大学生汉英同传中省译策略的运用情况调查,硕士论文

大学生汉英同传中省译策略的运用情况调查,硕士论文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内容摘要由于同传译员在进行时间有限的同传实践中,会同时面临听、理解以及语句处理等多重压力,因而其越来越倾向使用省译翻译策略,在保存源语言主要内容的同时舍弃关联度低的信息,以此来缓解译员精神分配的负担并使其译文更为简洁.然而,在同传省译策略领域,过往的研究多集中在证实省译策略的必要性及重要性而较少关注在译员尤其是口译学生在实践省译策略时会面临的问题.因而,本论文旨在探寻求索汉英同传中省译策略运用的情况,找出口译学生成功或失败实践省译策略背后的原因.研究以汉英同传实验的方式开展,实验对象是六名口译专业研究生二年级的学生,其均接受过至少半年的口译训练.实验对象被要求同传翻译出一篇2000字白话化为主的演讲.之后,实验对象接受笔者采访,共享其对于省略的态度并从省译策略的角度评估个人口译实验表现.基于实验结果及对实验对象的采访内容,笔者得出下面总结.幅较长,部分内容省略,具体全文见文末附件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