英语专业本科毕业论文格式 翻译实践类
SCHOOL OF FOREIGN STUDIES
SOUTH CHINA NORMAL UNIVERSITY
A Report on the Translation of …
--Reflections based on Dynamic Equivalence Theory 对……的翻译报告：基于动态等值理论的思考
by
Zhang Zehao
Supervised by
Prof. Zhu Qifeng
A senior thesis submitted to School of Foreign Studies, South China Normal University in partial fulfillment of the requirements for the degree of
Bachelor of Arts
JUNE, 2014
Declaration of Authorship
ABSTRACT
This report is on the t ranslation of … . It is the author’s translation reflections and discussions based on Dynamic Equivalence Theory. …Three case studies are offered …
The present report shows that … This report offers some suggestions for future translation practitioners…
Key words: the first; the second; the third
中文摘要
本报告报导了对……的翻译实践情况，是作者基于动态等值理论对自己翻译实践的反思与讨论。……报告分析了三个案例……
本报告表明……本报告为未来的翻译实践者们提出的建议是……
关键词：关键词1；关键词2；关键词3
Table of Contents
ABSTRACT ..................................................................................................................................... I 中文摘要 ......................................................................................................................................... I I Chapter One Introduction .. (1)
1.1 Background (1)
1.2 Purpose of the Translation/Interpretation Practice (1)
1.3 Structure of the Present Report ..................................................... 错误！未定义书签。Chapter Two Description of the Translation/Interpretation Practice . (2)
2.1 The Preparations (2)
2.2 The Practice (2)
2.3 The Profits........................................................................................ 错误！未定义书签。Chapter Three Theory/Theories for the Practice . (2)
3.1 The Translation/Interpretation Theories (3)
3.2 The Dynamic Equivalence Theory (3)
3.3 (3)
Chapter Four Case Study (3)
4.1 Introduction (4)
4.2 Case One (4)
4.3 Case Two .......................................................................................... 错误！未定义书签。
4.4 Case Three ....................................................................................... 错误！未定义书签。
4.5 Summary .......................................................................................... 错误！未定义书签。Chapter Five Conclusion . (5)
5.1 A Brief Summary (5)
5.2 Value of the Practice (5)
5.3 Suggestions for Future Practice ..................................................... 错误！未定义书签。References . (8)
Appendix I (6)
Appendix II (7)
ACKNOWLEDGEMENTS (9)
Chapter One Introduction
1.1 Background
This report …（介绍原文作者，介绍原文内容）
.
1.2 Purpose of the Translation/Interpretation Practice
Translation….….（讲清楚选择这个翻译材料的原因；讲清楚希望通过这个翻译作出什么贡献，有什么意义）
1.3 Structure of the Present Report
This reports consists of five chapters. The first chapter introduces …..（报告分几个部分）
Chapter Two Description of the Translation/Interpretation Practice
2.1 The Preparations（读了什么有关材料，准备了什么字典）
…
2.2 The Practice（时间安排：初稿、二稿、三稿）
…..
2.3 The Profits（这部分可以省略）
…..
Chapter Three Theory/Theories for the Practice
3.1 The Translation/Interpretation Theories
Judd (1981: 38) and Wade (2002)
3.2 The Dynamic Equivalence Theory
…..
3.3 …
（所用的理论；以及为什么用这个理论、它的相关性）
Chapter Four Case Study
4.1 Introduction
…
4.2 Case One
…
4.3 Case Two
…
4.4 Case Three
…
4.5 Summary
…
Chapter Five Conclusion 5.1 A Brief Summary
5.2 Value of the Practice
5.3 Suggestions for future Practice
References
Anderson, A. & T. Lynch. 1988. Listening [M]. Oxford: Oxford University Press. Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy [M]. Beijing: Foreign Language Teaching and Research Press. Cohen, A. 1998. Strategies in Learning and Using a Second Language [M]. New York: Longman.
Goh, C.C.M. 2007. Teaching Listening in the Language Classroom[M]. Beijing: People’s Edu cation Press.
Hedge, T. 2000. Teaching and Learning in the Language Classroom[M]. Oxford: Oxford University Press.
McDonough, J. & C. Shaw. 2005. Materials and Methods in ELT——A Teacher’s Guide [M]. Beijing: Peking University Press.
Pearse, E. & P. Davies. 2008. Success in English Teaching [M]. Shanghai: Shanghai Foreign Language Education Press.
Skierso, A. 1998. Textbook selection and evaluation [A]. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language[C] 112-133. New York: Longman.
Spratt, M. & A. Pulverness. & M. Williams. 2009.The Teaching Knowledge Test Course [M]. Beijing: Tsinghua University Press.
Vandergrift, L. 1997. The listening strategies of second language (French) listeners: a descriptive study [J]. Foreign Language Annals, 3, 387-409.
Vandergrift, L. 1999. Facilitating second language listening comprehension: Acquiring successful strategies [J]. ELT Journal, 3, 168-176.
Vandergrift, L. 2003. Orchestrating strategy use: Toward a model of the skilled second language listeners [J]. Language Learning, 4, 463-496.
Williams, M. & R.L. Burden. 1997. Psychology for Language Teachers [M].
Cambridge: Cambridge University Press.
Pacs-l. 1989. the public-access computer systems forum [EB/OL]. Houston, Tex: University of Houston Libraries, [1995-05-17]. https://www.wendangku.net/doc/4613325143.html,/ pacs1.html 戴曼纯（Dai, Manchun），2005，二语习得的“显性”与“隐性”问题讨论[J]，《福建外语》（2）：101-111。
彭聃龄，2001，《普通心理学》[M]。北京：北京师范大学出版社。
ACKNOWLEDGEMENTS
The completion of this study could never have been possible without the assistance of many people related.
First and foremost, I would like to show my heartfelt gratitude to my supervisor, Professor XXX. Knowledgeable and responsible, Prof. X provided me with valuable guidance and support in every stage of writing this thesis. He made well-informed and enlightening comments on the organization of the chapters, took pains to go through in great detail every draft of the thesis.
Thanks are due to Associate Professor XX, Miss YY and Miss PP, who helped me a lot in collecting data.
I would like to express my great gratitude to my classmate FFF, and my dear Australian teacher KK, who have been of great help in analyzing the data. They have been very patient and responsible throughout the whole work. Last but not least, I want to acknowledge my debt to the six transferred teachers, who spent time in providing the oral materials when having their hands full.