學(xué)生譯員英中視譯中的非流利型式
發(fā)布時間：2019-05-24 16:08
【摘要】：在前人研究中,非流利現(xiàn)象被認(rèn)為是探索翻譯中的認(rèn)知過程的一扇窗口,然而針對英漢視譯產(chǎn)出文本中非流利現(xiàn)象的研究卻相對缺乏。本研究試圖探索學(xué)生譯員英漢視譯產(chǎn)出中出現(xiàn)的非流利型式的頻率、時長、特點和產(chǎn)生原因,尤其是探尋兩組處于不同口譯訓(xùn)練階段的學(xué)生譯員視譯時的非流利型式,以及每組被試內(nèi)二語水平的差異如何影響非流利型式。本研究邀請了58位翻譯專業(yè)的大三學(xué)生和40位會議翻譯專業(yè)的研究生參與英譯中視譯實驗,并對被試的視譯產(chǎn)出內(nèi)容進行錄音。并且所有被試都參與了Oxford QPT測驗(Oxford Quick Placement Test)以測試其英語水平。作者對視譯口語產(chǎn)出實驗數(shù)據(jù)進行編碼,將非流利現(xiàn)象劃分為結(jié)構(gòu)停頓、遲疑停頓、有聲停頓、重復(fù)、詞匯修正和句法修正。學(xué)生譯員英漢視譯研究結(jié)果表明:(1)學(xué)生譯員最常見的三類非流利現(xiàn)象是遲疑停頓、結(jié)構(gòu)停頓和有聲停頓,這一結(jié)果可能表明學(xué)生譯員為不平衡雙語者;并且,學(xué)生譯員的遲疑停頓出現(xiàn)頻率比結(jié)構(gòu)停頓高,結(jié)構(gòu)停頓出現(xiàn)時長比遲疑停頓長,這一結(jié)果可能反映了不平衡雙語者視譯時如何處理語塊;(2)口譯水平更高的學(xué)生譯員比新手學(xué)生譯員產(chǎn)出的非流利現(xiàn)象更少,時間更短,其翻譯更為流利,這一結(jié)果反映了口譯訓(xùn)練能夠降低學(xué)生譯員視譯時的非流利現(xiàn)象出現(xiàn)頻率,提高流暢度,這一結(jié)果符合直覺推斷;(3)在新手學(xué)生譯員中,Oxford QPT分?jǐn)?shù)與遲疑停頓次數(shù)、有聲停頓次數(shù)和時間負(fù)相關(guān),即二語水平較高的新手學(xué)生譯員的視譯口語產(chǎn)出中,遲疑停頓和有聲停頓更少,有聲停頓時間更短;在口譯水平較高的學(xué)生譯員中,Oxford QPT分?jǐn)?shù)與結(jié)構(gòu)停頓時長和詞匯修正次數(shù)正相關(guān),即在二語水平較高的高口譯水平學(xué)生譯員的視譯產(chǎn)出中,結(jié)構(gòu)停頓時間更長,詞匯修正更多。這些發(fā)現(xiàn)反映了對于在不同口譯訓(xùn)練階段的學(xué)生譯員,二語水平和口譯訓(xùn)練的相關(guān)性并不一致。實驗結(jié)論揭示了在口語產(chǎn)出的非流利現(xiàn)象方面,不同口譯訓(xùn)練階段的學(xué)生譯員是如何進行視譯的,反過來這些發(fā)現(xiàn)對口譯教學(xué)也有一定啟發(fā)�？谧g教師應(yīng)該提高學(xué)生譯員對自身口譯產(chǎn)出中非流利現(xiàn)象的敏感性,加強學(xué)生譯員基本語言能力培養(yǎng),如擴大詞匯積累,提高雙語轉(zhuǎn)換能力等。同時提醒口譯水平和二語水平均較高的學(xué)生要同時兼顧翻譯的準(zhǔn)確性和流利性。
[Abstract]:In previous studies, non-fluency is considered to be a window to explore the cognitive process in translation, but the study of non-fluency in English-Chinese visual translation is relatively scarce. This study attempts to explore the frequency, duration, characteristics and causes of non-fluency patterns in English-Chinese visual translation output of student interpreters, especially the non-fluency patterns of two groups of student interpreters in different stages of interpretation training. And how the difference of second language level in each group affected the non-fluency pattern. In this study, 58 junior students majoring in translation and 40 graduate students majoring in conference translation were invited to participate in the Chinese translation experiment, and the visual output of the subjects was recorded. And all the subjects took part in the Oxford QPT test (Oxford Quick Placement Test) to test their English proficiency. The author encodes the experimental data of oral output in visual translation, and divides the non-fluent phenomena into structural pauses, hesitant pauses, acoustic pauses, repeats, lexical amendments and syntactic amendments. The results of English-Chinese visual translation of student interpreters show that: (1) the three most common non-fluency phenomena of student interpreters are hesitant pause, structural pause and audible pause, which may indicate that student interpreters are unbalanced bilingual; Moreover, the frequency of hesitant pauses of student interpreters is higher than that of structural pauses, and the duration of structural pauses is longer than that of hesitant pauses, which may reflect how to deal with lexical chunks in unbalanced bilinguals. (II) Student interpreters with higher levels of interpretation produce less fluency than novice student interpreters, with shorter periods of time and more fluent translation, This result reflects that interpretation training can reduce the frequency of non-fluency and improve the fluency of student interpreters, which is in accordance with intuitive inference. (3) among novice student interpreters, the, Oxford QPT score is negatively correlated with the number of hesitation pauses, the number of audio pauses and the time, that is to say, there are fewer hesitant pauses and audio pauses in the oral output of visual translation of novice student interpreters with higher second language proficiency. The pause time of sound is shorter; In the students with higher interpretation level, the, Oxford QPT score is positively correlated with the length of structural pause and the number of lexical amendments, that is to say, the structural pause time is longer and the vocabulary correction is more in the interpretation output of high interpretation level students with higher second language level. These findings reflect the inconsistency between second language proficiency and interpretation training for student interpreters at different stages of interpretation training. The experimental results reveal how student interpreters at different stages of interpretation training can interpret the phenomenon of non-fluency in oral English production, and these findings are also instructive to the teaching of interpretation. Interpretation teachers should improve the sensitivity of student interpreters to non-fluency in their own interpretation output, and strengthen the cultivation of basic language skills of student interpreters, such as expanding vocabulary accumulation, improving bilingual conversion ability and so on. At the same time, students with high level of interpretation and second language should take into account the accuracy and fluency of translation at the same time.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315.9
本文編號：2484996
[Abstract]:In previous studies, non-fluency is considered to be a window to explore the cognitive process in translation, but the study of non-fluency in English-Chinese visual translation is relatively scarce. This study attempts to explore the frequency, duration, characteristics and causes of non-fluency patterns in English-Chinese visual translation output of student interpreters, especially the non-fluency patterns of two groups of student interpreters in different stages of interpretation training. And how the difference of second language level in each group affected the non-fluency pattern. In this study, 58 junior students majoring in translation and 40 graduate students majoring in conference translation were invited to participate in the Chinese translation experiment, and the visual output of the subjects was recorded. And all the subjects took part in the Oxford QPT test (Oxford Quick Placement Test) to test their English proficiency. The author encodes the experimental data of oral output in visual translation, and divides the non-fluent phenomena into structural pauses, hesitant pauses, acoustic pauses, repeats, lexical amendments and syntactic amendments. The results of English-Chinese visual translation of student interpreters show that: (1) the three most common non-fluency phenomena of student interpreters are hesitant pause, structural pause and audible pause, which may indicate that student interpreters are unbalanced bilingual; Moreover, the frequency of hesitant pauses of student interpreters is higher than that of structural pauses, and the duration of structural pauses is longer than that of hesitant pauses, which may reflect how to deal with lexical chunks in unbalanced bilinguals. (II) Student interpreters with higher levels of interpretation produce less fluency than novice student interpreters, with shorter periods of time and more fluent translation, This result reflects that interpretation training can reduce the frequency of non-fluency and improve the fluency of student interpreters, which is in accordance with intuitive inference. (3) among novice student interpreters, the, Oxford QPT score is negatively correlated with the number of hesitation pauses, the number of audio pauses and the time, that is to say, there are fewer hesitant pauses and audio pauses in the oral output of visual translation of novice student interpreters with higher second language proficiency. The pause time of sound is shorter; In the students with higher interpretation level, the, Oxford QPT score is positively correlated with the length of structural pause and the number of lexical amendments, that is to say, the structural pause time is longer and the vocabulary correction is more in the interpretation output of high interpretation level students with higher second language level. These findings reflect the inconsistency between second language proficiency and interpretation training for student interpreters at different stages of interpretation training. The experimental results reveal how student interpreters at different stages of interpretation training can interpret the phenomenon of non-fluency in oral English production, and these findings are also instructive to the teaching of interpretation. Interpretation teachers should improve the sensitivity of student interpreters to non-fluency in their own interpretation output, and strengthen the cultivation of basic language skills of student interpreters, such as expanding vocabulary accumulation, improving bilingual conversion ability and so on. At the same time, students with high level of interpretation and second language should take into account the accuracy and fluency of translation at the same time.
【學(xué)位授予單位】：廣東外語外貿(mào)大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H315.9
【參考文獻】
相關(guān)期刊論文 前1條
1 仲偉合;英漢同聲傳譯技巧與訓(xùn)練[J];中國翻譯;2001年05期
，本文編號：2484996
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