研究生翻译思辨意识与翻译能力的相关性研究
发布时间：2021-02-26 10:01
本研究根据思辨能力的相关理论及英语翻译思辨能力维度量表设计出了翻译思辨意识调查问卷。对研究生进行问卷调查、设计英汉互译试题并让其在规定时间内进行英汉互译测试、设计访谈问题并对访谈对象进行访谈。该问卷与翻译实践相结合,旨在探讨翻译思辨意识的定义及构成成分,考察性别、专业对翻译思辨意识的影响,并进一步研究翻译思辨意识与翻译能力之间的相关性。本研究所提出的假设为:翻译思辨意识与英汉互译水平存在相关性。通过验证这个假设笔者将探寻如下问题:1.研究生总体翻译思辨意识如何?2.不同专业是否对翻译思辨意识有影响?3.不同性别是否对翻译思辨意识有影响?研究结果显示,总体上受试者的五个因子与其英译汉、汉译英的成绩成显著正相关,受试者的翻译思辨意识与其双语互译水平成正相关,与翻译能力成正相关。研究还表明,英语专业研究生的翻译思辨意识在总体上高于理工科研究生的翻译思辨意识;女生的翻译思辨意识总体上略高于男生;此外,组间比较结果显示性别和专业之间也存有一定的差异。这些发现可为翻译实践和翻译教学提供一些启示。但是,专业和性别之间同时存在交互作用,其交互作用的机制仍有待进一步探讨。
【文章来源】：北京交通大学北京市 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Development of CTCT
2.2 Definition of CTCT
2.2.1 Proposed Definition of CTCT
2.2.2 Factors of CTCT
2.3 Translation Competence
2.4 Reviews on the Relationship between CTCT and Translation Competence
2.5 Language Ability
2.6 Reviews on the Relationship between CTCT and Language Ability
Chapter Three Research Methodology
3.1 Hypothesis and Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 CT Scale for English Translation
3.3.2 A Questionnaire and an Interview
3.3.3 English-Chinese and Chinese-English Sentence Translation Tests
3.3.4 Data Collection
3.3.5 Validity Tests
3.3.6 Reliability Tests
Chapter Four Analyses on Five Factors
4.1 The Ability to Analyze and Assess Translation Texts
4.2 The Ability to Accumulate Translation Knowledge
4.3 The Ability to Apply Translation Standards
4.4 The Consciousness for Translation Innovation
4.5 Translators' Personality Traits
Chapter Five Results and Analyses
5.1 Overall Level of CTCT
5.2 Correlation Analyses on English CTCT and Bilingual Translation Results
5.3 Differences on Majors
5.3.1 Difference of CTCT between English Major and Science and Engineering Majors
5.3.2 Influence of Majors on CTCT
5.4 Difference on Genders
5.4.1 Difference of CTCT between Boys and Girls
5.4.2 Influence of Genders on CTCT
Chapter Six Discussions
6.1 Overall Level of Graduate Students' CTCT
6.2 Translation Results
6.3 Comparison of English Major and Science and Engineering Majors
6.4 Differences between Girls and Boys
6.5 Improvement of Translators' CTCT
Chapter Seven Conclusions
7.1 Major Findings
7.2 Innovations of the Research
7.3 Limitations of the Research
7.4 Implications and Recommendations for Future Research
References
Appendix
作者简历及攻读硕士学位期间取得的研究成果
学位论文数据集
【参考文献】：
期刊论文
[1]人文英语教育论[J]. 孙有中. 外语教学与研究. 2017(06)
[2]行业译员培养中思辨缺乏症对策实证研究[J]. 李家坤,李琳琳,徐淑玉. 外国语文. 2017(04)
[3]论译者思辨能力在翻译中的作用[J]. 王伟,陈卉. 海外英语. 2017(01)
[4]论翻译实践(英译汉)对大学生思辨能力的培养[J]. 王瑞. 科教文汇(上旬刊). 2017(02)
[5]培养思辨能力和翻译能力的最简方案[J]. 郭亚玲,李正栓,贾晓英. 河北青年管理干部学院学报. 2017(01)
[6]英语专业学生人格特质与汉英翻译绩效的相关性分析[J]. 徐洁,王建国. 北京第二外国语学院学报. 2016(02)
[7]外语专业大学生思辨倾向变化的跟踪研究[J]. 文秋芳,张伶俐. 外语电化教学. 2016(01)
[8]评述高校外语教学中思辨力培养存在的问题[J]. 文秋芳,孙旻. 外语教学理论与实践. 2015(03)
[9]翻译教学与学生思辨能力的培养[J]. 罗雷,安静,苏曼. 中国校外教育. 2015(21)
[10]翻译思辨能力发展特征研究——以MTI翻译理论与实务课程为例[J]. 刘和平,王茜. 中国翻译. 2015(04)
本文编号：3052430
【文章来源】：北京交通大学北京市 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Development of CTCT
2.2 Definition of CTCT
2.2.1 Proposed Definition of CTCT
2.2.2 Factors of CTCT
2.3 Translation Competence
2.4 Reviews on the Relationship between CTCT and Translation Competence
2.5 Language Ability
2.6 Reviews on the Relationship between CTCT and Language Ability
Chapter Three Research Methodology
3.1 Hypothesis and Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 CT Scale for English Translation
3.3.2 A Questionnaire and an Interview
3.3.3 English-Chinese and Chinese-English Sentence Translation Tests
3.3.4 Data Collection
3.3.5 Validity Tests
3.3.6 Reliability Tests
Chapter Four Analyses on Five Factors
4.1 The Ability to Analyze and Assess Translation Texts
4.2 The Ability to Accumulate Translation Knowledge
4.3 The Ability to Apply Translation Standards
4.4 The Consciousness for Translation Innovation
4.5 Translators' Personality Traits
Chapter Five Results and Analyses
5.1 Overall Level of CTCT
5.2 Correlation Analyses on English CTCT and Bilingual Translation Results
5.3 Differences on Majors
5.3.1 Difference of CTCT between English Major and Science and Engineering Majors
5.3.2 Influence of Majors on CTCT
5.4 Difference on Genders
5.4.1 Difference of CTCT between Boys and Girls
5.4.2 Influence of Genders on CTCT
Chapter Six Discussions
6.1 Overall Level of Graduate Students' CTCT
6.2 Translation Results
6.3 Comparison of English Major and Science and Engineering Majors
6.4 Differences between Girls and Boys
6.5 Improvement of Translators' CTCT
Chapter Seven Conclusions
7.1 Major Findings
7.2 Innovations of the Research
7.3 Limitations of the Research
7.4 Implications and Recommendations for Future Research
References
Appendix
作者简历及攻读硕士学位期间取得的研究成果
学位论文数据集
【参考文献】：
期刊论文
[1]人文英语教育论[J]. 孙有中. 外语教学与研究. 2017(06)
[2]行业译员培养中思辨缺乏症对策实证研究[J]. 李家坤,李琳琳,徐淑玉. 外国语文. 2017(04)
[3]论译者思辨能力在翻译中的作用[J]. 王伟,陈卉. 海外英语. 2017(01)
[4]论翻译实践(英译汉)对大学生思辨能力的培养[J]. 王瑞. 科教文汇(上旬刊). 2017(02)
[5]培养思辨能力和翻译能力的最简方案[J]. 郭亚玲,李正栓,贾晓英. 河北青年管理干部学院学报. 2017(01)
[6]英语专业学生人格特质与汉英翻译绩效的相关性分析[J]. 徐洁,王建国. 北京第二外国语学院学报. 2016(02)
[7]外语专业大学生思辨倾向变化的跟踪研究[J]. 文秋芳,张伶俐. 外语电化教学. 2016(01)
[8]评述高校外语教学中思辨力培养存在的问题[J]. 文秋芳,孙旻. 外语教学理论与实践. 2015(03)
[9]翻译教学与学生思辨能力的培养[J]. 罗雷,安静,苏曼. 中国校外教育. 2015(21)
[10]翻译思辨能力发展特征研究——以MTI翻译理论与实务课程为例[J]. 刘和平,王茜. 中国翻译. 2015(04)
本文编号：3052430
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