口译研究综述 interpretingppt课件

.,IntroductiontoInterpretingStudies,ZhaoJunfengSchoolofInterpretingandTranslationStudies,.,SessionOne,AnOverviewofInterpreting,.,MainIssuesofInterpretingStudies,TheConceptsofInterpretingWhatisinterpretingstudiesAbriefhistoryofthedisciplineSettingsandconstellationsTypologicalparametersDomainsanddimensions,.,TheConceptsofInterpreting,Latininterpres(expounder,personexplainingwhatisobscure,explainingthemeaning,makingsenseof)Metaphoricalnames:middleman,intermediary,commercialgo-betweenInlegalsphere,lawyerstointerpretthelaw,courtinterpretertotranslatethelanguageQuestion:totranslateorinterpret?,.,Kadesdefinition,Inprinciple,interpretingisperformedhereandnowforthebenefitofpeoplewhowanttoengageincommunicationacrossbarriersoflanguageandcultureInterpretingisaformofTranslationinwhichafirstandfinalrenditioninanotherlanguageisproducedonthebasisofaone-timepresentationofanutteranceinasourcelanguage(Pochhacker2004:11).Immediacyasthekeyword,.,Conceptualingredients,Anactivityconsisting(mainly)inTheproductionofutterances(texts)whicharePresumedtohaveasimilarmeaningand/oreffectAspreviouslyexistingutterancesinanotherlanguageandculture,.,TheDefinitionofInterpreting,口译（Interpreting，也称Interpretation），是一种通过听取和解析来源语(sourcelanguage)所表达的信息，随即将其转译为目标语(targetlanguage)语言符号，进而达到传递信息之目的的言语交际活动。（梅德明，1996）口译不是单纯意义上的言语行为，而是一种涉及诸多知识层面的跨文化的交际行为。（钟述孔，1999）,.,DefinitionofInterpreting(Contd),口译是一项高智能的思维科学形式和艺术再创造的活动。口译思维从主体上说属于抽象思维，更注重逻辑推理和分析；如果说翻译是艺术，那它离不开形象思维，离不开感知。（刘和平，2001：10）翻译即释意（interpretation)。释意原理源于会议翻译，它帮助我们发现了其遵循的三角程序：从讲话的有声符号出发，经过语义和认知知识融合的非语言过程，构成篇章的片断意义从而开始重新表达。（勒代雷，2001）,.,Whatisinterpretingstudies,Researchasobject,subjectordiscipline?Thefieldofinterpretingstudies,begantoforma(sub)disciplinaryidentityofitsowninthe1990s.WithinthefieldofthewiderfieldofTranslationstudies.Thetranslationalactivityofinterpreting?Parentvs.sub-disciplinaryorindependent?,.,Abriefhistoryofinterpretingstudies,See肖晓燕，西方口译研究：历史与现状，外国语2002第4期,.,Settings,Socialcontextofinteraction,orsettingIra-socialsettingsIsolatedcontact(expedition)vs.institutionalizedinter-socialcontacts(transaction)vs.institutionalizedintra-socialcontacts(administration),.,settings,Theactivityofinterpretinghasevolvedthroughouthistoryinavarietyofsettings,fromfirst-timeencountersbetweendifferenttribestoinstitutionalizedinter-socialdealingsaswellasinintra-social(community)relations.Interpretingindifferentspheresofsocialinteraction,.,Categorizationaccordingtosetting,BusinessinterpretingLiaisoninterpretingDiplomaticinterpretingMilitaryinterpretingCourtinginterpreting(legal,judicialandcourtroom)EducationinterpretingCommunity-basedinterpreting(healthcare,medical,hospital,legaletc.)Media/broadcast,oftenfocusedonTVinterpreting,.,Constellationsofinteraction,Three-partyinteractionmodel(R.BruceWAnderson1976/2002)BilateralinterpretingordialogueinterpretingLiaisoninterpretingConferenceinterpretingIra-social/communityMultilateral,professionalroles,comparablestatus,one-to-many,monologic;vs.Individual,powerdifferential,face-to-face,dialogic,.,TheclassificationofInterpreting,即席翻译（consecutiveinterpreting),即席翻译简称交传，在教学中通常称为交替传译或连续传译。其方式是讲话人说完一句话、几句话或一段话，停下来让译员进行口头翻译。而当译员同时以两种语言为操不同语言的交际双方进行交替式翻译时，即席翻译也可称为交替翻译（alternatinginterpreting）。经常使用即席翻译的场合，还有演讲、祝词、授课、谈判、情况介绍会、高级会议、新闻发布会、记者招待会、参观、采访、宴会等。同声传译（simultaneousinterpreting）。同声传译简称同传，是一种译员在一方讲话的同时不停顿的将其讲话内容传译给另一方的口译方式。同声传译又可分为三种：A.会议传译（conferencesimultaneousinterpreting）B.视阅翻译（sightinterpreting)C.耳语传译（whisperinginterpreting）,.,Typologicalparameters,Languagemodality(spoken-languagevs.sign-language/visuallanguageinterpreting,transliteration,voice-to-sign,sign-to-sign,sign-to-voiceinterpreting,fingerspelling,tactileinterpretingetc.)Workingmode(consecutivevs.simultaneous,whispered/whisperinginterpreting,sighttranslation,sightinterpreting/oraltranslation,SIwithtextorwithouttextinthebooth,text-to-signinterpreting),.,Typologicalparameters,Directionality(SLvs.TL;AIICsclassificaiton,A-,B-,C-languages,thusA-to-Binterpretingorretourinterpreting/returninterpreting,relayinterpreting)Note:A-language=nativeorbestactivelanguage;B-language=activelanguagecommandedwithnear-nativeproficiency;C-language=passivelanguageallowingcompleteunderstanding,.,Typologicalparameters,Useoftechnology(remoteinterpreting,telephoneinterpretingorover-the-phoneinterpreting,videophoneinterpreting,tele-interpreting,automaticinterpreting,machineinterpreting)Professionalstatus(professionalvs.lay/naturalinterpreting,),.,Domainsanddimensions,Themulti-facetednatureofinterpretingasanobjectofstudy8dimensions:medium,setting,mode,language(cultures),discourse,participants,interpreter,problemTheinterplayofthefirstsevendimensionsservestohighlightsomeofthekeyfactorsinthevariousprototypicaldomains.,.,Domainsanddimensionsofinterpreting,Medium:human;machineSetting:international;intra-social;Setting:multilat.Conf.;an.;media;ed.;courts;police;health/soc.Mode:simultaneous;consecutive(booth,whisp.,sight)Language:spokenvs.signed,IO/conf.lang.vs.migrantlang.,.,Domainsanddimensionsofinterpreting,Discourse:speeches,debates,face-to-facetalkParticipants:equalrepresentatives,individualvs.inst.Repr.Interpreter:prof.trained,semi-profe.,naturalProblem:simutaneity,memory,quality,stress,effect,role.etc.,.,TheProcessofInterpreting,“听”（listening）“记”（memorizing）“思”（processing）“表”（delivering）-Prof.HUGengshen,1993,.,法国释意派(Parisinterpretiveschool),意义与知识补充，语音、语义同认知知识的结合产生语篇意义。听意义而非听语言，进行信息的接收与分析；信息的视觉化与现实化；数字反应训练；逻辑推理与记忆；启动被动记忆。脱离语言外壳deverbalization-抓住意义。口译过程中的跨越阶段，即跨越语言符号，抓住有语言符号引发产生的认知和情感意义。表达，做到通畅、言词得当、恰如其分、准确清晰。,.,法国释意派口译程序,A.语言含义同语言外知识结合产生意义；B.伴随意义产生脱离原语语言外壳；C.使用恰当形式自由表达这一意义。代表人物：DanicaSeleskovitch(塞莱斯科维奇)，MarianneLederer(勒代雷)简言之，口译程序即：理解脱离原语言外壳表达,.,何谓意义？,意义(Sense)是法国释意派口译理论的关键词。它指的是文章或讲话某个片段的相关认知补充与语言含义结合的产物。意义产生于有声语链（文字）的概念化，语言知识与认知补充融合时完成。意义相当于有意识状态。它既是认知的，也是情感的。,.,TheCharacteristicsofInterpreting,时间上的封闭性与空间上的开放性即席性强（Extemporaneousness）压力大（Stressfulness）独立性强（Independence）综合性强（Comprehensiveness）知识面宽（Miscellaneousness）,.,Translatability,带着脚镣跳舞。BilinguistandbiculturistEncyclopedicrequirementCreativityvsconformityTranslationandotherdisciplines,contrastivelinguistics,pragmatics,sociopragmatics,psychology,relevantsubjects,Jackofalltrades,masterofnone!,.,汉英心理文化对比,中国人重直觉与具象中国人重整体：汉语一般较笼统；汉语表意较模糊；汉语强调篇章的整体结构，讲究起承转合的完备性，注重对称平衡；汉语频繁使用对仗修辞格和四字词组汉语重意念，意合parataxis,心照不宣。,西方人重理性与逻辑西方人重个体：英语词义一般较具体；英语表意较准确；英语强调篇章句式结构的严谨；英语重形式，讲究形合Hypotaxis,.,汉英语言文化对比,Sino-Tibetanfamily汉语是分析性语言，analytic,noinflection,还是粘着语，agglutinative,次的组合依靠词素的粘着；汉语属表意文字，ideographic,象形、指事、会意、形声等；汉语是声调语言，tonelanguage;汉语语法呈隐含性，convertness,重意合；汉语句子如竹竿，长而空心；,Indo-Europeanfamily英语是分析性和综合性语言，bothanalyticandsynthetic,其分析特征体现在次序和助词的组句功能上。综合性则体现在丰富的曲折变化形式；英语属拼音文字，alphabetic；英语是语调语言，intonationlanguage;英语语法呈显性，overtness,重形合；英语句子如葡萄，纲举目张。,.,英汉语言对比,汉语句子构建在意念主轴(thought-pivot)上，句子强调的是意义而不是结构；通常句子主语不明显，或根本无主语，句式十分复杂，几乎无章可循，但意义一目了然；汉语的语序是固定的汉语篇章传统是讲究起承转合，汉族人的思维呈螺旋形。汉语属主体显著的语言，即topic-prominent,英语句子构建在形式（或主谓）主轴（form-pivot）上，强调句子结构的完整和严密，绝大多数要求主语和谓语，而且常用句式集中在8个基本句型.英语的语序则相对较为灵活英语文章趋向于开门见山，英美人的思维呈直线性英语属主语显著的语言，即subject-prominent,.,Gile（1995）口译模式,1.SI=L+M+P+C同声传译=听力与分析+短期记忆+言语表达+协调2.PhaseICI=L+N+M+C连续传译=听力与分析+笔记+短期记忆+协调PhaseIICI=Rem+Read+P连续传译=记忆+读笔记+传达3.口译的理解模式：C=KL+ELK+A理解=语言知识+言外知识+分析,.,TheYardsticksforIn