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基于释意理论的口译教学实验研究

作　者: 杨海琴
导　师: 吕文澎
学　校: 西北师范大学
专　业: 英语语言文学
关键词: 释意理论连续口公共演讲交际
分类号: H059-4
类　型: 硕士论文
年　份: 2011年
下　载: 99次
引　用: 0次
阅　读: 论文下载

内容摘要

中际间交流日频繁,内需格口人员以保证际间有效地语言文化交流。由于口人才缺乏,口培训受越来越多关注;与同时,学者们也开始更多投入口研究。内口研究发展一个重要标志是1996年以来历届全口大会举办。总体来看,内口研究存在主要问之一是缺乏证研究。近来内口界认为口训练应重技能而非专。一些技能如短时记、数字口、主思别演技能等受重。其中公共演讲与口是口界关注颇多一个议。口研究者认为:公共演讲技能与策略在口训练中非常重要,它关系员口能力发展,然而,这一法在口教学中并没有受重。因者图通过理论口教学验来分析证明这一法,以唤起口教学工者口学者对口训练中公共演讲技能策略重。本文基于释意理论来探讨演讲训练对学生口能力是否有促进用,并以教学验证明之。者分别从理论验角度分析验证了公共演讲技能对口促进用。基于释意理论,者先对演讲与口了入比较,揭了二者本质以为演讲者或口员应具备素质,从而清楚看二者同点。结自教学经验,者阐明了如将口训练与演讲技能策略结起来。为了证公共演讲技能策略学有助于口学者口能力发展这一法,者了一个教学验。细介绍了验步骤以数据,且对所数据用SPSS17.0进行分析并出结。验结证明:演讲技能训练有助于高学生口能力。结验结讨论,研究发现:释意理论对口教学口学具有指意;从证角度,通过验方法对演讲是否有助于高学生口能力加以验证,结表明演讲。对学生口整体能力高有促进用。口学过程中,演讲应该占有一之地,受口教学工者口学者重。者就连续口课上技能训练口课程设置出了意,希望以口为向公共演讲课听课受重,从而全面高学生口能力。

全文目录

Abstract  7-9
摘要  9-10
List of Figures and Tables  10-11
List of Abbreviations  11-12
Chapter One Introduction  12-16
  1.1 Research Background  12-13
  1.2 Research Significance  13
  1.3 The Purpose of the Thesis  13-14
  1.4 The Organization of the Thesis  14-16
Chapter Two Literature Review  16-26
  2.1 Critical Review of Interpreting Studies Abroad  16-17
  2.2 Critical Review of Interpreting Studies at Home  17-20
  2.3 Critical Review of Public Speaking Practices in Interpreting Studies  20-24
    2.3.1 Public Speaking Practices in Interpreting Studies Abroad  21-22
    2.3.2 Public Speaking Practices in Interpreting Studies at Home  22-24
  2.4 Summary  24-26
Chapter Three Theoretical Framework  26-35
  3.1 Main Concepts of the Theory of Sense  27-33
    3.1.1 Interpretive Translation  28-29
    3.1.2 Deverbalization  29
    3.1.3 The Procedure of Interpreting and the Triangular Model of Interpreting  29-30
    3.1.4 Sense and Units of Sense  30-31
    3.1.5 Linguistic Knowledge and Cognitive Input  31-32
    3.1.6 Interpreting is a Communicative Act  32-33
  3.2 The Interpretation Formula by Liu Miqing  33
  3.3 Summary  33-35
Chapter Four Comparison Between Public Speaking and Interpreting  35-48
  4.1 General Introduction to Interpreting  35-41
    4.1.1 Definition of Interpreting  35-36
    4.1.2 The Essence of Interpreting  36
    4.1.3 The Process of Interpreting  36-39
      4.1.3.1 Seleskovitch’s Three-stage Model of Interpreting Process  36-37
      4.1.3.2 Anderson's Three-stage Model of Language Generation  37-38
      4.1.3.3 Summary  38-39
    4.1.4 The Qualification Requirements for an Interpreter  39-41
  4.2 An Overview of Public Speaking  41-46
    4.2.1 Definition of Public Speaking  41-42
    4.2.2 The Communication Process of Public Speaking  42-44
      4.2.2.1 Lasswell’s Model of Communication  42
      4.2.2.2 The Speech Communication Process by Lucas  42-44
    4.2.3 The Qualification Requirements for a Public Speaker  44-46
  4.3 Similarities Between a Public Speaker and an Interpreter  46-47
  4.4 Differences Between a Public Speaker and an Interpreter  47-48
Chapter Five Experimental Research  48-62
  5.1 Research Design  48
  5.2 Hypotheses  48
  5.3 Subjects of the Experiment  48-49
  5.4 Experimental Instruments  49-51
    5.4.1 Teaching Materials  49
    5.4.2 Tests  49-51
  5.5 Experimental Procedure  51-55
    5.5.1 Teaching Method  51-55
    5.5.2 Data Collection  55
  5.6 Data Analysis  55-61
    5.6.1 Analysis of the Pre-test and Post-test within Group  56-57
    5.6.2 Analysis of the Pre-test and Post-test between Groups (EC vs. CC)  57-58
    5.6.3 Analysis of the Individual Items of the Two Tests within Group  58-59
    5.6.4 Analysis of the Individual Items of the Two Tests between Groups (EC vs. CC)  59-61
  5.7 Results and Discussion  61-62
Chapter Six Conclusion  62-65
  6.1 Major Findings  62-63
  6.2 Limitations and Delimitations of the Study  63-64
  6.3 Further Suggestions  64-65
References  65-69
Appendices  69-82
  Appendix 1  69-73
  Appendix 2  73-77
  Appendix 3  77-79
  Appendix 4  79-81
  Appendix 5  81-82
Acknowledgements  82

基于释意理论的口译教学实验研究

内容摘要

全文目录

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