【作者】 王慧敏；

【导师】 张玮；

【作者基本信息】 福州大学 ， 英语口译（专业学位）， 2023， 硕士

【摘要】 21世纪以来,中外办学合作项目数量如雨后春笋般快速增长,成为了我国对外学术交流的重要形式之一。合作办学过程中,由于学生的英语水平有限,外教也难以在短期内提升汉语语言能力,因此课堂口译员成为了学生和外籍教师双方间沟通的桥梁。随着课堂口译的需求不断上升,对课堂口译进行研究探索可谓恰逢其时。课堂口译与传统意义上的会议口译有所区别,具有双向口译、短话轮、即席发言等特点,每一节课之间都有知识的交叉递进。因此,课堂口译不是一次单独的口译任务,而是一系列相互关联的口译活动。译员为了传达师生双方的话语,必须在理解的基础上结合课堂语境和课程总体教学内容进行相应地推理,才能真正掌握说者的信息意图和交际意图,形成最终的口译内容。关联理论的语境与关联,能帮助译员在课堂语境中,更好地听辨说者的话语,把握说者的真实意图,填补隐含信息,实现恰当翻译,以便动态把握翻译全程,这对于改善课堂口译的传达效果、促进师生双方的沟通将大有裨益。本文是一篇关于课堂交替传译的实践报告。本报告以关联理论为理论工具,以笔者于2021年10-12月在福州墨尔本理工职业学院外方授课课程“Corporate Financing(公司报表)”的课堂交替传译口译实践活动为语料,重点探讨关联理论指导课堂口译实践的适用性及在关联理论指导下为达成语境效果最大化和处理努力最小化所采用的口译方法。通过结合实际案例进行分析,本报告得出可利用预测、质询、修正、增补等口译方法达成语境效果最大化,利用重组、概括、省略和自我修正等方法达成处理努力最小化。本文旨在帮助口译员从关联的角度理解和认识课堂口译活动、译语双方和口译过程,以期为学生译员或交替传译学习者提升课堂口译的质量,实现交际双方信息意图和交际意图的有效传达,取得预期的交际效果提供指导参照。更多还原

【Abstract】 The 21st century has witnessed the robust development of Sino-foreign cooperative education projects,which have emerged as one of the major channels for academic exchange between China and the rest of the world.Due to the contextual barrier in communication between foreign teachers and Chinese students,the interpreter plays an important role in facilitating communication between them.As the demand for class interpreting continues to rise,it is well-timed to study class interpreting.Class interpreting,distinct from conference interpreting,is featured by bi-directional interpreting,short turns,and extemporaneous speech.It consists of a series of interconnected interpreting tasks with knowledge that overlaps between lectures rather than a single interpreting activity.In order to convey information of the teacher and students,the interpreter should infer the informative and the communicative intention of the speaker in accordance with the classroom context and the overall teaching content of the course.In this sense,the context and relevance of Relevance theory can help interpreters better understand the speaker’s utterances in educational settings,grasp the speaker’s intention,and then realize proper interpretation by adding implied information.Relevance theory,with a focus on the dynamic nature of interpreting,is conducive to improving the communicative effect of class interpreting and facilitating the communication between the teacher and students.This interpreting practice report is based on the consecutive interpreting task the author undertook for the course“Corporate Financing”commissioned by Fuzhou Melbourne Polytechnic from October to December 2021.This report focuses on the applicability of Relevance theory and interpreting techniques for the realization of maximizing the contextual effects and minimizing the processing effort under the guidance of Relevance theory.Through the analysis of typical cases,it is revealed that techniques of anticipation,inquiring,correction,and addition can be adopted to maximize the contextual effects,while techniques of reorganization,generalization,omission,and self-repair can be applied to minimize the processing effort.It is hoped that this report would contribute to a better understanding of class interpreting activities,interpreting participants,and the interpreting process from the perspective of relevance,in an effort to improve the quality of class interpreting,realize the effective transmission of the informative and the communicative intention,and achieve the expected communicative effect.更多还原