為什麼就是不能翻譯的順手呢？沒有要大家翻譯哦

我沒有要人家翻譯的意思，因為這雖然不難的樣子，但是翻譯起來怪怪的，雖然說多少看的懂，但是就是卡在關鍵字，有很多單字不認識是真的，而且翻起來就是不順暢，只要告訴我這兩段大概在講些什麼就好了。謝謝！|y12| |y12|
對了，有些大寫是人名，不然就是一套（教學）理論。
一、
　The term syllabus, however, is less frequently used in process-based methods, in which considerations of language content are often secondary. Counseling-Learning, for example, has no language syllabus as such. Neither linguistic matter nor subject matter is specified in advance. Learners select content for themselves by choosing topic they want to take about. These are then translated into the target language and used as the basis for interaction and language practice. To find out what linguistic content had in fact been generated and practiced during a course organized according to Counseling-Learning principles, it would be necessary to record the lessons and later determine what items of language had been covered. This would be an a posteriori approach to syllabus specification; that is, the syllabus would be determined from examining lesson protocols. With such methods as the Silent Way and Total Physical Response, an examination of lesson protocols, teacher’s manuals, and texts derived from them reveals that the syllabuses underlying these methods are traditional lexico-grammatical syllabuses. In both there is a strong emphasis on grammar and grammatical accuracy.

二、
　Much of the criticism of Audiolingualism came from the recognition of the very limited roles available to learners in audio-lingual methodology. Learners were seen as stimulus-response mechanisms whose learning was a direct result of repetitive practice. Newer methodologies customarily exhibit more concern for learner roles and for variation among learners. Johnson and Paulston(1976) spell out learner roles in an individualized approach to language learning in the following terms: (a) Learners plan their own learning program and thus ultimately assume responsibility for what they do in the classroom; (b) Learners monitor and evaluate their own progress; (c) Learners are members of a group and learn by interacting with others; (d) Learners tutor other learners; (e) Learners learn from the teacher, from other students, and from other teaching sources. Counseling-Learning views learners as having roles that change developmentally, and Curran(1976) uses an ontogenetic metaphor to suggest this development. He divides the developmental process into five stages, extending from total dependency on the teacher in stage 1 to total independence in stage 5. These learner stages Curran see as parallel to the growth of a child from embryo to independent adulthood, passing through childhood and adolescence.
以下是我不會的單字：
considerations
Counseling-Learning
matter
specified
posteriori
protocols
reveals
emphasis
grammatical
accuracy

criticism
stimulus-response
mechanisms
repetitive
individualized
ultimately
assume
evaluate
tutor
developmentally
ontogenetic
metaphor
extending
dependency
independence
independent
adolescence
請問：
這樣的文章算長嗎？
這麼多不會的單字算多嗎？
還有這兩篇說的是什麼？
----
謝謝建議，不過目前對於方譯方面可能有點小難吧。

[ 本帖最後由 linyongjin 於 2007-5-21 17:54 編輯 ]

首先要給你一點鼓勵,因為你比其他沒下過功夫就丟一段英文要別人翻譯的朋友要認真許多~~:redface:
第二,我不知你為什麼要翻譯這兩段,但是除非你從事翻譯工作,要不然重點應該是擺在"看懂"然後融會貫通用自己的話說出來.
一般台灣大學生看原文書都太注重字句的翻譯,而忽略了作者想要表達的重點,
第一段文章,作者要告訴你Syllabus (教學大綱,課程表) 對於第二外國語互動性的輔導教學是比較不重要的, 相較於傳統課程式的教學,例如文法, 互動性的輔導教學著重的是學生與教材的互動與練習,教學者會根據學生的需求作內容的更動.
第二段文章,作者要告訴你現代互動式的語言教學優於傳統的聽講教學,在於學生不再是經由重複性的反射學習,而是經由不同的角色去跟老師,同學,與教材作互動,進而得到學習的效果. 作者同時舉出1976 Curran的五階段發展論作為佐證.

這二段文章並不長, 如果你在國外唸碩士 (以我學教育來說), 常常一篇期中報告就要寫超過這個的十倍,更不用說每週閱讀的功課.
但是沒有哪個人天生英文好的, 重點是多讀多想多用, 注意~~要想喔! 只是查字典是沒用的!!  英文只是溝通的工具,除非你想專攻翻譯 :tongue:

再來,這篇的單字還不算太難,大概是大學生讀的教材,應該還不到碩士程度.
你會覺得讀不順是因為你沒有常用到或讀到這些字,
還是那句話,多讀多想多用, 時間一久你就會應用自如,
希望有幫到你~~也請大家指正~~~~~小弟也算是翻譯苦手  :heartbork

JACK

[ 本帖最後由 JackUSA 於 2007-5-9 15:55 編輯 ]

看文章的時候多少都會有些單字不會!!
但這不要緊~~
因為有的時候你看上下文就會知道那個字的意思了!!