口译研究综述 interpreting.ppt

1、A,1,Introduction to Interpreting Studies,Zhao Junfeng School of Interpreting and Translation Studies,A,2,Session One,An Overview of Interpreting,A,3,Main Issues of Interpreting Studies,The Concepts of Interpreting What is interpreting studies A brief history of the discipline Settings and constellat

2、ions Typological parameters Domains and dimensions,A,4,The Concepts of Interpreting,Latin interpres (expounder, person explaining what is obscure, explaining the meaning, making sense of) Metaphorical names: middleman, intermediary, commercial go-between In legal sphere, lawyers to interpret the law

3、, court interpreter to translate the language Question: to translate or interpret?,A,5,Kades definition,In principle, interpreting is performed here and now for the benefit of people who want to engage in communication across barriers of language and culture Interpreting is a form of Translation in

4、which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language (Pochhacker 2004: 11). Immediacy as the key word,A,6,Conceptual ingredients,An activity consisting (mainly) in The production of utterances (texts) which are

5、 Presumed to have a similar meaning and/or effect As previously existing utterances in another language and culture,A,7,The Definition of Interpreting,口译（Interpreting，也称Interpretation），是一种通过听取和解析来源语(source language)所表达的信息，随即将其转译为目标语(target language)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

6、是一种涉及诸多知识层面的跨文化的交际行为。（钟述孔，1999）,A,8,Definition of Interpreting (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）,A,9,What is interpreting stud

7、ies,Research as object, subject or discipline? The field of interpreting studies, began to form a (sub)disciplinary identity of its own in the 1990s. Within the field of the wider field of Translation studies. The translational activity of interpreting? Parent vs. sub-disciplinary or independent?,A,

8、10,A brief history of interpreting studies,See肖晓燕，西方口译研究：历史与现状，外国语2002第4期,A,11,Settings,Social context of interaction, or setting Inter-social vs. intra-social settings Isolated contact (expedition) vs. institutionalized inter-social contacts (transaction) vs. institutionalized intra-social contacts

9、 (administration),A,12,settings,The activity of interpreting has evolved throughout history in a variety of settings, from first-time encounters between different tribes to institutionalized inter-social dealings as well as in intra-social (community) relations. Interpreting in different spheres of

10、social interaction,A,13,Categorization according to setting,Business interpreting Liaison interpreting Diplomatic interpreting Military interpreting Courting interpreting (legal, judicial and courtroom) Education interpreting Community-based interpreting (healthcare, medical, hospital, legal etc.) M

11、edia/broadcast, often focused on TV interpreting,A,14,Constellations of interaction,Three-party interaction model (R. Bruce W Anderson 1976/2002) Bilateral interpreting or dialogue interpreting Liaison interpreting Conference interpreting International vs. intra-social/community Multilateral, profes

12、sional roles, comparable status, one-to-many, monologic; vs. Individual, power differential, face-to-face, dialogic,A,15,The classification of Interpreting,即席翻译（consecutive interpreting),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（alternat

13、ing interpreting）。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（simultaneous interpreting）。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（conference simultaneous interpreting） B. 视阅翻译（sight interpreting) C. 耳语传译（whispering interpreting）,A,16,Typological parameters,

14、Language modality (spoken-language vs. sign-language/visual language interpreting, transliteration, voice-to-sign, sign-to-sign, sign-to-voice interpreting, fingerspelling, tactile interpreting etc.) Working mode (consecutive vs. simultaneous, whispered/whispering interpreting, sight translation, si

15、ght interpreting/oral translation, SI with text or without text in the booth, text-to-sign interpreting),A,17,Typological parameters,Directionality (SL vs. TL; AIICs classificaiton, A-, B-, C- languages, thus A-to-B interpreting or retour interpreting/return interpreting, relay interpreting) Note: A

16、-language= native or best active language; B-language= active language commanded with near-native proficiency; C-language = passive language allowing complete understanding,A,18,Typological parameters,Use of technology (remote interpreting, telephone interpreting or over-the-phone interpreting, vide

17、ophone interpreting, tele-interpreting, automatic interpreting, machine interpreting) Professional status (professional vs. lay/natural interpreting, ),A,19,Domains and dimensions,The multi-faceted nature of interpreting as an object of study 8 dimensions: medium, setting, mode, language (cultures),

18、 discourse, participants, interpreter, problem The interplay of the first seven dimensions serves to highlight some of the key factors in the various prototypical domains.,A,20,Domains and dimensions of interpreting,Medium: human; machine Setting: international; intra-social; Setting: multilat. Conf

19、.; int. organ.; media; ed.; courts; police; health/soc. Mode: simultaneous; consecutive (booth, whisp., sight) Language: spoken vs. signed, IO/conf. lang. vs. migrant lang.,A,21,Domains and dimensions of interpreting,Discourse: speeches, debates, face-to-face talk Participants: equal representatives

20、, individual vs. inst. Repr. Interpreter: prof. trained, semi-profe., natural Problem: simutaneity, memory, quality, stress, effect, role. etc.,A,22,The Process of Interpreting,“听”（listening） “记”（memorizing） “思”（processing） “表”（delivering） - Prof. HU Gengshen, 1993,A,23,法国释意派(Paris interpretive scho

21、ol),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。,A,24,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：Danica Seleskovitch (塞莱斯科维奇)，Marianne L

22、ederer (勒代雷) 简言之，口译程序即： 理解 脱离原语言外壳 表达,A,25,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。,A,26,The Characteristics of Interpreting,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（Comprehensive

23、ness） 知识面宽（Miscellaneousness）,A,27,Translatability,带着脚镣跳舞。 Bilinguist and biculturist Encyclopedic requirement Creativity vs conformity Translation and other disciplines, contrastive linguistics, pragmatics, sociopragmatics, psychology, relevant subjects, Jack of all trades, master of none!,A,28,汉英心

24、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,A,29,汉英语言文化对比,Sino-Tibetan family 汉语是分析性语言，analytic, no inflection, 还是粘着语，agglutinative, 次的组合依靠词素的粘着； 汉语属表意文字，ideograp

25、hic, 象形、指事、会意、形声等； 汉语是声调语言，tone language; 汉语语法呈隐含性，convertness, 重意合； 汉语句子如竹竿，长而空心；,Indo-European family 英语是分析性和综合性语言，both analytic and synthetic, 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，intonation language; 英语语法呈显性，overtness, 重形合； 英语句子如葡萄，纲举目张。,A,30,英汉语言对比,汉语句子构建在意念主轴(thoug

26、ht-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,A,31,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. Phase I CI=L+N+M+C 连续传译=听力与分析+笔记+短期记忆+协调 Phase II CI=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,A,32,The Yardsticks for Interpret