本文關(guān)鍵詞： 視譯課堂 案例分析 理解表達(dá) 釋意理論　出處：《北京外國(guó)語(yǔ)大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：作者作為翻譯學(xué)院的研究生,在視譯課堂當(dāng)中收獲頗豐。一直以來,作者都很希望能夠總結(jié)視譯課堂所學(xué),通過記錄課堂的前后和過程,分析學(xué)生課堂錄音,繼而發(fā)現(xiàn)學(xué)生在使用視譯技巧時(shí)的困境和問題,并與理論結(jié)合,探索脫離困境、解決問題的辦法。因此,作者用錄音的方式記錄了一次視譯課堂,本節(jié)視譯課以"馬蔚華在中國(guó)企業(yè)領(lǐng)袖年會(huì)上的致辭"為材料,除課堂材料、教師講解錄音外,作者還得到了課堂中12名同學(xué)的練習(xí)錄音。分析練習(xí)錄音時(shí),作者借用李長(zhǎng)栓在其著作《理解與表達(dá):英漢口譯案例與點(diǎn)評(píng)》中提出的理解、記憶、表達(dá)、應(yīng)急分析框架,輔以釋意理論、吉爾的理解公式和"認(rèn)知負(fù)荷模型",判斷視譯技巧、理解、表達(dá)、應(yīng)急和取舍在學(xué)生練習(xí)中的體現(xiàn)。找到譯文中的問題,分析問題出現(xiàn)的原因,并由原因探索視譯課堂需要改進(jìn)的方面,為視譯學(xué)習(xí)者和視譯教學(xué)提出建議。論文以一節(jié)視譯課堂的全過程為線索,包括課前準(zhǔn)備、課上練習(xí)和課后反思。通過了解課前準(zhǔn)備的內(nèi)容、分析學(xué)生的課堂表現(xiàn),作者發(fā)現(xiàn):在研究生一年級(jí)的視譯課堂上,課前準(zhǔn)備對(duì)于理解、表達(dá)和視譯技巧的運(yùn)用有著不可忽視的作用,視譯教師和學(xué)生都應(yīng)重視這個(gè)階段;另外,視譯課堂對(duì)于同傳課堂也有指導(dǎo)作用,技巧有相通之處,譯前的準(zhǔn)備同樣對(duì)理解、表達(dá)、取舍和應(yīng)急有著至關(guān)重要的作用,可見,同傳課堂與視譯課堂的努力方向可以有所統(tǒng)一。作者希望,通過這篇論文,一方面可以幫助老師整理和完善視譯課堂教材,另一方面可以與老師共同發(fā)現(xiàn)并解決課堂潛在的問題,以譯文反思課堂,為口譯學(xué)習(xí)者提供啟發(fā)。另外,這篇論文也作為在高級(jí)翻譯學(xué)院視譯學(xué)習(xí)的總結(jié)。
[Abstract]:As a graduate student of the College of Translation, the author has been hoping to sum up what he has learned in the video translation class, and to analyze the students' classroom recording by recording the process and before and after the class. Then, the author finds out the difficulties and problems of students in using visual translation techniques, and combines with theory to explore ways to break away from difficulties and solve problems. Therefore, the author records a visual translation class by recording. "Ma Weihua's speech at the Annual meeting of Chinese Business leaders" was used as the material. In addition to the classroom materials, the teacher explained the recording, the author also received 12 students in the classroom practice recording. The author draws on the framework of understanding, memory, expression and emergency analysis proposed by Li Changshuan in his book "understanding and expression: cases and comments on English-Chinese interpretation", supplemented by the theory of interpretation. Gill's understanding formula and "cognitive load model" judge the performance of visual translation skills, understanding, expression, emergency and trade-offs in students' practice. Find out the problems in the translation and analyze the causes of the problems. This paper explores the reasons for the improvement of visual translation classroom, and puts forward some suggestions for visual translation learners and visual translation teaching. The whole process of a section of visual translation classroom is taken as a clue, including pre-class preparation. Through understanding the content of pre-class preparation and analyzing the students' classroom performance, the author finds that in the first year of postgraduates' visual translation class, pre-class preparation is helpful to understanding. The application of expression and visual translation techniques can not be ignored. Both teachers and students should pay attention to this stage. In addition, the visual translation classroom also has the guidance function to the co-transmission classroom, the skill has the common place, the pre-translation preparation also has the vital function to the understanding, the expression, the choice and the emergency. The author hopes that, on the one hand, this paper can help teachers to organize and improve the teaching materials of visual translation. On the other hand, we can find and solve the potential problems in the classroom together with the teachers, so as to reflect on the classroom and provide inspiration to the interpreting learners. In addition, this paper is also used as a summary of the visual translation study in the Advanced Translation College.
【學(xué)位授予單位】：北京外國(guó)語(yǔ)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3

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本文編號(hào)：1466036