【作者】 张艳；

【导师】 张吉良；

【作者基本信息】 深圳大学 ， 外国语言文学， 2019， 硕士

【副题名】基于学生译员的实验研究

【摘要】 交替传译要求译员在较短的时间内用清晰、准确、流畅的目的语将原语信息准确清楚地表达出来。目的语信息的完整度是主观因素与客观因素共同作用后的结果。受到主客观因素的影响,译员在听力理解、脱离语言外壳与表达阶段均有可能出现不同程度的信息缺失。与经验丰富的职业译员相比,信息缺失在学生译员身上出现的更加普遍和严重。为了进一步认识学生译员在口译过程即信息接收、处理与表达中信息缺失的成因与表现,提出相应的应对策略,本研究以深圳大学2016级高翻班学生译员为实验对象分别进行英汉模拟交传实验,实验过程以录音的形式保存。通过转写分析,将原文与译文划分为由信息点,信息意层与信息结构组成的篇章。对比原文与译文中信息单位的完整度与准确度,笔者发现学生译员信息缺失主要分为信息错译与信息漏译。根据吉尔精力模型并结合受试者反馈,引起信息缺失原因如下:1.语言能力不足导致信息漏译与错译;2.语言外知识欠缺引起信息缺失;3.认知能力缺失引起信息缺失。在此基础上,文章提出了应对信息缺失的口译策略:1.提高双语能力;2.增强学生跨文化交际意识;3.加强学生记忆训练。更多还原

【Abstract】 In consecutive interpreting,the interpreter needs to shift between two different languages so as to deliver the information encoded in the source language in the target language in a clear,fluent and correct manner.In the process of interpreting,there are both objective and subjective factors exerting influence on information integrity,triggering information loss in the courses of comprehension,deverbalization,and reformulation.As for student interpreters,they are more vulnerable to information loss than professional interpreters.With the aim to investigate the underlying causes of information loss of student interpreters and set forth relevant coping strategies,a CI experiment was designed for subjects from the Advanced Interpreting Program at Shenzhen University.The process of the CI experiment was recorded and transcribed for further analysis.Based on the notion of information unit,both the source text and renditions of all subjects were regarded as being composed of semantic units,information layers,and information structures.In light of differences between source text and renditions regarding the three levels of information unit,information loss manifested in this research is categorized as omission and misinterpretation.Based on the Gile’s Effort Models and subjects’ selfreflections,the underlying causes of information loss were found in the experiment,which are as follows:1.Inadequate linguistic knowledge.2.Insufficient extralinguistic knowledge.3.Cognitive deficiency.Based on the investigation of causes,three coping strategies for information loss were proposed:1.Enhancing linguistic knowledge.2.Raising student interpreters’ cross-cultural awareness.3.Strengthening memory training.更多还原