本文關鍵詞：英漢同傳源語材料難度分級量化指標實證研究　出處：《北京外國語大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 英漢同傳 信息密集度 句法復雜度 源語材料難度

【摘要】：同聲傳譯專業(yè)學習者為提高自身同傳實戰(zhàn)能力,需要搜集不同類型、難度各異的源語材料,但如何從浩如煙海的音視頻材料中選取難度適中的口譯材料,從而循序漸進地提高口譯能力,卻是學界懸而未決的一個問題。本研究旨在提出一套系統(tǒng)的英漢同聲傳譯材料難度量化分級指標,為改變口譯材料選擇主要依靠教師主觀判斷的努力拋磚引玉。研究選擇了全國高端應用型翻譯人才培養(yǎng)基地建設項目第二期同聲傳譯教學資料庫中教育、政治和科技領域的3篇源語材料。研究初步假定,源語材料發(fā)言人口音、語速、詞匯、句法、邏輯、文化、百科知識都是可能影響材料難度的重要因素,并以難度積分法對實驗材料進行預分級。同時,結合口譯學界口譯難度劃分的前沿研究,按照文本可讀性、信息密集度和新概念密集度對語篇難度進行量化分析,驗證難度指標有效性。在同傳實驗部分中,由北京外國語大學高級翻譯學院研究生一年級、二年級各4名學生組成口譯初級學習者、中高級學習者兩組實驗對象,進行全真模擬同傳實驗,筆者播放源語材料文本錄音并對學生同聲傳譯表現進行記錄與評估,并根據信息點覆蓋率、詞匯難度和句法復雜度對同傳表現進行量化和質性分析。最后,研究結合學生譯員實驗回訪問卷及專家意見探討譯員主觀難度判斷和文本實際難度的差異,綜合論證難度分級指標的科學性。研究發(fā)現,可讀性、信息密集度和新概念密集度對源語材料文本難度的量化評判與難度預分級、受試譯員和專業(yè)譯員的難度評價結果不相符,而詞匯難度、句法復雜度則能較好預測同聲傳譯源語材料難度。對于文本難度相當的兩篇材料而言,高語速的同傳輸入會增加失誤機率,使同傳輸出質量大打折扣。連貫性、邏輯性、清晰性較差的語篇也會給譯員信息加工造成困擾,成為同傳表現的重要制約因素。此外,同聲傳譯源語材料難度對口譯初級學習者的影響高于中高級口譯學習者。
[Abstract]:In order to improve their ability of simultaneous communication, learners of simultaneous interpretation need to collect different types and difficulties of source language materials, but how to select the interpretation materials of moderate difficulty from the vast number of audio and video materials. In order to improve interpreting ability step by step, it is an outstanding problem in academic circles. This study aims to propose a systematic quantitative classification index of English and Chinese simultaneous interpretation material difficulty. In order to change the choice of interpretation materials, it mainly depends on the teachers' subjective judgment. The study selected the education in the second phase of simultaneous interpretation teaching database of the National High-end Applied Translation Talent training Base Project. The study assumes that the speaker's accent, speed, vocabulary, syntax, logic, culture and encyclopedic knowledge are important factors that may affect the difficulty of the material. At the same time, combining with the advanced research of interpretation difficulty division in the interpretation field, according to the readability of the text. The information intensity and the new concept intensity are used to quantify the difficulty of the text to verify the validity of the difficulty index. In the same communication experiment part, the first year of graduate students of Beijing Foreign Studies University Advanced Translation College. Four students of grade two each made up of two groups of subjects: primary learners of interpretation and middle and advanced learners. The author plays the source text recording, records and evaluates the students' performance of simultaneous interpretation, and quantifies and qualitatively analyzes the performance of simultaneous interpretation according to the coverage of information points, lexical difficulty and syntactic complexity. Combining with the questionnaire of student interpreter experiment and the expert opinion, the paper discusses the difference between the subjective difficulty judgment and the actual difficulty of the interpreter, and proves comprehensively the scientificity of the difficulty grading index. The quantitative evaluation of the difficulty of the source material text by the information intensity and the new concept intensity is not consistent with the evaluation result of the difficulty between the tested interpreter and the professional interpreter, but the lexical difficulty is not consistent. Syntactic complexity can better predict the difficulty of source language materials in simultaneous interpretation. For the two materials whose text difficulty is the same, the high speed of simultaneous transmission will increase the probability of error, and the quality of simultaneous transmission will be greatly reduced. Texts with poor logic and clarity can also cause difficulties in the processing of interpreters' information and become an important constraint on the performance of co-transmission. The difficulty of source language materials in simultaneous interpretation has a higher impact on primary interpreting learners than that on intermediate and advanced interpreting learners.
【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H315.9

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本文編號：1406442