“2019校园足球赴英项目”口译实践报告

发布时间：2022-01-04 07:11

　　随着中外交流学习日益频繁,“国际化课堂”应运而生。由于文化背景不同,语言上存在天然差异。口译员扮演桥梁之角色,促进课堂教学。课堂口译市场需求量大,但问题颇多,例如,学界关注不足,无系统性理论指导实践,译员水平参差不齐等。本报告以生态翻译理论中的三维转换原则为指导,基于笔者在“2019年校园足球教师、教练员赴英学习项目”中的口译实践,剖析课堂口译中的具体困难,并提出可行策略。报告发现,语言维存在专业术语多、发言人短散句偏多的特点。充分准备和解释性翻译法可化解前者,而语篇重组法和连词增添法则适用于后者。文化维通过灵活翻译法寻找适应目标语言环境的译文,化解文化壁垒。交际维分析了传道授业及课堂幽默两种主要交际目的,前者可以零译法和肢体语言再现法加以处理,后者则可运用语域降低法、语气词活用法和热词巧用法应对。 

【文章来源】：北京外国语大学北京市 211工程院校 教育部直属院校

【文章页数】：72 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction to the Task
    1.1 Background of the report
    1.2 Introduction to the program
    1.3 Introduction to the courses
    1.4 Features of the tasks
    1.5 Organization of the report
Chapter 2 Description of Task Process
    2.1 Pre-program preparations
        2.1.1 Extensive reading
        2.1.2 Football glossary
    2.2 In-program work
        2.2.1 Work division
        2.2.2 Before-class preparations
        2.2.3 Routine interpretation
        2.2.4 Emergency interpretation
    2.3 Post-program reflection
        2.3.1 Glossary revision
        2.3.2 Interpretation feedback
Chapter 3 Case Study from the Perspective of Eco-Translatology
    3.1 Review of studies on classroom interpretation
    3.2 Introduction to eco-translatology
    3.3 Adaptive transformation from linguistic dimension
        3.3.1 Difficulties at linguistic dimension
        3.3.2 Strategies for lexical difficulty
        3.3.3 Strategies for discourse difficulty
    3.4 Adaptive transformation from cultural dimension
        3.4.1 Difficulty at cultural dimension
        3.4.2 Strategy for cultural difficulty
    3.5 Adaptive transformation from communicative dimension
        3.5.1 Difficulties at communicative dimension
        3.5.2 Strategies for educational intention
        3.5.3 Strategies for humorous intention
Chapter 4 Conclusion
    4.1 Gains from the program
    4.2 Shortcomings
References
Appendix 1 Transcript
Appendix 2 Glossary



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