發(fā)布時間：2025-01-06 04:17

　　口譯筆記是口譯過程中不可缺少的技能,現(xiàn)在越來越多的理論研究和實(shí)踐表明,職業(yè)譯員口譯筆記的質(zhì)量在很大程度上影響了口譯的質(zhì)量。但是,對學(xué)生譯員的筆記研究較少,且由于參與實(shí)驗(yàn)人數(shù)有限和實(shí)驗(yàn)中不可預(yù)測的變量的影響,口譯筆記實(shí)證研究仍然落后于其他口譯理論研究。為了能更好地探尋交替?zhèn)髯g筆記的作用,本文將研究重心放在了學(xué)生譯員口譯筆記特征的實(shí)證研究。本文采用丹尼·吉爾的精力分配理論作為指導(dǎo)理論,截取習(xí)近平主席5分39秒的演講作為漢譯英口譯材料和卡梅倫總統(tǒng)6分41秒的演講作為英譯漢口譯材料,選取內(nèi)蒙古大學(xué)MTI翻譯碩士口譯專業(yè)的14名研究生作為實(shí)驗(yàn)對象進(jìn)行交替?zhèn)髯g實(shí)驗(yàn)。通過采取現(xiàn)場錄音、音頻轉(zhuǎn)寫以及收集筆記原稿等方法來收集材料,并利用Excel和SPSS統(tǒng)計學(xué)軟件進(jìn)行匯總和分析,對14名學(xué)生譯者筆記特征的數(shù)量、語言和形式與譯文產(chǎn)出質(zhì)量的相關(guān)性進(jìn)行研究。研究角度新穎,具有創(chuàng)新性。實(shí)驗(yàn)數(shù)據(jù)真實(shí)有效,且分析客觀,具有科學(xué)性。研究結(jié)果表明:首先,雙向交傳筆記的數(shù)量與質(zhì)量均不存在相關(guān)性。其次,在雙向交傳中,使用目的語記錄的學(xué)生譯員的口譯質(zhì)量均比使用源語記錄的質(zhì)量高。再次,雙向交傳筆記的形式與口譯的質(zhì)量呈正相關(guān)。最...

【文章頁數(shù)】：61 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of This Research
    1.2 Research Significance
    1.3 The Structure of This Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Research on Note-Taking at Home and Abroad
        2.1.1 Research on Note-taking in China
        2.1.2 Research on Note-taking Abroad
    2.2 Theoretical Framework
        2.2.1 Daniel Gile’s Effort Model
        2.2.2 Features of Note-taking in Consecutive Interpreting
    2.3 The Relationship between Effort Model and Note-taking
CHAPTER THREE METHOD AND METHODOLOGY
    3.1 Research Strategy
    3.2 Methods to Address the Research Questions
        3.2.1 Tests
    3.3 Data Analysis
        3.3.1 Data Analysis of Test A
        3.3.2 Data Analysis of Test B
CHAPTER FOUR RESULTS
    4.1 Results and Analysis of Test A
        4.1.1 Note-taking Quantity in C-E Consecutive Interpreting
        4.1.2 Note-taking Language Choice in C-E Consecutive Interpreting
        4.1.3 Note-taking Form in C-E Consecutive Interpreting
    4.2 Results and Analysis of Test B
        4.2.1 Note-taking Quantity in E-C Consecutive Interpreting
        4.2.2 Note-taking Language Choice in E-C Consecutive Interpreting
        4.2.3 Note-taking Form in E-C Consecutive Interpreting
CHAPTER FIVE DISCUSSION
    5.1 Reasons for Note-taking Quantity from the Perspective of Effort Model
    5.2 Reasons for Note-taking Language Choice from the Perspective of Effort Model
    5.3 Reasons for Note-taking Form from the Perspective of Effort Model
CHAPTER SIX CONCLUSION
    6.1 Importance and Implications of This Research
    6.2 Contributions and Limitations of This Research
    6.3 Suggestions for future Studies
REFERENCES
APPENDICESⅠ MATERIAL of TEST A
APPENDICESⅡ MATERIAL of TEST B



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