交替传译过程中大脑译文搜索的研究

发布时间：2017-10-17 00:27

本文关键词：交替传译过程中大脑译文搜索的研究

【摘要】：口译理论历经50年发展历程。然而在口译思维过程领域,理论依旧不够成熟深入。口译过程分为笔记阶段和口译阶段。笔者在口译学习、实践中发现,大脑译文搜索如在笔记阶段而非口译阶段进行,口译质量会有跃升,因为这会减少口译阶段的精力分配压力,进而提高产出的流利性和准确性。然而,国内外口译理论对其或只字未提,或如吉尔模式一样将其归结到口译阶段,或表述这一行为的发生阶段时模棱两可。笔者在口译课从未听闻相关教学,而同口译从业者与学习者交流发现,其中大部分依旧认为此行为应在口译阶段,不过个别水平出众者意识到了笔记阶段思考译文的益处。可见,在理论、教学与口译从业、学习者的认识之间存在不对称。由此,笔者利用问卷和回访探究这一思维活动,主要有以下发现:(1)就译文搜索时间倾向来看,个体背景因素与在笔记阶段大脑译文搜索上的认识与能力成正相关;(2)就其教学来看,口译课与笔译课内容界限暧昧不清,口译课上语言知识比重远超口译技巧比重;大脑译文搜索等精力分配理论在课上更是鲜有提及;英汉口译与汉英口译教学方法重叠雷同;(3)就其学习来看,大多数人无反思性学习习惯,不会从思维过程和精力分配角度对口译非流利现象进行思考;即便进行事后反思,也仅驻足于语言层面,这使得大脑译文搜索这一思维过程没有得到充分的认识和重视。由此,在结尾,笔者提出建议:(1)对口译教学来说,其应有别于笔译教学,以技巧为导向而非以语言为中心;鉴于英汉和汉英交传难点不尽相同,其更应有的放矢,运用不同教学方法;(2)对口译学习来说,在口译前,口译学员单词记忆时应多管齐下进行编码,以便大脑使用时能够快速搜索;在口译中,应加强快速大脑思考译文能力,并使之自动化;在口译后,应进行反思性学习,即听取录音,找出问题,思考原因,解决问题。
【关键词】：口译 精力分配 译文搜索
【学位授予单位】：外交学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H059
【目录】：

Acknowledgements3-4
Abstract4-5
摘要5-11
List of Abbreviations11-12
Chapter 1 Introduction12-17
1.1 Motivation and Focus12-14
1.2 Significance14-15
1.3 Methodology15-16
1.4 Structure16-17
Chapter 2 Literature Review17-41
2.1 Brief Survey of CI17-19
2.1.1 The History and Status Quo of CI Overseas17-18
2.1.2 The History and Status Quo of CI at Home18-19
2.2 Brief Survey of CI Studies19-26
2.2.1 CI Studies Abroad19-22
2.2.1.1 Four periods of CI Studies Abroad19-21
2.2.1.2 The Trend of Interpreting Study Abroad21-22
2.2.2 CI Studies at Home22-26
2.2.2.1 Three Periods of CI studies at Home22-25
2.2.2.2 Problems of CI Studies at Home25-26
2.2.2.3 Future trend of CI Studies at Home26
2.3 Mental Processing Research26-32
2.3.1 Triangular Model of Interpretive Theory27-28
2.3.2 Psychological Experiment by Gerver28
2.3.3 Effort Model by Daniel Gile28-29
2.3.4 Neuropsychology and Neurolinguistics29-32
2.4 Retrieval32-37
2.4.1 Three Stages of Memory32
2.4.2 Definition of Retrieval32-34
2.4.3 Retrieval Cues34
2.4.4 Retrieval-related Disfluency34-35
2.4.5 Time of Retrieval35-37
2.4.5.1 Common view35
2.4.5.2 Vague Delineation35-36
2.4.5.3 Clear Expression36-37
2.5 Summary and Critique and My Research Niche37-41
2.5.1 Critique on Major Interpreting Theories37-39
2.5.1.1 Disadvantages of Triangular Model of Interpretive Theory37
2.5.1.2 Disadvantages of Psychological Experiment by Gerver37-38
2.5.1.3 Disadvantages of the Effort Model by Gile38
2.5.1.4 Disadvantages of Neuropsychology and Neurolinguistics38-39
2.5.2 Critique on Retrieval Theories39
2.5.3 My Research Niche39-41
Chapter 3 Research Methodology and Data Analysis41-59
3.1 Objective41
3.2 Subjects41-43
3.2.1 Way of Choosing Subjects41-42
3.2.2 Detailed Categorization of Subjects Based on Different Standards42-43
3.3 Instruments43-44
3.3.1 Questionnaire43-44
3.3.2 Interview44
3.4 Research Design44-45
3.5 Results and Analysis45-59
3.5.1 Retrieval Capability/Habit45-48
3.5.2 Interpreting Difficulty48-54
3.5.3 Interpreting Learning Habit54-56
3.5.4 Retrieval Teaching56-59
Chapter 4 Conclusion59-66
4.1 Major Findings59-60
4.2 Implications60-64
4.2.1 Interpreting Teaching60-62
4.2.1.1 Skill-oriented Rather Than Language-centered60-61
4.2.1.2 Differentiated Teaching Methods for C-E and E-C interpreting61-62
4.2.2 Interpreting Learning62-64
4.2.2.1 Before Interpreting: Encode Information in Multiple Ways62-63
4.2.2.2 During Interpreting: Develop the Skill of Thinking with the TargetLanguage and Rendering the Content Rapidly63
4.2.2.3 After Interpreting: Conduct Reflective Learning63-64
4.3 Limitations64-65
4.4 Suggestions for Future Study65-66
Bibliography66-69
Appendix69