企业内口译认证考试的交际法原则和现实考虑

论文摘要

本文旨在讨论国内口译测试体系的现状,并与澳大利亚的全国口译认证考试NAATI作比较,重点放在讨论提供市场准入这一层次的口译即企业内口译的认证。Bachman的交际法语言测试理论对全球的语言教学和语言测试领域产生了很大影响,它理应也对口译测试具有重要的指导作用。因为口译本身就是一种复杂的交际行为,而口译测试就是对译员交际能力的测试。由于口译测试本身也是语言测试, Bachman的语言测试理论理应也可以运用于口译认证考试的内容和形式中,为此本文涉及国内三种影响力较大的口译测试体系,即人事部二级交传考试,上海市商务口译考试和上海市英语高级口译考试。在以上理论框架下,作者更对所涉口译测试体系的形式进行详细的比较研究,并针对现有口译认证系统的不足提出解决方案,希望能对现有口译体系的完善有一点建设性的意义。本文并论及口译认证的评估问题,涉及口译认证理论,交际法测试理论在口译认证中的运用和在国内测试体系中的现状。在考试形式和评估机制上更加完善的企业内口译认证体系在相应培训的支撑下将有助于培养出更多满足这一层次市场需求的人才。

论文目录

• Acknowledgement
• Abstract
• 中文摘要
• Introduction
• Chapter 1 Interpreting Testing & In-house Interpretation Accreditation Test
• 1.1 The Need for Interpretation Accreditation Test in China
• 1.2 Three Levels of Interpreting
• 1.3 Interpreting Testing Systems at Home and Abroad
• 1.3.1 NAATI —the Official Interpretation Accreditation Test in Australia
• 1.3.2 China Aptitude Test for Translators and Interpreters （CATTI）
• 1.3.3 Business Interpretation Accreditation Test （BIAT）
• 1.3.4 Advanced English Interpretation Test （AEIT）
• 1.4 In-house Interpretation Accreditation Test in Focus
• Chapter 2 Literature Review: Communicative Language Testing and Interpreting Testing
• 2.1 Bachman’s Communicative Language Testing Theory
• 2.2 The Essence and Characteristics of Interpretation
• 2.3 The Content of Interpreting Testing
• 2.3.1 Knowledge and Skills
• 2.3.2 Language Competence and Non-linguistic Competence
• 2.3.3 3Components of Communicative Abilities of Interpreting
• 2.3.3.1 Knowledge: Foundation in Both Languages and Extra-linguistic/encyclopedic Knowledge
• 2.3.3.2 Interpreting Skills: Short–term Memory and Note-taking
• 2.3.3.3 Non-intellectual Factors: Professional Ethics and Psychological Soundness
• 2.4 The Format for Interpreting Testing
• 2.4.1 Faithfulness in the Choice of Test Material
• 2.4.1.1 The Test Materials Should Be Written in Various Styles
• 2.4.1.2 The Test Material Should Demonstrate the Characteristics of Spoken Language
• 2.4.1.3 The Recorded Text Should Display Different Accents
• 2.4.1.4 The Test Material Should Be More than Listening Materials
• 2.4.2 The Closeness of Testing Situation to Real Communicative Situation
• 2.4.2.1 Testing on Preparatory Work
• 2.4.2.2 Means of Testing
• Chapter 3 An Analysis of the Status Quo in In-house Interpreting Testing Format
• 3.1 Language Proficiency Test
• 3.2 In-House Interpreting: Means of Testing
• 3.2.1 A Comparison of Practical Advantages
• 3.2.2 Selection of Either Means of Testing
• 3.2.3 Conclusion
• 3.2.4 Adoption of the Means of Testing by Various Testing Systems
• 3.3. Test Content Format
• 3.3.1 Format for Three Testing Systems
• 3.3.2 A Comparative Study of the 3 Interpreting Testing Systems
• Chapter 4 Suggestions on Further Improvement
• 4.1 The Relevance of Language Proficiency Test
• 4.2 Means of Testing ：Practical Considerations and Suggestions on Ope-rations
• 4.2.1 Tape-mediated Test or Oral Interview?
• 4.2.2 Suggestions on Operations in Tape-mediated Test for Large-Scale Interpretation Accreditation
• 4.3 Test Content Format : Considerations of Technical Issues
• 4.3.1 Speed for Speech-reading
• 4.3.2 Total Length of C-E/E-C Interpreting Paragraphs
• 4.3.3 Sectional Length of C-E/E-C Interpreting Paragraphs
• 4.3.4 Time Span for Interpreting Compared to That for Speech
• 4.3.5 Types of Interpreting Involved
• 4.4 Testing on Preparatory Work
• Chapter 5 Evaluation in In-house Interpretation Accreditation Test: Theory and Practical Considerations
• 5.1 Theory of Quality Evaluation
• 5.1.1 Barbara Moser-Mercer’s Differentiated Evaluation Methods
• 5.1.2 User-oriented Approach to Quality Evaluation
• 5.2 Empirical Study
• 5.2.1 Research Interest in User Expectations
• 5.2.1.1 Respondents
• 5.2.1.2 Purpose, Content or Other Specifications of the Survey
• 5.2.1.3 Result/Findings of the Survey
• 5.2.1.4 A Summary of Parameters of Evaluation in Three Surveys
• 5.2.2 Interpretation Quality through the Ears of Interpreters and Audience
• 5.2.3 Conclusion
• 5.3 Communicative Approach to Interpretation Evaluation
• 5.3.1 Knowledge
• 5.3.1.1 Pronunciation, Grammar, Syntax, Vocabulary
• 5.3.1.2 Discourse Competence
• 5.3.1.3 Pragmatic Competence
• 5.3.1.4 Extra-linguistic Knowledge
• 5.3.2 Interpreting Skills
• 5.3.2.1 Short –term Memory
• 5.3.2.2 Public Speech
• 5.3.2.3 Note-taking
• 5.3.2.4 Free Translation
• 5.3.2.5 Reproduction
• 5.3.2.6 Coping Tactics
• 5.3.3 Non-intellectual Factors
• 5.3.3.1 Professional Ethics
• 5.3.3.2 Psychological Soundness
• 5.4 Evaluation in In-house Interpreter Accreditation Test
• 5.4.1 Parameters for Quality Measurement
• 5.4.2 Evaluation in Existing Testing Systems
• 5.4.3 The Author’s Suggestions
• Conclusion
• Bibliography