不熟悉音位变化对英中交替传译影响的实证研究

论文摘要

会议传译译员在不同类型的国际会议上都会遇到不同地方或社会背景的英语口音变体。然而,以往的学术研究在口音(尤其是音位变化)对口译的影响上缺乏实证数据与调查。有鉴于此,本文采取实证研究的方法,探讨口音中不熟悉音位变化对口译学员英中交替传译的表现是否有影响。两组大学三年级高级翻译学生(每组30名,受试者A语言是中文,B语言是英文)参与了此次实验。实验组学生在口译测试前上了一堂80分钟的东非口音(EastAfrican English)特征介绍课。控制组学生则没有上这堂口音介绍性的讲解课。此后,两组学生都接受相同的口译测试——口译一篇标准英国英语发音(RP)和一篇东非口音的演讲片断。该实验旨在回答以下三个问题:(1)不熟悉的音位变化对口译学员的交替传译表现有没有负面影响?如果有,是如何对口译过程第一阶段(吉尔1995)的其他环节(如:笔记环节)作出影响的?(2)上了口音讲解的学生译员与没有上该课的学生译员在口译同一篇带口音的演讲有没有显著性差异?(3)本实验的结论对口译教学有什么启示?实验收集到的数据有:两组学生口译的准确度评分、两班学生的笔记特征数和实验后的问卷调查结果。经过SPSS 13.0统计工具进行分析,本文所得的结论是:(1)不熟悉的音位变化对口译学员的交替传译表现有很显著的负面影响。不熟悉该口音致使译员要花更多的精力来听辨源语语篇,导致分配给笔记的精力相对减少。译员记笔记特征数显著减少后会影响后续的信息提取,最终使翻译准确度下降。(2)接受过某种口音讲解的学员比没有接受口音讲解的学员在口译准确度上显著地高。基于上述的结论,本文提出(3)口音讲解应纳入口译的教学大纲。教师可以根据凯齐卢(Kachru)提出的“同心圆理论”选择有代表性的英语口音类型,进行课堂讲授和训练。口译学员也应该提高意识,主动熟悉不同的口音,因为这是译员所必需的“语言知识”。

论文目录

• Declaration
• Acknowledgements
• Abstract
• 摘要
• Contents
• List of Tables
• List of Figures
• CHAPTER ONE INTRODUCTION
• 1.1 Background of the Study
• 1.2 Unfamiliar Accent and CI Performance
• 1.3 Working Definitions
• 1.4 Research Questions
• CHAPTER TWO LITERATURE REVIEW
• 2.1 Empirical Approach to the Conference Interpreting Research
• 2.2 Previous Studies about Accents Influence on Conference Interpreting
• 2.2.1 Mazzetti's Studies on the Phonemic and Prosodic Deviations
• 2.2.2 McAllister's Research on Perceptual Foreign Accent
• 2.2.3 Jasmina Marké's Summary of（supra-）segmental effects
• 2.3 Inadequacies of the Previous Studies and Implications
• CHAPTER THREE THEORETICAL FRAMEWORK
• 3.1 Modelling Consecutive Interpreting and Beyond
• 3.2 Effort Models
• 3.3 Accent Intelligibility,Perception and Familiarity
• 3.4 Summary of the Theoretical Framework
• CHAPTER FOUR RESEARCH METHODOLOGY
• 4.1 Subjects
• 4.2 Speech Materials for Interpreting
• 4.3 Accent Introduction Lesson
• 4.4 Experiment Procedure
• 4.5 Hypothesis
• 4.6 Questionnaire
• 4.7 Scoring
• 4.8 Data Collection
• CHAPTER FIVE RESULTS AND DISCUSSION
• 5.1 Accuracy Score
• 5.2 Phonemic Deviation and Its Impact
• 5.2.1 /（?）:/ realised as/ε/
• 5.2.2 Long vowel and short vowel confusion
• 5.2.3 /l/ vocalisation
• 5.2.4 /（?）/ realised as /a/
• 5.2.5 /l/ and /r/ confusion
• 5.2.6 /i（?）/ realised as /ia/
• 5.2.7 /a:/ realised as /（?）/
• 5.2.8 Summary
• 5.3 Comparison of Notes Tokens
• 5.4 Results of the Questionnaire
• 5.5 Discussion
• 5.5.1 Phoneme Recognition as a Prerequisite
• 5.5.2 Familiarity of an Accent
• CHAPTER SIX CONCLUSIONS
• 6.1 Major Findings
• 6.2 Pedagogical Implication
• 6.2.1 Necessity of Accent Introduction in Interpreting Syllabus
• 6.2.2 Varieties of Accents Introduced in CI Syllabus
• 6.2.3 Materials for Accent Introduction and CI Exercise
• 6.3 Limitations and Suggestions for Further Studies
• References
• Appendix B Audio Sample Passage from Speech Accent Archive
• Appendix C Post-experiment Questionnaire
• Appendix D Interpreting Speech 1 with RP Accent
• Appendix E Interpreting Speech 2 with East African Accent