鑒于脫離源語(yǔ)語(yǔ)言外殼(“脫殼”)轉(zhuǎn)瞬即逝、難以捕捉,研究者們會(huì)通過(guò)口譯中的理解或重組過(guò)程間接地表現(xiàn)或量化這一現(xiàn)象,但尚無(wú)人探究由脫殼表現(xiàn)的理解和重組過(guò)程之間的關(guān)系。另外,筆記作為交替?zhèn)髯g模式的重要特征,卻鮮用于實(shí)證研究中探索譯員的認(rèn)知過(guò)程,更少有研究將讀筆記脫離筆記過(guò)程單獨(dú)研究。本研究意在探究:(1)雙語(yǔ)能力和言外知識(shí)不足的學(xué)生譯員對(duì)源語(yǔ)的理解方式,即當(dāng)能力無(wú)法實(shí)現(xiàn)釋意理論描述的理想狀態(tài)時(shí),學(xué)生譯員對(duì)源語(yǔ)的理解是否是基于源語(yǔ)意思,而其對(duì)源語(yǔ)意思的理解是否具有瞬時(shí)性的;(2)源語(yǔ)的理解方式對(duì)學(xué)生譯員譯文中脫殼現(xiàn)象的影響;以及(3)讀筆記對(duì)學(xué)生譯員譯文中脫殼現(xiàn)象的影響。筆者邀請(qǐng)了16位中國(guó)學(xué)生譯員參加一項(xiàng)英譯漢的交傳實(shí)驗(yàn)。研究結(jié)果表明學(xué)生譯員對(duì)源語(yǔ)的理解部分基于源語(yǔ)意思,不過(guò)其對(duì)源語(yǔ)意思的理解確實(shí)具有瞬時(shí)性。另外,源語(yǔ)的理解方式和脫離筆記產(chǎn)出與學(xué)生譯員譯文中脫殼現(xiàn)象無(wú)明顯關(guān)聯(lián)。三個(gè)研究問(wèn)題的實(shí)驗(yàn)結(jié)果能夠驗(yàn)證口譯教師針對(duì)源語(yǔ)理解和筆記的訓(xùn)練方法是否正確,具有教學(xué)意義。圍繞前兩個(gè)個(gè)問(wèn)題的討論有助于發(fā)現(xiàn)由脫殼表現(xiàn)的理解和重組過(guò)程之間的關(guān)系。

【文章頁(yè)數(shù)】：94 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Introduction
    1.Background of the Research
    2.Significance of the Research
    3.Structure of the Thesis
Chapter One Literature Review
    1.1 Previous Empirical Studies on Deverbalization
        1.1.1 Previous Empirical Studies on Deverbalization Reflected in Comprehension
        1.1.2 Previous Empirical Studies on Deverbalization Reflected in Reformulation
    1.2 Previous Studies on Notes in Consecutive Interpreting(CI)
        1.2.1 Prescriptive Studies on Notes in CI
        1.2.2 Theoretical Studies on Notes in CI
        1.2.3 Empirical Studies on Notes in CI
    1.3 Summary
Chapter Two Theoretical Framework
    2.1.Development of IT
    2.2.Key concepts of IT
        2.2.1 Comprehension
        2.2.2 Deverbalization
        2.2.3 Reformulation
    2.3 Applicability of IT to the Present Study
Chapter Three Empirical Study on Deverbalization in CI
    3.1 Research Questions and Hypotheses
    3.2 Models of Analysis
        3.2.1 Recognition Memory Test
        3.2.2 Assessment of Deverbalization in Reformulation(Di R)
        3.2.3 Interpreting Quality Evaluation
    3.3 Research Design and Procedure
        3.3.1 Subjects
        3.3.2 Speech Material
        3.3.3 Procedure
Chapter Four Data Collection and Results
    4.1 Data Collection
        4.1.1 Interpreting Quality
        4.1.2 Recognition Memory Tests
        4.1.3 Di R Level
        4.1.4 Note-free Delivery
    4.2 Results
        4.2.1 Comprehension Mode
        4.2.2 Comprehension Mode and Di R Level
        4.2.3 Di R Level and Note-free Delivery
    4.3 Discussion
        4.3.1 Comprehension Mode
        4.3.2 Comprehension Mode and Di R
        4.3.3 Note-reading and Di R
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Limitations of the Research
    5.3 Suggestions for Future Research
Bibliography
Appendix I Transcript of Speech Material(with Vocabulary Pages)
Appendix II Recognition Memory Test 1
Appendix III Recognition Memory Test 2
Appendix IV Interpreting Transcript of Part1 (randomly selected)
Appendix V Interpreting Transcript of Part2 (randomly selected)
Appendix VI Interpreting Transcript of Part3 (randomly selected)
Appendix VI Interpreting Transcript of Part4 (randomly selected)



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