关于“交传笔记教学”大纲设计的几点刍议

论文摘要

本论文旨在为交替传译中的笔记培训教学大纲设计提出建议。作者通过对专家们先前提出的理论的分析总结,提出自己对交替传译中笔记教学的几点建议。交替传译是口译中最传统也是使用最广泛的方式之一。交替传译与同声传译不同,在任务执行过程中译员有专门的预留时间进行翻译,所以需要译员翻译的片段通常都较长,超出译员的记忆能力。因此,笔记成为减轻译员脑力负担的一种基本技巧。作笔记时,译员必须同时聆听、分析和记住发言者的发言内容,因而作笔记的过程是完成一项复合任务的过程,要求译员合理分配注意力。交替传译笔记与速记不同,后者有可遵循的成套规则,而交替传译中的笔记更具创造性与个性——每个译员都会建立自己的笔记体系。由此可见,笔记是经验积累的结果。鉴于上述情况,交替传译学员总觉得作笔记的技巧难以掌握。基于上述事实,本文作者从以下几个方面提出了自己的建议:用来作笔记时的语种,笔记的简结,任务训练法以及课后练习。首先,作笔记应该用源语还是译入语是困扰许多口译初学者的一个问题,很多学者就此进行过探讨。作者本文分析了吉尔的精力分配模式、韦伯的观点以及沈素萍研究成果,得出如下结论:笔记语种的选择应应以“便利”为原则。其次,吉尔的精力分配模式中提到:笔记必须遵循简洁原则,这样译员可以减少作笔记所需的精力与时间,同时使笔记不失辅助记忆的效用。紧接着,基于口译任务的多样化,本文作者提出任务训练法。最后,作者建议以课后联系来弥补课内训练的不足。本论文分四章。第一章是简介,包括作者的灵感来源、研究背景、研究目的以及论文结构等内容。在第二章,本文作者综述了与该研究有关的相关研究。在第三章,本文作者详细讨论了在培训交替传译初学者的过程中应注意的方方面面。最后一章是结论,总结了交替传译笔记训练过程中应该包括的策略和技巧。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 The Inspiration of This Thesis
• 1.2 Background of the Study
• 1.3 The Purpose of the Study
• 1.4 The Organization of the Thesis
• Chapter 2 Literature Review
• 2.1 The Definition and Features of Interpretation
• 2.1.1 The Definition of Interpretation
• 2.1.2 The features of Interpretation
• 2.1.2.1 Instantaneity
• 2.1.2.2 Density of Information
• 2.1.2.3 Unpredictability
• 2.2 The Features of Consecutive Interpretation
• 2.2.1 The Definition of Consecutive Interpretation
• 2.2.2 A Brief History of Consecutive Interpretation
• 2.2.3 The Differences between Consecutive Interpretation and Simultaneous Interpretation
• 2.3 Previous Studies of Interpretation
• 2.3.1 Interpreter Pour Traduire
• 2.3.2 Gile's Process-oriented Training Model
• 2.3.3 The Model Put Forward by Xiamen University
• 2.4 Previous Studies of Note-taking
• 2.4.1 The Importance of Note-taking in Consecutive Interpretation
• 2.4.2 The Process and Features of Note-taking
• 2.4.2.1 Split Attention
• 2.4.2.2 Note-taking and Memory
• 2.4.3 Specialties of Note-taking in Consecutive Interpretation
• 2.4.3.1 Difference between Note-taking and Stenography
• 2.4.3.2 Difference between Note-taking in Consecutive Interpretation and in Lectures
• 2.4.4 The Role of Note-Taking in Consecutive Interpretation
• 2.4.5 The Theories Connected with Note-Taking in Consecutive Interpretation
• 2.5 Summary
• Chapter 3 Syllabus-designing for Note-taking in Consecutive Interpretation
• 3.1 The Language Employed in Note-taking
• 3.1.1 Various Views about the Choice of Language in Note-taking
• 3.1.2 Analyzing the Question with Gile’s Model
• 3.1.3 About Weber’s View on Language Choosing in Note-taking
• 3.1.4 The Experiment Conducted by Shen Suping
• 3.1.5 Discussion of the Various Views
• 3.2 Economy in Note-taking
• 3.2.1 The Theoretical Necessity of Economy in Note-taking
• 3.2.2 Physical Conditions Requiring Economy in Note-taking
• 3.3 The Methods to Make NT Economical
• 3.3.1 The Use of Punctuation Marks and Mathematical Symbols
• 3.3.2 The Adoption of Symbols Indicating the Interrelation of Ideas
• 3.3.3 The Adoption of Abbreviations
• 3.3.3.1 The Methods Suggested by Rozan
• 3.3.3.2 The Methods Suggested by Van Hoof
• 3.3.3.3 Analysis and Discussion
• 3.3.4 The Use of Arrows and Lines
• 3.3.5 Figures and Numbers
• 3.4 Basing the Note-taking Training on Tasks
• 3.4.1 Different ways of Note-taking in Consecutive Interpretation and Simultaneous Interpretation
• 3.4.2 Different Ways of Note-taking in Different Fields
• 3.5 Making Best of After-class Activities
• 3.5.1 Practising with Materials from the Mother Tongue
• 3.5.2 Learning Something About Stenography
• 3.5.3 Group Exercise
• 3.6 Summary
• Chapter 4 Conclusion
• Bibliography