汉英视译中非流利性现象的探究

发布时间：2018-06-19 12:30

本文选题：汉英视译 + 非流利性现象　；参考：《上海外国语大学》2017年硕士论文

【摘要】：流利性是视译质量评估的重要标准之一。本文借鉴交替传译和同声传译中非流利性的研究方法,结合视译的特点,对学生译员汉英视译中的非流利性现象进行探究。通过分析汉英视译中非流利性的四项指标,即无声停顿、有声停顿、重复和修补,本研究旨在实现以下目标:(1)探究学生译员汉英视译中非流利性的特点(2)分析导致非流利表达的原因(3)提出改善视译流利度的建议。本文研究对象为就读于上海外国语大学英语专业口译学方向的6名二年级研究生(A组初级学生译员)和6名三年级研究生(B组高级学生译员),两组学生都在研一下学期接受过同样的视译课堂训练。所有实验对象完成汉英视译任务后填写调查问卷,收集视译录音和问卷,对视译录音进行转写,并借助Praat软件识别无声停顿,在转写文本中标注出无声停顿、有声停顿、重复和修补,以便进一步分析。实验结果显示:A组的非流利总数远高于B组。分别就无声停顿、有声停顿和重复而言,A组的非流利频率明显高于B组,但修正的频率,两组相差无几。对两组而言,无声停顿都是最大的非流利因素,其次是有声停顿,再次是修正,重复位列最后;就非流利之处的分布而言,A组多出现在句中,B组多出现在句间,两组在遇到中英文句式差异,专有名词及带有中国特色的词组时均易出现非流利表达;非流利性的四个指标之间未显示出明显的正相关或负相关的关系。此外,本文分析了导致非流利表达的三大原因:文本干扰、词汇提取困难和句式差异。在此基础上,作者从英汉双语能力、视译策略和技巧、自我监控意识三方面提出了视译教学的若干建议,以期促进学生译员视译流利度的提高。
[Abstract]:Fluency is one of the most important criteria in the evaluation of visual translation quality. Based on the research methods of non-fluency in consecutive and simultaneous interpretation and the characteristics of visual translation, this paper explores the phenomenon of non-fluency in Chinese-English translation of student interpreters. By analyzing the four indicators of non-fluency in Chinese-English visual translation, namely, silent pause, sound pause, repetition and repair, The purpose of this study is to achieve the following goal: 1) to explore the characteristics of non-fluency in Chinese-English translation of student interpreters. (2) to analyze the causes of non-fluency. (3) to put forward some suggestions for improving the degree of visual fluency. The subjects of this study are 6 junior interpreters of group A, a sophomore graduate student, and 6 senior students of group B, who are studying in the direction of English major interpretation at Shanghai Foreign Studies University. Both groups of students are studying the first one. I have received the same video translation training next semester. After completing the task of Chinese-English visual translation, all the subjects completed the questionnaire, collected video recordings and questionnaires, transliterated the video recordings, and used Praat software to identify the silent pauses, marking the silent pauses and audio pauses in the transliterated texts. Repeat and repair for further analysis. The results showed that the total number of non-fluency in group A was much higher than that in group B. The frequency of nonfluency in group A was significantly higher than that in group B for silent pauses, acoustic pauses and repetition, but the frequency of correction was no different between the two groups. For both groups, silent pauses were the biggest non-fluency factor, followed by vocal pauses, again corrections, and repetition at the bottom; in terms of the distribution of non-fluency, group A was more likely to appear in sentences than in group B between sentences. The two groups are prone to express unfluently when they encounter Chinese and English sentence patterns, proper nouns and phrases with Chinese characteristics, and there is no significant positive or negative correlation between the four indicators of non-fluency. In addition, this paper analyzes the three main causes of non-fluency: text interference, lexical extraction difficulties and sentence structure differences. On the basis of this, the author puts forward some suggestions on visual translation teaching from the aspects of bilingual ability, visual translation strategies and skills, and self-monitoring consciousness, in order to promote the improvement of student interpreter's visual fluency.
【学位授予单位】：上海外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H315.9

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