从口译过程论译员素质的培养

论文摘要

随着世界各国在政治、经济、文化等领域内的交流日益频繁,口译作为使用不同语言的人们顺畅交流的桥梁,已经成为语言类人才择业的重要考虑对象和译学界共同关注的焦点。口译人员运用其智慧和努力,帮助人们克服语言上的障碍,在跨文化交际过程中起到了举足轻重的作用。我国的口译研究始于20世纪80年代,从口译教学的实际情况来看,如何培养译员素质仍然是有待深入研究的课题。口译不同于口语或笔译,对译员素质有其特定的要求;口译教学不同于语言教学和笔译教学,应当立足于口译特点,有针对性的对译员自身素质和口译专业技能进行培养。本文将通过分析口译过程,即听辩,记忆,表达三个阶段,说明不同阶段的特点和译员可能面临的问题,并在此分析的基础上着重论述解决各种问题的方法和如何有效培养译员所需具备的技能。文章结构上,本文首先回顾口译研究的相关成果,在回顾和总结的基础上提出自己的思路和理论框架,并在此框架中详细分析如何在预测机制,听力理解,记忆训练和重述表达这四方面培养译员技能。结论部分对研究口译过程的相关理论做出总结,强调了译员应该积极培养适用于各个阶段的技能,并再次概述培养这些技能的方法。希望本文可以为口译教学贡献一份力量,使口译学习者能够更清楚地了解口译过程,并有针对性地进行相关训练以取得长足进步。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Chapter 1 Introduction
• 1.1 History and Development of Interpretation
• 1.2 The Purpose of This Thesis
• 1.3 The Organization of This Thesis
• Chapter 2 The Process of Interpretation and Required Qualities of Interpreters
• 2.1 Definition and Classifications of Interpretation
• 2.1.1 Definition of Interpretation
• 2.1.2 Classifications of Interpretation
• 2.1.3 Daniel Gile’s Model for Interpreting
• 2.2 Differences between Translation and Interpretation
• 2.3 The Process of Interpretation
• 2.4 Required Qualities of Interpreters
• Chapter 3 Anticipation and Anticipation Strategy in Interpretation
• 3.1 Anticipation as a Cognitive Phenomenon
• 3.2 Importance of Anticipation in Interpretation
• 3.3 Language and Non-Language Anticipation
• 3.3.1 Language Anticipation
• 3.3.2 Non-language Anticipation
• 3.3.2.1 Anticipation on Interpretation Discourse
• 3.3.2.2 Anticipation Based on Beforehand Preparation
• 3.4 Training Interpreters’Anticipation Capability
• 3.4.1 Thought-repeating and Discourse-visualizing
• 3.4.2 Brainstorming
• Chapter 4 Comprehension and Cultivating Comprehension Skills
• 4.1 Nature of Comprehension
• 4.2 Factors Affecting Comprehension Quality
• 4.2.1 Competence of Knowledge of Language
• 4.2.1.1 Phonetic Factors
• 4.2.1.2 Lexical Factors
• 4.2.1.3 Syntactic and Semantic Factors
• 4.2.2 Accumulation of Extra-linguistic Knowledge
• 4.2.3 Capability of Analysis
• 4.3 Cultivating Comprehension Skills
• 4.3.1 Building Solid Knowledge of Language
• 4.3.1.1 Enhancing Proficiency in English Listening
• 4.3.1.2 Mastering a Well-knit Vocabulary System
• 4.3.1.3 Developing a Quick Response
• 4.3.2 Accumulating Extra-linguistic Knowledge
• Chapter 5 Memory Principle and Training
• 5.1 Nature of Memory in Interpretation
• 5.2 Main Features of Three Memory Systems in Interpretation
• 5.2.1 Sensory Memory
• 5.2.2 Short-term Memory
• 5.2.3 Long-term Memory
• 5.3 Suggestions for Memory Training
• 5.3.1 Retelling
• 5.3.1.1 Theoretical Foundation and Aim of Retelling Practice
• 5.3.1.2 Retelling in Source language
• 5.3.1.3 Retelling in Target Language
• 5.3.1.4 Five-minute Retelling
• 5.3.2 Shadowing
• 5.3.2.1 Theoretical Foundation and Aim of Shadowing Practice
• 5.3.2.2 Shadowing Practice
• 5.3.2.3 Dual Task Practice
• 5.3.2.4 Interference Practice
• 5.3.3 Note-taking
• 5.3.3.1 Characteristics of Notes in Interpretation
• 5.3.3.2 Significance of Note-taking
• 5.3.3.3 Note-taking Practice
• 5.3.4 Analyzing
• 5.3.4.1 Theoretical Foundation and Aim of Analyzing Practice
• 5.3.4.2 Interpreting Speeches of Different Styles
• 5.3.4.3 Summarization
• Chapter 6 Re-expression Stage and Sharpening Re-expression Skills
• 6.1 Significance of Re-expression
• 6.2 Factors Affecting Re-expression Quality
• 6.2.1 Checkmates in Interpretation
• 6.2.2 Parataxis and Hypotaxis
• 6.3 Sharpening Re-expression Skills
• 6.3.1 Proper Use of Explanations and Notes
• 6.3.2 Attempts of Equivalent and Shadow Interpretation
• Chapter 7 Conclusion
• Bibliography