基督教與佛教、伊斯蘭教并稱世界三大宗教。至今,除日本外的主要發(fā)達(dá)國(guó)家都是基督教文化主導(dǎo)的國(guó)家。20世紀(jì),除了南美、非洲、亞洲的韓國(guó)等地,中國(guó)也是基督徒人數(shù)增長(zhǎng)最快的地區(qū)和國(guó)家之一�；浇痰闹饕顒�(dòng)之一——布道及其口譯對(duì)其傳播起到了重要作用。盡管如此,目前學(xué)術(shù)界主要局限于基督教文獻(xiàn)筆譯研究,口譯研究較少。本報(bào)告基于模擬英漢交傳實(shí)踐報(bào)告,材料來(lái)源于約翰·派博（John Piper）牧師在2019福音聯(lián)盟全國(guó)大會(huì)上的布道。在此背景下,本報(bào)告以此次布道為翻譯素材,以口譯的形式對(duì)福音相關(guān)的基督教教義進(jìn)行闡述,觀點(diǎn)鮮明,具有應(yīng)用與研究?jī)r(jià)值。本報(bào)告以釋意理論為理論基礎(chǔ),對(duì)模擬交傳過(guò)程中出現(xiàn)的譯文非流利性、非連貫性、僵硬拗口、信息缺失、情感對(duì)等缺失、不當(dāng)暫停、有聲停頓進(jìn)行分析,對(duì)布道中的經(jīng)文引用、書(shū)面表達(dá)等難點(diǎn),在譯前準(zhǔn)備、譯中分析方面提出了指導(dǎo)意見(jiàn),并提出應(yīng)采用增譯、減譯技巧。本報(bào)告結(jié)合理論與實(shí)踐,旨在肯定釋意理論在布道交替?zhèn)髯g中的應(yīng)用;但同時(shí),報(bào)告也提出“翻譯發(fā)言人和翻譯信息的平衡”,旨在彌補(bǔ)釋意理論在布道交替?zhèn)髯g中對(duì)發(fā)言人強(qiáng)調(diào)不夠的局限。 

【文章來(lái)源】：天津外國(guó)語(yǔ)大學(xué)天津市

【文章頁(yè)數(shù)】：113 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
致謝
Acknowledgments
摘要
Abstract
Chapter One Introduction
    1.1 Research background and significance
    1.2 About the preacher and sermon
    1.3 Structure of the report
Chapter Two The Interpretive Theory and the Triangle Model of Interpreting
    2.1 A brief introduction to the Interpretive Theory
    2.2 Triangle Model of the Interpretive Theory
Chapter Three Task Description
    3.1 Timetable of the task
    3.2 Pre-interpreting preparation
        3.2.1 Background information
        3.2.2 Glossary and Bible verses
        3.2.3 Equipment
        3.2.4 Practice before interpreting
        3.2.5 Summary of pre-interpreting preparation
    3.3 During-interpreting process
        3.3.1 Interpreting with note-taking
        3.3.2 Feedback during the halftime
        3.3.3 Interpreting without note-taking
        3.3.4 Insights into the interpreting process
    3.4 Post-interpreting assessment
        3.4.1 Self-assessment
        3.4.2 Audience comments
Chapter Four Difficulties and Solutions
    4.1 Problems
        4.1.1 Dis-fluency
        4.1.2 In-cohesion
        4.1.3 Clumsy expression
        4.1.4 Information loss
        4.1.5 Emotional in-equivalence
        4.1.6 Inappropriate pauses
        4.1.7 Fillers and pet phrases
    4.2 Solutions
        4.2.1 Preparation based on outlines and of Bible verses
        4.2.2 Deliberate analysis
        4.2.3 Addition
        4.2.4 Omission
Chapter Five Conclusion
    5.1 Summary of the report
    5.2 Findings
    5.3 Limitations of this report
    5.4 Suggestions for further research
References
Appendix Ⅰ Evaluation Scale A
Appendix Ⅱ Evaluation Scale B
Appendix Ⅲ Glossary
Appendix Ⅳ Transcription


【參考文獻(xiàn)】：
期刊論文
[1]英美文學(xué)作品中圣經(jīng)引文的漢譯問(wèn)題[J]. 曹明倫.  四川大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版). 2018(02)
[2]巴黎釋意學(xué)派口譯過(guò)程三角模型研究[J]. 張吉良.  外語(yǔ)教學(xué)理論與實(shí)踐. 2011(02)
[3]中國(guó)大學(xué)生漢英口譯非流利現(xiàn)象研究[J]. 戴朝暉.  上海翻譯. 2011(01)
[4]話語(yǔ)標(biāo)記與口頭禪——以“然后”和“但是”為例[J]. 馬國(guó)彥.  語(yǔ)言教學(xué)與研究. 2010(04)
[5]奈達(dá)與紐馬克翻譯理論比較[J]. 林克難.  中國(guó)翻譯. 1992(06)



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