本文選題：交替?zhèn)髯g + 信息缺失�。� 參考：《北京外國語大學(xué)》2017年碩士論文

【摘要】：交替?zhèn)髯g是翻譯的一種,是指發(fā)言人每講一段話就暫停,由翻譯人員進行翻譯,并如此反復(fù)的一個過程。此類翻譯方式多用于演講、祝詞、授課以及記者見面會等場合,在跨文化交流活動中發(fā)揮著十分重要的作用。信息缺失是交替?zhèn)髯g中經(jīng)常出現(xiàn)的問題,是指譯語信息不完整的情況。為了能夠進一步完善交替?zhèn)髯g,有必要研究交傳中信息缺失現(xiàn)象的原因及對策。本研究在先行研究的基礎(chǔ)上,以北京外國語大學(xué)MTI專業(yè)的11名學(xué)生為對象,通過分析學(xué)生的課堂交傳翻譯錄音,對信息缺失的位置和特征進行統(tǒng)計、分類,分析信息缺失的原因,進一步充實了關(guān)于信息缺失現(xiàn)象的研究,并提出了相應(yīng)的改善對策。筆者將學(xué)生的課堂錄音材料整理為文字稿,從中譯日和日譯中兩個方面對信息缺失現(xiàn)象進行分類,在此基礎(chǔ)上分析原因。在中譯日的交傳中,筆者發(fā)現(xiàn)信息缺失現(xiàn)象有以下三類:①多個名詞連續(xù)出現(xiàn)引起的信息缺失,②專有名詞的信息缺失,③短期記憶不足導(dǎo)致的信息缺失,并發(fā)現(xiàn)信息缺失較為嚴重的位置在段落的中部和后部。為了改善這些問題,筆者從改進記筆記的方法、積累背景知識、重視事前準備、提高短期記憶力的四個方面提出了改善措施。在日譯中的交傳中,筆者發(fā)現(xiàn)信息缺失現(xiàn)象有以下三類:①誤譯引起的信息缺失,②數(shù)字的信息缺失,③長句的信息缺失,并發(fā)現(xiàn)信息缺失現(xiàn)象較為嚴重的位置在段落的中部。為了改善這些問題,筆者從數(shù)字的口譯練習(xí)、注重單詞的積累、提高聽力分析能力、做好事前準備、抓住關(guān)鍵詞匯這四個方面提出了改善措施。此外,通過對比筆者還發(fā)現(xiàn),長句和數(shù)字的信息缺失較為嚴重的是日譯中的情況,且日譯中的交傳中重要信息的缺失現(xiàn)象更為嚴重。本研究的目標是探討信息缺失現(xiàn)象的原因,為MTI專業(yè)的學(xué)生提供對策,并希望能夠?qū)θ照Z口譯學(xué)習(xí)者減少信息缺失,提高口譯質(zhì)量有所幫助。
[Abstract]:Consecutive interpretation is a kind of translation, which refers to a process in which the speaker stops every paragraph of speech and is translated by the translator. This kind of translation is widely used in speeches, greetings, lectures and journalists' meetings, and plays a very important role in cross-cultural communication activities. Lack of information is a common problem in consecutive interpretation, which refers to incomplete information in the target language. In order to further improve consecutive interpretation, it is necessary to study the reasons and countermeasures of the phenomenon of missing information in cross communication. On the basis of the first research, 11 students majoring in MTI of Beijing Foreign Studies University are taken as the objects. By analyzing the students' classroom transcripts, the position and characteristics of the missing information are statistically analyzed and classified. This paper analyzes the reasons of information deficiency, further enriches the research on the phenomenon of information deficiency, and puts forward the corresponding improvement countermeasures. The author classifies the phenomenon of missing information from the two aspects of Chinese translation, Japanese translation and Japanese translation. On the basis of this, the author analyzes the reasons. In the intercross between Chinese translation and Japanese translation, the author finds that the information loss caused by the successive emergence of more than 1 nouns in the following three categories is due to the lack of information caused by the lack of information of proper nouns and the lack of short-term memory. And found that the more serious information loss in the middle and back of the paragraph. In order to improve these problems, the author puts forward the improvement measures from four aspects: improving the method of taking notes, accumulating background knowledge, paying attention to preparation in advance and improving short-term memory. In the cross passage of Japanese translation, the author finds that the information loss caused by the mistranslation of the following three types of "1: 1" is the loss of information in two digits and the information loss of three long sentences, and it is found that the phenomenon of information loss is more serious in the middle of the paragraph. In order to improve these problems, the author puts forward the improvement measures from the four aspects of numerical interpreting practice, focusing on the accumulation of words, improving the listening analysis ability, preparing in advance and grasping the key words. In addition, the author also finds that the lack of information in long sentences and numbers is more serious in Japanese translation, and the loss of important information in cross transmission in Japanese translation is even more serious. The purpose of this study is to explore the causes of information deficiency, to provide countermeasures for students majoring in MTI, and to help Japanese interpreting learners to reduce the loss of information and improve the quality of interpretation.
【學(xué)位授予單位】：北京外國語大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H36

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