本文選題：課堂交替?zhèn)髯g　切入點(diǎn)：變譯策略　出處：《沈陽(yáng)師范大學(xué)》2017年碩士論文

【摘要】：隨著中國(guó)國(guó)際地位的逐步提升,國(guó)際影響力的逐步加深,中國(guó)的語(yǔ)言,文化逐步受到外國(guó)友人的關(guān)注。鑒于此,中國(guó)在世界各地成立孔子學(xué)院弘揚(yáng)中國(guó)傳統(tǒng)文化,加深與各國(guó)人們的友誼,同時(shí)組織各學(xué)校之間交流學(xué)習(xí)。因各學(xué)校之間交流多采用課堂授課的形式,所以課堂口譯應(yīng)運(yùn)而生。課堂口譯不同于較為正式的口譯形式,特點(diǎn)歸納為:現(xiàn)場(chǎng)的互動(dòng)性、口譯的即時(shí)性、內(nèi)容的相互聯(lián)系性、文化的多元性、目的語(yǔ)的可接受性。受沈陽(yáng)師范大學(xué)國(guó)際教育學(xué)院委托,筆者在黎巴嫩圣約瑟夫大學(xué)孔子學(xué)院漢語(yǔ)文化體驗(yàn)課程“中國(guó)國(guó)情”一課中擔(dān)任交傳譯員。此次任務(wù)歷時(shí)90分鐘。筆者以此次課堂交替?zhèn)髯g實(shí)踐為例并根據(jù)課堂中交替?zhèn)髯g的特點(diǎn)和口譯實(shí)踐中出現(xiàn)的信息冗長(zhǎng),邏輯關(guān)系模糊,英漢結(jié)構(gòu)差異的難點(diǎn),選擇由黃忠廉教授提出的變譯策略分析解決這些難題。變譯策略是在變譯理論的基礎(chǔ)上提出的,雖然他所提出的變譯策略側(cè)重在筆譯中的應(yīng)用,但是他曾在其變譯理論著作中提出變譯策略既可應(yīng)用于口譯又可應(yīng)用于筆譯,這就為口譯和變譯策略的結(jié)合提供了一種可能。共有七種策略:增,減,編,述,縮,并,改。筆者通過(guò)選擇其中三種變譯策略分析變譯策略對(duì)此次課堂交替?zhèn)髯g的影響,三種變譯策略包括:減譯,增譯和編譯。本篇論文意義之處在于將變譯策略與課堂交替?zhèn)髯g相結(jié)合,再一次證明將變譯策略應(yīng)用到口譯是明智之舉。
[Abstract]:With the gradual improvement of China's international status and the deepening of its international influence, Chinese language and culture have gradually attracted the attention of foreign friends.In view of this, China has set up Confucius Institutes around the world to promote Chinese traditional culture, deepen friendship with people from all over the world, and organize exchanges and studies among schools.Classroom interpretation arises as a result of the use of classroom instruction in communication between schools.Classroom interpretation is different from more formal interpretation forms. Its characteristics are as follows: interactivity of scene, immediacy of interpretation, interrelation of content, diversity of culture and acceptability of target language.Entrusted by the Institute of International Education of Shenyang normal University, the author acted as an interpreter in the Chinese culture experience course of Confucius Institute of Saint Joseph University, Lebanon.The mission lasted 90 minutes.The author takes the practice of consecutive interpretation in the classroom as an example and according to the characteristics of consecutive interpretation in class and the difficulties of the information appearing in interpreting practice, the logical relationship is vague, and the differences in structure between English and Chinese are difficult.To solve these problems, we choose the variable translation strategy proposed by Professor Huang Zhonglian to solve these problems.The variable translation strategy is put forward on the basis of the variable translation theory. Although his translation strategy focuses on the application in translation, he has proposed in his translation theory that the variable translation strategy can be applied to both interpreting and translation.This provides a possibility for the combination of interpretation and translation strategies.There are seven strategies: increase, decrease, edit, state, shrink, and, change.The author analyzes the effects of the three variant translation strategies on the classroom consecutive interpretation by selecting three translation strategies: subtractive translation, incremental translation, and translation translation. The three strategies are as follows: subtractive translation, incremental translation, and translation.The significance of this thesis lies in the combination of variable translation strategy and classroom consecutive interpretation, which proves once again that it is wise to apply variable translation strategy to interpreting.
【學(xué)位授予單位】：沈陽(yáng)師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H315.9

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本文編號(hào)：1702277