本文選題：口譯過(guò)程 + 譯員素質(zhì)模型�。� 參考：《中南大學(xué)》2012年碩士論文

【摘要】：隨著世界各國(guó)在政治、經(jīng)濟(jì)、文化等領(lǐng)域內(nèi)的交流日益頻繁,口譯作為使用不同語(yǔ)言的人們順暢交流的橋梁,已經(jīng)成為語(yǔ)言類人才擇業(yè)的重要考慮對(duì)象和譯學(xué)界共同關(guān)注的焦點(diǎn)�？谧g人員運(yùn)用其智慧和努力,幫助人們克服語(yǔ)言上的障礙,在跨文化交際過(guò)程中起到了舉足輕重的作用。 眾所周知,口譯是一種復(fù)雜的認(rèn)知心理活動(dòng),其過(guò)程由相互作用、相互影響的若干階段構(gòu)成且在不同階段存在著不同的困難和障礙。所以要保證口譯任務(wù)的順利完成,口譯員必須具有較高的專業(yè)素質(zhì)�？谧g不同于口語(yǔ)或筆譯,對(duì)譯員素質(zhì)有其特定的要求；口譯教學(xué)不同于語(yǔ)言教學(xué)和筆譯教學(xué),應(yīng)當(dāng)立足于口譯特點(diǎn),有針對(duì)性的對(duì)譯員自身素質(zhì)和口譯專業(yè)技能進(jìn)行培養(yǎng)。 基于此,作者從對(duì)口譯過(guò)程的分析入手(即理解、記憶、再表達(dá)三個(gè)階段),以本文的譯員素質(zhì)模型為基礎(chǔ),說(shuō)明口譯各個(gè)階段的特點(diǎn)及其對(duì)譯員的素質(zhì)要求,并提出相應(yīng)的技能訓(xùn)練與素質(zhì)培養(yǎng)方案。 本文共包含以下六個(gè)章節(jié)：引言部分分別對(duì)口譯研究史及口譯過(guò)程研究進(jìn)行回顧；第一章首先從定義、分類兩方面對(duì)口譯進(jìn)行概述,其次分別介紹口譯過(guò)程的著名理論——Daniel Gile教授的精力負(fù)荷模型及廈大口譯訓(xùn)練模式,并在對(duì)兩個(gè)模型比較分析的基礎(chǔ)上得出本文的譯員素質(zhì)模型；根據(jù)這一模型,第二章針對(duì)的是口譯理解階段譯員的素質(zhì)培養(yǎng),首先提出Gile的口譯理解等式,隨后對(duì)譯員的語(yǔ)言素質(zhì)、語(yǔ)言外素質(zhì)及邏輯推理能力的要求及培養(yǎng)方法進(jìn)行介紹；第三章針對(duì)口譯記憶階段的素質(zhì)培養(yǎng),分別對(duì)口譯中的記憶機(jī)制、影響記憶的因素及記憶策略、技能培訓(xùn)進(jìn)行分析論述；第四章則針對(duì)口譯最后階段——再表達(dá)階段的素質(zhì)培養(yǎng),同樣涉及到譯員表達(dá)時(shí)所需的語(yǔ)言及語(yǔ)言外技巧；最后一章結(jié)論部分對(duì)全文做出總結(jié)并對(duì)今后研究提出建議。
[Abstract]:With the increasingly frequent exchanges among countries in the political, economic, cultural and other fields, interpretation acts as a bridge for smooth communication among people using different languages. It has become an important object of consideration for language talents and a common focus in translation circles. Interpreters use their wisdom and effort to help people overcome language barriers and play an important role in cross-cultural communication. As we all know, interpreting is a complex cognitive psychological activity, its process is composed of several stages of interaction and interaction, and there are different difficulties and obstacles in different stages. Therefore, to ensure the smooth completion of interpretation tasks, interpreters must have a higher professional quality. Interpreting is different from spoken language or translation, and has its own special requirements for the quality of interpreters. The teaching of interpretation is different from language teaching and translation teaching, and should be based on the characteristics of interpretation, aiming at the cultivation of interpreters' own quality and interpretation professional skills. Based on this, the author begins with the analysis of the interpretation process (that is, understanding, memory, and expression of three stages). Based on the translator's quality model in this paper, the author explains the characteristics of each stage of interpretation and the quality requirements of the interpreter. And put forward the corresponding skill training and quality training program. The thesis consists of the following six chapters: the introduction reviews the history of interpreting research and the study of interpretation process. Secondly, this paper introduces the famous theory of interpreting process, Professor Daniel Gile's energy load model and Xiamen University's interpreting training model, and based on the comparative analysis of the two models, obtains the interpreter quality model of this paper. The second chapter is aimed at the quality training of interpreters in the stage of interpreting comprehension. Firstly, the author puts forward the interpretation comprehension equation of Gile, and then introduces the requirements and training methods of interpreters' language quality, external quality and logical reasoning ability. The third chapter analyzes the memory mechanism, the factors affecting memory, memory strategies and skills training in interpreting. The fourth chapter focuses on the quality training of the final stage of interpretation-the re-expression stage, which also involves the language and language skills required by the interpreter. The conclusion of the last chapter summarizes the full text and puts forward some suggestions for the future study.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H059

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