本文關(guān)鍵詞： 視譯課堂 案例分析 理解表達 釋意理論　出處：《北京外國語大學》2017年碩士論文　論文類型：學位論文

【摘要】：作者作為翻譯學院的研究生,在視譯課堂當中收獲頗豐。一直以來,作者都很希望能夠總結(jié)視譯課堂所學,通過記錄課堂的前后和過程,分析學生課堂錄音,繼而發(fā)現(xiàn)學生在使用視譯技巧時的困境和問題,并與理論結(jié)合,探索脫離困境、解決問題的辦法。因此,作者用錄音的方式記錄了一次視譯課堂,本節(jié)視譯課以"馬蔚華在中國企業(yè)領(lǐng)袖年會上的致辭"為材料,除課堂材料、教師講解錄音外,作者還得到了課堂中12名同學的練習錄音。分析練習錄音時,作者借用李長栓在其著作《理解與表達:英漢口譯案例與點評》中提出的理解、記憶、表達、應急分析框架,輔以釋意理論、吉爾的理解公式和"認知負荷模型",判斷視譯技巧、理解、表達、應急和取舍在學生練習中的體現(xiàn)。找到譯文中的問題,分析問題出現(xiàn)的原因,并由原因探索視譯課堂需要改進的方面,為視譯學習者和視譯教學提出建議。論文以一節(jié)視譯課堂的全過程為線索,包括課前準備、課上練習和課后反思。通過了解課前準備的內(nèi)容、分析學生的課堂表現(xiàn),作者發(fā)現(xiàn):在研究生一年級的視譯課堂上,課前準備對于理解、表達和視譯技巧的運用有著不可忽視的作用,視譯教師和學生都應重視這個階段;另外,視譯課堂對于同傳課堂也有指導作用,技巧有相通之處,譯前的準備同樣對理解、表達、取舍和應急有著至關(guān)重要的作用,可見,同傳課堂與視譯課堂的努力方向可以有所統(tǒng)一。作者希望,通過這篇論文,一方面可以幫助老師整理和完善視譯課堂教材,另一方面可以與老師共同發(fā)現(xiàn)并解決課堂潛在的問題,以譯文反思課堂,為口譯學習者提供啟發(fā)。另外,這篇論文也作為在高級翻譯學院視譯學習的總結(jié)。
[Abstract]:As a graduate student of the College of Translation, the author has been hoping to sum up what he has learned in the video translation class, and to analyze the students' classroom recording by recording the process and before and after the class. Then, the author finds out the difficulties and problems of students in using visual translation techniques, and combines with theory to explore ways to break away from difficulties and solve problems. Therefore, the author records a visual translation class by recording. "Ma Weihua's speech at the Annual meeting of Chinese Business leaders" was used as the material. In addition to the classroom materials, the teacher explained the recording, the author also received 12 students in the classroom practice recording. The author draws on the framework of understanding, memory, expression and emergency analysis proposed by Li Changshuan in his book "understanding and expression: cases and comments on English-Chinese interpretation", supplemented by the theory of interpretation. Gill's understanding formula and "cognitive load model" judge the performance of visual translation skills, understanding, expression, emergency and trade-offs in students' practice. Find out the problems in the translation and analyze the causes of the problems. This paper explores the reasons for the improvement of visual translation classroom, and puts forward some suggestions for visual translation learners and visual translation teaching. The whole process of a section of visual translation classroom is taken as a clue, including pre-class preparation. Through understanding the content of pre-class preparation and analyzing the students' classroom performance, the author finds that in the first year of postgraduates' visual translation class, pre-class preparation is helpful to understanding. The application of expression and visual translation techniques can not be ignored. Both teachers and students should pay attention to this stage. In addition, the visual translation classroom also has the guidance function to the co-transmission classroom, the skill has the common place, the pre-translation preparation also has the vital function to the understanding, the expression, the choice and the emergency. The author hopes that, on the one hand, this paper can help teachers to organize and improve the teaching materials of visual translation. On the other hand, we can find and solve the potential problems in the classroom together with the teachers, so as to reflect on the classroom and provide inspiration to the interpreting learners. In addition, this paper is also used as a summary of the visual translation study in the Advanced Translation College.
【學位授予單位】：北京外國語大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3

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本文編號：1466036