英汉交替传译中口译学生笔记困难及其原因的实证研究——以中南大学MTI口译专业学生为例

摘要

笔记在交替传译中扮演着不可替代的角色。然而，对很多口译学生来说，笔记仍然是他们在口译起始阶段难以跨越的障碍而不是辅助记忆的有效工具。显然，找出口译学生笔记困难的原因能够帮助他们更好掌握笔记技巧，使笔记更好地为口译活动服务。本研究旨在调查母语是汉语的口译学生在英汉交替口译中记录笔记遇到的主要困难，以及是哪些具体原因导致他们的笔记困难。
　　本研究采用徐海铭、柴明颎(2008)在《汉英交替传译中译员笔记困难及其原因实证研究》中使用的“有提示回忆”和半结构性访谈收集数据。本文的研究对象为八名口译方向的研究生，他们分别对四段英语文本进行交替口译。分析的数据皆来自于口译的过程录像、有提示回忆、半结构性访谈以及学生的笔记。在Gile的交替传译的精力分配模式下，对材料进行分析，得出以下研究发现:
　　口译学生在英汉交替传译中遇到的笔记困难有:难以记下正确的词、难以选择符号、难以记下信息、难以简化笔记、难以在笔记中反应逻辑关系、难以解码笔记以及容易混淆笔记。其中难以在笔记中反应逻辑关系、难以记下信息以及难以解码笔记是出现频率最高的笔记困难。
　　可能造成口译困难的客观原因包括复杂的句子结构、高信息密度。主观原因与口译学生的记忆、笔记技巧、英语水平，精力分配失衡以及心理素质有关。
　　研究结果表明，口译学生应该加强自身的英语水平，加强记忆力训练和笔记训练，达到笔记自动化，解决精力分配方面的问题以及扩大阅读增加自己的百科知识。

目录

声明

摘要

Abstract

Contents

Introduction

Chapter 1 Overview of Note-Taking in Consecutive Interpreting

1．1 Consecutive Interpreting and Note-taking

1．1．1 Consecutive Interpreting

1．1．2 The Roles of Note-Taking

1．1．3 Note-Taking as a Problem Trigger in Consecutive Interpreting

1．2 Theoretical Foundations for Note-taking

1．2．1 The Interpretive Theory of Paris School

1．2．2 Gile’s Effort Model of Consecutive Interpreting

1．3 Previous Related Empirical Studies on Note-Taking

Chapter 2 Research Methodology

2．1 Research Questions and Research Purpose

2．2 Subjects of the Research

2．3 Research Materials

2．3 Research Procedure

2．3．1 Stimulated Recall

2．3．2 Semi-structured Interview

2．3．3 Interpreting Recording

2．3．4 Data Transcription

2．3．5 Data Analysis

Chapter 3 Research Findings and Discussion

3．1 Note-Taking Diffculties Perceived by the Students in E-C Consecutive Interpreting

3．1．1 Note-Taking Difficulties in Note-Taking Stage

3．1．2 Note-Taking Difficulties in Note-Reading Stage

3．2 Possible Factors behind Note-Taking Difficulties

3．2．1 Complex Sentence Structure

3．2．2 High Information Density

3．2．3 Insuffcient Memory Capacity

3．2．4 Unskilled Note-taking Techniques

3．2．5 Coordination of the Tasks

3．2．6 Disturbance of the Subjects’ Own Language Ability and Psychology

3．3 Suggestions for Tackling the Problems

3．3．1 Strengthening English Proficiency

3．3．2 Enhancing Memory Training

3．3．3 Receiving Rigorous Note-Taking Training and Achieving Note-Taking Automatization

3．3．4 Reading More to Have More Encyclopedic Knowledge

3．4 Limitations of the Study

3．5 Suggestions for Further Study

Conclusion

Bibliography

Appendix Ⅰ Original English passages

Appendix Ⅱ Questions for the Semi-structured interview

Appendix Ⅲ Interpretation Transcription of Eight Subjects

Appendix Ⅳ Transcription of Semi-Structured Interviews of Eight Subjects

Appendix Ⅴ Notes of Eight Subjects

Acknowledgements