粵港澳大灣區(qū)這一國家戰(zhàn)略的提出拓寬了英語-粵語的口譯市場,也增強了相應的英-粵口譯員需求。對于有志成為職業(yè)口譯員的學生來說本科高年級的口譯學習是基礎(chǔ),而避免不必要的停頓是提升口譯質(zhì)量的關(guān)鍵之一。本文將上海外國語大學、中山大學的20名接受過專業(yè)英漢口譯訓練的本科四年級學生根據(jù)第一語言分為普通話組與粵語組,每組各10名學生,基于認知負荷模型針分析了英-普與英-粵交替?zhèn)髯g停頓的頻率、分布特點以及原因。本文有如下發(fā)現(xiàn):英-粵交傳整體停頓頻率高于英-普交傳,其中以無聲停頓為主;依賴筆記、抽象名詞解碼困難以及第一語言表達質(zhì)量不高為導致英普交傳、英粵交傳學生譯員停頓的共同特征。英粵交傳中存在以下停頓現(xiàn)象:較多語氣詞的口語化粵語導致有聲停頓、受英-普口譯訓練套話干擾以及普通話作為為英粵交傳語際的間接啟動范式導致無聲停頓;英普交傳中學生譯員習慣用停頓來延長思考時間。本文比較兩組學生譯員口譯表現(xiàn)后,提出了避免停頓的建議。

【文章頁數(shù)】：102 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Introduction
Chapter1 Literature Review
    1.1 Definitions and Types of Pauses
    1.2 Previous Studies on Pauses in Interpreting
    1.3 Previous Bilingual Studies on Putonghua and Cantonese
Chapter2 Theoretical Framework
    2.1 Effort Model
    2.2 Applicability of Effort Model to the Study
Chapter3 Research Design
    3.1 Research Objectives and Questions
    3.2 Subjects
    3.3 Materials
    3.4 Procedures
        3.4.1 Interpreting Task
        3.4.2 Stimulated Recall Protocols
    3.5 Data Collection
    3.6 Data Analysis
Chapter4 Results and Discussions
    4.1 The Frequency of Pauses
    4.2 Distribution of Pauses
    4.3 Contributing Factors of Pauses
        4.3.1 Incoordination of Efforts
        4.3.2 Interpreting Information
        4.3.3 Interpreting Strategies
        4.3.4 Reproduction and Learning Habits
        4.3.5 Factors relates to the Register
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Limitations of the Study
    5.3 Suggestions for Future Studies
References
APPENDIX1 The Source Text
APPENDIX2 Questionnaire
APPENDIX3 Transcript and Stimulated Protocol Recall Interviews



本文編號：3856177