本文選題：漢英視譯 + 非流利性現(xiàn)象��； 參考：《上海外國語大學(xué)》2017年碩士論文

【摘要】：流利性是視譯質(zhì)量評(píng)估的重要標(biāo)準(zhǔn)之一。本文借鑒交替?zhèn)髯g和同聲傳譯中非流利性的研究方法,結(jié)合視譯的特點(diǎn),對(duì)學(xué)生譯員漢英視譯中的非流利性現(xiàn)象進(jìn)行探究。通過分析漢英視譯中非流利性的四項(xiàng)指標(biāo),即無聲停頓、有聲停頓、重復(fù)和修補(bǔ),本研究旨在實(shí)現(xiàn)以下目標(biāo):(1)探究學(xué)生譯員漢英視譯中非流利性的特點(diǎn)(2)分析導(dǎo)致非流利表達(dá)的原因(3)提出改善視譯流利度的建議。本文研究對(duì)象為就讀于上海外國語大學(xué)英語專業(yè)口譯學(xué)方向的6名二年級(jí)研究生(A組初級(jí)學(xué)生譯員)和6名三年級(jí)研究生(B組高級(jí)學(xué)生譯員),兩組學(xué)生都在研一下學(xué)期接受過同樣的視譯課堂訓(xùn)練。所有實(shí)驗(yàn)對(duì)象完成漢英視譯任務(wù)后填寫調(diào)查問卷,收集視譯錄音和問卷,對(duì)視譯錄音進(jìn)行轉(zhuǎn)寫,并借助Praat軟件識(shí)別無聲停頓,在轉(zhuǎn)寫文本中標(biāo)注出無聲停頓、有聲停頓、重復(fù)和修補(bǔ),以便進(jìn)一步分析。實(shí)驗(yàn)結(jié)果顯示:A組的非流利總數(shù)遠(yuǎn)高于B組。分別就無聲停頓、有聲停頓和重復(fù)而言,A組的非流利頻率明顯高于B組,但修正的頻率,兩組相差無幾。對(duì)兩組而言,無聲停頓都是最大的非流利因素,其次是有聲停頓,再次是修正,重復(fù)位列最后;就非流利之處的分布而言,A組多出現(xiàn)在句中,B組多出現(xiàn)在句間,兩組在遇到中英文句式差異,專有名詞及帶有中國特色的詞組時(shí)均易出現(xiàn)非流利表達(dá);非流利性的四個(gè)指標(biāo)之間未顯示出明顯的正相關(guān)或負(fù)相關(guān)的關(guān)系。此外,本文分析了導(dǎo)致非流利表達(dá)的三大原因:文本干擾、詞匯提取困難和句式差異。在此基礎(chǔ)上,作者從英漢雙語能力、視譯策略和技巧、自我監(jiān)控意識(shí)三方面提出了視譯教學(xué)的若干建議,以期促進(jìn)學(xué)生譯員視譯流利度的提高。
[Abstract]:Fluency is one of the most important criteria in the evaluation of visual translation quality. Based on the research methods of non-fluency in consecutive and simultaneous interpretation and the characteristics of visual translation, this paper explores the phenomenon of non-fluency in Chinese-English translation of student interpreters. By analyzing the four indicators of non-fluency in Chinese-English visual translation, namely, silent pause, sound pause, repetition and repair, The purpose of this study is to achieve the following goal: 1) to explore the characteristics of non-fluency in Chinese-English translation of student interpreters. (2) to analyze the causes of non-fluency. (3) to put forward some suggestions for improving the degree of visual fluency. The subjects of this study are 6 junior interpreters of group A, a sophomore graduate student, and 6 senior students of group B, who are studying in the direction of English major interpretation at Shanghai Foreign Studies University. Both groups of students are studying the first one. I have received the same video translation training next semester. After completing the task of Chinese-English visual translation, all the subjects completed the questionnaire, collected video recordings and questionnaires, transliterated the video recordings, and used Praat software to identify the silent pauses, marking the silent pauses and audio pauses in the transliterated texts. Repeat and repair for further analysis. The results showed that the total number of non-fluency in group A was much higher than that in group B. The frequency of nonfluency in group A was significantly higher than that in group B for silent pauses, acoustic pauses and repetition, but the frequency of correction was no different between the two groups. For both groups, silent pauses were the biggest non-fluency factor, followed by vocal pauses, again corrections, and repetition at the bottom; in terms of the distribution of non-fluency, group A was more likely to appear in sentences than in group B between sentences. The two groups are prone to express unfluently when they encounter Chinese and English sentence patterns, proper nouns and phrases with Chinese characteristics, and there is no significant positive or negative correlation between the four indicators of non-fluency. In addition, this paper analyzes the three main causes of non-fluency: text interference, lexical extraction difficulties and sentence structure differences. On the basis of this, the author puts forward some suggestions on visual translation teaching from the aspects of bilingual ability, visual translation strategies and skills, and self-monitoring consciousness, in order to promote the improvement of student interpreter's visual fluency.
【學(xué)位授予單位】：上海外國語大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H315.9

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本文編號(hào)：2039895