本文選題：翻譯過程研究 + 漢英翻譯策略��； 參考：《山東大學(xué)》2016年博士論文

【摘要】：在認(rèn)知心理視域下,翻譯策略一般是指譯者在語言轉(zhuǎn)換過程中對(duì)所遇到的問題潛意識(shí)解決過程。翻譯過程研究借助認(rèn)知心理學(xué)中的有聲思維法,在20世紀(jì)80年代取得較大成果。翻譯策略實(shí)證研究一直以來都是翻譯過程研究的基本內(nèi)容之一。近些年,基于過程的翻譯研究越來越受到關(guān)注。研究重心逐漸從宏觀的過程描述轉(zhuǎn)到微觀的具體變量,比如翻譯單位,翻譯述要,時(shí)間壓力,修改及策略等,研究方法已經(jīng)從有聲思維法發(fā)展到多元技術(shù)法。最近擊鍵記錄法和眼動(dòng)法的廣泛應(yīng)用標(biāo)志著西方譯界在翻譯實(shí)證研究領(lǐng)域又向前邁進(jìn)了一大步。但是,直到20世紀(jì)末中國(guó)翻譯研究者才開始意識(shí)到依靠科技觀察翻譯行為研究的重要性。在接下來的大約15年間,西方翻譯過程研究的相關(guān)理論與方法逐漸引介到國(guó)內(nèi),中國(guó)譯界對(duì)這種新興的研究模式表現(xiàn)出強(qiáng)烈的興趣。但是,相較而言,因?yàn)槿鄙俪梢?guī)模的研究組織,再加上研究技術(shù)滯后,中國(guó)的翻譯過程研究剛剛起步。本文主要研究在漢譯英過程中不同水平譯者所使用的策略特點(diǎn),力圖回答以下三個(gè)問題：(1)不同水平譯者在漢譯英過程中所使用的策略具有哪些基本特征?(2)不同水平譯者在漢譯英過程中所使用的策略是否具有共同傾向性及差異性?如果是,表現(xiàn)在那些方面及其原因?(3)這些策略的傾向性與差異性是否因文本類型的不同而發(fā)生改變,如果是,文本類型在哪些方面改變了譯者的策略使用?本研究采用三元數(shù)據(jù)分析法,數(shù)據(jù)來源包括：即時(shí)有聲思維、Translog文件、屏幕錄像專家文件、問卷、訪談和譯文等,其中對(duì)受試的觀點(diǎn)及翻譯過程的描述主要基于即時(shí)有聲思維、問卷和訪談。同時(shí),轉(zhuǎn)錄的有聲思維作為主要數(shù)據(jù)來源,用于分析策略使用的基本特征、傾向性和差異性,其他數(shù)據(jù)來源作為輔助性參考。在檢驗(yàn)譯者努力的程度時(shí),采用由Translog 2006統(tǒng)計(jì)的“停頓”作為主要數(shù)據(jù)來源,訪談與即時(shí)有聲思維數(shù)據(jù)作為補(bǔ)充,交互驗(yàn)證研究結(jié)果。本研究的被試根據(jù)其翻譯水平分為三組(每組6人)：翻譯新手(2名男性4名女性；平均年齡21歲；年齡范圍在20到22歲之間),高級(jí)學(xué)習(xí)者(2名男性4名女性；平均年齡25歲；年齡范圍在24到27歲)和職業(yè)譯者(3名男性3名女性；平均年齡36歲；年齡范圍在31到43歲之間)。三組的分類標(biāo)準(zhǔn)如下：職業(yè)譯者須至少有五年的翻譯經(jīng)驗(yàn)；累計(jì)翻譯100萬漢字以上；生活收入的70%以上來自于專職翻譯活動(dòng)；均通過英語專業(yè)八級(jí)考試,成績(jī)良好及以上。該組譯者平均每周的翻譯訓(xùn)練時(shí)間均在15小時(shí)以上,在前期培訓(xùn)中翻譯平均成績(jī)?yōu)?3。高級(jí)學(xué)習(xí)者來自山東大學(xué)翻譯碩士研究生；均通過英語專業(yè)八級(jí)考試,成績(jī)合格。該組譯者平均每周的翻譯訓(xùn)練時(shí)間在2-5個(gè)小時(shí)之間,在前期培訓(xùn)中翻譯平均成績(jī)?yōu)?9.61。翻譯初學(xué)者來自山東財(cái)經(jīng)大學(xué)非英語專業(yè)本科三年級(jí)學(xué)生,英語專業(yè)輔修生,均通過大學(xué)英語六級(jí)考試,但未參加英語專業(yè)八級(jí)考試。該組譯者平均每周的翻譯訓(xùn)練時(shí)間不超過2小時(shí),在前期培訓(xùn)中翻譯平均成績(jī)?yōu)?0.22。所有被試母語均為漢語。翻譯材料包括一份操作說明書(217個(gè)字)、一首短詩(shī)(44個(gè)字)和一則廣告(119個(gè)字)。根據(jù)Reiss的文本類型分類標(biāo)準(zhǔn),三份翻譯材料分別屬于信息型文本、表情型文本和感染型文本。翻譯(漢譯英)無時(shí)間限制。研究結(jié)果采用定性描述與定量分析相結(jié)合的方式。首先,本研究對(duì)三組不同水平譯者在如下方面分別進(jìn)行詳細(xì)描寫：受試者的背景信息；關(guān)于翻譯本質(zhì)、問題解決模式、文本類型意識(shí)、翻譯策略及其使用的觀點(diǎn)；每個(gè)受試者的翻譯過程。其次,根據(jù)有聲思維和定量統(tǒng)計(jì)數(shù)據(jù),三組譯者之間策略使用的情況描述如下：不考慮文本類型的因素,不同水平譯者總體策略特征包括：(1)在漢譯英過程中,三組譯者解決翻譯問題的程序相同；(2)依據(jù)問題解決的程序,翻譯策略被分為六類：表征策略、建構(gòu)策略、回避策略、執(zhí)行策略、監(jiān)控策略和評(píng)價(jià)策略。三組譯者的策略使用主要集中在建構(gòu)與執(zhí)行兩種策略類型上；(3)根據(jù)譯者對(duì)問題的直接反應(yīng)方式,三組譯者的策略被概括為分析模式、工具模式和直覺模式。不同水平譯者策略使用的差異性包括：(1)在策略種類與頻率的使用上,三組不同水平譯者依次呈現(xiàn)出先升后降的趨勢(shì)。高級(jí)學(xué)習(xí)者使用的種類與頻率最多,初學(xué)者使用的策略種類最少,且多具有微觀性,職業(yè)譯者策略種類豐富,但總體頻率與初學(xué)者接近；(2)非職業(yè)譯者(包括初學(xué)者和高級(jí)學(xué)習(xí)者)過度依賴查詢?cè)~典策略；(3)對(duì)譯語文本的監(jiān)控意識(shí)與翻譯水平有關(guān),譯者水平越高,監(jiān)控策略使用的頻率越多�？紤]文本類型的因素,不同水平譯者的策略傾向性與差異性包括：(1)所有譯者均意識(shí)到了各個(gè)文本的獨(dú)特性,文本類型對(duì)宏觀策略(翻譯的總體原則與傾向的行為模式)的使用有所影響,但對(duì)微觀策略(譯者在問題解決與決策過程中的具體行為)影響不明顯；(2)詩(shī)歌對(duì)不同水平譯者策略使用的差異性影響最小,其次為操作說明書,廣告影響最大。(3)通過檢驗(yàn)每個(gè)文本的平均停頓時(shí)長(zhǎng)和平均停頓率,發(fā)現(xiàn)詩(shī)歌翻譯給譯者帶來的認(rèn)知負(fù)荷最大,操作說明書翻譯給譯者帶來的認(rèn)知負(fù)荷最小。據(jù)此推測(cè),文本的難度會(huì)影響譯者策略使用的差異,文本過難或過易,均不會(huì)對(duì)策略差異造成太大影響。本研究結(jié)合認(rèn)知心理學(xué)中的問題空間理論,及翻譯過程研究中的相關(guān)文獻(xiàn)對(duì)上述研究結(jié)果進(jìn)行闡釋和討論,討論內(nèi)容包括三組譯者在翻譯過程中問題解決的結(jié)構(gòu)與階段,策略使用的傾向性與差異性,文本類型對(duì)策略使用及譯者認(rèn)知努力的影響等。本研究進(jìn)一步探討了以上發(fā)現(xiàn)對(duì)翻譯培訓(xùn)的教學(xué)啟示,并提出嘗試性建議：建構(gòu)基于過程的翻譯教學(xué)模式；培養(yǎng)學(xué)生在翻譯過程中的宏觀視野；培訓(xùn)學(xué)生翻譯專業(yè)文本材料；控制學(xué)生適當(dāng)使用詞典。論文最后指出本研究的不足之處并對(duì)后續(xù)研究提出了建議。本研究的主要貢獻(xiàn)有：(1)研究發(fā)現(xiàn),譯者翻譯水平對(duì)其思維過程與策略使用的影響有規(guī)律可循,這種規(guī)律通過翻譯培訓(xùn)是可以習(xí)得的；(2)上述因翻譯水平造成的影響程度會(huì)因文本類型的不同而發(fā)生變化；(3)將漢英翻譯作為調(diào)查對(duì)象的實(shí)證研究尚不多見,本研究探討了漢英翻譯過程中策略使用情況,豐富了國(guó)際實(shí)證翻譯過程研究。盡管本研究不盡完善,但可以為改善漢英翻譯教學(xué)提供依據(jù)和指導(dǎo)。
[Abstract]:In the last 15 years , Chinese translation researchers have been more and more concerned about the strategies used in translation studies .
Mean age was 21 years ;
Age ranged from 20 to 22 years of age ) , senior learners ( 2 men , 4 women ) ;
The mean age was 25 years ;
Age ranged from 24 to 27 years of age and 3 men in 3 men ;
The mean age was 36 years ;
Age ranged between 31 and 43 years of age ) . The three groups of classification standards are as follows : the translator should have at least five years of experience in translation ;
the accumulative translation is over 1 million Chinese characters ;
More than 70 per cent of the living income comes from full - time translation activities ;
The average weekly translation training time is over 15 hours , and the average score in the pre - training is 83 . Senior learners are from Shandong University ;
The average weekly translation training time is between 2 and 5 hours , and the average score of the translator is 79.61 . In the pre - training period , the average score of the translator is 79.61 . The translation material includes an operation instruction ( 217 words ) , a short poem ( 44 words ) and an advertisement ( 119 words ) . The translation material includes an operation instruction ( 217 words ) , a short poem ( 44 words ) and an advertisement ( 119 words ) .
On the essence of translation , problem solving mode , text type awareness , translation strategy and its usage ;
Secondly , according to the sound thinking and quantitative statistics , the strategies used between the three groups are described as follows : ( 1 ) In the process of Chinese translation , three groups of translators solve the problem of translation .
( 2 ) According to the problem - solving procedure , the translation strategy is divided into six categories : characterization strategy , construction strategy , avoidance strategy , execution strategy , monitoring strategy and evaluation strategy .
( 3 ) According to the direct response of the translator to the problem , the strategies of the three groups are summarized as the analysis mode , the tool mode and the intuition mode . The differences between the strategies of the different levels include : ( 1 ) The different levels of the strategies used in different levels include : ( 1 ) The types and frequencies used by the senior learners are the least , the types of strategies used by beginners are the least , and the overall frequency is close to the beginners ;
( 2 ) Overreliance on dictionary strategies by non - professional translators ( including beginners and advanced learners ) ;
( 3 ) The higher the translator ' s level , the more frequently used in the translation , the higher the translator ' s level , the more the control strategy uses . ( 1 ) All the translators are aware of the uniqueness of each text , the text type has some influence on the use of macro - strategies ( the overall principles and the behavior patterns of translation ) , but the influence of the micro - strategy ( the specific behavior of the translator in the process of solving and decision - making ) is not obvious ;
( 3 ) By examining the average pause duration and the average pause rate of each text , it is found that the cognitive load brought by the translator to the translator is the least . The study combines the problem space theory in cognitive psychology and the influence of the translator ' s cognitive effort .
To cultivate students ' macroscopic view in the process of translation ;
Training students to translate professional text materials ;
The author points out the shortcomings of the study and puts forward some suggestions on the follow - up study . The main contribution of this study is : ( 1 ) The study found that the effect of the translator ' s translation level on the use of the strategy and strategy is regular , and the law can be learned through translation training ;
( 2 ) The degree of influence caused by the translation level will vary according to the type of text ;
( 3 ) As an empirical study of Chinese - English translation as an object of investigation , this study explores the strategy usage in the process of Chinese - English translation , enriches the research of international empirical translation process . Although the study is not perfect , it can provide the basis and guidance for improving the teaching of Chinese - English translation .

【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：H315.9
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本文編號(hào)：1732246