers, 2000). So the author would make good use of the advantages of
the Grammar-Translation Method and the CA to improve the
students’ all-round ability especially in China which has its own special language learning environment and education background.
Therefore in China’s English classrooms, appropriate
grammar analysis is essential, especially for beginners. Limited utilization of translation from or to the target language is an
indispensable part of teaching. Vocabulary work and pattern
drills are also ways of familiarizing students with sentence
structures. But instead of teaching grammar traditionally and drilling grammar patterns, teachers need to relate teaching grammar and pattern drills to meaning and use. In other words, language structure practice should be used in contexts which involve some basic principles of appropriateness. What is crucial for learners to know is how grammar functions in alliance with words and contexts for the achievement of meaning (Widdowson, 1990). This is the exact area that the traditional ELT teaching has long been overlooked—teaching
English for a communicative purpose.。