汉英口译策略研究.pdf

分 类 号分 类 号 学 号学 号 m201174825 学 校 代码学 校 代码 1 0 4 8 7 密 级密 级 硕士学位论文硕士学位论文 汉英口译策略研究汉英口译策略研究 学 位 申 请 人学 位 申 请 人 ： 崔雯君崔雯君 学 科 专 业学 科 专 业 ： 外国语言学及应用语言学外国语言学及应用语言学 指 导 教 师指 导 教 师 ： 张再红张再红 答 辩 日 期答 辩 日 期 ： 2013 年年 5月月 21 日日 a thesis submitted in partial fulfillment of the requirements for the degree of master of arts identifying chinese to english interpreting strategies candidate : cui wenjun major : foreign linguistics and applied linguistics supervisor: zhang zaihong huazhong university of science and technology wuhan 430074, p. r. china may, 2013 独创性声明独创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研 究成果。尽我所知，除文中已经标明引用的内容外，本论文不包含任何其他个人或 集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在 文中以明确方式标明。本人完全意识到，本声明的法律结果由本人承担。 学位论文作者签名： 日期： 年 月 日 学位论文版权使用授权书学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权 保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。 本人授权华中科技大学可以将本学位论文的全部或部分内容编入有关数据库进行检 索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 保密 ，在_ _年解密后适用本授权书。 不保密。 （请在以上方框内打“” ） 学位论文作者签名： 指导教师签名： 日期： 年 月 日 日期： 年 月 日 本 论 文属 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 i abstract with the development of globalization, interpreting plays a more and more important role in international communication. the study of interpreting in western countries began in 1950s which mainly includes those based on interpreters practical experience. through over sixty years study, western interpreting study has formed its theoretical system from different perspectives which mainly include information-processing theory, imperative theory and cognitive theories. in china, the study of interpreting occurs in 1980s which mainly includes theoretical, pedagogical studies. but there are few studies about interpreting strategies. this study aims to explore the theoretical framework of interpreting strategies by a questionnaire survey of 12 interpreting teachers, 32 interpreting contestants in the cross-strait interpreting contest and 19 student interpreters in huazhong university of science and technology. a framework of interpreting strategies based on language learning strategies and communication strategies is decoded from the questionnaires in which interpreting strategies are categorized into metacognitive strategies, cognitive strategies and social/affective strategies. the general situations of strategy use by interpreting teachers, interpreting contestants and students interpreters are analyzed. and the differences by category and specific strategy among the subjects are discussed in terms of mean. the results show that interpreting teachers use interpreting strategies more frequently and expertly. students are able to use interpreting strategies to finish their tasks, but the frequency in strategy use is not as high as interpreting teachers. and there are some differences between them and interpreting teachers in both different categories of strategies and specific strategy use. interpreting contestants are a little weak in using metacognitive strategies. ordinary student interpreters have a significant difference from interpreting teachers in cognitive strategy use. for the specific strategy use, student interpreters focus more from the angle of interpreters but sometimes neglect the comprehensibility of the target language for listeners. on the contrary, interpreting teachers can flexibly and comprehensively use interpreting strategies. the research gives us some implications on pedagogy. in teaching of interpreting, it is important not only to 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 ii improve their linguistic competence but strategic training is also essential. students need more practical experience in all types of interpreting. both how to use metacognitive strategies to control the whole process of interpreting and how to improve the efficiency of cognitive strategy use are the key points in interpreting training. and strategy training requires linguistic competence both directly and indirectly related to interpreting itself. key words: interpreting strategies language learning strategies communication strategies 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 iii 摘摘 要要 随着全球化发展，口译在国际交流中扮演了越来越重要的角色。西方国家对于 口译的研究开始于二十世纪五十年代，主要是基于口译从业人员个人经验的研究。 经历了六十多年的发展，形成了视角多样化的理论体系,主要包括信息处理理论，释 意派理论以及认知理论等角度。在我国，口译研究发展起步较晚，开始于二十世纪 八十年代，主要包括对口译理论以及口译教学的研究。而对于口译策略的研究寥寥 无几。本文采用问卷调查的方式，收集了 13位口译教师、32位海峡两岸口译大赛参 赛选手和 19位华中科技大学口译专业学生对口译策略的使用情况。以学习策略、交 际策略为基础，提出了较为系统的口译策略框架，将口译策略分为元认知策略、认 知策略以及社会情感策略三类。分析了口译教师、选手和口译专业学生对口译策略 的总体使用情况并且从使用策略的频数角度分析三者在使用不同类别以及具体口译 策略的异同。 研究结果表明， 教师使用口译策略的频率较高， 并且对策略的使用较为合理。 学生虽然也能使用口译策略来帮助完成口译，但使用频率低于教师。在同类别以及 具体口译策略的使用上，口译教师、大赛选手以及普通学生译员之间也有差别，由 于口译经验以及语言能力的不足，学生译员对元认知策略以及认知策略的使用效率 有待提高。口译大赛参赛选手在元认知策略的使用上显得有所欠缺，而口译专业学 生对于认知策略的使用则与教师有显著的差异。在具体口译策略的使用上，学生译 员较为注重从译员自身出发使译语更加流畅完整的策略，而教师除此之外，还能够 从易于听者理解的角度来调整译语。研究结果为口译教学提供了一些参考。在口译 教学中，不仅要注重对学生语言能力的培养，也要重视策略培训。学生需要更多各 种类型的口译实践练习。如何使用元认知策略调控整个口译的过程，如何在口译过 程中提高认知策略的使用效果都将是口译训练的重点。另外，策略培训也要求提高 译员的语言能力，包括与口译直接相关和非相关的知识。 关 键 词关 键 词： 口译 策略 学习策略 交际 策 略 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 iv contents abstract i 摘摘 要要 iii introduction 1 1 literature review 1.1 introduction to interpreting 4 1.2 learner strategies in second/foreign language learning 8 1.3 communication strategies 14 1.4 present studies on interpreting 18 1.5 working definition to interpreting strategies 20 2 methodology 2.1 research questions 21 2.2 research procedure 21 3 results and discussion 3.1 theoretical interpreting strategies framework decoded from the questionnaire 26 3.2 general situation of interpreting strategy use 35 3.3 differences among interpreting teachers, interpreting contestants and ordinary student interpreters in strategy use 37 conclusion 47 references 51 acknowledgements 55 appendix 56 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 v list of tables table 1.1 classification of listening comprehension strategies by vandergrift 13 table 1.2 faerch here is the detailed introduction to types of interpreting. (1) according to settings of interpreting according to settings of interpreting, types of interpreting are business interpreting, liaison interpreting, diplomatic interpreting, courting interpreting (legal, judicial and courtroom), education interpreting, community-based interpreting (healthcare, medical, hospital, legal etc.) and media or broadcast, often focused on tv interpreting. (2) according to forms of interpreting according to the forms of interpreting, types contain alternating interpreting, consecutive interpreting, simultaneous interpreting, whispering interpreting and sight interpreting. these types are most widely accepted and studied ones. alternating 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 6 interpreting asks the interpreters to use two different languages to carry out an alternating translation. it is the most widely used way of interpreting. the way of consecutive interpreting is to let the interpreters to translate after the speakers finish one or several sentences. consecutive interpreting can be called alternating interpreting as well when interpreters work for speakers using different languages in some theories. while as a matter of fact, it is quite different from each other. firstly, alternating interpreting is a double-way interpretation, which means the interpreter has to make continuous alternation between source language and target language. the interpreter has to interpret the original speakers words into the target language to the listener and also orally translate the listeners words into the speakers mothers tongue. therefore in some international news conferences alternating interpreting is always adopted. consecutive interpreting is often used in speech, lecture, interview and so on. simultaneous interpreting is that the interpreters deliver the contents of one side to the other side without disturbing the conversation. simultaneous interpreting requires a higher ability for interpreters both mental and physical. but to be strict, simultaneous interpreting cannot be simultaneous because the interpreter cannot begin to interpret until he realizes what the speaker wants to express. at times, the interpreters may not be able to interpret one certain word until the speaker utters all the words of a sentence. because simultaneous interpreting should not be interrupted, the reactive speed of the interpreters is very important so we know how difficult it is. whispering interpreting is delivering information from one to another by whispering in ones ear. it is similar to simultaneous interpreting that whispering interpreting should be consistent as well. sight interpreting always occurs in some international conferences. the interpreter is required to interpret the written speech that has been delivered to him in advance. so interpreters who conduct sight interpreting always have sufficient time to make preparations. in professional term, this is named sight interpreting. 1.1.3 characteristics of interpreting the characteristics of interpreting include five aspects. (1) extemporaneousness. interpreting is an extemporaneous activity which cannot be predicted in advance. interpreters have to come into a state of bilingual code switching in a short time with limited 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 7 preparation. (2) stressfulness the second characteristic is stressfulness. the tense atmosphere on some occasions such as international conferences and diplomatic negotiations will increase interpreters pressure and affect their confidence. (3) independence. interpreters should be able to deal with all the problems they might meet with independently. generally speaking, interpreters seldom have opportunities to ask help or refer to dictionaries or reference materials. they are not able to turn to expects and scholars for help or disturb the speakers frequently to ask them repeat or explain what they say. independence of interpreting increases the difficulty of interpreting and makes higher requirement for interpreters. (4) comprehensiveness. comprehensiveness means interpreters ought to acquire comprehensive competence to finish interpreting tasks. listening, speaking, reading, writing and translating competence of interpreters play a fairly important role in interpreting. (5) miscellaneousness the last characteristic is miscellaneousness. the information related to interpreting is in a large amount. there are no boundaries of interpreting contents for professional interpreters. the theme of interpreting can be anything in the world. the characteristics of interpreting decide that the process of interpreting should be shorter rather than longer and the rhythm should be tense rather than loose. characteristics of interpreting sometimes determine the strategy use. the characteristics of interpreting make it not easy to finish interpreting perfectly. interpreters meet with different kinds of problems and difficulties in the process of interpreting. and they need to use strategies to help them solve those problems and overcome the difficulties. strategies are helpful for interpreters to improve the efficiency of interpreting. but studies on strategy use have not been too many which are mainly about the use of communication strategies in interpreting. interpreting is a process of systematic and strategic information-processing which consists of listening comprehension of source language and the presentation of target language. interpreting strategies should not be a 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 8 simple and direct synthesis of listening strategies and communication strategies, but unique area closed related to the theories of learner strategy and information processing strategies. therefore, the following section introduces the theories of language learner strategy in second/foreign language acquisition, especially listening comprehension strategies and communication strategies. 1.2 learner strategies in second/foreign language learning since interpreting is a process which includes two different languages, interpreters are required to master the two languages he uses. most interpreters use their first language and second/foreign language to conduct interpreting. the process of interpreting cannot be apart from listening comprehension and information processing which are based on the theory of learner strategies in second/foreign language learning. according to o malley and brown, learner strategies refer to the plans, behaviors, approaches and patterns that the learners use to acquire, store, retrieve and use some information efficiently. that is to say learner strategies are the reactions and strategies of learners to get opportunities, reinforce learning and solve problems while learning. the strategies related to the two process of interpreting will be discussed in the following sections. 1.2.1 language learning strategies as mentioned above, listening comprehension strategies and communication strategies are especially related to interpreting strategies. and listening strategies are based on the theory of language learning strategies. so language learning strategies are reviewed in this section. (1) definitions of language learning strategies language learning strategy is the product of the development of cognitive psychology. early definitions reflect the roots of learning strategies in cognitive science and there are essential assumptions that human beings process information and that learning involves such information processing. and then weinstein and mayer (1986) defined learning strategies broadly as “behaviors and thoughts that a learner engages in during learning and which are intended to influence the learners encoding process.” later mayer (1988) more specifically defined learning strategies as “behaviors of a learner that are intended to 华中 科技 大学 硕 士学 位论 文华中 科技 大学 硕 士学 位论 文 9 influence how the learner processes information.” it is clear that learning strategies are involved in all learning regardless of the content and context. and learning strategies are used in learning and teaching math, science, history, languages and other subjects both in classroom settings and more informal learning environments. later on, in the field of second language/ foreign language education, a number of definitions of language learning strategies have been used by key figures in this field. early, tarone (1983) defined a language learning strategy as “an attempt to develop linguistic and sociolinguistic competence in the target language and to incorporate these into ones interlanguage competence.” rubin (1987) gave the definition as “language learning strategies