英语-普通话、英语-粤语交传中停顿现象的对比研究
发布时间：2023-10-21 16:11
粤港澳大湾区这一国家战略的提出拓宽了英语-粤语的口译市场,也增强了相应的英-粤口译员需求。对于有志成为职业口译员的学生来说本科高年级的口译学习是基础,而避免不必要的停顿是提升口译质量的关键之一。本文将上海外国语大学、中山大学的20名接受过专业英汉口译训练的本科四年级学生根据第一语言分为普通话组与粤语组,每组各10名学生,基于认知负荷模型针分析了英-普与英-粤交替传译停顿的频率、分布特点以及原因。本文有如下发现:英-粤交传整体停顿频率高于英-普交传,其中以无声停顿为主;依赖笔记、抽象名词解码困难以及第一语言表达质量不高为导致英普交传、英粤交传学生译员停顿的共同特征。英粤交传中存在以下停顿现象:较多语气词的口语化粤语导致有声停顿、受英-普口译训练套话干扰以及普通话作为为英粤交传语际的间接启动范式导致无声停顿;英普交传中学生译员习惯用停顿来延长思考时间。本文比较两组学生译员口译表现后,提出了避免停顿的建议。
【文章页数】：102 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Introduction
Chapter1 Literature Review
1.1 Definitions and Types of Pauses
1.2 Previous Studies on Pauses in Interpreting
1.3 Previous Bilingual Studies on Putonghua and Cantonese
Chapter2 Theoretical Framework
2.1 Effort Model
2.2 Applicability of Effort Model to the Study
Chapter3 Research Design
3.1 Research Objectives and Questions
3.2 Subjects
3.3 Materials
3.4 Procedures
3.4.1 Interpreting Task
3.4.2 Stimulated Recall Protocols
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussions
4.1 The Frequency of Pauses
4.2 Distribution of Pauses
4.3 Contributing Factors of Pauses
4.3.1 Incoordination of Efforts
4.3.2 Interpreting Information
4.3.3 Interpreting Strategies
4.3.4 Reproduction and Learning Habits
4.3.5 Factors relates to the Register
Chapter5 Conclusion
5.1 Major Findings of the Study
5.2 Limitations of the Study
5.3 Suggestions for Future Studies
References
APPENDIX1 The Source Text
APPENDIX2 Questionnaire
APPENDIX3 Transcript and Stimulated Protocol Recall Interviews
本文编号：3856177
【文章页数】：102 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
摘要
Abstract
Introduction
Chapter1 Literature Review
1.1 Definitions and Types of Pauses
1.2 Previous Studies on Pauses in Interpreting
1.3 Previous Bilingual Studies on Putonghua and Cantonese
Chapter2 Theoretical Framework
2.1 Effort Model
2.2 Applicability of Effort Model to the Study
Chapter3 Research Design
3.1 Research Objectives and Questions
3.2 Subjects
3.3 Materials
3.4 Procedures
3.4.1 Interpreting Task
3.4.2 Stimulated Recall Protocols
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussions
4.1 The Frequency of Pauses
4.2 Distribution of Pauses
4.3 Contributing Factors of Pauses
4.3.1 Incoordination of Efforts
4.3.2 Interpreting Information
4.3.3 Interpreting Strategies
4.3.4 Reproduction and Learning Habits
4.3.5 Factors relates to the Register
Chapter5 Conclusion
5.1 Major Findings of the Study
5.2 Limitations of the Study
5.3 Suggestions for Future Studies
References
APPENDIX1 The Source Text
APPENDIX2 Questionnaire
APPENDIX3 Transcript and Stimulated Protocol Recall Interviews
本文编号：3856177
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