英汉同传源语材料难度分级量化指标实证研究

发布时间：2018-01-10 19:08

  本文关键词：英汉同传源语材料难度分级量化指标实证研究　出处：《北京外国语大学》2017年硕士论文　论文类型：学位论文

  更多相关文章： 英汉同传 信息密集度 句法复杂度 源语材料难度

【摘要】：同声传译专业学习者为提高自身同传实战能力,需要搜集不同类型、难度各异的源语材料,但如何从浩如烟海的音视频材料中选取难度适中的口译材料,从而循序渐进地提高口译能力,却是学界悬而未决的一个问题。本研究旨在提出一套系统的英汉同声传译材料难度量化分级指标,为改变口译材料选择主要依靠教师主观判断的努力抛砖引玉。研究选择了全国高端应用型翻译人才培养基地建设项目第二期同声传译教学资料库中教育、政治和科技领域的3篇源语材料。研究初步假定,源语材料发言人口音、语速、词汇、句法、逻辑、文化、百科知识都是可能影响材料难度的重要因素,并以难度积分法对实验材料进行预分级。同时,结合口译学界口译难度划分的前沿研究,按照文本可读性、信息密集度和新概念密集度对语篇难度进行量化分析,验证难度指标有效性。在同传实验部分中,由北京外国语大学高级翻译学院研究生一年级、二年级各4名学生组成口译初级学习者、中高级学习者两组实验对象,进行全真模拟同传实验,笔者播放源语材料文本录音并对学生同声传译表现进行记录与评估,并根据信息点覆盖率、词汇难度和句法复杂度对同传表现进行量化和质性分析。最后,研究结合学生译员实验回访问卷及专家意见探讨译员主观难度判断和文本实际难度的差异,综合论证难度分级指标的科学性。研究发现,可读性、信息密集度和新概念密集度对源语材料文本难度的量化评判与难度预分级、受试译员和专业译员的难度评价结果不相符,而词汇难度、句法复杂度则能较好预测同声传译源语材料难度。对于文本难度相当的两篇材料而言,高语速的同传输入会增加失误机率,使同传输出质量大打折扣。连贯性、逻辑性、清晰性较差的语篇也会给译员信息加工造成困扰,成为同传表现的重要制约因素。此外,同声传译源语材料难度对口译初级学习者的影响高于中高级口译学习者。
[Abstract]:In order to improve their ability of simultaneous communication, learners of simultaneous interpretation need to collect different types and difficulties of source language materials, but how to select the interpretation materials of moderate difficulty from the vast number of audio and video materials. In order to improve interpreting ability step by step, it is an outstanding problem in academic circles. This study aims to propose a systematic quantitative classification index of English and Chinese simultaneous interpretation material difficulty. In order to change the choice of interpretation materials, it mainly depends on the teachers' subjective judgment. The study selected the education in the second phase of simultaneous interpretation teaching database of the National High-end Applied Translation Talent training Base Project. The study assumes that the speaker's accent, speed, vocabulary, syntax, logic, culture and encyclopedic knowledge are important factors that may affect the difficulty of the material. At the same time, combining with the advanced research of interpretation difficulty division in the interpretation field, according to the readability of the text. The information intensity and the new concept intensity are used to quantify the difficulty of the text to verify the validity of the difficulty index. In the same communication experiment part, the first year of graduate students of Beijing Foreign Studies University Advanced Translation College. Four students of grade two each made up of two groups of subjects: primary learners of interpretation and middle and advanced learners. The author plays the source text recording, records and evaluates the students' performance of simultaneous interpretation, and quantifies and qualitatively analyzes the performance of simultaneous interpretation according to the coverage of information points, lexical difficulty and syntactic complexity. Combining with the questionnaire of student interpreter experiment and the expert opinion, the paper discusses the difference between the subjective difficulty judgment and the actual difficulty of the interpreter, and proves comprehensively the scientificity of the difficulty grading index. The quantitative evaluation of the difficulty of the source material text by the information intensity and the new concept intensity is not consistent with the evaluation result of the difficulty between the tested interpreter and the professional interpreter, but the lexical difficulty is not consistent. Syntactic complexity can better predict the difficulty of source language materials in simultaneous interpretation. For the two materials whose text difficulty is the same, the high speed of simultaneous transmission will increase the probability of error, and the quality of simultaneous transmission will be greatly reduced. Texts with poor logic and clarity can also cause difficulties in the processing of interpreters' information and become an important constraint on the performance of co-transmission. The difficulty of source language materials in simultaneous interpretation has a higher impact on primary interpreting learners than that on intermediate and advanced interpreting learners.
【学位授予单位】：北京外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315.9

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本文编号：1406442