翻译元认知监控与翻译能力的相关性实证研究
发布时间：2021-11-25 06:32
翻译从本质上来看是心理的、认知的过程,而元认知是认知心理学中一个重要的概念,把元认知研究的理论成果借用到翻译实践的过程,既有利于该学科的发展,也为翻译教学提供了理论基础。此外,元认知监控在翻译活动中能够让译者知道如何实施源语到译语的转换,使译者根据自己对翻译活动的认知不断的调节、改进和完善,从而提高文本的翻译质量。因此,借助认知心理学的相关理论成果和方法对翻译中译者的心理活动进行研究是一条切实可行的有效途径。本文通过调查问卷、TAP、翻译测试和后续采访四者相结合的方法试图在找出职业译者和学生译者在元认知监控运用上的差距的基础上,探索元认知监控和翻译能力之间的相关性,从而为翻译教学提供参考。本文拟回答以下三个问题:1)什么是翻译的元认知监控?2)职业译者和学生译者的元认知监控水平如何?有何差异?为什么?3)职业译者和学生译者的元认知监控水平与翻译能力的相关性分别如何?本研究受试者分为两组,一组为65名某高校翻译专业的学生译者,另一组由20名某公司的职业译者组成。采用有声思维法要求,受试者边翻译边报告其思维过程,所得数据结合问卷调查,翻译成绩和后续采访构成研究数据来源,然后对其进行编码和分...
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Significance of the Study
1.2 Research Purpose and Questions
1.3 Research Methodology
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Meta-cognition in Translation
2.1.1 Exploring Meta-cognition
2.1.2 Defining Meta-cognitive Regulation
2.2 Research on Translation Competence in the Translation Process
2.2.1 Translation Process Study Based on Cognitive Psychology
2.2.2 Translation Strategy defined in cognitive terms
2.2.3 Evaluating the Translation Competence in the Translation Process
2.3 Empirical Research
2.3.1 TAP
2.3.2 Comparing the Behaviors of Professional translators and Student translators
2.4 Summary
Chapter 3 The Empirical Research
3.1 Research Design
3.1.1 Methods
3.1.2 Participants
3.1.3 Materials
3.2 Data Collection
3.3 Data Reducing
3.3.1 Data Sources
3.3.2 Transcribing TAP
3.3.3 Identifying Cognitive Moves from Follow-up Interview
3.4 Data coding
3.4.1 Categorization of Translation Strategies
3.4.2 Coding for Strategies in Translation Process
3.4.3 The Criteria for Marking the Translation Competence
Chapter 4 Results and Discussion
4.1 State of Subjects’Meta-cognitive Regulation
4.1.1 Analysis of Meta-cognitive Regulation Components
4.1.2 Categorize the Components of Translation Meta-cognitive Regulation
4.2 Comparing Translation Meta-cognitive Regulation between Professional translators and Student Translators
4.2.1 Meta-cognitive Regulation Used in the Translation Process
4.2.2 The Differences between Students Translators and Professional Translators in Translation Meta-cognitive Regulation
4.3 Correlation analyses of Meta-cognitive Regulation and Translation Competence between student translators and professional translators
4.3.1 The Correlation of Meta-cognitive Regulation and Translation Competence of student translators
4.3.2 The Correlation of Meta-cognitive Regulation and Translation Competence of professional translators
4.3.3 Comparing Students and Professionals in Cognitive Process
Conclusion
References
Appendix A 攻读学位期间所发表的学术论文目录
Appendix B Source Texts
Appendix C 翻译元认知监控调查问卷
Appendix D 关于翻译能力的调查问卷
Appendix E 中文摘要
Acknowledgements
【参考文献】：
期刊论文
[1]元认知意识培训——学习者自主学习能力提高的重要前提[J]. 张立. 外语界. 2009(04)
[2]大学英语自主学习元认知实证研究[J]. 岳好平,施卓廷. 外语研究. 2009(04)
[3]基于元认知意识培训的英语自主阅读实证研究[J]. 唐卫红. 长沙大学学报. 2009(03)
[4]以市场为导向,侧重翻译能力的培养[J]. 钟守满,雷雪莲. 外语与外语教学. 2009(02)
[5]基于语料库的英语写作教学实证研究[J]. 蔡少莲. 外语教学. 2008(06)
[6]基于网络的英语视听说合作学习策略研究与实践——英语视听说国家精品课程建设例析[J]. 邓颖玲,白解红. 外语教学. 2008(03)
[7]论翻译过程的元认知监控[J]. 唐健禾. 四川外语学院学报. 2007(04)
[8]元认知策略在TEM4中的运用及其与成绩的关系研究[J]. 袁凤识,肖德法. 外语与外语教学. 2006(03)
[9]大学英语写作中元认知体验现象实证研究[J]. 吴红云. 外语与外语教学. 2006(03)
[10]认知语言学的翻译观[J]. 王寅. 中国翻译. 2005(05)
本文编号：3517594
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Significance of the Study
1.2 Research Purpose and Questions
1.3 Research Methodology
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 Meta-cognition in Translation
2.1.1 Exploring Meta-cognition
2.1.2 Defining Meta-cognitive Regulation
2.2 Research on Translation Competence in the Translation Process
2.2.1 Translation Process Study Based on Cognitive Psychology
2.2.2 Translation Strategy defined in cognitive terms
2.2.3 Evaluating the Translation Competence in the Translation Process
2.3 Empirical Research
2.3.1 TAP
2.3.2 Comparing the Behaviors of Professional translators and Student translators
2.4 Summary
Chapter 3 The Empirical Research
3.1 Research Design
3.1.1 Methods
3.1.2 Participants
3.1.3 Materials
3.2 Data Collection
3.3 Data Reducing
3.3.1 Data Sources
3.3.2 Transcribing TAP
3.3.3 Identifying Cognitive Moves from Follow-up Interview
3.4 Data coding
3.4.1 Categorization of Translation Strategies
3.4.2 Coding for Strategies in Translation Process
3.4.3 The Criteria for Marking the Translation Competence
Chapter 4 Results and Discussion
4.1 State of Subjects’Meta-cognitive Regulation
4.1.1 Analysis of Meta-cognitive Regulation Components
4.1.2 Categorize the Components of Translation Meta-cognitive Regulation
4.2 Comparing Translation Meta-cognitive Regulation between Professional translators and Student Translators
4.2.1 Meta-cognitive Regulation Used in the Translation Process
4.2.2 The Differences between Students Translators and Professional Translators in Translation Meta-cognitive Regulation
4.3 Correlation analyses of Meta-cognitive Regulation and Translation Competence between student translators and professional translators
4.3.1 The Correlation of Meta-cognitive Regulation and Translation Competence of student translators
4.3.2 The Correlation of Meta-cognitive Regulation and Translation Competence of professional translators
4.3.3 Comparing Students and Professionals in Cognitive Process
Conclusion
References
Appendix A 攻读学位期间所发表的学术论文目录
Appendix B Source Texts
Appendix C 翻译元认知监控调查问卷
Appendix D 关于翻译能力的调查问卷
Appendix E 中文摘要
Acknowledgements
【参考文献】：
期刊论文
[1]元认知意识培训——学习者自主学习能力提高的重要前提[J]. 张立. 外语界. 2009(04)
[2]大学英语自主学习元认知实证研究[J]. 岳好平,施卓廷. 外语研究. 2009(04)
[3]基于元认知意识培训的英语自主阅读实证研究[J]. 唐卫红. 长沙大学学报. 2009(03)
[4]以市场为导向,侧重翻译能力的培养[J]. 钟守满,雷雪莲. 外语与外语教学. 2009(02)
[5]基于语料库的英语写作教学实证研究[J]. 蔡少莲. 外语教学. 2008(06)
[6]基于网络的英语视听说合作学习策略研究与实践——英语视听说国家精品课程建设例析[J]. 邓颖玲,白解红. 外语教学. 2008(03)
[7]论翻译过程的元认知监控[J]. 唐健禾. 四川外语学院学报. 2007(04)
[8]元认知策略在TEM4中的运用及其与成绩的关系研究[J]. 袁凤识,肖德法. 外语与外语教学. 2006(03)
[9]大学英语写作中元认知体验现象实证研究[J]. 吴红云. 外语与外语教学. 2006(03)
[10]认知语言学的翻译观[J]. 王寅. 中国翻译. 2005(05)
本文编号：3517594
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