本論文是一篇探討漢英交替?zhèn)髯g中口語(yǔ)性/書(shū)面性偏移現(xiàn)象的實(shí)證研究。該研究旨在通過(guò)實(shí)證分析,對(duì)比職業(yè)譯員和兩組不同能力的學(xué)生譯員漢英交替?zhèn)髯g的產(chǎn)出,總結(jié)三組實(shí)驗(yàn)對(duì)象的口語(yǔ)性/書(shū)面性偏移差異,并探索差異產(chǎn)生的原因,進(jìn)而對(duì)口譯學(xué)習(xí)提供有益的指導(dǎo)意見(jiàn)。該實(shí)證研究分為四個(gè)階段。首先,通過(guò)測(cè)試,對(duì)作為實(shí)驗(yàn)對(duì)象的職業(yè)譯員和學(xué)生譯員的口譯能力水平做出評(píng)估。按照評(píng)估結(jié)果將實(shí)驗(yàn)對(duì)象分為三組;第二,筆者采集了第31屆奧運(yùn)會(huì)上記者對(duì)傅園慧的采訪(fǎng),和習(xí)近平主席在接見(jiàn)此屆奧運(yùn)代表團(tuán)時(shí)的講話(huà)作為實(shí)驗(yàn)語(yǔ)料。實(shí)驗(yàn)對(duì)象按照筆者的要求對(duì)實(shí)驗(yàn)語(yǔ)料進(jìn)行了模擬交替?zhèn)髯g。筆者通過(guò)錄音設(shè)備對(duì)其口譯產(chǎn)出進(jìn)行實(shí)時(shí)記錄;第三,筆者運(yùn)用有聲思維法對(duì)實(shí)驗(yàn)對(duì)象進(jìn)行回訪(fǎng);第四,筆者將實(shí)驗(yàn)語(yǔ)料原文和實(shí)驗(yàn)對(duì)象的錄音進(jìn)行了轉(zhuǎn)寫(xiě)。在總結(jié)相關(guān)領(lǐng)域研究成果的基礎(chǔ)上,對(duì)定量分析的十一項(xiàng)參數(shù)指標(biāo)在譯文中的差異變化進(jìn)行詳細(xì)分析,最終得出有利于提高口譯學(xué)習(xí)質(zhì)量的有益建議。這項(xiàng)實(shí)證研究得出的結(jié)論是,經(jīng)過(guò)漢英交替?zhèn)髯g后的實(shí)驗(yàn)語(yǔ)料,出現(xiàn)口語(yǔ)性/書(shū)面性偏移是不可避免的,但這種偏移是帶有傾向性的,即學(xué)生譯員傾向于口語(yǔ)性偏移,而職業(yè)譯員傾向于書(shū)面性偏移。筆者根據(jù)吉爾(Daniel...

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background and Rationale
    1.2 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Studies on Orality and Literacy
        2.1.1 Studies abroad
        2.1.2 Domestic Studies
    2.2 Limitations of Previous Studies
    2.3 Distinctive Features of My Study
CHAPTER THREE METHOD AND METHODOLOGY
    3.1 Research Questions
    3.2 Research Strategy
    3.3 Parameters
    3.4 The Cases and the Samples
        3.4.1 Cases
        3.4.2 Samples
    3.5 Methods to Address the Research Questions
        3.5.1 Data collection
        3.5.2 Post-interpreting interview: the TAP Interview
    3.6 Data Analysis
        3.6.1 Data analysis of the tasks
        3.6.2 Data analysis of the interviews
CHAPTER FOUR INVESTIGATION RESULTS
    4.1 Cross Case Analysis of the Tasks
        4.1.1 Analysis of task 1 between the ST and the TTs
        4.1.2 Analysis of task 1 between the PI and the SIs
        4.1.3 Analysis of task 2 between the ST and the TTs
        4.1.4 Analysis of task 2 between the PI and the SIs
    4.2 Cross Case Analysis of the Interviews
CHAPTER FIVE DISCUSSION
    5.1 Changes to the Parameters
    5.2 Differences of Shifts between the PI and two SI Groups
    5.3 Causes of the Shifts
        5.3.1 Cognitive overloading and insufficient competence
        5.3.2 Educational background involved
    5.4 Suggestions for Student Interpreters
        5.4.1 Suggestions for the materials
        5.4.2 Suggestions for CI studying
CHAPTER SIX CONCLUSION
REFERENCES
APPENDICES
    Appendix 1-A ST 1
    Appendix 2-A TT of the PI
    Appendix 3-A TT of the SI 1
    Appendix 4-A TT of the SI 2
    Appendix 5-A TT of the SI 3
    Appendix 6-A TT of the SI 4
    Appendix 7-A TT of the SI 5
    Appendix 8-A TT of the SI 6
    Appendix 1-B ST 2
    Appendix 2-B TT of the PI
    Appendix 3-B TT of the SI 1
    Appendix 4-B TT of the SI 2
    Appendix 5-B TT of the SI 3
    Appendix 6-B TT of the SI 4
    Appendix 7-B TT of the SI 5
    Appendix 8-B TT of the SI 6



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