视阅口译和视听口译的教学

论文摘要

视译在实践活动中通常有两种形式:视阅口译和视听口译。视阅口译是介于笔译和口译之间的一种翻译方式,以阅读方式接收信息,以口头方式传出信息。视听口译也被称为带稿同传,译员手头有书面稿子,同时耳边听着发言,跟着发言人的速度进行口译。视阅口译和视听口译实践过程中需要译员运用多种技巧协同工作,所以难度并不逊于其他的口译方式。因此视阅口译和视听口译的训练应该引起足够的重视。本文通过对相关概念和技巧的分析,试图找出一条合适的教学模式。论文除引言和结语外包括四章。第一章介绍了一些相关的理论,特别阐明了本文讨论的重点是视阅口译和视听口译,它们既有类似之处又存在各自不同的特点。第二章阐诉了必须重视视阅口译和视听口译训练的原因。因为源语输入存在文本的因素,视阅口译和视听口译面对不同于其它口译活动的特殊的困难,例如必须快速理解文本内容以及克服文本造成的视觉干扰等等。视听口译甚至还必须面对视觉和听觉同时工作的情况。只有通过系统地针对性的训练,译者才能够摸索出适合自己的一套信息处理和精力分配方式。第三章分析了视阅口译和视听口译中需要用到的技巧。文章主要分析了其中五项技巧:阅读理解、断句、记忆、协调能力以及表达。第四章提出具体建议、训练阶段以及训练模式,旨在帮助视阅口译和视听口译的教学活动。该章特别引入了以学生为中心的课堂教学法,阐诉了小组合作和评估体系(包括学生自评和互评)的重要性。在融入技巧教学的同时,让学生参与到课堂活动中来,学习才是主动有效的。所以,教师应该尽可能模拟与真实工作场景相似的学习环境,并且分步骤、有系统地建立起学生为中心的课堂。笔者相信所有的理论都必须用于实践,而所有的教学方式都必须服务于学生,以学生的需求为第一要义。

论文目录

• Synopsis
• 摘要
• Introduction
• Chapter 1 Theoretical information
• 1.1 Some definitions
• 1.1.1 Sight translation （ST）
• 1.1.2 Sight interpreting （SIT）
• 1.1.3 Simultaneous interpreting （SIM）
• 1.1.4 Clarification of some points about ST and SIT in this thesis
• 1.1.4.1 Some points about ST
• 1.1.4.2 Some points about SIT
• 1.1.4.3 The reasons to put SI and SIT together in this thesis
• 1.2 Related studies
• 1.2.1 Gile's Effort Models
• 1.2.1.1 SI model
• 1.2.1.2 CI model
• 1.2.1.3 ST model
• 1.2.1.4 SIT model on the basis of Gile's theory and models
• 1.2.2 Agrifoglio's research
• 1.2.3 Lambert's research
• Chapter 2 Reasons to attach importance to ST and SIT training
• 2.1 Differences and similarities between ST/SIT and interpreting from a pure oral source
• 2.1.1 Written vs. spoken language
• 2.1.2 Reading vs. listening
• 2.2 Advantages of ST and SIT training
• 2.2.1 Shared attention analysis
• 2.2.2 Automatism factor
• 2.3 Special difficulties in ST and SIT
• 2.3.1 Visual interference of the source language
• 2.3.2 Linguistic characteristics of the texts used in ST and SIT
• 2.3.3 Interference of the speaker in SIT
• Chapter 3 ST and SIT skills
• 3.1 Reading comprehension
• 3.1.1 Reading process in ST
• 3.1.2 Sentence comprehension
• 3.1.2.1 The immediacy principle
• 3.1.2.2 The wait and see strategy
• 3.1.2.3 The interactive model
• 3.2 Segmentation
• 3.2.1 What to segment
• 3.2.2 How to segment
• 3.2.2.1 At a grammar level
• 3.2.2.2 At a meaning level
• 3.2.3 Where to segment
• 3.2.3.1 Three ways of segmenting the input
• 3.2.3.2 To segment at the cutting points
• 3.3 Memory
• 3.3.1 Memory of meaning
• 3.3.2 Short-term memory in ST and SIT
• 3.4 Coordination
• 3.5 Delivery
• 3.6 Summary
• Chapter 4 Suggestions for ST and SIT teaching
• 4.1 Real work situations
• 4.2 Student-centered classroom
• 4.2.1 What is student-centered approach
• 4.2.2 How to create student-centered teaching
• 4.2.3 How to apply this approach to ST and SIT teaching
• 4.3 Phases of ST and SIT training
• 4.3.1 Phase 1 Reading comprehension
• 4.3.2 Phase 2 Segmentation
• 4.3.3 Phase 3 Quasi ST and SIT practices
• 4.3.3.1 Quasi ST practice
• 4.3.3.2 Quasi SIT practice
• 4.4 Summary
• Conclusion
• Bibliography
• Acknowledgements