隨著口譯被廣泛應(yīng)用于各種演講、授課、高級(jí)會(huì)議和新聞發(fā)布會(huì)等場(chǎng)合,人們對(duì)口譯學(xué)習(xí)的興趣與日俱增,學(xué)習(xí)的過程中也遇到一些共同的難題,銜接的處理就是其中的一個(gè)。銜接是韓禮德夫婦與1976年提出的語篇分析理論,此后國內(nèi)外眾多學(xué)者對(duì)該理論進(jìn)行了修訂和補(bǔ)充,該理論被廣泛應(yīng)用于語篇分析研究,對(duì)于翻譯策略提供了新思路,但是對(duì)于口頭語篇的分析還不充分。為了提高口譯質(zhì)量,我們必須重視銜接問題,理清原文的銜接關(guān)系,在交傳過程中通過筆記等手段劃清結(jié)構(gòu)并準(zhǔn)確地在目的語中恰當(dāng)而又準(zhǔn)確地實(shí)現(xiàn)原文的銜接關(guān)系。 2001年張德祿教授在韓禮德夫婦研究的基礎(chǔ)上進(jìn)一步補(bǔ)充了銜接理論,他將銜接手段分為結(jié)構(gòu)銜接（包括語法銜接和詞匯銜接）,非結(jié)構(gòu)銜接,跨類銜接,語篇和語境之間的隱形銜接。此外還提出了銜接力這一概念來衡量語篇銜接的強(qiáng)度。這些創(chuàng)作性補(bǔ)充和擴(kuò)展實(shí)現(xiàn)了銜接理論研究的跨越。本文就采用這個(gè)銜接理論通過語料分析來檢驗(yàn)其對(duì)口譯教學(xué)有何指導(dǎo)意義,如何選擇合適的銜接力來實(shí)現(xiàn)譯文的銜接以及是否能有效提升譯文質(zhì)量。在語料選擇方面,本文選擇最近三年的兩會(huì)后的新聞發(fā)布會(huì)現(xiàn)場(chǎng)口譯,在這種特殊場(chǎng)合,參會(huì)譯員都是代表中國國內(nèi)最高級(jí)別的優(yōu)秀譯... 

【文章頁數(shù)】：71 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgement
Abstract
摘要
CHAPTER Ⅰ INTRODUCTION
    1.1 Motivation and Rationale
    1.2 Aims and Significance
    1.3 Key Research Questions
    1.4 Organization of the Thesis
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Interpretation
        2.1.1 Interpretation in the West
            2.1.1.1 Research Paradigm of Interpretation
        2.1.2 Interpretation in China
        2.1.3 Interpretation Assessment
        2.1.4 Classification of Interpretation
        2.1.5 Differences between CI and Translation
        2.1.6 Previous Study on Consecutive Interpretation
    2.2 Previous Study on Cohesion in Consecutive Interpretation
        2.2.1 Previous Study on Cohesion in Consecutive Interpretation in the West
        2.2.2 Previous Study on Cohesion in Consecutive Interpretation in China
CHAPTER Ⅲ Theoretical Framework
    3.1 Cohesion
        3.1.1 Concept of Cohesion in the Early Period
        3.1.2 Classification of Cohesive Devices by Halliday and Hasan in 1976
            3.1.2.1 Reference
            3.1.2.2 Substitution and ellipsis
            3.1.2.3 Conjunction
            3.1.2.4 Lexical Cohesion
        3.1.3 Evaluation on Halliday and Hasan’s Research on Cohesion in 1976
    3.2 Three Stages of the Development of Cohesion Theory
        3.2.1 The First Stage for the Development of Cohesion Theory
        3.2.2 The Second Stage for the Development of Cohesion Theory
        3.2.3 The Third Stage for the Development of Cohesion Theory
    3.3 Cohesive Force
    3.4 The Present Problems in Cohesion Theory
CHAPTER Ⅳ RESEARCH METHOD
    4.1 Data Selection from Conference Interpretation
    4.2 Non-structural Cohesion in Interpretation
        4.2.1 Gramatical Cohesive Devices in the Data
            4.2.1.1 Reference
            4.2.1.2 Substitution and ellipsis
            4.2.1.3 Modality
        4.2.2 Lexical Cohesive Devices in the Data
        4.2.3 Phonetic Cohesive Devices in the Data
        4.2.4 Element Relation
    4.3 Structual Cohesion in Interpretation
        4.3.1 Reiteration Structure
        4.3.2 Co-classification Structure
        4.3.3 Co-extension Structure
        4.3.4 The Information Structure
    4.4 Cross-type Cohesion in the Data
    4.5 Implicit Cohesion between Text and Context
    4.6 Summary
CHAPTER Ⅴ FIDNINGS AND DISCUSSION
    5.1 Findings
    5.2 Enlightenment on Interpretation Teaching
CHAPTER Ⅵ CONCLUSION
    6.1 Summary of the Thesis
    6.2 Limitation of the Study
    6.3 Suggestions for Further Studies
WORKS CITED



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