本文選題：視譯 + 技巧�。� 參考：《北京外國(guó)語(yǔ)大學(xué)》2017年碩士論文

【摘要】：視譯應(yīng)用于同傳教學(xué)和翻譯實(shí)踐,并在高校當(dāng)中作為翻譯教學(xué)和培訓(xùn)的方法加以教授。然而在課堂上,教師一般依靠本人直覺(jué)和經(jīng)驗(yàn)指導(dǎo)學(xué)生表現(xiàn),主觀性較強(qiáng),本文主要對(duì)比中文為母語(yǔ)的10名學(xué)生譯員和6名職業(yè)譯員英中視譯的表現(xiàn)。從準(zhǔn)確性、表達(dá)流暢度和輸出語(yǔ)質(zhì)量三個(gè)方面進(jìn)行定性和定量分析。從對(duì)比中,找出學(xué)生與職業(yè)譯員的主要差距,并對(duì)視譯訓(xùn)練的重點(diǎn)策略提出建議。本研究中的實(shí)驗(yàn)結(jié)果表明,準(zhǔn)確性不是區(qū)分學(xué)生譯員和職業(yè)譯員的主要因素,學(xué)生譯員和職業(yè)譯員最大的差異在于流暢性和輸出語(yǔ)質(zhì)量。總體來(lái)看,職業(yè)譯員的平均語(yǔ)速要高于學(xué)生譯員。職業(yè)譯員的錯(cuò)誤集中在一兩個(gè)段落,而學(xué)生譯員的錯(cuò)誤分布在實(shí)驗(yàn)材料的各個(gè)段落。實(shí)驗(yàn)分析證明了,合理切分、增補(bǔ)、刪除這三個(gè)口譯教學(xué)經(jīng)常使用的策略可以有效提高語(yǔ)言流暢度和輸出語(yǔ)質(zhì)量。學(xué)生譯員需要進(jìn)一步提高抓主要信息的能力。有意識(shí)地將自己從源語(yǔ)干擾中脫離開(kāi)來(lái),使用翻譯技巧,避免翻譯腔。最后,本文希望可以幫助提升視譯課程質(zhì)量,為今后口譯課程設(shè)置和視譯研究領(lǐng)域提供基礎(chǔ)。
[Abstract]:Visual translation is applied to simultaneous interpretation teaching and translation practice and is taught in colleges and universities as a method of translation teaching and training. However, in class, teachers generally rely on their intuition and experience to guide students' performance. This paper mainly compares the performance of 10 students with Chinese as their mother tongue and 6 professional interpreters with English and visual translation. Qualitative and quantitative analysis are made in terms of accuracy, fluency and quality of output language. From the comparison, the author finds out the main gap between students and professional interpreters, and puts forward some suggestions on the key strategies of visual translation training. The experimental results in this study show that accuracy is not the main factor to distinguish student interpreters from professional interpreters. The greatest difference between student interpreters and professional interpreters lies in fluency and quality of output language. Overall, the average speed of professional interpreters is higher than that of student interpreters. The errors of professional interpreters are concentrated in one or two paragraphs, while those of student interpreters are distributed in each paragraph of the experimental material. The experimental results show that the three strategies often used in interpreting teaching can effectively improve the fluency and the quality of the output language. Student interpreters need to further improve their ability to grasp key information. Consciously detach oneself from the source language interference and use translation techniques to avoid translation. Finally, this paper hopes to help improve the quality of visual translation courses and provide a foundation for future interpretation courses and visual translation research.
【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)：1887725