从译员的素质角度探讨口译教学的内容设置及其意义

论文摘要

口译作为热门职业的兴起和繁荣,对口译人员的素质和表现提出了更高的要求。随着“口译热”的出现,参加口译培训的人越来越多,可合格的口译人员数量永远不能满足市场的需求。论文就这一现象,针对口译人员应该具备的素质,探讨口译教学和培训中存在的问题,对口译教学的内容设置安排提出一些愚见,并对口译教学的意义所在展开了开放式的讨论,希望能帮助推进口译教学的改革和发展。口译教学的发展和不断调整改进是口译作为职业发展的必然结果。口译教学中已经存在的基本概念和模式,引领着口译事业的发展。同时,口译事业的发展,当前口译的特征、形式和发展趋势又将指导口译教学内容的设置以及口译教学的意义。教学与实践之间的鸿沟已经暴露了现行口译教学模式的不足之处。在口译事业不断快速发展的趋势下,雇主对口译人员的越来越高的期望值让口译人员应具备的素质上升到了新的台阶,从而对口译教学也提出了前所未有的高要求。因此,口译教学为实现培养合格口译人员应有的内容设置必须要有所突破和创新,并解决传统的口译教学中存在的理论与实践的脱轨;固定教学场所以及固定教学时间对译员处理不同现场的影响;有限的教学资源、师资等在应对口译发展趋势上的局限性等诸多问题。本论文旨在通过案例调查、比较等研究方法提出针对解决现行口译教学缺陷的建议,并有待通过实践的考验和完善;同时提出对口译教学和培训的更高期望,希望能对口译教学的发展有所促进。

论文目录

• Acknowledgements
• Abstract
• 中文摘要
• Chapter 1 Introduction
• Chapter 2 Basic Concepts and Models of Interpretation
• 2.0 Introduction
• 2.1 The Features of Interpretation
• 2.1.1 The Comparison between Translation and Interpretation
• 2.1.2 Immediacy
• 2.1.3 Density of Information
• 2.1.4 Unpredictability
• 2.2 The Forms of Interpretation
• 2.2.1 Consecutive Interpretation
• 2.2.2 Simultaneous Interpretation
• 2.2.3 Other Forms of Interpretation
• 2.3 The Trend of Interpretation
• 2.3.1 Interpreting as Communicating
• 2.3.2 Interpretation as a Profession
• 2.3.3 Interpretation as a Study
• 2.4 Gile’s Model
• 2.5 Summary
• Chapter 3 Qualifications of Interpreters and Expectations of Clients
• 3.0 Introduction
• 3.1 Linguistic Knowledge Competence
• 3.2 Extra-Linguistic Knowledge Competence
• 3.3 Psychological Competence
• 3.4 Interpreters’Active Role
• 3.5 Summary
• Chapter 4 Contents and Meanings of Interpreting Teaching
• 4.0 Introduction
• 4.1 Knowledge Acquisition
• 4.2 Listening Comprehension
• 4.3 Memory and Note- taking Training
• 4.3.1 General Knowledge of Memory
• 4.3.2 Short Term Memory
• 4.3.3 Long Term Memory
• 4.3.4 Note-taking
• 4.4 Interpreting Skills
• 4.4.1 Anticipation
• 4.4.2 Flexibility
• 4.5 Summary
• Chapter 5 Existing Problems worth Addressing
• 5.0 Introduction
• 5.1 Theory vs. Practice
• 5.2 Fixed Teaching Site and Period vs. Flexible Working Site and Period
• 5.2.1 Teaching Site
• 5.2.2 Teaching Period
• 5.3 Limited Teaching Materials and Trainers vs. Diversified Working Topics and Clients
• 5.3.1 Teaching Materials
• 5.3.2 Human Resources
• 5.4 Summary
• Chapter 6 Conclusion
• Bibliography