本文選題：口譯受訓者 + 反思學習��； 參考：《華中師范大學》2012年碩士論文

【摘要】：在當今全球化深入發(fā)展,國際交流日趨頻繁的社會,口譯引起了越來越多人的關注�？谧g的歷史悠久,但是口譯作為一種廣泛認可的職業(yè)始于1919年的巴黎和會。近年來,在全球就業(yè)市場趨緊的大環(huán)境下,口譯員卻供不應求。為了彌補缺口,口譯和翻譯碩士(MTI)應運而生,各地口譯培訓業(yè)也蓬勃發(fā)展。 很多人向往成為口譯員,試圖走上口譯之路,但是在學習和接受口譯培訓的過程中遇上了很多問題。很多受訓者執(zhí)著于掌握口譯技巧,但卻忽視了練習環(huán)節(jié)。要成為一名好的譯員,受訓者必須有過硬的雙語功底,廣博的知識面,專業(yè)的口譯技能以及良好的職業(yè)素養(yǎng)。受訓者需要不斷地學習優(yōu)秀口譯員,反思自身的口譯實踐,找出問題以求改進。一些受訓者不習慣聽自己的錄音,因而也就難以找到自身問題的癥結。 口譯研究也日趨成熟,研究的視角和方法多種多樣,有的學者探究口譯教學,有的人從釋義派口譯理論、吉爾的認知負荷模型、功能翻譯理論或者傳播學的視角來看待口譯,也有人探究口譯中的某個環(huán)節(jié),比如口譯記憶、口譯理解、口譯筆記等,但本文從一個比較新的視角來研究口譯。 本文從反思學習視角來探討口譯受訓者在培訓過程中常遇到的諸多問題,并挖掘產(chǎn)生這些問題的原因,試圖尋求解決這些問題的方法給出建議,希望能給口譯受訓者指點迷津,幫助他們避免和克服這些常見問題。近年來,反思教學廣為倡導,而教學是一個相互促進的過程,教師可以反思教學實踐,同樣的,學生也能反思自身的學習。本文就是從學習的主體,即受訓者的角度來看口譯,將反思學習運用到了口譯學習中,通過回顧,分析樣本群體的課堂口譯錄音來探究口譯受訓者在聽力理解、記憶以及表達方面遇到的諸多問題,并探討這些問題產(chǎn)生的原因,提出解決這些問題的辦法。 通過反復細聽,分析和總結,本文列舉了受訓者在口譯過程中由于語境意識不強,不適應各種口音,缺乏準備而帶來的聽力理解問題,由于過分依賴筆記,腦記不強,筆記腦記不平衡而導致的信息缺失問題,以及表達上不夠靈活,譯語缺乏邏輯,不夠流利等問題。針對這些問題,本文提出一些相應的解決辦法,如在聽力過程中要著重聽意思而非單個詞語,要通過上下文進行預測和聯(lián)想,通過視覺化等手段來提高短期記憶力,通過反復練習來實現(xiàn)腦記和筆記的平衡,通過增強雙語能力來提高口譯的靈活性等。本文倡導口譯受訓者采用反思性的口譯學習方法,有意識的精聽自己的口譯錄音,將自己的譯語寫下來,找出自身的問題,思考這些問題產(chǎn)生的根源,并采取有針對性的措施來克服這些問題,不斷地加強練習,評估自己的口譯表現(xiàn),從而提高自己的口譯水平。
[Abstract]:With the development of globalization and international communication, more and more people pay attention to interpretation. Interpreting has a long history, but interpretation as a widely recognized profession began in 1919 at the Paris Peace Conference. In recent years, in a tight global job market, interpreters are in short supply. In order to fill the gap, MTI (Master of interpretation and Translation) emerges as the times require, and the interpreting training industry is booming. Many people aspire to become interpreters and try to go on the path of interpreting, but in the process of learning and receiving interpretation training, they encounter many problems. Many trainees insist on mastering interpretation skills, but neglect the practice. To become a good interpreter, the trainees must have a good bilingual knowledge, professional interpretation skills and good professional accomplishment. Trainees need to constantly learn good interpreters, reflect on their own interpretation practices, and identify problems for improvement. Some trainees are not used to listening to their own recordings, so it is difficult to find the crux of their own problems. Interpreting research is becoming more and more mature, with a variety of perspectives and methods. Some scholars explore interpretation teaching, and some interpret interpretation theory. Gill's cognitive load model, functional translation theory or communication perspective also explores certain aspects of interpreting, such as interpretation memory, interpretation understanding, interpretation notes, etc. However, this paper studies interpreting from a relatively new perspective. From the perspective of reflective learning, this paper explores many problems often encountered by interpreters in the course of training, and explores the reasons for these problems. This paper tries to find ways to solve these problems, hoping to give some advice to the interpreters and help them avoid and overcome these common problems. In recent years, reflective teaching has been widely advocated, and teaching is a mutually reinforcing process. Teachers can reflect on teaching practice, and students can also reflect on their own learning. From the perspective of the subject of learning, namely, the trainees, this paper applies reflective learning to the study of interpretation. By reviewing and analyzing the audio recordings of the class interpretation of the sample groups, this paper explores the listening comprehension of the interpreters. Many problems in memory and expression are discussed, and the causes of these problems are discussed, and solutions to these problems are put forward. By listening carefully, analyzing and summing up, this paper enumerates the trainees' lack of contextual awareness in the process of interpreting. The problems of listening comprehension caused by not adapting to various accents, lack of preparation, lack of information due to over-reliance on notes, lack of strong brain memorization, imbalance in note-taking, lack of flexibility in expression, and lack of logic in the target language. Lack of fluency, etc. In order to solve these problems, this paper puts forward some corresponding solutions. For example, in the listening process, we should focus on listening meaning rather than single words, predict and associate by context, improve short-term memory by visualizing, and so on. Through repeated exercises to achieve the balance between brain and notes, through the enhancement of bilingual ability to improve the flexibility of interpretation, and so on. In this paper, we propose that interpreters should adopt reflective interpretation learning methods, listen to their own interpretation recordings carefully, write down their own language, find out their own problems, and think about the root causes of these problems. Some measures should be taken to overcome these problems, to strengthen the practice, to evaluate their interpretation performance and to improve their level of interpretation.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H059

【參考文獻】

相關期刊論文 前7條

1 劉建珠;;口譯過程研究與“3P”口譯教學模式[J];大學英語(學術版);2006年02期

2 劉和平;;口譯培訓的定位與專業(yè)建設[J];廣東外語外貿(mào)大學學報;2007年03期

3 劉和平;口譯教學探討[J];國際關系學院學報;1994年03期

4 胡庚申,盛茜;中國口譯研究又十年[J];中國科技翻譯;2000年02期

5 王海生;微格教學在口譯技能培訓中的應用[J];通化師范學院學報;2005年03期

6 肖曉燕;西方口譯研究:歷史與現(xiàn)狀[J];外國語(上海外國語大學學報);2002年04期

7 仲偉合;口譯訓練:模式、內(nèi)容、方法[J];中國翻譯;2001年02期

，

本文編號：2006730