理论可以帮助笔译和口译培训生吗？

　　本文首先定义“理论”，“翻译”以及翻译机构提供的培训类型。本文所关注的培训者是专业翻译，而培训者是高级学生。提出了一个问题，即培训者是否也应该是翻译学者，以及他们是否应该对一种或所有各种翻译理论有所了解。然后回顾了翻译培训中使用的几种理论。最后，本文讨论了许多理论原理(主要基于翻译的解释理论，尽管其中一些理论对某些理论而言是通用的)及其对翻译培训的启示。这些原则使培训人员可以向受训人员解释语言和话语之间的区别，从而解释直译在文本级别上不起作用的原因;语言意义与现实世界知识的融合产生了理解的方式，因此文献研究的必要性;分析文本的方式，以使受训者能够内化其含义;学员如何将自己从原著的含义和结构中脱颖而出，以惯用地重新定义原著。利用这样的原则，培训师可以为学生提供一种工作方法-他们能够基于合理的课文等级建立教学上的进步，并根据客观标准评估受训者的工作。

　　学员如何将自己从原著的含义和结构中脱颖而出，以惯用地重新定义原著。利用这样的原则，培训师可以为学生提供一种工作方法-他们能够基于合理的课文等级建立教学上的进步，并根据客观标准评估受训者的工作。学员如何将自己从原著的含义和结构中脱颖而出，以惯用地重新定义原著。利用这样的原则，培训师可以为学生提供一种工作方法-他们能够基于合理的课文等级建立教学上的进步，并根据客观标准评估受训者的工作。

　　Can Theory Help Translator and Interpreter Trainers and Trainees?

　　Abstract

　　This paper starts with defining ‘theory’, ‘translation’ and the type of training given in translation institutions. The trainers on whom the paper focuses are professional translators, and the trainees are advanced-level students. The question is raised as to whether trainers should also be translation scholars, and whether they should be cognizant with one or all of the various theories of translation. Several theories used in translator training are then reviewed. The paper finally discusses a number of theoretical principles (mostly based on the interpretive theory of translation, though some are common to several theories) and their implications for translator training. These principles enable trainers to explain to trainees the difference between language and discourse, and hence the reason why literal translation does not work at text level; the way understanding emerges from the merging of linguistic meanings with real world knowledge, and hence the necessity of documentary research; the way the text should be analyzed in order for trainees to internalize its sense; how trainees may detach themselves from the meanings and structures of the original in order to reformulate it idiomatically. Drawing on such principles, trainers can give their students a working methodology – they are able to build up a didactic progression grounded on a rational grading of texts, and to assess the work of trainees on the basis of objective criteria.