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“关注意义”策略在口译培训中的应用实证研究

作　者: 王红莲
导　师: 王志云
学　校: 贵州大学
专　业: 英语语言文学
关键词: 关注意义策略 第二语言习得 口译培训 语言能力 实验
分类号: H059
类　型: 硕士论文
年　份: 2009年
下　载: 54次
引　用: 0次
阅　读: 论文下载
 

内容摘要


随着中国改革开放的深入发展,各个领域的对外交流也越来越频繁,使得对翻译人才的需求不断增加,高素质的口译人员极其缺乏。目前在中国虽然许多大学口开设了口译课,但成效却很不理想,很多毕业生根本无法承担口译任务。针对这一现实问题,笔者开始了这一关于口译教学的实证研究,目的在于为当前口译教学方法提供一些建议。笔者首先通过对口译的定义,口译的过程,口译的类型,口译的特点以及对口译人员的要求进行分析从而认为口译人员对外语掌握的理想程度是理解与表达意义的自动化。通过对法国释意派理论,Daniel Gile的精力分配模式,第二语言习得理论和Anderson的ACT~*理论的分析,笔者提出:将“关注意义”策略应用到口译培训中,并进行大量的练习,不仅能帮助学习者习得“翻译意义”这一重要技能,同时可以加快提高学习者语言的自动化程度,从而进一步提高口译能力。为了检验这一假设同时回答本研究问题,笔者进行一项实验。首先从贵州大学一年级非英语专业本科生中挑选了二十名作为实验对象,然后将他们分成两组,实验组应用“关注意义”策略进行训练,控制组用注重语言形式的传统方法。实验一共进行了十四周,第一周和最后一周用来测试和填写调查问卷。实验和调查问卷结果肯定了本研究的观点和假设。两次测试结果显示相对于控制组的学生,实验组的学生在综合口译能力方面取得更大的进步;另外三个变量结果也证实实验组学生在口译完整性,流利性和语言正确性等方面的提高都更显著。调查问卷中学生对口译过程中策略使用回顾也显示实验组学生培训后使用的策略更加灵活。最后论文给出了对于口译训练的一些建议,并简要指出本研究的不足及未来研究方向。

全文目录


Acknowledgements  3-4
摘要  4-5
Abstract  5-7
Content  7-12
List of Tables  12-13
List of Figures  13-14
Abbreviations  14-15
Chapter One Introduction  15-19
  1.1 Research Background  15-16
  1.2 The Significance and Purpose of the Research  16-17
  1.3 Research Hypothesis and Research Questions  17-18
    1.3.1 Research Hypothesis  17-18
    1.3.2 Research Questions  18
  1.4 Organization of the Thesis  18-19
Chapter Two Features and Requirement of Interpretation  19-31
  2.1 Introduction  19
  2.2 The Definition of Interpreting  19-21
  2.3 Types of Interpreting  21-22
  2.4 The Process of Interpreting  22-24
    2.4.1 The Triangle Model  22-23
    2.4.2 Gile's Model for Interpreting  23-24
  2.5 The Features of Interpreting  24-28
    2.5.1 The Difference between Written Translating and Interpreting  25-26
    2.5.2 The Unique Features of Interpreting  26-28
  2.6 Requirements for Interpreters  28-31
    2.6.1 Basic Qualities of the Interpreting  28-29
    2.6.2 Specific Requirements about the Interpreter's Linguistic Competence  29-31
Chapter Three Rationale of the Research  31-47
  3.1 Relevant Researches  31-32
  3.2 The Definition of"Focusing on Meaning" Strategy  32-34
  3.3 Focusing on Meaning as a Strategy in Interpreting  34-38
    3.3.1 What Should Be Translated in Interpreting  34-36
    3.3.2 Meaning and Memory  36-38
  3.4 Daniel Gile's Effort Model  38-41
    3.4.1 The Introduction of Gile's Effort Model  38-39
    3.4.2 Reasons for Unbalanced Effort Distribution  39-40
    3.4.3 How to Effectively Distribute Efforts  40-41
  3.5 Focusing on Meaning as a Strategy in SLA  41-42
  3.6 Views about Interpreting Teaching and Practice in China  42-43
  3.7 Anderson's ACT* Theory  43-45
  3.8 The Views of the Research  45-47
    3.8.1 The Developmental Pattern of in Interpreting Ability  45
    3.8.2 The Deficiency of Traditional Language and Interpreting Teaching  45-46
    3.8.3 The Application of the "focusing-on-meaning" Strategy in Interpreting Teaching  46-47
Chapter Four Research Design and its Implementation  47-62
  4.1 Introduction  47
  4.2 Research Hypothesis and Research Questions  47-48
    4.2.1 Research Hypothesis  47
    4.2.2 Research Questions  47-48
  4.3 Subjects and Site Selection  48
  4.4 Instruments  48-49
    4.4.1 Questionnaires  48-49
    4.4.2 Experiment  49
  4.5 Materials for Treatment  49-50
  4.6 Methodology  50-52
    4.6.1 Methodology for Questionnaires  50
    4.6.2 Methodology for Pretest and Posttest  50-51
    4.6.3 Methodology for Treatment for the Two Groups  51-52
  4.7 The Implementation of the Research  52-57
    4.7.1 Time Scale for the Experiment  52-53
    4.7.2 Pretest and Questionnaire Ⅰ  53
    4.7.3 Treatment Procedure  53-56
      4.7.3.1 Treatment for the Experimental Group  53-55
      4.7.3.2 Treatment for the Control Group  55-56
      4.7.3.3 Main Adjustments in the Training Process  56
    4.7.4 Posttest and Questionnaire Ⅱ  56-57
    4.7.5 The Training of Raters  57
  4.8 Data Collection and Analysis  57-62
    4.8.1 Data Collection of the Three Variables in Two Tests  57-60
    4.8.2 Data Collection of the Overall Performances of the Trainees  60-61
    4.8.3 The Analysis of the Questionnaires  61-62
Chapter Five Results and Discussion  62-82
  5.1 Introduction  62
  5.2 The Results of the Three Variables before and after Training  62-68
    5.2.1 The Results of Interpreting Completeness  62-64
    5.2.2 The Results of Interpreting Fluency  64-66
    5.2.3 The Results of Interpreting Language Quality  66-68
  5.3 The Results of the Overall Performance before and after Training  68-70
  5.4 The Results of the Questionnaires  70-75
    5.4.1 Difficulties Met by the Students in Pre-test  70-72
    5.4.2 Difficulties Met by the Subjects in the Posttest  72
    5.4.3 The Subjects' Solutions on Interpreting Difficulties in the Pretest  72-73
    5.4.4 Strategies Used by the Subjects in the Posttest  73-74
    5.4.5 The Subjects' Understanding of Improving Interpreting Ability before Training  74
    5.4.6 The Subjects' Understanding of Improving Interpreting Ability after Training  74-75
  5.5 Discussion on the Effect of Training  75-77
    5.5.1 Discussion on Interpreting Completeness  75-76
    5.5.2 Discussion on Interpreting Fluency  76-77
    5.5.3 Discussion on Interpreting Language Quality  77
    5.5.4 Discussion on Overall Interpreting Performance  77
  5.6 Discussion on English and Interpreting Teaching and Learning Status  77-81
    5.6.1 The Subjects' Way of Learning English in Senior High School  77-79
    5.6.2 Discussion on the Reasons for the Subjects' Ways of Learning English  79-81
    5.6.3 Discussion on the Problems Faced by the College Interpreting Teachers  81
  5.7 Summary  81-82
Chapter Six Conclusion  82-88
  6.1 Introduction  82
  6.2 Major Findings  82-83
    6.2.1 The Effect of the "focusing-on-meaning" Training  82
    6.2.2 The Advantages of the "Focusing-on-meaning" Training  82-83
    6.2.3 Major Difficulties Met by the Interpreting Beginners  83
  6.3 Implication  83-85
    6.3.1 Implication for the Development of Interpreting Ability  84
    6.3.2 Implication for Interpretation Course  84-85
    6.3.3 Implication for Learners to Take Interpretation Course  85
  6.4 Limitation of the Study  85-86
  6.5 Recommendation for Future Research  86-88
Bibliography  88-92
Appendix Ⅰ Questionnaire for Pretest  92-94
Appendix Ⅱ Questionnaire for Posttest  94-95
Appendix Ⅲ Testing Material  95-97
Appendix Ⅳ Raw Results of the Experiment  97-102

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