口译教学与外语教学策略对比谈

论文摘要

口译作为一门独立学科自上世纪五十年代创立至今已取得了显著的理论成果,但该学科的独立性地位及专业化程度却仍有待进一步提高,目前中国口译培训市场上鱼目混杂即充分说明了这一点。由于对口译的专业化缺乏认识,很多培训人员将口译培训等同于一般的外语教学,在学员选拔、教学目标和方法上不对二者做任何区分,其结果事倍功半、效率极低。本文从口译的概念、过程及其对口译员应具备的素质的要求等方面谈起,有针对性的列举分析了一些口译教学的策略,并将口译教学与一般外语教学从教学目标、学员选拔、教学策略、教学效果评估等方面加以比较。通过对比二者显著差别,可以得出如下结论:口译作为一门跨越多学科、复杂而又独立的学问,其专业性应该得到社会充分的认可,唯有如此其理论研究才能更加迅速而深入、其实践才能更加优质、市场也才能更加有序高效。

论文目录

• Acknowledgement
• Abstract
• 摘要
• 1 Introduction
• 2 Definition of Interpretation, Interpretation Process and Ideal Qualities for an Interpreter
• 2.1 Definition of Interpretation
• 2.2 Interpretation Process
• 2.2.1 Four key conceptual dimensions regarding interpreting process
• 2.2.1.1 Verbal transfer
• 2.2.1.2 Cognitive information processing skills
• 2.2.1.3 Making sense
• 2.2.1.4 Mediation
• 2.2.2 A brief summary of some processing models
• 2.2.2.1 Translational process
• 2.2.2.2 Multiple tasks
• 2.2.2.3 Complex operations
• 2.3 Ideal Qualities Required of an Interpreter
• 2.3.1 Role descriptions and expectations
• 2.3.2 Personal qualities and abilities
• 2.3.3 Special skills and expertise
• 3 Some Strategies for Interpretation Training
• 3.1 Curriculum
• 3.1.1 Approaches
• 3.1.2 Content and structure
• 3.2 Selection
• 3.2.1 Entry requirements
• 3.2.2 Aptitude testing
• 3.3 Training
• 3.3.1 Consecutive interpreting
• 3.3.2 Simultaneous interpreting
• 3.4 Assessment
• 3.4.1 Types and levels
• 3.4.2 Parameters and criteria
• 4 Some Relevant Aspects in Foreign Language Teaching Methodologies
• 4.1 Grammar-translation or traditional method
• 4.2 The direct method
• 4.3 The reading method
• 4.4 The audio-lingual method
• 4.5 The audiovisual method
• 4.6 Cognitive theory
• 5 Comparison between Strategies in Interpreting Training and Foreign Language Teaching
• 5.1 In terms of the objectives
• 5.2 In terms of selection
• 5.3 In terms of teaching strategies
• 5.4 In terms of assessment
• 6 Conclusion: interpreting as an independent discipline calls for professional training
• Bibliography