邏輯思維能力作為心理學(xué)、哲學(xué)和教育學(xué)術(shù)語(yǔ),早已發(fā)展成熟,而作為翻譯能力的一個(gè)重要子能力,卻很少被提及。本文嘗試性地將這一跨學(xué)科術(shù)語(yǔ)引進(jìn)翻譯研究中,提出了翻譯邏輯思維能力的概念,并通過(guò)問(wèn)卷調(diào)查、有聲思維法、觀察筆記法和試后訪談等實(shí)驗(yàn)手段,從定性和定量的角度進(jìn)行了一項(xiàng)實(shí)證研究,旨在剖析學(xué)生譯者翻譯邏輯思維能力對(duì)翻譯質(zhì)量的影響。本文擬回答以下三個(gè)問(wèn)題:（1）學(xué)生譯者的翻譯邏輯思維能力現(xiàn)狀如何?（2）學(xué)生譯者的翻譯邏輯思維能力在翻譯過(guò)程中是如何體現(xiàn)的?（3）學(xué)生譯者的翻譯邏輯思維能力對(duì)其翻譯質(zhì)量有何影響?本實(shí)驗(yàn)結(jié)果顯示:（1）第一,學(xué)生譯者的翻譯邏輯思維能力分為四個(gè)水平,即得分高于80%,居于70%-80%之間,60%-70%之間,以及低于60%,人數(shù)分別占3.3%,38.3%,51.6%,6.7%。第二,MTI學(xué)生在翻譯邏輯思維能力上差距較大,其中差異性最大的要素依次為系統(tǒng)化能力,分析能力和推理能力。第三,譯者翻譯邏輯思維能力的七個(gè)維度即分析能力、推理能力、判斷能力、系統(tǒng)化能力、評(píng)估能力、解釋能力和自我監(jiān)控能力均與翻譯邏輯思維能力呈正相關(guān)。（2）學(xué)生譯者的翻譯邏輯思維能力體現(xiàn)在翻譯過(guò)程的計(jì)劃... 

【文章來(lái)源】：湖南大學(xué)湖南省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
    1.1 Research Significance
    1.2 Research Purpose and Questions
    1.3 Research Methodology
    1.4 Organization of the thesis
Chapter 2 Literature Review 5
    2.1 Logical Thinking Ability(LTA)
        2.1.1 Definitions and Previous Research of LTA
        2.1.2 Measuring Instruments of LTA
    2.2 Translation Process
        2.2.1 Translation Stages
        2.2.2 Translation Problems
        2.2.3 Translation Strategies
    2.3 TAPs on Translation Research
        2.3.1 Origin of TAPs
        2.3.2 Application of TAPs in Translation Studies
    2.4 Evaluating Translation Quality Based on Translation Process
    2.5 Summary
Chapter 3 Empirical Research
    3.1 A Proposal of Translational LTA
        3.1.1 Translational LTA
        3.1.2 Relation with Translation Competence
    3.2 Research Design
        3.2.1 The Participants
        3.2.2 The sites
        3.2.3 Instruments:Questionnaire and the TAPs
        3.2.4 Pilot Tests
    3.3 Data Reducing
        3.3.1 Data Resources
        3.3.2 Transcribing TAPs and Observation Notes
        3.3.3 Identifying Translation Moves in Post-interviews
    3.4 Data Coding
        3.4.1 Processing Data of the Questionnaire
        3.4.2 Coding for Cognitive Moves
        3.4.3 Recategorizing Cognitive Moves for Translational LTA
        3.4.4 Coding for Translation Stages
        3.4.5 Reliability and Validity
Chapter 4 Results and Discussion
    4.1 The Status Quo of Student Translators'Translational LTA
        4.1.1 The Total Score of Translational LTA
        4.1.2 Differences in Elements of Translational LTA
    4.2 Translational LTA in the Translation Process
        4.2.1 Translational LTA in Translation Stages
        4.2.2 Descriptions of Individual Differences
    4.3 Impacts of Translational LTA on Translational Quality
        4.3.1 The Higher Quality Group
        4.3.2 The Medium Quality Group
        4.3.3 The Lower Quality Group
Conclusion
References
Appendix A 攻讀學(xué)位期間所發(fā)表的學(xué)術(shù)論文
Appendix B 翻譯邏輯思維能力調(diào)查問(wèn)卷
Appendix C 學(xué)生譯文質(zhì)量調(diào)查問(wèn)卷
Appendix D 英譯漢文本
Appendix E 漢譯英文本
Appendix F 詳細(xì)中文摘要
Acknowledgements



本文編號(hào)：3359031