单、双母语学生译员英汉交传错误对比分析
发布时间：2018-08-16 17:10
【摘要】：本论文研究以中文为母语的单母语学生译员和以中英文为母语的双母语学生译员为实验对象,采用错误分析理论以及错误分析框架对二者的英汉交传表现作对比分析。在完成语料收集后,笔者先将录音转录为文本;之后笔者进行错误分类,并对两组译员译文错误进行标注;完成错误统计后,笔者利用Excel按照错误发生频率以及错误密度生成表格,并对错误进行定性定量分析;最后,笔者结合错误诊断及译员反馈分析了错误原因。研究发现,在错误大类型上,二者并无明显区别;但总体来讲,双母语组错误频率、密度均低于单母语组;错误特点上,二者在长且结构复杂的以及涉及背景知识较多的句子上,犯错误的密度频率都较高。从错误原因上看,两组译员受到的语内影响大于语际影响。但双母语组受到的语内干扰大于单母语组。除语际错误、语内错误以外,记忆力和笔记对译员的单双母语新手译员的影响很大。由此可见,在学生译员学习英汉交传初期,发生错误的原因是多种多样的,主要包括语际错误、语内错误、笔记、记忆,但心理压力背景知识也会造成较大影响。因此,学生译员应该注意从以上方面加强训练;教师在教授英汉交传时,也应该对症下药,帮助新手译员提高自身翻译能力。
[Abstract]:In this thesis, the author uses error analysis theory and error analysis framework to analyze the performance of English-Chinese intercommunication between Chinese and English monolingual interpreters and two-mother tongue interpreters. After completing the corpus collection, the author transcribes the recording into text, and then the author classifies the errors and annotates the errors of the two groups of interpreters. The author uses Excel to generate tables according to the frequency and density of errors, and carries out qualitative and quantitative analysis of errors. Finally, the author analyzes the causes of errors by combining error diagnosis and interpreter feedback. The study found that there was no significant difference between the two groups in the large types of errors, but generally speaking, the error frequency and density of the two mother tongue groups were lower than that of the single mother tongue group. Both of them have a higher frequency of making mistakes in long, complex sentences with more background knowledge. In terms of the causes of errors, the two groups of interpreters were more affected by the intra-lingual influence than by the interlingual influence. However, both mother tongue group was more affected by intra-lingual interference than single mother tongue group. In addition to interlingual and intra-lingual errors, memory and notes have a great impact on the interpreters' monolingual novice interpreters. It can be seen that in the early stage of English and Chinese communication between English and Chinese interpreters, the causes of errors are various, including interlingual errors, intralingual errors, notes, memory, but psychological stress background knowledge will also have a greater impact. Therefore, the student interpreters should pay attention to the above aspects of training, teachers in the teaching of English-Chinese transmission, should also be appropriate to the case, to help new interpreters improve their translation skills.
【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
本文编号：2186638
[Abstract]:In this thesis, the author uses error analysis theory and error analysis framework to analyze the performance of English-Chinese intercommunication between Chinese and English monolingual interpreters and two-mother tongue interpreters. After completing the corpus collection, the author transcribes the recording into text, and then the author classifies the errors and annotates the errors of the two groups of interpreters. The author uses Excel to generate tables according to the frequency and density of errors, and carries out qualitative and quantitative analysis of errors. Finally, the author analyzes the causes of errors by combining error diagnosis and interpreter feedback. The study found that there was no significant difference between the two groups in the large types of errors, but generally speaking, the error frequency and density of the two mother tongue groups were lower than that of the single mother tongue group. Both of them have a higher frequency of making mistakes in long, complex sentences with more background knowledge. In terms of the causes of errors, the two groups of interpreters were more affected by the intra-lingual influence than by the interlingual influence. However, both mother tongue group was more affected by intra-lingual interference than single mother tongue group. In addition to interlingual and intra-lingual errors, memory and notes have a great impact on the interpreters' monolingual novice interpreters. It can be seen that in the early stage of English and Chinese communication between English and Chinese interpreters, the causes of errors are various, including interlingual errors, intralingual errors, notes, memory, but psychological stress background knowledge will also have a greater impact. Therefore, the student interpreters should pay attention to the above aspects of training, teachers in the teaching of English-Chinese transmission, should also be appropriate to the case, to help new interpreters improve their translation skills.
【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：2186638
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