流利性是評(píng)判口譯質(zhì)量的標(biāo)準(zhǔn)之一,也是聽(tīng)眾對(duì)于口譯最直觀的感受。停頓、重復(fù)、自我修正等非流利現(xiàn)象會(huì)直接影響口譯產(chǎn)出的質(zhì)量,阻礙聽(tīng)眾理解。目前,對(duì)于口譯中非流利現(xiàn)象的研究主要集中在同聲傳譯領(lǐng)域,針對(duì)交替?zhèn)髯g的研究還不夠完善。非流利現(xiàn)象作為學(xué)生譯員在口譯實(shí)踐中頻繁碰到的問(wèn)題之一,有必要就其基本特征、常見(jiàn)類型和產(chǎn)生原因做進(jìn)一步的探究,幫助學(xué)生譯員充分了解非流利現(xiàn)象,掌握應(yīng)對(duì)策略,從而有效地減少口譯中非流利現(xiàn)象的發(fā)生。本文通過(guò)實(shí)證研究,研究發(fā)現(xiàn)無(wú)聲停頓是最常見(jiàn)的非流利類型,其次包括有聲停頓、詞句重復(fù)、錯(cuò)誤修正和起句失誤,一處非流利現(xiàn)象可能會(huì)導(dǎo)致后面更多非流利現(xiàn)象的出現(xiàn),研究還發(fā)現(xiàn)無(wú)聲停頓的發(fā)生頻率與語(yǔ)速快慢呈反比。本研究以吉爾的認(rèn)知負(fù)荷模型作為理論框架,從三個(gè)方面對(duì)造成非流利現(xiàn)象的原因進(jìn)行了總結(jié),分別是語(yǔ)言能力不足、認(rèn)知超載和精力分配失衡。基于上述發(fā)現(xiàn),本文提出了五個(gè)對(duì)策以減少非流利現(xiàn)象的發(fā)生頻率,其中包括語(yǔ)言能力、預(yù)制語(yǔ)塊、數(shù)字口譯、語(yǔ)言重組和替換填充語(yǔ),希望能夠提升學(xué)生譯員的口譯流利度和口譯質(zhì)量。 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Introduction
    Research Background
    Research Significance
    Structure of the Thesis
Chapter One Literature Review
    1.1 Definition of Disfluency
    1.2 Studies on Disfluency in Interpreting
    1.3 Disfluency Assessment in Interpreting
Chapter Two Theoretical Framework
    2.1 Classification of Disfluency in Consecutive Interpreting
        2.1.1 Silent Pauses
        2.1.2 Filled Pauses
        2.1.3 Repetitions
        2.1.4 Self-repairs
    2.2 Daniel Gile’s Effort Model
        2.2.1 Daniel Gile’s Effort Model in Consecutive Interpreting
        2.2.2 The Tightrope Hypothesis
        2.2.3 Significance of Effort Model in this Thesis
Chapter Three Research Methodology
    3.1 Experiment Participants and Materials
    3.2 Data Collection
    3.3 Data Analysis
Chapter Four Results and Discussion
    4.1 Most Common Types of Disfluency
    4.2 Main Reasons for Disfluency
        4.2.1 Insufficient Linguistic Ability
        4.2.2 Cognitive Overload
        4.2.3 Improper Energy Distribution
    4.3 Other Findings from the Questionnaire
Chapter Five Coping Strategies
    5.1 Enhancing Linguistic and Extra-linguistic Knowledge
        5.1.1 Preparation for Terminology
        5.1.2 Active Vocabulary
        5.1.3 Getting Familiar with Speech Formats
        5.1.4 Expanding Extra-linguistic Knowledge
    5.2 Developing Prefabricated Chunks
    5.3 Improving Number Interpreting
    5.4 Deverbalizing
    5.5 Replacing with Proper Fillers
Conclusion
    Summary and Major Findings of the Thesis
    Limitations of the Thesis
    Suggestions for Future Study
References
Appendix
    Appendix Ⅰ:Source Material
    Appendix Ⅱ:Questionnaire
    Appendix Ⅲ:Transcripts



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