基于有声思维法的翻译单位选择的实证研究
发布时间：2021-04-05 07:16
在翻译过程中,译者要不断的寻找合适的翻译单位,因此,对翻译单位的研究势在必行。中国译学界自上个世纪80年代以来就开始关注翻译单位的研究,但是大多数学者都只是单纯在理论方面探讨应该选择何种翻译单位,从语言学的角度对其进行界定和分析,存在一定局限性。随着翻译过程研究的不断发展,学者们开始从过程角度来研究翻译单位,最典型的就是通过出声思维法对译者选择的翻译单位进行实证研究,从而为翻译单位的研究打开了一个新的视角。本论文借助有声思维法,采用TAPs、问卷采访和译文分析相结合的三元数据分析模式,探索8名中国译者（6名学生译者,2名职业译者）进行英汉翻译时的内在思维过程,拟回答如下三个问题:职业译者和学生译者在翻译过程中的翻译阶段有何异同?职业译者和学生译者在翻译单位的选择上有何异同?从翻译过程和翻译单位的角度,职业译者相对于学生译者具备哪些翻译专业技能?为什么?本文研究发现,职业译者和学生译者的翻译过程都经历了规划、分析、转换和修改四个阶段,而且他们在转换阶段花的时间精力最多,体现出了翻译活动区别于其他语言活动的特点。但是,职业译者在翻译转换之前,对原文的功能及整体意义进行大量的分析,规划整个翻...
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：72 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Figure
List of Table
Chapter 1 Introduction
1.1 Research Significance
1.2 Research Purpose
1.3 Research Questions
1.4 Research Methodology
1.5 The General Organization of the Thesis
Chapter 2 Literature Review
2.1 The definition of translation unit
2.1.1 Product-oriented definition
2.1.2 Process-oriented definition
2.2 Approaches to the studies of translation unit
2.2.1 Linguistic approaches
2.2.2 Functional approaches
2.2.3 Process-oriented approaches
2.3 Translation unit in translation process
2.3.1 Studies of translation process
2.3.2 Studies of translation unit in translation process
2.3.3 Distinction of analysis unit and synthesis unit
2.4 The instrument of empirical research on translation units: Think-aloud Protocols (TAP
2.4.1 Theoretical grounding
2.4.2 TAPs studies on translation process
2.4.3 TAPs: advantages and disadvantages
2.5 The Origin and development of translation expertise
2.5.1 The origin of translation expertise
2.5.2 Approaches to translation expertise
2.5.3 Features of translation expertise
2.6 Summary
Chapter 3 The Empirical Study
3.1 Research purpose
3.2 Research instruments
3.2.1 Think-Aloud Protocols
3.2.2 Questionnaires and interviews
3.2.3 Translation analysis
3.3 Research design
3.3.1 Participants
3.3.2 Source Text
3.3.3 Procedures
3.4 Data reduction
3.4.1 Data sources
3.4.2 Transcribing TAPs
3.5 Data coding
3.5.1 Coding scheme for translation sub-processes
3.5.2 Coding scheme for translation units
3.6 Validity control
3.7 Summary
Chapter 4 Results and discussions
4.1 Comparing students and professionals in translation sub-processes
4.1.1 Pre-transferring process: planning and comprehending
4.1.2 Transferring process
4.1.3 Post-transferring process: revising
4.2 Comparing student and professional translators in translation units
4.2.1 Comparing student and professional translators in analysis units
4.2.2 Comparing student and professional translators in synthesis units
4.2.3 Summary: Comparing students and professionals
4.3 Identifying the translation expertise
4.3.1 Translation process: translation vs. transferring
4.3.2 Translation unit: high-level vs. low-level
4.4 Exploring the affective factors
Conclusion
1. Findings: revisiting the research questions
2. Beyond the research questions: pedagogical implications of the study
3. Limitations of the study and suggestions for further research
References
Appendix A Consent Form
Appendix B Questionnaire on Participants’Backgrounds
Appendix C Source text
Appendix D Instruction Sheet of the Experiment
Appendix E Post-translating Interview
Appendix F Sample of TAPs
Appendix G 基于有声思维法的翻译单位选择的实证研究
Acknowledgements
【参考文献】：
期刊论文
[1]基于TAPs分析英译汉过程中翻译单位及教学启示[J]. 翟秋兰. 湖北广播电视大学学报. 2009(03)
[2]翻译过程的三元数据分析模式[J]. 郑冰寒. 上海翻译. 2008(03)
[3]全译表达的思维——语言过程——小句中枢全译说研究之一[J]. 黄忠廉. 华中科技大学学报(社会科学版). 2008(04)
[4]关于十年来翻译单位问题研究的述评[J]. 张梦雅,韩江洪. 合肥工业大学学报(社会科学版). 2008(02)
[5]英译汉过程中翻译单位的实证研究[J]. 郑冰寒,谭慧敏. 外语教学与研究. 2007(02)
[6]译者主体性观照下的翻译单位研究[J]. 赵冬梅. 四川师范大学学报(社会科学版). 2007(02)
[7]论文本翻译的分析单位与转换单位[J]. 张云,莫再树,张小勇. 湖南大学学报(社会科学版). 2006(05)
[8]论使用出声思维研究翻译过程[J]. 文军,孙三军. 外语学刊. 2006(03)
[9]西方翻译实证研究二十年（1986-2006）[J]. 苗菊. 外语与外语教学. 2006(05)
[10]论翻译过程涉及的各种言语单位——与曾利沙先生商榷[J]. 彭长江. 解放军外国语学院学报. 2005(04)
本文编号：3119387
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：72 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Figure
List of Table
Chapter 1 Introduction
1.1 Research Significance
1.2 Research Purpose
1.3 Research Questions
1.4 Research Methodology
1.5 The General Organization of the Thesis
Chapter 2 Literature Review
2.1 The definition of translation unit
2.1.1 Product-oriented definition
2.1.2 Process-oriented definition
2.2 Approaches to the studies of translation unit
2.2.1 Linguistic approaches
2.2.2 Functional approaches
2.2.3 Process-oriented approaches
2.3 Translation unit in translation process
2.3.1 Studies of translation process
2.3.2 Studies of translation unit in translation process
2.3.3 Distinction of analysis unit and synthesis unit
2.4 The instrument of empirical research on translation units: Think-aloud Protocols (TAP
2.4.1 Theoretical grounding
2.4.2 TAPs studies on translation process
2.4.3 TAPs: advantages and disadvantages
2.5 The Origin and development of translation expertise
2.5.1 The origin of translation expertise
2.5.2 Approaches to translation expertise
2.5.3 Features of translation expertise
2.6 Summary
Chapter 3 The Empirical Study
3.1 Research purpose
3.2 Research instruments
3.2.1 Think-Aloud Protocols
3.2.2 Questionnaires and interviews
3.2.3 Translation analysis
3.3 Research design
3.3.1 Participants
3.3.2 Source Text
3.3.3 Procedures
3.4 Data reduction
3.4.1 Data sources
3.4.2 Transcribing TAPs
3.5 Data coding
3.5.1 Coding scheme for translation sub-processes
3.5.2 Coding scheme for translation units
3.6 Validity control
3.7 Summary
Chapter 4 Results and discussions
4.1 Comparing students and professionals in translation sub-processes
4.1.1 Pre-transferring process: planning and comprehending
4.1.2 Transferring process
4.1.3 Post-transferring process: revising
4.2 Comparing student and professional translators in translation units
4.2.1 Comparing student and professional translators in analysis units
4.2.2 Comparing student and professional translators in synthesis units
4.2.3 Summary: Comparing students and professionals
4.3 Identifying the translation expertise
4.3.1 Translation process: translation vs. transferring
4.3.2 Translation unit: high-level vs. low-level
4.4 Exploring the affective factors
Conclusion
1. Findings: revisiting the research questions
2. Beyond the research questions: pedagogical implications of the study
3. Limitations of the study and suggestions for further research
References
Appendix A Consent Form
Appendix B Questionnaire on Participants’Backgrounds
Appendix C Source text
Appendix D Instruction Sheet of the Experiment
Appendix E Post-translating Interview
Appendix F Sample of TAPs
Appendix G 基于有声思维法的翻译单位选择的实证研究
Acknowledgements
【参考文献】：
期刊论文
[1]基于TAPs分析英译汉过程中翻译单位及教学启示[J]. 翟秋兰. 湖北广播电视大学学报. 2009(03)
[2]翻译过程的三元数据分析模式[J]. 郑冰寒. 上海翻译. 2008(03)
[3]全译表达的思维——语言过程——小句中枢全译说研究之一[J]. 黄忠廉. 华中科技大学学报(社会科学版). 2008(04)
[4]关于十年来翻译单位问题研究的述评[J]. 张梦雅,韩江洪. 合肥工业大学学报(社会科学版). 2008(02)
[5]英译汉过程中翻译单位的实证研究[J]. 郑冰寒,谭慧敏. 外语教学与研究. 2007(02)
[6]译者主体性观照下的翻译单位研究[J]. 赵冬梅. 四川师范大学学报(社会科学版). 2007(02)
[7]论文本翻译的分析单位与转换单位[J]. 张云,莫再树,张小勇. 湖南大学学报(社会科学版). 2006(05)
[8]论使用出声思维研究翻译过程[J]. 文军,孙三军. 外语学刊. 2006(03)
[9]西方翻译实证研究二十年（1986-2006）[J]. 苗菊. 外语与外语教学. 2006(05)
[10]论翻译过程涉及的各种言语单位——与曾利沙先生商榷[J]. 彭长江. 解放军外国语学院学报. 2005(04)
本文编号：3119387
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