發(fā)布時(shí)間：2023-10-21 16:11

　　粵港澳大灣區(qū)這一國(guó)家戰(zhàn)略的提出拓寬了英語(yǔ)-粵語(yǔ)的口譯市場(chǎng),也增強(qiáng)了相應(yīng)的英-粵口譯員需求。對(duì)于有志成為職業(yè)口譯員的學(xué)生來(lái)說(shuō)本科高年級(jí)的口譯學(xué)習(xí)是基礎(chǔ),而避免不必要的停頓是提升口譯質(zhì)量的關(guān)鍵之一。本文將上海外國(guó)語(yǔ)大學(xué)、中山大學(xué)的20名接受過(guò)專(zhuān)業(yè)英漢口譯訓(xùn)練的本科四年級(jí)學(xué)生根據(jù)第一語(yǔ)言分為普通話(huà)組與粵語(yǔ)組,每組各10名學(xué)生,基于認(rèn)知負(fù)荷模型針?lè)治隽擞?普與英-粵交替?zhèn)髯g停頓的頻率、分布特點(diǎn)以及原因。本文有如下發(fā)現(xiàn):英-粵交傳整體停頓頻率高于英-普交傳,其中以無(wú)聲停頓為主;依賴(lài)筆記、抽象名詞解碼困難以及第一語(yǔ)言表達(dá)質(zhì)量不高為導(dǎo)致英普交傳、英粵交傳學(xué)生譯員停頓的共同特征。英粵交傳中存在以下停頓現(xiàn)象:較多語(yǔ)氣詞的口語(yǔ)化粵語(yǔ)導(dǎo)致有聲停頓、受英-普口譯訓(xùn)練套話(huà)干擾以及普通話(huà)作為為英粵交傳語(yǔ)際的間接啟動(dòng)范式導(dǎo)致無(wú)聲停頓;英普交傳中學(xué)生譯員習(xí)慣用停頓來(lái)延長(zhǎng)思考時(shí)間。本文比較兩組學(xué)生譯員口譯表現(xiàn)后,提出了避免停頓的建議。

【文章頁(yè)數(shù)】：102 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Introduction
Chapter1 Literature Review
    1.1 Definitions and Types of Pauses
    1.2 Previous Studies on Pauses in Interpreting
    1.3 Previous Bilingual Studies on Putonghua and Cantonese
Chapter2 Theoretical Framework
    2.1 Effort Model
    2.2 Applicability of Effort Model to the Study
Chapter3 Research Design
    3.1 Research Objectives and Questions
    3.2 Subjects
    3.3 Materials
    3.4 Procedures
        3.4.1 Interpreting Task
        3.4.2 Stimulated Recall Protocols
    3.5 Data Collection
    3.6 Data Analysis
Chapter4 Results and Discussions
    4.1 The Frequency of Pauses
    4.2 Distribution of Pauses
    4.3 Contributing Factors of Pauses
        4.3.1 Incoordination of Efforts
        4.3.2 Interpreting Information
        4.3.3 Interpreting Strategies
        4.3.4 Reproduction and Learning Habits
        4.3.5 Factors relates to the Register
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Limitations of the Study
    5.3 Suggestions for Future Studies
References
APPENDIX1 The Source Text
APPENDIX2 Questionnaire
APPENDIX3 Transcript and Stimulated Protocol Recall Interviews



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