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交替传译和同声传译译员素质要求异同分析

作　者: 尚小奇
导　师: 雷天放
学　校: 厦门大学
专　业: 英语语言文学
关键词: 交替传译同声传译加工能力素质要求
分类号: H059
类　型: 硕士论文
年　份: 2006年
下　载: 623次
引　用: 1次
阅　读: 论文下载

内容摘要

随着世界经济全球化趋势下国际交流的加强,社会对高素质口译人员的需求量越来越多。交替传译和同声传译作为口译的两种主要形式,基于各种交流目的应用于多种不同的场合,并且受到社会的广泛欢迎。它们都有各自不同的特点和优势。一般认为,同声传译是一项常人难以企及的任务,并且远远难于交替传译。本文试图将同声传译和交替传译对译员素质要求的侧重点进行对比,并阐述它们各自的难点,最后对口译教学提出一些针对性的建议。本文除前言和结论外共包括四章。第一章首先介绍了口译及口译的类型,然后将交替传译和同声传译作了简单的对比。此章节最后阐述了交替传译和同声传译对译员素质要求的相似之处并提出和分析了大多数人对这两种模式所持的错误观念。第二章分析了交替传译对译员素质要求的侧重点,提出交替传译主要侧重于译员的听力负荷与提炼中心意思、短期记忆能力、笔记技艺、译出语语言质量、公众演讲能力以及不同客户群的高期望值。第三章主要分析同声传译对译员素质要求的侧重点,提出同声传译主要侧重于译员快速搜索来源语语义的能力、加工能力、处理包含不同语言结构句子的能力、团队精神、跨文化交际能力、数字口译能力以及视译能力。第四章根据交替传译对译员素质的侧重点对其教学提出相关建议,并提出交替传译的相关应对技巧和课堂内外训练的建议。第五章根据同声传译对译员素质的侧重点对其教学提出相关建议,并提出同声传译的相关应对技巧和课堂内外训练的建议。最后,本文提出,交替传译和同声传译作为口译的两种基本模式,对译员素质要求有其各自不同的侧重点,绝对地认为交替传译难于同声传译或同声传译难于交替传译都是不客观的。口译教学要根据交替传译和同声传译对译员素质要求不同的侧重点注重培养学员相关的素质和能力。

全文目录

abstract  4-6
摘要  6-13
Introduction  13-15
Chapter One Definition and Classification of Interpreting  15-25
  1.1 Definition of consecutive interpreting and simultaneous interpreting  15
  1.2 Similarities between consecutive interpreting and simultaneous interpreting  15-16
  1.3 Differences between consecutive interpreting and simultaneous interpreting  16-18
  1.4 Common quality requirements for interpreters in both consecutive interpreting and simultaneous interpreting  18-22
  1.5 Misconception about consecutive interpreting and simultaneous interpreting held by the majority of people in society  22-25
Chapter Two Major Quality Requirements for Interpreters in Consecutive Interpreting  25-37
  2.1 In listening duration and the ability to identify the main ideas  25-28
  2.2 In the requirement for the interpreters’short-term memory  28-30
  2.3 In note-taking skill  30-32
  2.4 In the quality of the interpreting output  32-34
  2.5 In public speaking skill  34-36
  2.6 In quality assessment of the interpreting and expectations from different users  36-37
Chapter Three Major Quality Requirements for Interpreters in Simultaneous Interpreting  37-56
  3.1 In the ability to search for the semantic meaning of the language within a short period of time  37-41
  3.2 In the processing capacity requirement for interpreters  41-45
  3.3 In the ability to handle sentences with different structures  45-51
  3.4 In the ability of team cooperation  51-52
  3.5 In dealing with the interpreting of large figures  52
  3.6 In terms of intercultural competence  52-54
  3.7 In dealing with sight interpreting  54-56
Chapter Four Some Suggestions on Consecutive Interpreting Teaching  56-70
  4.1 Cultivating listening duration and comprehension proficiency  56-59
  4.2 Cultivating the ability to identify the main ideas  59-60
  4.3 Short-term memory training  60-61
  4.4 Note-taking skill training  61-65
  4.5 Public speaking skill training  65-70
Chapter Five Some Suggestions on Simultaneous Interpreting Teaching  70-85
  5.1 Cultivate the students’ability to transfer quickly the semantic meanings of words and phrases  70-71
  5.2 Training the students’ability in split of attention  71-72
  5.3 Dealing with the transfer of sentences of special structures  72-77
  5.4 Cultivating the students’ability in figure interpreting  77-79
  5.5 Cultivating the students’inter-cultural awareness and competence  79-80
  5.6 Cultivating the students’team spirit  80-81
  5.7 Training sight interpreting skill  81-83
  5.8 Introducing more qualified teachers and enlarging the scope of interpreting training enrollment  83-85
Chapter Six Conclusion  85-87
Bibliography  87-90
Acknowledgements  90

交替传译和同声传译译员素质要求异同分析

内容摘要

全文目录

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