读客译者招募令

nonoyueyue啊

来自: nonoyueyue啊(一株毒草) 2017-09-21 10:52:29

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  • 虚心

    虚心 (有多烂的翻译,就有多烂的编辑) 2017-09-23 18:45:07

    帮顶

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  • aaa

    aaa 2017-09-28 13:22:37

    这些经典文学已由老一辈翻译家译过,楼主是要找比这些资深翻译家水平更高的人来重新翻译?

  • 虚心

    虚心 (有多烂的翻译,就有多烂的编辑) 2017-09-28 14:16:20

    这些经典文学已由老一辈翻译家译过,楼主是要找比这些资深翻译家水平更高的人来重新翻译? 这些经典文学已由老一辈翻译家译过,楼主是要找比这些资深翻译家水平更高的人来重新翻译? aaa

    很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要

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  • 红袖

    红袖 2017-09-28 16:46:10

    很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 虚心

    说的对,何况当时受条件限制,很多东西查询起来没有现在这么便利、准确,经典译本中出现误译也是不可避免的

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  • 数狗妹子

    数狗妹子 (莫德莱耀西+老葛朗台+别里科夫) 2017-09-28 17:00:13

    很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 虚心

    说出这样的话来,基本就拉黑名单了。

  • 虚心

    虚心 (有多烂的翻译,就有多烂的编辑) 2017-09-28 17:18:36

    说出这样的话来,基本就拉黑名单了。 说出这样的话来,基本就拉黑名单了。 数狗妹子

    谁的黑名单……

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  • 虚心

    虚心 (有多烂的翻译,就有多烂的编辑) 2017-09-28 17:23:25

    说的对,何况当时受条件限制,很多东西查询起来没有现在这么便利、准确,经典译本中出现误译也是 说的对,何况当时受条件限制,很多东西查询起来没有现在这么便利、准确,经典译本中出现误译也是不可避免的 ... 红袖

    没错,何况资深译者也不是天生的,翻译总要发展,译者也要发展

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  • 梅静

    梅静 (与每一个字较真) 2017-09-28 17:47:23

    很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 很多译本并不出色,语言脱离时代,翻译腔浓重,重译并非没有必要 虚心

    同意

  • 达芙妮

    达芙妮 2017-09-28 21:45:46

    看上去很不错呀!会长期招吗?可惜手头有活,都签到来年六月了……

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  • nonoyueyue啊

    nonoyueyue啊 (一株毒草) 2017-09-29 09:38:02

    看上去很不错呀!会长期招吗?可惜手头有活,都签到来年六月了…… 看上去很不错呀!会长期招吗?可惜手头有活,都签到来年六月了…… 达芙妮

    长期有效 欢迎来邮件~

  • 小猪佩朗

    小猪佩朗 2018-11-26 15:24:16

    Hi,请问招募结束了吗?还可以投简历吗?比心❤

  • endora

    endora 2018-11-28 08:47:23

    zan yi ge

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  • scorpio

    scorpio 2018-11-28 14:19:31

    英语专业,六级,专八求翻译合作,QQ:741466221 电话及微信号码:13593655417 期待和您合作[嘻嘻][嘻嘻][嘻嘻]

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  • scorpio

    scorpio 2018-11-28 14:19:35

    英语专业,六级,专八求翻译合作,QQ:741466221 电话及微信号码:13593655417 期待和您合作[嘻嘻][嘻嘻][嘻嘻]

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  • scorpio

    scorpio 2018-12-02 07:25:12

    我来自中国,自小对母语和各种语言感兴趣。上大学时,我毫不犹豫地选择了汉语语言学。毕业以后,我被保送到南中国的顶尖学府中山大学学习对外汉语的硕士课程,并于2017成为了UCL IOE孔子学院的汉语老师,在2017年9月来到英国任教。
    我颇早立志,走上成为汉语教师之路。2017年1月,我被选拔为广州美国人学校(American International School of Guangzhou)中学部的实习生,在那里开始了四个月的实习。在第一个月,我不仅专心观摩了各类语言课程,也积极观摩了社会、历史、数学、EAL等课程,抱着开放的心态,打破常规思维,去了解和对比中国教育和西方教育的差别。在后面的三个月,我开始教授汉语课。最宝贵的收获是,我在美校学习到了如何在多文化背景下工作的宝贵经验。我主要带三个班的汉语课,两个初中和高中的非母语班,一个高中11年级的母语班。非母语班的孩子都来自各种各样的文化背景,他们可能是美国人,英国人,日本人,韩国人,新加坡人……尽管孩子们都能说非常流利的英语,但是他们的思维和个性都有很大的不同。在课堂上,同国籍的学生喜欢坐在一起,这样他们难免会在课堂上说自己的母语,因此我会注意定期调整座位,让不同国籍的学生坐在一起,或者在做分组活动时让他们一组。一些年纪较小的学生,对于种族问题还不太敏感。在我的课堂上,一个香港孩子曾无心说评价视频中的旁白的英语口音像韩国人,我听到后,非常严肃地暂停了视频,对学生说:“每一种语言都有不同的口音,语言没有高低贵贱之分。”在美国人学校的宝贵教学经验,让多元文化的意识根植于我的脑海。我也相信自己在未来更有信心应对在多元文化环境下工作的挑战。
    2017年9月开始,我任职于UCL IOE Confucius Institute for Schools,并在英国Torquay Boys Grammar School 担任汉办老师,主要职责是带领2-3人一组的学生进行口语训练,辅导sixth formers学习IB Chinese B课程,给9年级的pre-GCSE班上课,开展各种文化活动。学校里有多于两百名学生学习汉语,每一个学生我都教过。作为一个同时在学习英语和日语和二语学习者,我深知其中的不易,因此每一次我都会用最大的耐心和理解面对学生。我还为每个学生建立了口语档案,并将每一次口语练习的反馈结果记录在档案中,让我更好掌握每个学生的学习水平。幸运的是,在我的努力下,孩子们在每一次的口语测试中都取得了突出的成绩,也享受到学习汉语的成就感,其他汉语老师向我反映学生们都特别愿意去找我练习口语,一改以往开口难的情况。在学年的初期和末期,mentor都给了我非常正面的评价:
    在TBGS,我遇到的最大的挑战是课堂管理,因为班级规模大,约30个人一个班,且都是比较活泼好动的男生。我曾经尝试用加大音量的方法,但学生的音量也逐渐加大。我积极地寻求解决方法,时常去观摩一些有经验的老师上课,和他们交流,学习有用的技巧,再运用到自己的课堂上。同时还常和比较调皮的学生交流,了解他们在课堂上捣蛋的原因。现在我也有了自己的课堂管理方法:注意和学生眼神接触,运用一些道具,比如写上了所有学生名字的竹签,小摇铃等,让学生知道教师才是课堂的掌控者。我深知课堂管理的经验对于中小学教学来说非常重要,只有这样才能让班级的每一个学生都有效学习。
    我还特别注重在课堂上开发学生的多元智能,在设计课堂活动时,我时常设计一些语言与其他智能相结合的活动,比如中文版的数独,是语言和数学的结合;使用Youtube Chinese Budd上的中文歌曲,是语言和音乐的结合;适当比例的个人学习和小组活动,是个人内省和社会交流的结合……能够带给学生一堂令人享受的汉语课,能够让学生感受学习语言的乐趣和成就感,是我每天最向往的目标。而每每看到学生一点点的进步,都是我最大的欣慰。
    尽管已经在AISG和TBGS工作了一学年有余,我仍然没有停止继续探索自己的可能性。在我的请求下,我通过TBGS和当地的Sherwell Valley Primary School建立了合作,从2018年9月开始,我每周五都在小学给六年级三个班的孩子上汉语课,因为我还没有小学工作的经验,我希望能接触不能年龄层的孩子,同时也像不同的老师学习经验。如今,小学的老师也给了我很好的反馈。6年级的孩子们开始对汉语产生了浓烈的兴趣,他们给我展示了他们新买的汉语书,在家里练习的汉字……我有了巨大的满足感。
    能够成为一名汉语教师,和不同文化背景的学生分享自己的语言,用语言为他们打开一道了解世界的窗口,而这些孩子未来或许会成为沟通世界的桥梁……每想到这儿,我就更坚定了继续走下去的决心。




    I come from China and have been interested in my mother tongue and various languages since my childhood. When I was in college, I chose Chinese linguistics without hesitation. After graduation, I was recommended to study the Chinese as a foreign language master course at Sun Yat-sen University, a top university in south China, and became a Chinese language teacher at UCL IOE Confucius institute in 2017. I came to the UK to teach in September 2017.
    I made up my mind to become a Chinese teacher quite early. In January 2017, I was selected as an intern in the middle School department of the American International School of Guangzhou, where I started my four-month internship. In the first month, I not only focused on observing various language course attentively, but also actively watched social, history, mathematics, EAL and other course. With an open mind, I broke through the conventional thinking to understand and compare the differences between Chinese education and western education. In the next three months, I began to teach Chinese course. The most valuable gain is that I learned valuable experience in the American school on how to work with a multicultural background. I mainly take three Chinese classes, two non-native language classes in middle school and high school, and one native language class in grade 11 in high school. Non-native speakers come from a wide range of cultural backgrounds. They may be American, British, Japanese, Korean, Singaporean...... Although children can speak very good English, their minds and personalities are quite different. In class, students of the same nationality like to sit together, so they will inevitably speak their native language in class. Therefore, I will pay attention to changing my seat regularly to let students of different nationalities sit together, or ask them to do group activities. Some of the younger students are not sensitive about ethnic. In my class, a Hong Kong kid once inadvertently said that the voice of the English accent of the narrator in the video like the Korean accent. When I heard it, I seriously suspended video and said to the student: "every language has different accents and there are no superior or inferior level languages. The valuable teaching experience in American schools has planted multicultural awareness in my mind. I also believe that in the future I will be more confident in dealing with the challenges of working in a multicultural environment.
    Since September 2017, I have been working at UCL IOE Confucius Institute for Schools, and I have been working as a Hanban teacher in Torquay Boys Grammar School in the UK. My main responsibilities is to lead a group of 2-3 students to conduct oral training, to mentor the sixth formers to learn IB Chinese B course, to teach the pre-gcse(General Certificate of Secondary Education )class in grade 9, and to carry out various cultural activities. There are more than two hundred students in the school learning Chinese, and I have taught every one of them. As a learner who is learning both English and Japanese and second language at the same time, I am deeply aware of the difficulties, so I always face my students with the greatest patience and understanding. I also set up an oral Chinese file for each student, and recorded the feedback results of each oral practice in the file, so that I could better master the learning level of each student. Fortunately, with my efforts, the children obtained an outstanding score in every oral test and also enjoyed the sense of achievement in learning Chinese. Other Chinese teachers told me that the students were especially willing to come to me to practice their oral Chinese, which changed the difficult situation in the past. At the beginning and end of the academic year, my mentor gave me a very positive evaluation:
    At TBGS, the biggest challenge I encountered was classroom management because of the large class size, about 30 people in a class, and each of them is the relatively lively boys. I tried to increase the volume, but the students gradually increased the volume. I actively seek solutions. I often go to see some experienced teachers in class, communicate with them, learn useful skills and apply them to my classes. At the same time, I often communicate with mischievous students to understand their reasons for misbehavior in class. Now I also have my own classroom management methods: paying attention to eye contact with students, using some props, such as bamboo sticks with all the students' names on them, small ring bells, etc., to let students know that the teacher is the predominance of the classroom. I know very well that the experience of classroom management is very important in the teaching of primary and secondary schools. Only in this way can be every student in the class learns effectively.
    I also pay special attention to the development of students' multiple intelligence in the classroom. When designing classroom activities, I often design some activities that combine language with other intelligence, such as the Chinese version of sodoku, which is the combination of language and mathematics. Use Chinese songs on You-tube Chinese Budd, a combination of language and music; Appropriate proportion of individual learning and group activities are a combination of individual introspection and social communication... It is the most desirable goal for me to give students a Chinese course that is enjoyable and enable them to feel the joy and sense of accomplishment in learning a language. Every time I see a little progress of students, I am most gratified.
    Despite more than a year at AISG and TBGS, I have not stopped exploring my own possibilities. At my request, I established a cooperation with local Sherwell Valley Primary School through TBGS. Starting from September 2018, I started to give Chinese lessons to the children of three classes in grade six every Friday in Primary School, because I have no experience in working in Primary School. I hope to be able to contact children of different ages and learn from different teachers. Now, the primary school teachers also gave me good feedback. Children of grade 6 began to have a strong interest in Chinese class. They showed me their new Chinese book, Chinese characters practiced at home... I have great satisfaction.
    Be able to be a Chinese teacher, to share my language with students from different cultures, to open a window for them to bridging the world with language, and these children may become a bridge to communicate with the world in the future Every time I thought about it, I became more determined to step forward.

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