【作者】 王静；

【导师】 周小兰；

【作者基本信息】 山东大学 ， 英语笔译（专业学位）， 2023， 硕士

【摘要】 本研究将成就目标理论引入翻译学界,基于动机视角考察英语类专业学生采用翻译策略的内在动因及其情境干扰因素,理论构建并实证检验动机特质与任务情境对翻译策略的交互影响模型,旨在探究个体动机特质对翻译策略的作用路径,以及任务难度阈值在其间产生何种干扰作用。基于某双一流高校的147个英语类专业学生样本数据,实证研究结果表明:第一,针对意译策略,掌握目标个体的使用倾向最高,成绩趋近目标个体居中,成绩回避目标个体最低,而三者均规避使用直译策略;第二,任务难度阈值显著干扰了个体对直译的使用,直译使用倾向与任务难度阈值呈U型关系,在到达极值点之前,随着任务难度提升,学习者使用直译的倾向迅速回落,在极值点之后,随着任务难度提升,学习者对直译的使用倾向大幅上升;第三,三类学习者使用意译的倾向受任务难度阈值调控,随着任务难度增加,三者使用意译的倾向均有所提升,任务难度阈值对成绩回避目标个体的影响最大,成绩趋近目标个体居中,对掌握目标个体的影响则最小。研究发现对翻译教学研究实践与翻译人才培养带来重要启示。首先,翻译教学实践者可借助语言学习的动机行为规律,了解不同动机主体的翻译行为差异,尤其关注成绩回避目标类型的英语类专业学生,此类人的可干预性最强,通过规范引导才能切实保障人才培养质量。其次,翻译教学实践者可基于特质差异与情境干扰模式,因人而异提炼任务情境和目标情境,通过创造积极任务情境激发英语类专业学生的潜力,如:掌握目标个体适合高压情境下的翻译人才培养模式,成绩趋近目标个体适合顺境培养,成绩回避目标个体则应鼓励式培养。最后,翻译研究与教学实践者应了解到英语类专业学生在翻译方法论上普遍存在认知误区,规范提升群体的翻译方法论素养,促其明晰直译和意译的本质差异与互补价值,引导其科学采用翻译手段以保障高质量的达意效果。更多还原

【Abstract】 This study introduced Achievement Goal Theory into the field of translation.Based on the perspective of motivation,this study investigated the internal causes and contextual causes of English majors’ adoption of translation strategies.It also theoretically constructed an interactive model of motivational traits and perceived task context on translation strategies,aiming to explore the influencing pattern of motivational traits on translation strategies and the moderating pattern of task difficulty threshold(TDT).Based on 147 sample data of English majors from a double first-class university,the empirical results show that:firstly,in terms of applying free translation(FT)strategy,learners with mastery goal(AGO1)have the highest tendency,followed by learners with performance approach goal(AGO2),ahead of learners with performance avoidance(AGO3).Meanwhile,all the three groups avoid literal translation(LT)strategy.Secondly,TDT significantly affects learners’ adoption of LT,in ways of a U-shaped relationship between TDT and LT.Before the threshold point,learners’ tendency to adopt LT falls rapidly with the increase of TDT;after the threshold point,learners’ tendency to adopt LT rises sharply with the increase of TDT.Thirdly,all learners’ tendency to adopt FT is moderated by TDT.As TDT goes up,all learners’tendency to adopt FT rises,TDT affects learners with AGO3 most,followed by AGO2 and AGO1 in the least.The findings of the study bring important implications for translation teaching practice and translation talent cultivation.Firstly,translation pedagogues can understand the differences in translation behaviors of English majors with different AGOs with the help of motivational behavior pattern of language learning,and pay particular attention to learners with AGO3,who are the most susceptible and the cultivation quality can be ensured through standardized guidance.Secondly,translation pedagogues can refine task contexts and target contexts based on motivational influencing and contextual moderating patterns,and stimulate learners’ potentials by creating positive task context.For example,learners with AGO1 are suitable for talent fostering contexts under high pressure,learners with AGO2 are suitable for favorable contexts,and learners with AGO3 should be cultivated in encouragement contexts.Finally,translation research and pedagogues should understand the common misconceptions of English majors in translation methodology,standardize and improve their translation methodology,urge learners to understand the essential differences and complementary values of LT and FT,and guide them to adopt translation strategies scientifically in order to guarantee high-quality translation.更多还原