加拿大LCP护理培训口译项目报告

摘要

随着各国之间文化交流的日益增多，课堂已成为与外国专家互动和沟通的重要场所。笔者承担了为期三个月的加拿大LCP护理培训项目的课堂口译工作。基于该口译实践，本报告探讨在课堂口译这一特定语境下口译员的角色定位，分析课堂口译过程中的困难及原因，并提出相应的翻译策略和方法。鉴于授课者思维较为发散，笔者需将话语进行再加工，包括过滤重复内容、删减不必要信息、强调重点知识等，以期给学员传递准确、有效的信息。基于课堂口译的特殊性，笔者提出:课堂口译员既是译者，但同时也应根据需要，灵活地转换为教学的辅助者、促进者、气氛协调者、以及学习者，以促进教学的顺利开展。本报告对口译过程中的不连贯、中断、冗长等现象也进行了分析，指出口译员应合理分配注意力，以理解为主，笔记为辅。在译语输出阶段，应适当省略并注意句子重组以符合中文习惯。课堂口译员还应掌握基本的课堂话语知识，促进听众对知识的吸收，达到最佳口译效果。本报告以真实语料为基础，探索了课堂口译的多个方面，希望为口译实践提供新的思路。

目录

声明

摘要

Abstract

Contents

Introduction

Chapter One Project Survey

1．1 An Introduction to the Project

1．3 Pre-task Preparation

Chapter Two Major Issues，Difficulties and Analysis of Causes

2．1 Confusion about the Role of a Class Interpreter

2．2 Problems Encountered in Class Interpreting

2．2．1 Incoherence and Hesitation in Interpreting

2．2．2 Colloquial Words and Unnecessary Repetition

2．3 Lack of Knowledge of Classroom Discourse

Chapter Three Solutions

3．1 Multiple Roles of a Class Interpreter

3．1．1 The Interpreter’s Role as a Teaching Assistant

3．1．2 The Interpreter’s Role as a Facilitator

3．2 Strategies in Class Interpreting

3．2．1 Reasonable Allocation of Attention

3．2．2 Proper Omission and Sentence Restrueturing

3．3 Improvement of Classroom Discourse and Public Speaking Skills

3．3．1 Improvement of Classroom Discourse Skills

3．2．2 Improvement of Public Speaking Skills

Chapter Four Conclusion and Recommendations

Bibliography

Appendix

Acknowledgements