MTI学生翻译自我评估能力之实证研究

发布时间：2018-11-13 13:54

【摘要】：社会各方面的发展对高层次专业翻译人才的需求日益迫切，翻译硕士专业学位（MTI）在这种背景下应运而生。近年来，对翻译专业硕士的培养引起了广泛关注。众多学者对其培养模式进行了探讨，旨在有效地提高MTI学生的翻译能力，以满足日益增长的翻译市场的需求。社会发展给专业翻译提出了时代性的新要求，MTI学生不仅要对社会的需要要有清醒地认识，还需要正确地认识自身的翻译水平，充分了解自己的译品是如何被评估的以及如何去自我评估。因而培养学生的翻译自我评估能力是必要的。虽然翻译能力的研究一直是翻译研究的重要领域，自我评估能力作为翻译能力的一项次级能力，，却很少受到关注。本文在综述翻译能力及翻译评估研究的基础上，结合MTI产生的时代背景及它的专业特点，从广义和狭义上尝试性地建构了面向MTI学生的翻译自我评估能力模式。本研究主要从狭义上研究翻译自我评估能力，探索了其内涵，描述性地研究了MTI学生翻译自我评估能力的现状，尝试性地分析了现阶段MTI学生翻译自我评估能力不高的原因；然后进一步分析了自我评估能力的各次级能力之间的相关性；再根据学生自我评估能力的强弱，将高分10%处和低分10%处的学生分为高水平组与低水平组，进而探究两组之间的具体差别；最后分析了翻译自我评估能力与翻译质量之间的相关性。本研究属于实证研究中的探索性研究。首先对MTI学生进行问卷调查，然后收集数据，运用SPSS软件对数据进行相关性、T值检验，得出实验结果，然后进一步对实验结果进行探讨。本文的研究结果如下：（1）、翻译自我评估能力在狭义上可细分为：语言评估能力、言外评估能力、功能评估能力、实时编辑能力。（2）、在对MTI学生自我评估能力现状的描述性研究及后续采访中发现，仅14.6%的学生自我评估的准确度能达80%以上，对评估标准其评估的方面有清楚的认识；12.2%的学生准确度低于60%，他们对如何去修改自己的译本不清楚；31.7%的学生在60%—70%之间，41.5%的学生在70%—80%之间，他们对自我评估了解但认识不完全。（3）自我评估能力及各次级能力之间都具有显著的相关性，其中实时编辑能力这一次级能力与自我评估能力相关系数最大。在高水平组与低水平组的对比研究中得出，两组之间语言评估能力差别最大，其次依次是功能评估能力、实时编辑能力、言外评估能力。（4）翻译自我评估能力及其各次级能力都与翻译质量呈现相关性，相关系数大小依次翻译自我评估能力、实时编辑能力、语言评估能力、功能评估能力及言外评估能力。本研究尝试性地对翻译自我评估能力进行了探索，一定程度上，拓宽了翻译能力培养的视野，丰富了翻译能力的研究。此外，基于问卷调查的实证研究成果可应用于翻译教学，为学生翻译能力的提高提供了新的渠道，对翻译教学理论和实践有一定的参考作用。
[Abstract]:The development of the various aspects of the society is becoming more and more urgent for the high-level professional translation talents, and the professional degree of translation (MTI) comes into being in this background. In recent years, extensive attention has been paid to the cultivation of the master's degree in translation. In order to meet the increasing demand of the translation market, many scholars have discussed their culture model. The new requirement of the times for professional translation is put forward by the social development. The students of the MI need not only to be aware of the needs of the society, but also to know the level of their translation correctly and to know how to be evaluated and how to self-evaluate them. Therefore, it is necessary to train the students' self-evaluation ability. Although the research of translation ability has been an important field of translation research, self-evaluation capacity is a sub-ability of translation ability, but is seldom concerned. Based on the review of translation ability and translation evaluation, this paper, based on the background of MTI and its professional characteristics, tries to construct a self-evaluation model of translation self-evaluation for the students of MTI in a broad and narrow sense. This study mainly studies the ability of translation self-evaluation in a narrow sense, explores its connotation, studies the current situation of the translation self-evaluation ability of the MTI students, and tries to analyze the non-high translation self-evaluation ability of the MTI students at the present stage. The reason is that the correlation between the secondary abilities of the self-evaluation ability is further analyzed, and the students are divided into a high-level group and a low-level group according to the self-evaluation ability of the students, so as to explore the concrete relationship between the two groups. The difference between the ability of self-evaluation and the quality of translation is analyzed. This study is part of an empirical study. An exploratory study was carried out. First, the students of the MTI were investigated, then the data was collected, the data was correlated with the data by SPSS software, and the results of the experiment were obtained. The results of this paper are as follows: (1) The ability of self-evaluation of translation can be divided into: language evaluation ability, external evaluation ability and function evaluation ability. force and real-time editing ability. (2) In the descriptive study and follow-up of the current status of the self-assessment of the MI students, only 14. 6% of the students' self-assessment accuracy can reach more than 80%, and there is a clear understanding of the evaluation of the evaluation criteria; and 12. 2% of the students The accuracy is less than 60%, and they don't know how to modify their translation; 31. 7% of the students are between 60% and 70%, and 41. 5% of the students are between 70% and 80%, and they are self-assessment Understand but not complete. (3) There is a significant correlation between self-assessment and secondary capabilities, where real-time editing capability is a primary and self-assessment The ability correlation coefficient is the largest. In the comparative study of the high-level group and the low-level group, the difference of the language evaluation ability between the two groups is the largest, and the second order is the function evaluation ability, and the real-time editing can (4) The ability of self-evaluation of translation and its secondary ability are related to the quality of translation, and the correlation coefficient is the ability of self-evaluation, real-time editing ability, language evaluation ability and function evaluation. The purpose of this study is to explore the ability of translation self-evaluation, to a certain extent, to broaden the field of view of the cultivation of translation ability. In addition, the empirical research results based on the questionnaire can be applied to the translation teaching, so as to provide a new channel for the improvement of the students' translation ability, and to the translation teaching theory
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H059-4

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