学生译者翻译逻辑思维能力对翻译质量的影响研究
发布时间：2021-08-24 01:49
逻辑思维能力作为心理学、哲学和教育学术语,早已发展成熟,而作为翻译能力的一个重要子能力,却很少被提及。本文尝试性地将这一跨学科术语引进翻译研究中,提出了翻译逻辑思维能力的概念,并通过问卷调查、有声思维法、观察笔记法和试后访谈等实验手段,从定性和定量的角度进行了一项实证研究,旨在剖析学生译者翻译逻辑思维能力对翻译质量的影响。本文拟回答以下三个问题:（1）学生译者的翻译逻辑思维能力现状如何?（2）学生译者的翻译逻辑思维能力在翻译过程中是如何体现的?（3）学生译者的翻译逻辑思维能力对其翻译质量有何影响?本实验结果显示:（1）第一,学生译者的翻译逻辑思维能力分为四个水平,即得分高于80%,居于70%-80%之间,60%-70%之间,以及低于60%,人数分别占3.3%,38.3%,51.6%,6.7%。第二,MTI学生在翻译逻辑思维能力上差距较大,其中差异性最大的要素依次为系统化能力,分析能力和推理能力。第三,译者翻译逻辑思维能力的七个维度即分析能力、推理能力、判断能力、系统化能力、评估能力、解释能力和自我监控能力均与翻译逻辑思维能力呈正相关。（2）学生译者的翻译逻辑思维能力体现在翻译过程的计划...
【文章来源】：湖南大学湖南省 211工程院校 985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】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Research Significance
1.2 Research Purpose and Questions
1.3 Research Methodology
1.4 Organization of the thesis
Chapter 2 Literature Review 5
2.1 Logical Thinking Ability(LTA)
2.1.1 Definitions and Previous Research of LTA
2.1.2 Measuring Instruments of LTA
2.2 Translation Process
2.2.1 Translation Stages
2.2.2 Translation Problems
2.2.3 Translation Strategies
2.3 TAPs on Translation Research
2.3.1 Origin of TAPs
2.3.2 Application of TAPs in Translation Studies
2.4 Evaluating Translation Quality Based on Translation Process
2.5 Summary
Chapter 3 Empirical Research
3.1 A Proposal of Translational LTA
3.1.1 Translational LTA
3.1.2 Relation with Translation Competence
3.2 Research Design
3.2.1 The Participants
3.2.2 The sites
3.2.3 Instruments:Questionnaire and the TAPs
3.2.4 Pilot Tests
3.3 Data Reducing
3.3.1 Data Resources
3.3.2 Transcribing TAPs and Observation Notes
3.3.3 Identifying Translation Moves in Post-interviews
3.4 Data Coding
3.4.1 Processing Data of the Questionnaire
3.4.2 Coding for Cognitive Moves
3.4.3 Recategorizing Cognitive Moves for Translational LTA
3.4.4 Coding for Translation Stages
3.4.5 Reliability and Validity
Chapter 4 Results and Discussion
4.1 The Status Quo of Student Translators'Translational LTA
4.1.1 The Total Score of Translational LTA
4.1.2 Differences in Elements of Translational LTA
4.2 Translational LTA in the Translation Process
4.2.1 Translational LTA in Translation Stages
4.2.2 Descriptions of Individual Differences
4.3 Impacts of Translational LTA on Translational Quality
4.3.1 The Higher Quality Group
4.3.2 The Medium Quality Group
4.3.3 The Lower Quality Group
Conclusion
References
Appendix A 攻读学位期间所发表的学术论文
Appendix B 翻译逻辑思维能力调查问卷
Appendix C 学生译文质量调查问卷
Appendix D 英译汉文本
Appendix E 汉译英文本
Appendix F 详细中文摘要
Acknowledgements
本文编号：3359031
【文章来源】：湖南大学湖南省 211工程院校 985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】：
摘要
Abstract
List of Abbreviations
Chapter 1 Introduction
1.1 Research Significance
1.2 Research Purpose and Questions
1.3 Research Methodology
1.4 Organization of the thesis
Chapter 2 Literature Review 5
2.1 Logical Thinking Ability(LTA)
2.1.1 Definitions and Previous Research of LTA
2.1.2 Measuring Instruments of LTA
2.2 Translation Process
2.2.1 Translation Stages
2.2.2 Translation Problems
2.2.3 Translation Strategies
2.3 TAPs on Translation Research
2.3.1 Origin of TAPs
2.3.2 Application of TAPs in Translation Studies
2.4 Evaluating Translation Quality Based on Translation Process
2.5 Summary
Chapter 3 Empirical Research
3.1 A Proposal of Translational LTA
3.1.1 Translational LTA
3.1.2 Relation with Translation Competence
3.2 Research Design
3.2.1 The Participants
3.2.2 The sites
3.2.3 Instruments:Questionnaire and the TAPs
3.2.4 Pilot Tests
3.3 Data Reducing
3.3.1 Data Resources
3.3.2 Transcribing TAPs and Observation Notes
3.3.3 Identifying Translation Moves in Post-interviews
3.4 Data Coding
3.4.1 Processing Data of the Questionnaire
3.4.2 Coding for Cognitive Moves
3.4.3 Recategorizing Cognitive Moves for Translational LTA
3.4.4 Coding for Translation Stages
3.4.5 Reliability and Validity
Chapter 4 Results and Discussion
4.1 The Status Quo of Student Translators'Translational LTA
4.1.1 The Total Score of Translational LTA
4.1.2 Differences in Elements of Translational LTA
4.2 Translational LTA in the Translation Process
4.2.1 Translational LTA in Translation Stages
4.2.2 Descriptions of Individual Differences
4.3 Impacts of Translational LTA on Translational Quality
4.3.1 The Higher Quality Group
4.3.2 The Medium Quality Group
4.3.3 The Lower Quality Group
Conclusion
References
Appendix A 攻读学位期间所发表的学术论文
Appendix B 翻译逻辑思维能力调查问卷
Appendix C 学生译文质量调查问卷
Appendix D 英译汉文本
Appendix E 汉译英文本
Appendix F 详细中文摘要
Acknowledgements
本文编号：3359031
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