本文選題：漢英視譯 + 非流利性現象　； 參考：《上海外國語大學》2017年碩士論文

【摘要】：流利性是視譯質量評估的重要標準之一。本文借鑒交替?zhèn)髯g和同聲傳譯中非流利性的研究方法,結合視譯的特點,對學生譯員漢英視譯中的非流利性現象進行探究。通過分析漢英視譯中非流利性的四項指標,即無聲停頓、有聲停頓、重復和修補,本研究旨在實現以下目標:(1)探究學生譯員漢英視譯中非流利性的特點(2)分析導致非流利表達的原因(3)提出改善視譯流利度的建議。本文研究對象為就讀于上海外國語大學英語專業(yè)口譯學方向的6名二年級研究生(A組初級學生譯員)和6名三年級研究生(B組高級學生譯員),兩組學生都在研一下學期接受過同樣的視譯課堂訓練。所有實驗對象完成漢英視譯任務后填寫調查問卷,收集視譯錄音和問卷,對視譯錄音進行轉寫,并借助Praat軟件識別無聲停頓,在轉寫文本中標注出無聲停頓、有聲停頓、重復和修補,以便進一步分析。實驗結果顯示:A組的非流利總數遠高于B組。分別就無聲停頓、有聲停頓和重復而言,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,重復位列最后;就非流利之處的分布而言,A組多出現在句中,B組多出現在句間,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均易出現非流利表達;非流利性的四個指標之間未顯示出明顯的正相關或負相關的關系。此外,本文分析了導致非流利表達的三大原因:文本干擾、詞匯提取困難和句式差異。在此基礎上,作者從英漢雙語能力、視譯策略和技巧、自我監(jiān)控意識三方面提出了視譯教學的若干建議,以期促進學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.
【學位授予單位】：上海外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H315.9

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本文編號：2039895