大學(xué)生漢英同傳中省譯策略的運用情況調(diào)查,碩士論文

大學(xué)生漢英同傳中省譯策略的運用情況調(diào)查,碩士論文ThanksforalltheteachersintheDepartmentofEnglishwhoinstructedmeininterpretingduringmytwo-yearsstudyasapostgraduatestudentinChinaForeignAffairsUniversity.Thanksformysupervisor,AssociateProfessorHe,whohasprovidedmewithvaluableadviceintermsofthesisstructureandcontentoverthepastmonths.Thanksforallthestudentswhoparticipatedintheexperiment.Wishyouallabrightfuture.Thanksformyroommates,whomakemeenjoymylifeatschool.Thanksformyparentsandfriends.Itsyouthatkeepencouragingmeduringthedarktimeandmakemegetreadyforanewlife.Loveyouall.AbstractAsinterpretersarefacedwithmultiplepressuresoflistening,understandingandprocessingconcurrentlywhenperformingsimultaneousinterpreting,thereisagrowingtrendofadoptingomissionstrategythatpreservesthekeyinformationofsourcelanguageanddeletessomethinglessrelevantsoastoeaseinterpretersburdenofeffortdistributionandmaketheiroutputmoreconcise.However,asmostofthepaststudiesweremadetoprovethenecessityofadoptingomissionstrategyandconcludeitsadvantagesbutbarelyfocusedontheproblemsthatinterpreters,especiallyinterpretingtraineesmayencounterintheirsimultaneousinterpretingpractices,thisthesisaimstoexplorethepracticeofomissionstrategyandfindthepossiblereasonsbehindbothefficientandinefficientpracticesofomissionstrategybyinterpretingtrainees.TheresearchwasmadebasedonaC-Esimultaneousinterpretingexperimentwhere6second-yearinterpretingpostgraduateswithatleasthalf-a-yearrelatedtraining,wererequiredtointerpreta2000-wordspeechfeaturedwithlessformalexpressions.Thensubjectswereinterviewedrespectivelybytheauthortosharetheirownattitudestowardsomissionandevaluatetheirinterpretingperformanceintheexperimentintermsofthepracticeofomissionstrategy.Basedonboththeexperimentresultandinterviewswitheachsubject,theauthorhasdrawnseveralvalidconclusions.First,generallyspeaking,interpretingtraineeshaveagoodcommandofomissionstrategyinaC-Esimultaneousinterpreting;Second,falsestartandrepetitionaretwocategoriesthataremostlikelytobepracticedwithefficientomission.Highdensityofinformationcontent,explicitredundancy,elaborationandlinguisticomissionfollowinorder;Third,logicalinconsistencyandimplicitredundancyaretwocategoriesthatarehardtobeadoptedwithomissionstrategy;Four,efficientomissionpracticesbasicallyresultfromsubjectsgoodunderstandingofomissionstrategies,whichisaccumulatedthroughtheirownrelatedexperiences,whilethereasonsforthoseillpracticesarevariousacademically.Correspondingtotheproblemsconcludedabove,bothacademicandmentalsuggestionsaremadebytheauthorforfuturestudiesinthisfieldandefficientpracticesofomissionstrategiesinC-Esimultaneousinterpreting.Keywords:C-Esimultaneousinterpreting,omissionstrategy,interpretingnovices內(nèi)容摘要由于同傳譯員在進行時間有限的同傳實踐中,會同時面臨聽、理解以及語句處理等多重壓力,因而其越來越傾向使用省譯翻譯策略,在保存源語言主要內(nèi)容的同時舍棄關(guān)聯(lián)度低的信息,以此來緩解譯員精神分配的負擔并使其譯文更為簡潔.然而,在同傳省譯策略領(lǐng)域,過往的研究多集中在證實省譯策略的必要性及重要性而較少關(guān)注在譯員尤其是口譯學(xué)生在實踐省譯策略時會面臨的問題.因而,本論文旨在探尋求索漢英同傳中省譯策略運用的情況,找出口譯學(xué)生成功或失敗實踐省譯策略背后的原因.研究以漢英同傳實驗的方式開展,實驗對象是六名口譯專業(yè)研究生二年級的學(xué)生,其均接受過至少半年的口譯訓(xùn)練.實驗對象被要求同傳翻譯出一篇2000字白話化為主的演講.之后,實驗對象接受筆者采訪,共享其對于省略的態(tài)度并從省譯策略的角度評估個人口譯實驗表現(xiàn).基于實驗結(jié)果及對實驗對象的采訪內(nèi)容,筆者得出下面總結(jié).幅較長,部分內(nèi)容省略,具體全文見文末附件Chapter4ConclusionThischapterconcludesthemajorfindingsoftheexperimentandpresentsthelimitationsofthethesis.4.1FindingsandsuggestionsSeveralconclusionscanbemadebasedontheexperimentresult,theanalysisaswellastheinterviewswithallthesubjects.First,thereareonaverage66%possibilitiesforsubjectstoapplyomissionstrategytotheeightomissioncategoriesfromthe35sentences,whichimpliesthatinterpretingtraineescanpossessagenerallygoodcontrolofomissionstrategyinChinesetoEnglishsimultaneousinterpreting.Second,sixoutoftheeightomissiontrapscanbeappliedwithomissionstrategyefficientlybythesixsubjectsinmostconditionswithfalsestartandrepetitionastheeasiesttwo,standingat89%and83%respectively.Theyarefollowedbyhighdensityofinformationcontentat78%,explicitredundancyat73%,elaborationandlinguisticomissionat58%.Thereasonsbehindthoseefficientpracticesofomissioncanbeinterpretingtraineesmoderateevs,thepursuitofconcisenesswithoutrestatement,theconsciousnessandcapabilityofcatchingthemaininformationandsoon,allofwhicharecultivatedthroughinterpretersownpracticesandself-evaluations.Third,logicalinconsistencyandimplicitredundancyaretwocategoriesthatinterpretingtraineescannotproperlyapplyomissionstrategytoinover50%simultaneousinterpretation,withtheinefficientratesof83%and56%respectively.Andasthesituationsofsuchinefficientpracticesofomissioncanbeconcludedasomittingitallandinterpretingitall,thereasonsbehindcanbedifferent.Intheformerscenario,interpretingtraineestendtosufferfromthecommonproblemofeffortdistribution.Asthespeechcontinuesforseveralminutes,interpretingtraineescometolagfarbehindthespeaker.Themultipleburdensofshort-termmemory,listening,understandingaswellasprocessingtendtoforcethemtoomitrandomlysoastofillthepreviousgapandcatchupwiththeongoingorupcomingwords.Inthelatterscenario,specificreasonscanbefoundinthetwocategories.Oneisthatinterpretingtraineestendtoplacenodoubtonwhatthespeakerdelivers.Insuchacondition,theymaymaintainwhatthespeakersayintheirrendition,evenifthespeechcontainswrongexpressionsorlogicproblems.Atthesametime,thetypicalChineseloosesentencestructuremakesitharderforthetraineestolocatethesentencelogic.Theotherreasonisthatimplicitredundancyisalwaysinvolvedwithcertaincultureandgetexpressedinamoreobscureway,whichrequiresbothagoodcontrolofinterpretersmothertongueandthecapabilityofahigherlanguageflexibility.Basedonthefindingsabove,itissuggestedthatinterpretingtraineesneedpracticemoreChinesetoEnglishsimultaneousinterpretingsoastopursueabettercontrolofeffortdistribution,short-termmemoryandotherinterpretingskills.Atthesametime,fromthementalperspective,interpretingtraineesshouldbuildapositivementalitytowardssimultaneousinterpretationbynotbeingafraidofthischallengingtaskandaiminghighertodeliveranexcellentinterpretingoutput.4.2LimitationsIntermsofthelimitationsofthisstudy,thereareseveralpointsworthnoticing:First,thenumberoftheexperimentsubjects(6)isnotenough,whichmakestheexperimentresultnotconvincingenoughinthefieldoftheadoptionofomissionstrategyinC-Esimultaneousinterpretingforinterpretingtrainees.Themoresubjects,themorevalidandconvincingfindings.Second,theexamplenumberofeachomissioncategoryisnotfixed.Forinstance,thenumberofexplicitredundancyiseleven,whilethatoflogicalinconsistencyisonlyone.Thegapbetweenthemostandthefewestis10.Insuchacondition,onesuccessfulorunsuccessfulomissionpracticeoftheomissioncategorywithfewerexamplesismoredecisivethanthatwithmoreexamples,whichcanmakethepriorityofalltheeightcategoriesintermsoftheefficientpracticeofomissionstrategylessconvincingandvalid.Exceptforallthelimitationsandweaknesses,thisthesisaimstoprovidesomebeneficialinformationforfuturestudyinthefieldofomissionadoption.Moreimportantly,bylocatingtheproblemsinthepracticesofomissionstrategyinC-ESI,wehopethatmoreinterpretingtraineescanpracticeomissionstrategyefficientlysoastoimprovethequalityoftheirsimultaneousinterpretation.BibliographyAltman,Janet.Erroranalysisintheteachingofsimultaneousinterpretation:Apilotstudy.InS.LambertandB.Moser-Mercer(eds)Bridgingthegap:Empiricalresearchinsimultaneousinterpretation.AmsterdamandPhiladelphia:JohnBenjamins.,1994.Barik,HenriC.Adescriptionofvarioustypesofomissions,additionsanderrorsoftranslationencounteredinsimultaneousinterpenetration.InS.LambertandB.Moser-Mercer(eds)Bridgingthegap:Empiricalresearchinsimultaneousinterpretation.AmsterdamandPhiladelphia:JohnBenjamins.,1994.Chernov,G.V.,MessageRedundancyandMessageAnticipationinSimultaneousInterpretation,inLambert,S.Mercer,B.M.,Bridgingthegap:Empiricalresearchinsimultaneousinterpretation.AmsterdamandPhiladelphia:JohnBenjamins.,1994.Diriker,Edu.De/Re-contextualizingConferenceInterpreting.AmsterdamandPhiladelphia:JohnBenjamins.,2004.Gerver,D.,EmpiricalStudiesofSI:AreviewandaModel.Translation:ApplicationsandResearch.Ed.R.Brisfin,NewYork:Gardner.,1976.Gile,Daniel.BasicConceptsandModelsforInterpreterandTranslatorTraining.Amsterdam/Philadelphia:JohnBenjaminsPublishingCompany.,1995.Gile,Daniel.OpeningupinInterpretationStudies.AmsterdamandPhiladelphia:JohnBenjamins,1994.GileDaniel.TestingtheEffortModelstightropehypothesisinsimultaneousinterpreting-acontribution.Paris,UniversiteParis3SorbonneNouvelle.,1992.Pawel,Korpal.Omissioninsimultaneousinterpretingasadeliberateact.Poland,AdamMickiewiczUniversity,2020.Pinkham,J.TheTranslatorsGuidetoChinglish.Beijing:ForeignLanguageTeachingResearchPress.,1998.Pochhacker,Franz.IntroducingInterpretingStudies.London:Routledge,2004.Pym,Anthony.Onomissioninsimultaneousinterpreting:Risk