翻譯從本質(zhì)上來看是心理的、認知的過程,而元認知是認知心理學中一個重要的概念,把元認知研究的理論成果借用到翻譯實踐的過程,既有利于該學科的發(fā)展,也為翻譯教學提供了理論基礎(chǔ)。此外,元認知監(jiān)控在翻譯活動中能夠讓譯者知道如何實施源語到譯語的轉(zhuǎn)換,使譯者根據(jù)自己對翻譯活動的認知不斷的調(diào)節(jié)、改進和完善,從而提高文本的翻譯質(zhì)量。因此,借助認知心理學的相關(guān)理論成果和方法對翻譯中譯者的心理活動進行研究是一條切實可行的有效途徑。本文通過調(diào)查問卷、TAP、翻譯測試和后續(xù)采訪四者相結(jié)合的方法試圖在找出職業(yè)譯者和學生譯者在元認知監(jiān)控運用上的差距的基礎(chǔ)上,探索元認知監(jiān)控和翻譯能力之間的相關(guān)性,從而為翻譯教學提供參考。本文擬回答以下三個問題:1)什么是翻譯的元認知監(jiān)控?2)職業(yè)譯者和學生譯者的元認知監(jiān)控水平如何?有何差異?為什么?3)職業(yè)譯者和學生譯者的元認知監(jiān)控水平與翻譯能力的相關(guān)性分別如何?本研究受試者分為兩組,一組為65名某高校翻譯專業(yè)的學生譯者,另一組由20名某公司的職業(yè)譯者組成。采用有聲思維法要求,受試者邊翻譯邊報告其思維過程,所得數(shù)據(jù)結(jié)合問卷調(diào)查,翻譯成績和后續(xù)采訪構(gòu)成研究數(shù)據(jù)來源,然后對其進行編碼和分... 

【文章來源】：湖南大學湖南省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：69 頁

【學位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Significance of the Study
    1.2 Research Purpose and Questions
    1.3 Research Methodology
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Meta-cognition in Translation
        2.1.1 Exploring Meta-cognition
        2.1.2 Defining Meta-cognitive Regulation
    2.2 Research on Translation Competence in the Translation Process
        2.2.1 Translation Process Study Based on Cognitive Psychology
        2.2.2 Translation Strategy defined in cognitive terms
        2.2.3 Evaluating the Translation Competence in the Translation Process
    2.3 Empirical Research
        2.3.1 TAP
        2.3.2 Comparing the Behaviors of Professional translators and Student translators
    2.4 Summary
Chapter 3 The Empirical Research
    3.1 Research Design
        3.1.1 Methods
        3.1.2 Participants
        3.1.3 Materials
    3.2 Data Collection
    3.3 Data Reducing
        3.3.1 Data Sources
        3.3.2 Transcribing TAP
        3.3.3 Identifying Cognitive Moves from Follow-up Interview
    3.4 Data coding
        3.4.1 Categorization of Translation Strategies
        3.4.2 Coding for Strategies in Translation Process
        3.4.3 The Criteria for Marking the Translation Competence
Chapter 4 Results and Discussion
    4.1 State of Subjects’Meta-cognitive Regulation
        4.1.1 Analysis of Meta-cognitive Regulation Components
        4.1.2 Categorize the Components of Translation Meta-cognitive Regulation
    4.2 Comparing Translation Meta-cognitive Regulation between Professional translators and Student Translators
        4.2.1 Meta-cognitive Regulation Used in the Translation Process
        4.2.2 The Differences between Students Translators and Professional Translators in Translation Meta-cognitive Regulation
    4.3 Correlation analyses of Meta-cognitive Regulation and Translation Competence between student translators and professional translators
        4.3.1 The Correlation of Meta-cognitive Regulation and Translation Competence of student translators
        4.3.2 The Correlation of Meta-cognitive Regulation and Translation Competence of professional translators
        4.3.3 Comparing Students and Professionals in Cognitive Process
Conclusion
References
Appendix A 攻讀學位期間所發(fā)表的學術(shù)論文目錄
Appendix B Source Texts
Appendix C 翻譯元認知監(jiān)控調(diào)查問卷
Appendix D 關(guān)于翻譯能力的調(diào)查問卷
Appendix E 中文摘要
Acknowledgements


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