从反思学习视角看口译受训者常见问题及解决办法

发布时间：2018-06-11 21:21

本文选题：口译受训者 + 反思学习　；参考：《华中师范大学》2012年硕士论文

【摘要】：在当今全球化深入发展,国际交流日趋频繁的社会,口译引起了越来越多人的关注。口译的历史悠久,但是口译作为一种广泛认可的职业始于1919年的巴黎和会。近年来,在全球就业市场趋紧的大环境下,口译员却供不应求。为了弥补缺口,口译和翻译硕士(MTI)应运而生,各地口译培训业也蓬勃发展。很多人向往成为口译员,试图走上口译之路,但是在学习和接受口译培训的过程中遇上了很多问题。很多受训者执着于掌握口译技巧,但却忽视了练习环节。要成为一名好的译员,受训者必须有过硬的双语功底,广博的知识面,专业的口译技能以及良好的职业素养。受训者需要不断地学习优秀口译员,反思自身的口译实践,找出问题以求改进。一些受训者不习惯听自己的录音,因而也就难以找到自身问题的症结。口译研究也日趋成熟,研究的视角和方法多种多样,有的学者探究口译教学,有的人从释义派口译理论、吉尔的认知负荷模型、功能翻译理论或者传播学的视角来看待口译,也有人探究口译中的某个环节,比如口译记忆、口译理解、口译笔记等,但本文从一个比较新的视角来研究口译。本文从反思学习视角来探讨口译受训者在培训过程中常遇到的诸多问题,并挖掘产生这些问题的原因,试图寻求解决这些问题的方法给出建议,希望能给口译受训者指点迷津,帮助他们避免和克服这些常见问题。近年来,反思教学广为倡导,而教学是一个相互促进的过程,教师可以反思教学实践,同样的,学生也能反思自身的学习。本文就是从学习的主体,即受训者的角度来看口译,将反思学习运用到了口译学习中,通过回顾,分析样本群体的课堂口译录音来探究口译受训者在听力理解、记忆以及表达方面遇到的诸多问题,并探讨这些问题产生的原因,提出解决这些问题的办法。通过反复细听,分析和总结,本文列举了受训者在口译过程中由于语境意识不强,不适应各种口音,缺乏准备而带来的听力理解问题,由于过分依赖笔记,脑记不强,笔记脑记不平衡而导致的信息缺失问题,以及表达上不够灵活,译语缺乏逻辑,不够流利等问题。针对这些问题,本文提出一些相应的解决办法,如在听力过程中要着重听意思而非单个词语,要通过上下文进行预测和联想,通过视觉化等手段来提高短期记忆力,通过反复练习来实现脑记和笔记的平衡,通过增强双语能力来提高口译的灵活性等。本文倡导口译受训者采用反思性的口译学习方法,有意识的精听自己的口译录音,将自己的译语写下来,找出自身的问题,思考这些问题产生的根源,并采取有针对性的措施来克服这些问题,不断地加强练习,评估自己的口译表现,从而提高自己的口译水平。
[Abstract]:With the development of globalization and international communication, more and more people pay attention to interpretation. Interpreting has a long history, but interpretation as a widely recognized profession began in 1919 at the Paris Peace Conference. In recent years, in a tight global job market, interpreters are in short supply. In order to fill the gap, MTI (Master of interpretation and Translation) emerges as the times require, and the interpreting training industry is booming. Many people aspire to become interpreters and try to go on the path of interpreting, but in the process of learning and receiving interpretation training, they encounter many problems. Many trainees insist on mastering interpretation skills, but neglect the practice. To become a good interpreter, the trainees must have a good bilingual knowledge, professional interpretation skills and good professional accomplishment. Trainees need to constantly learn good interpreters, reflect on their own interpretation practices, and identify problems for improvement. Some trainees are not used to listening to their own recordings, so it is difficult to find the crux of their own problems. Interpreting research is becoming more and more mature, with a variety of perspectives and methods. Some scholars explore interpretation teaching, and some interpret interpretation theory. Gill's cognitive load model, functional translation theory or communication perspective also explores certain aspects of interpreting, such as interpretation memory, interpretation understanding, interpretation notes, etc. However, this paper studies interpreting from a relatively new perspective. From the perspective of reflective learning, this paper explores many problems often encountered by interpreters in the course of training, and explores the reasons for these problems. This paper tries to find ways to solve these problems, hoping to give some advice to the interpreters and help them avoid and overcome these common problems. In recent years, reflective teaching has been widely advocated, and teaching is a mutually reinforcing process. Teachers can reflect on teaching practice, and students can also reflect on their own learning. From the perspective of the subject of learning, namely, the trainees, this paper applies reflective learning to the study of interpretation. By reviewing and analyzing the audio recordings of the class interpretation of the sample groups, this paper explores the listening comprehension of the interpreters. Many problems in memory and expression are discussed, and the causes of these problems are discussed, and solutions to these problems are put forward. By listening carefully, analyzing and summing up, this paper enumerates the trainees' lack of contextual awareness in the process of interpreting. The problems of listening comprehension caused by not adapting to various accents, lack of preparation, lack of information due to over-reliance on notes, lack of strong brain memorization, imbalance in note-taking, lack of flexibility in expression, and lack of logic in the target language. Lack of fluency, etc. In order to solve these problems, this paper puts forward some corresponding solutions. For example, in the listening process, we should focus on listening meaning rather than single words, predict and associate by context, improve short-term memory by visualizing, and so on. Through repeated exercises to achieve the balance between brain and notes, through the enhancement of bilingual ability to improve the flexibility of interpretation, and so on. In this paper, we propose that interpreters should adopt reflective interpretation learning methods, listen to their own interpretation recordings carefully, write down their own language, find out their own problems, and think about the root causes of these problems. Some measures should be taken to overcome these problems, to strengthen the practice, to evaluate their interpretation performance and to improve their level of interpretation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H059

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