【摘要】：釋意學(xué)派認(rèn)為,翻譯過(guò)程分為三個(gè)階段,即理解、脫離原語(yǔ)語(yǔ)言外殼、表達(dá)。釋意翻譯應(yīng)在篇章層面進(jìn)行,將語(yǔ)言知識(shí)與認(rèn)知補(bǔ)充相結(jié)合,才能產(chǎn)生有效的交際意義。該理論自誕生以來(lái),廣泛運(yùn)用于口譯與筆譯實(shí)踐,并且對(duì)翻譯教學(xué)也具有重大意義。本研究借助釋意理論作為基準(zhǔn),借鑒語(yǔ)料庫(kù)分析方法,對(duì)翻譯專業(yè)研究生英漢筆譯語(yǔ)料進(jìn)行分析,評(píng)估學(xué)生筆譯能力發(fā)展現(xiàn)狀,探究筆譯學(xué)習(xí)過(guò)程中存在的問(wèn)題,尋找提高筆譯能力的途徑。同時(shí),本研究也試圖將學(xué)習(xí)者語(yǔ)料分析與筆譯教學(xué)直接結(jié)合,以期豐富相關(guān)研究,為筆譯學(xué)習(xí)與教學(xué)提供參考。研究以北京外國(guó)語(yǔ)大學(xué)高級(jí)翻譯學(xué)院碩士研究生一年級(jí)學(xué)生的英漢筆譯作業(yè)及譯文為語(yǔ)料,進(jìn)行系統(tǒng)性整理,借助計(jì)算機(jī)技術(shù)的輔助,通過(guò)定量分析和定性分析相結(jié)合的方法,進(jìn)行譯文評(píng)析與能力評(píng)估。研究將研究對(duì)象分為高、低水平兩組,依照釋意學(xué)派關(guān)于翻譯過(guò)程和翻譯層次的理論,通過(guò)語(yǔ)料分析與問(wèn)卷調(diào)查,分析兩組學(xué)生的理解能力、表達(dá)能力、脫殼能力與篇章能力。結(jié)果顯示,高、低水平兩組學(xué)生在原語(yǔ)文化理解、課外語(yǔ)言積累、長(zhǎng)難句脫殼表達(dá)等方面的能力差距最為明顯。但是,不論水平高低,翻譯專業(yè)碩士研究生階段的學(xué)生也表現(xiàn)出一些整體性的特征和共同的問(wèn)題。這些學(xué)生已具備一定的理解、脫殼、表達(dá)能力,但表達(dá)能力的發(fā)展落后于理解能力。理解上的短板在于原語(yǔ)文化的缺乏,表達(dá)方面受限于脫殼意識(shí)和能力的發(fā)展。同時(shí),這些學(xué)生已形成初步的篇章意識(shí),但在實(shí)踐中對(duì)于篇章的把握還不夠理想。上述分析總結(jié)了翻譯專業(yè)碩士研究生英漢筆譯能力發(fā)展現(xiàn)狀,有助于教師更好地理解和掌握筆譯教學(xué)效果與學(xué)生的實(shí)際學(xué)習(xí)情況,為教學(xué)方法的改進(jìn)提供了科學(xué)的指引。因此,在上述基礎(chǔ)上,本研究將上述發(fā)現(xiàn)與筆譯教學(xué)實(shí)相結(jié)合,根據(jù)建構(gòu)主義教學(xué)理論和釋意學(xué)派翻譯教學(xué)理念,以學(xué)生實(shí)際能力發(fā)展作為建構(gòu)基礎(chǔ),以培養(yǎng)功底扎實(shí)、知識(shí)廣博的譯者為目標(biāo),針對(duì)筆譯教學(xué)方法設(shè)計(jì)提出了建議。
[Abstract]:According to the interpretive school, the process of translation is divided into three stages, namely, understanding, leaving the shell of the original language and expressing. Interpretive translation should be carried out at the textual level, combining linguistic knowledge with cognitive supplement in order to produce effective communicative meaning. Since its birth, the theory has been widely used in interpreting and translation practice, and it is also of great significance to translation teaching. Based on the interpretation theory and the corpus analysis method, this study analyzes the English-Chinese translation corpus of graduate students majoring in translation, assesses the present situation of students' translation ability, and explores the problems in the process of translation learning. Look for ways to improve your translation skills. At the same time, this study also tries to combine learners' corpus analysis with translation teaching in order to enrich relevant research and provide reference for translation learning and teaching. Based on the English-Chinese translation assignments and translations of the first-year students of the Graduate School of Advanced Translation, Beijing Foreign Studies University, the study systematically collates the English and Chinese translation assignments and translations, and makes use of the assistance of computer technology to combine quantitative analysis with qualitative analysis. Conduct translation assessment and capability assessment. The subjects were divided into two groups: high and low level. According to the theory of translation process and translation level of the interpretive school, the two groups were analyzed by corpus analysis and questionnaire survey to analyze the students' comprehension, expressive ability, uncovering ability and text ability. The results show that the difference between the high and low level students is the most obvious in the aspects of the understanding of the original language, the accumulation of the extracurricular language, the long and difficult sentences and so on. However, no matter how high or low the level is, the graduate students of translation major also show some holistic characteristics and common problems. These students already have the ability of understanding, shedding and expressing, but the development of expression lags behind the ability of understanding. The weakness of understanding lies in the lack of the original culture and the limitation of the expression in the development of the sense and ability of the shell. At the same time, these students have formed a preliminary awareness of the text, but in practice, the grasp of the text is not ideal. The above analysis summarizes the present situation of the development of English-Chinese translation ability of the graduate students majoring in translation, which is helpful for teachers to better understand and master the teaching effect of translation and the actual learning situation of students, and provides scientific guidance for the improvement of teaching methods. Therefore, on the basis of the above, this study combines the above findings with the translation teaching reality, according to the constructivism teaching theory and the interpretive school translation teaching idea, taking the students' actual ability development as the construction foundation, in order to cultivate the solid foundation. The author puts forward some suggestions for the design of translation teaching methods.
【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】：2016
【分類號(hào)】：H315.9
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本文編號(hào)：2308140