在翻譯過(guò)程中,譯者要不斷的尋找合適的翻譯單位,因此,對(duì)翻譯單位的研究勢(shì)在必行。中國(guó)譯學(xué)界自上個(gè)世紀(jì)80年代以來(lái)就開始關(guān)注翻譯單位的研究,但是大多數(shù)學(xué)者都只是單純?cè)诶碚摲矫嫣接憫?yīng)該選擇何種翻譯單位,從語(yǔ)言學(xué)的角度對(duì)其進(jìn)行界定和分析,存在一定局限性。隨著翻譯過(guò)程研究的不斷發(fā)展,學(xué)者們開始從過(guò)程角度來(lái)研究翻譯單位,最典型的就是通過(guò)出聲思維法對(duì)譯者選擇的翻譯單位進(jìn)行實(shí)證研究,從而為翻譯單位的研究打開了一個(gè)新的視角。本論文借助有聲思維法,采用TAPs、問(wèn)卷采訪和譯文分析相結(jié)合的三元數(shù)據(jù)分析模式,探索8名中國(guó)譯者（6名學(xué)生譯者,2名職業(yè)譯者）進(jìn)行英漢翻譯時(shí)的內(nèi)在思維過(guò)程,擬回答如下三個(gè)問(wèn)題:職業(yè)譯者和學(xué)生譯者在翻譯過(guò)程中的翻譯階段有何異同?職業(yè)譯者和學(xué)生譯者在翻譯單位的選擇上有何異同?從翻譯過(guò)程和翻譯單位的角度,職業(yè)譯者相對(duì)于學(xué)生譯者具備哪些翻譯專業(yè)技能?為什么?本文研究發(fā)現(xiàn),職業(yè)譯者和學(xué)生譯者的翻譯過(guò)程都經(jīng)歷了規(guī)劃、分析、轉(zhuǎn)換和修改四個(gè)階段,而且他們?cè)谵D(zhuǎn)換階段花的時(shí)間精力最多,體現(xiàn)出了翻譯活動(dòng)區(qū)別于其他語(yǔ)言活動(dòng)的特點(diǎn)。但是,職業(yè)譯者在翻譯轉(zhuǎn)換之前,對(duì)原文的功能及整體意義進(jìn)行大量的分析,規(guī)劃整個(gè)翻... 

【文章來(lái)源】：湖南大學(xué)湖南省 211工程院校 985工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：72 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
List of Figure
List of Table
Chapter 1 Introduction
    1.1 Research Significance
    1.2 Research Purpose
    1.3 Research Questions
    1.4 Research Methodology
    1.5 The General Organization of the Thesis
Chapter 2 Literature Review
    2.1 The definition of translation unit
        2.1.1 Product-oriented definition
        2.1.2 Process-oriented definition
    2.2 Approaches to the studies of translation unit
        2.2.1 Linguistic approaches
        2.2.2 Functional approaches
        2.2.3 Process-oriented approaches
    2.3 Translation unit in translation process
        2.3.1 Studies of translation process
        2.3.2 Studies of translation unit in translation process
        2.3.3 Distinction of analysis unit and synthesis unit
    2.4 The instrument of empirical research on translation units: Think-aloud Protocols (TAP
        2.4.1 Theoretical grounding
        2.4.2 TAPs studies on translation process
        2.4.3 TAPs: advantages and disadvantages
    2.5 The Origin and development of translation expertise
        2.5.1 The origin of translation expertise
        2.5.2 Approaches to translation expertise
        2.5.3 Features of translation expertise
    2.6 Summary
Chapter 3 The Empirical Study
    3.1 Research purpose
    3.2 Research instruments
        3.2.1 Think-Aloud Protocols
        3.2.2 Questionnaires and interviews
        3.2.3 Translation analysis
    3.3 Research design
        3.3.1 Participants
        3.3.2 Source Text
        3.3.3 Procedures
    3.4 Data reduction
        3.4.1 Data sources
        3.4.2 Transcribing TAPs
    3.5 Data coding
        3.5.1 Coding scheme for translation sub-processes
        3.5.2 Coding scheme for translation units
    3.6 Validity control
    3.7 Summary
Chapter 4 Results and discussions
    4.1 Comparing students and professionals in translation sub-processes
        4.1.1 Pre-transferring process: planning and comprehending
        4.1.2 Transferring process
        4.1.3 Post-transferring process: revising
    4.2 Comparing student and professional translators in translation units
        4.2.1 Comparing student and professional translators in analysis units
        4.2.2 Comparing student and professional translators in synthesis units
        4.2.3 Summary: Comparing students and professionals
    4.3 Identifying the translation expertise
        4.3.1 Translation process: translation vs. transferring
        4.3.2 Translation unit: high-level vs. low-level
    4.4 Exploring the affective factors
Conclusion
    1. Findings: revisiting the research questions
    2. Beyond the research questions: pedagogical implications of the study
    3. Limitations of the study and suggestions for further research
References
Appendix A Consent Form
Appendix B Questionnaire on Participants’Backgrounds
Appendix C Source text
Appendix D Instruction Sheet of the Experiment
Appendix E Post-translating Interview
Appendix F Sample of TAPs
Appendix G 基于有聲思維法的翻譯單位選擇的實(shí)證研究
Acknowledgements


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