本論文是一篇探討漢英交替?zhèn)髯g中口語性/書面性偏移現(xiàn)象的實證研究。該研究旨在通過實證分析,對比職業(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)三組實驗對象的口語性/書面性偏移差異,并探索差異產(chǎn)生的原因,進(jìn)而對口譯學(xué)習(xí)提供有益的指導(dǎo)意見。該實證研究分為四個階段。首先,通過測試,對作為實驗對象的職業(yè)譯員和學(xué)生譯員的口譯能力水平做出評估。按照評估結(jié)果將實驗對象分為三組;第二,筆者采集了第31屆奧運會上記者對傅園慧的采訪,和習(xí)近平主席在接見此屆奧運代表團(tuán)時的講話作為實驗語料。實驗對象按照筆者的要求對實驗語料進(jìn)行了模擬交替?zhèn)髯g。筆者通過錄音設(shè)備對其口譯產(chǎn)出進(jìn)行實時記錄;第三,筆者運用有聲思維法對實驗對象進(jìn)行回訪;第四,筆者將實驗語料原文和實驗對象的錄音進(jìn)行了轉(zhuǎn)寫。在總結(jié)相關(guān)領(lǐng)域研究成果的基礎(chǔ)上,對定量分析的十一項參數(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。這項實證研究得出的結(jié)論是,經(jīng)過漢英交替?zhèn)髯g后的實驗語料,出現(xiàn)口語性/書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)生譯員傾向于口語性偏移,而職業(yè)譯員傾向于書面性偏移。筆者根據(jù)吉爾(Daniel...

【文章頁數(shù)】：103 頁

【學(xué)位級別】：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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