英汉有稿同传与脱稿同传的质量对比研究

论文摘要

摘要：从20世纪50年代开始，口译理论研究出现热潮,但中国在口译领域的认识和研究，尤其是同声传译方面的研究要稍晚于西方。随着中国在国际社会地位的进一步加强，同声传译这一领域的研究需求日益凸显。如何在科学、系统的理论指导下培养优秀的口译人才是当前亟须解决的问题。目前口译在同声传译方面有着各种不同角度的研究，但是就文稿对同传质量的影响的研究甚少。本文试图从译员在会议口译这一特定情境中是否使用文本的角度出发，探讨使用文稿到底是有助于同传质量的提高，还是会给同传带来负面影响。作者在丹尼尔·吉尔的口译精力分配模型的指导下，推断出有稿和无稿两种同传状态下的精力分配模型，并在此基础上试图通过建立一个5种不同情境的同传模型来解释文稿是如何影响同传表现的，并由邓丽君的质量评估模型来评估译员的同传质量，希望通过这一研究勾勒出有稿同传和无稿同传的表现区别。实验结果表明，译员在这五种模型中的工作质量和表现各不相同。有稿和无稿不是决定口译质量好坏的唯一标准，有稿同传的表现不一定明显比无稿同传好。只有当把三个因素，即文稿、准备时间及发言人有无背离稿件集中考虑时,是否使用文稿这一问题才能得以解答。同时，这一问题的解决有着积极地现实意义。从教学法角度来看，有稿同传即视译应纳为同声传译的一个训练项目。从而提高学生或译员的口译技能，提高同传质量。本文也试图提出训练有稿同传的建议并指出了本文的局限性和未来可供研究的方向。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter One Introduction
• 1.1 Research background
• 1.1.1 Definition of SI
• 1.1.2 Types of SI
• 1.1.3 SI Quality assessment
• 1.1.3.1 Purpose of quality assessment
• 1.1.3.2 Criteria of quality assessment
• 1.1.3.3 Quality assessment models
• 1.1.3.3.1 Xiada’s SI quality assessment
• 1.1.3.3.2 Deng Lijun’s SI quality assessment chart
• 1.2 Purpose of the study
• 1.3 Structure of the thesis
• Chapter Two Literature Review
• 2.1 Review of the related studies on SI with text and SI without text
• 2.2 Research questions, methodology and significance
• Chapter Three Theoretical Framework
• 3.1 Daniel Gile’s Effort Model
• 3.1.1 Effort Model in SI without text
• 3.1.2 Effort Model in SI with text
• 3.2 Significance of the effort model to this thesis
• Chapter Four An Empirical Study on SI with text and SI Without Text
• 4.1 Purpose of the experiment
• 4.2 Subject of the experiment
• 4.3 Methods of the experiment
• 4.3.1 Material
• 4.3.2 Content
• 4.3.3 Assessment and assessor
• 4.4 Procedures of experiment
• 4.5 Data and results
• Chapter Five Analysis of the Empirical Study and Its Implications
• 5.1 Analysis of the data of the experiment
• 5.2 Reasons accounted for the result
• 5.3 Quality analysis
• 5.3.1 Factors contributed to quality in SI with text
• 5.3.1.1 Text
• 5.3.1.2 Different modes of presentation
• 5.3.2 Factors contributed to quality in SI without text
• 5.3.2.1 Divided attention
• 5.3.2.2 Ear-voice span
• 5.3.2.3 Coordination
• 5.4 Implications for SI Teaching
• 5.4.1 Suggestions for sight interpreting
• 5.4.2 Assessment and self-assessment in SI teaching
• Chapter Six Conclusion
• 6.1 Findings of the study
• 6.2 Limitations of the study
• 6.3 Suggestions for Further study
• Works Cited
• Appendix