發(fā)布時間：2022-01-04 07:11

　　隨著中外交流學習日益頻繁,“國際化課堂”應運而生。由于文化背景不同,語言上存在天然差異�？谧g員扮演橋梁之角色,促進課堂教學。課堂口譯市場需求量大,但問題頗多,例如,學界關注不足,無系統(tǒng)性理論指導實踐,譯員水平參差不齊等。本報告以生態(tài)翻譯理論中的三維轉(zhuǎn)換原則為指導,基于筆者在“2019年校園足球教師、教練員赴英學習項目”中的口譯實踐,剖析課堂口譯中的具體困難,并提出可行策略。報告發(fā)現(xiàn),語言維存在專業(yè)術語多、發(fā)言人短散句偏多的特點。充分準備和解釋性翻譯法可化解前者,而語篇重組法和連詞增添法則適用于后者。文化維通過靈活翻譯法尋找適應目標語言環(huán)境的譯文,化解文化壁壘。交際維分析了傳道授業(yè)及課堂幽默兩種主要交際目的,前者可以零譯法和肢體語言再現(xiàn)法加以處理,后者則可運用語域降低法、語氣詞活用法和熱詞巧用法應對。 

【文章來源】：北京外國語大學北京市 211工程院校 教育部直屬院校

【文章頁數(shù)】：72 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction to the Task
    1.1 Background of the report
    1.2 Introduction to the program
    1.3 Introduction to the courses
    1.4 Features of the tasks
    1.5 Organization of the report
Chapter 2 Description of Task Process
    2.1 Pre-program preparations
        2.1.1 Extensive reading
        2.1.2 Football glossary
    2.2 In-program work
        2.2.1 Work division
        2.2.2 Before-class preparations
        2.2.3 Routine interpretation
        2.2.4 Emergency interpretation
    2.3 Post-program reflection
        2.3.1 Glossary revision
        2.3.2 Interpretation feedback
Chapter 3 Case Study from the Perspective of Eco-Translatology
    3.1 Review of studies on classroom interpretation
    3.2 Introduction to eco-translatology
    3.3 Adaptive transformation from linguistic dimension
        3.3.1 Difficulties at linguistic dimension
        3.3.2 Strategies for lexical difficulty
        3.3.3 Strategies for discourse difficulty
    3.4 Adaptive transformation from cultural dimension
        3.4.1 Difficulty at cultural dimension
        3.4.2 Strategy for cultural difficulty
    3.5 Adaptive transformation from communicative dimension
        3.5.1 Difficulties at communicative dimension
        3.5.2 Strategies for educational intention
        3.5.3 Strategies for humorous intention
Chapter 4 Conclusion
    4.1 Gains from the program
    4.2 Shortcomings
References
Appendix 1 Transcript
Appendix 2 Glossary



本文編號：3567919