方向性对视译流利度的影响
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摘要
流利度是口译质量评估的重要标准,本文以不当停顿、重复和修补作为流利度的三项指标,对20名英语口译专业学生的英汉、汉英双向视译进行实证研究,发现方向性对学生译员视译的流利度具有显著影响。相较于汉译英,学生译员在英译汉时产生的不当停顿更少,但产生的修补更多,因此并不能证实学生译员总体上译入母语比译入外语更加流利。本研究指出学生译员在视译训练中应加强对流利度的自我监控,并对视译教学提出建议。
Fluency is an important standard in interpretation quality evaluation. Using improper pauses,repeats and repairs as three parameters of fluency,this empirical study explores the impacts of directionality on E-C and C-E sight translation( ST) through quantitative analyses of the two-way ST performance of 20 MA students specializing in interpretation studies and finds out that directionality exerts significant impacts on student interpreters' ST fluency. Student interpreters tend to make less improper pauses but more repairs in E-C ST than C-E ST,which cannot fully verify that student interpreters generally interpret into their mother tongue more fluently than into a foreign language. The study,apart from offering some advice for ST teaching,suggests student interpreters strengthen their self-monitoring of fluency in daily ST training.
Fluency is an important standard in interpretation quality evaluation. Using improper pauses,repeats and repairs as three parameters of fluency,this empirical study explores the impacts of directionality on E-C and C-E sight translation( ST) through quantitative analyses of the two-way ST performance of 20 MA students specializing in interpretation studies and finds out that directionality exerts significant impacts on student interpreters' ST fluency. Student interpreters tend to make less improper pauses but more repairs in E-C ST than C-E ST,which cannot fully verify that student interpreters generally interpret into their mother tongue more fluently than into a foreign language. The study,apart from offering some advice for ST teaching,suggests student interpreters strengthen their self-monitoring of fluency in daily ST training.
引文
[1]Agrifoglio,M.Sight translation and interpreting:A comparative analysis of constraints and failures[J].Interpreting,2004,6(1):43-67.
[2]Al-Salman,S.&R.Al-Khanji.The native language factor in simultaneous interpretation in an Arabic/English context[J].Meta,2002,47(4):607-626.
[3]Denissenko,J.Communicative and interpretative linguistics[A].In Gran,L.&J.Dodds(eds).The Theoretical and Practical Aspect of Teaching Conference Interpretation[C].Udine:Campanotto Editore,1989:155-157.
[4]Dragsted,B.&I.G.Hansen.Exploring translation and interpreting hybrids.The case of sight translation[J].Meta,2009,54(3):588-604.
[5]Gile,D.Basic Concepts and Models for Interpreter and Translator Training[M].Amsterdam/Philadelphia:John Benjamins,1995.
[6]Gile,D.Basic Concepts and Models for Interpreter and Translator Training(Revised Edition)[M].Shanghai:Shanghai Foreign Language Education Press,2011.
[7]Herbert,J.The Interpreter’s Handbook:How to Become a Conference Interpreter[M].Geneva:Georg,1952.
[8]Jnis,M.From the A language to the B language and from the B language to the A language:What is the difference?[A].In Garzone,G.,Mead,P.&M.Viezzi(eds).Perspectives on Interpreting[C].Bologna:CLUEB,2002:53-64.
[9]Kurz,I.Watching the brain at work-An exploratory study of EEG changes during simultaneous interpreting(SI)[J].The Interpreters’Newsletter,1995(6):3-16.
[10]Lambert,S.Shared attention during sight translation,sight interpretation and simultaneous interpretation[J].Meta,2004,49(2):294-306.
[11]McAllister,R.Perceptual foreign accent and its relevance for simultaneous interpreting[A].In Englund Dimitrova,B.&K.Hyltenstam(eds).Language Processing and Simultaneous Interpreting[C].Amsterdam/Philadelphia:John Benjamins,2000:45-64.
[12]Mead,P.Control of pauses by trainee interpreters in their A and B languages[J].The Interpreters’Newsletter,2000(10):89-102.
[13]Postma,A.&H.Kolk.The covert repair hypothesis:Prearticulatory repair processes in normal and stuttered disfluencies[J].Journal of Speech and Hearing Research,1993(3):472-487.
[14]Postma,A.Detection of errors during speech production:A review of speech monitoring models[J].Cognition,2000(2):97-131.
[15]Schweda Nicholson,N.Linguistic theory and simultaneous interpretation:Semantic and pragmatic considerations[J].Babel,1992(2):90-100.
[16]Seleskovitch,D.The teaching of conference interpretation in the course of the last 50 years[J].Interpreting,1999(1):55-66.
[17]Tissi,B.Silent pauses and dysfluencies in simultaneous interpretation:A descriptive analysis[J].The Interpreters’Newsletter,2000(10):103-127.
[18]Tommola,J.&M.Helev.Language direction and source text complexity:Effects on trainee performance in simultaneous interpretation[A].In Bowker,L.,Cronin,M.,Kenny,D&J.Pearson(eds).Unity in Diversity?Current Trends in Translation Studies[C].Manchester:St.Jerome,1998:177-186.
[19]Tommola,J.,Laine,M.,Sunnari,M.&J.O.,Rinne.Images of shadowing and interpreting[J].Interpreting,2000(2):147-169.
[20]Viaggio,S.The praise of sight translation(and squeezing the last drop thereout of)[J].The Interpreters’Newsletter,1995(6):33-42.
[21]William,S.Research on bilingualism and its relevance for interpreting[J].Hermes:Journal of Linguistics,1995(15):143-154.
[22]Zhang,M.An Empirical Study of Pauses in Two-way Sight Translation[D].Shanghai:Shanghai International Studies University,2014.
[23]陈倩蓉.口译的方向性对英汉环境下同声传译的影响[D].上海:上海外国语大学,2008.
[24]戴朝晖.中国大学生汉英口译非流利现象研究[J].上海翻译,2011(1):38-43.
[25]符荣波.口译方向性对译语非流利产出的影响[J].现代外语,2013(2):198-205.
[26]何妍,李德凤,李丽青.同声传译方向性问题研究的设计与方法[J].外语学刊,2017(5):92-96.
[27]计霄雯,万宏瑜.英汉视译中语体偏移的实证研究[J].山东外语教学,2017(1):101-108.
[28]秦亚青,何群.英汉视译[M].北京:外语教学与研究出版社,2009.
[29]万宏瑜.视译的认知过程研究[J].沈阳工程学院学报,2012(4):503-506.
[30]万宏瑜.基于形成性评估的口译教师反馈---以视译教学为例[J].中国翻译,2013(4):45-49.
[31]徐海铭.汉英交替传译活动中的口译停顿现象实证研究---以国际会议职业口译受训译员为例[J].外语研究,2010(1):64-71.
[32]杨承淑,邓敏君.老手与新手译员的口译决策过程[J].中国翻译,2011(4):54-59.
[33]杨军.口语非流利产出研究述评[J].外语教学与研究,2004(4):278-284.
[34]俞小娟.口译方向性研究综述[A].福建省外国语文学会2009年年会暨学术研讨会论文集[C],2009:555-572.
[35]张吉良.同声传译的自我训练途径[J].中国翻译,2004(5):82-85.
[2]Al-Salman,S.&R.Al-Khanji.The native language factor in simultaneous interpretation in an Arabic/English context[J].Meta,2002,47(4):607-626.
[3]Denissenko,J.Communicative and interpretative linguistics[A].In Gran,L.&J.Dodds(eds).The Theoretical and Practical Aspect of Teaching Conference Interpretation[C].Udine:Campanotto Editore,1989:155-157.
[4]Dragsted,B.&I.G.Hansen.Exploring translation and interpreting hybrids.The case of sight translation[J].Meta,2009,54(3):588-604.
[5]Gile,D.Basic Concepts and Models for Interpreter and Translator Training[M].Amsterdam/Philadelphia:John Benjamins,1995.
[6]Gile,D.Basic Concepts and Models for Interpreter and Translator Training(Revised Edition)[M].Shanghai:Shanghai Foreign Language Education Press,2011.
[7]Herbert,J.The Interpreter’s Handbook:How to Become a Conference Interpreter[M].Geneva:Georg,1952.
[8]Jnis,M.From the A language to the B language and from the B language to the A language:What is the difference?[A].In Garzone,G.,Mead,P.&M.Viezzi(eds).Perspectives on Interpreting[C].Bologna:CLUEB,2002:53-64.
[9]Kurz,I.Watching the brain at work-An exploratory study of EEG changes during simultaneous interpreting(SI)[J].The Interpreters’Newsletter,1995(6):3-16.
[10]Lambert,S.Shared attention during sight translation,sight interpretation and simultaneous interpretation[J].Meta,2004,49(2):294-306.
[11]McAllister,R.Perceptual foreign accent and its relevance for simultaneous interpreting[A].In Englund Dimitrova,B.&K.Hyltenstam(eds).Language Processing and Simultaneous Interpreting[C].Amsterdam/Philadelphia:John Benjamins,2000:45-64.
[12]Mead,P.Control of pauses by trainee interpreters in their A and B languages[J].The Interpreters’Newsletter,2000(10):89-102.
[13]Postma,A.&H.Kolk.The covert repair hypothesis:Prearticulatory repair processes in normal and stuttered disfluencies[J].Journal of Speech and Hearing Research,1993(3):472-487.
[14]Postma,A.Detection of errors during speech production:A review of speech monitoring models[J].Cognition,2000(2):97-131.
[15]Schweda Nicholson,N.Linguistic theory and simultaneous interpretation:Semantic and pragmatic considerations[J].Babel,1992(2):90-100.
[16]Seleskovitch,D.The teaching of conference interpretation in the course of the last 50 years[J].Interpreting,1999(1):55-66.
[17]Tissi,B.Silent pauses and dysfluencies in simultaneous interpretation:A descriptive analysis[J].The Interpreters’Newsletter,2000(10):103-127.
[18]Tommola,J.&M.Helev.Language direction and source text complexity:Effects on trainee performance in simultaneous interpretation[A].In Bowker,L.,Cronin,M.,Kenny,D&J.Pearson(eds).Unity in Diversity?Current Trends in Translation Studies[C].Manchester:St.Jerome,1998:177-186.
[19]Tommola,J.,Laine,M.,Sunnari,M.&J.O.,Rinne.Images of shadowing and interpreting[J].Interpreting,2000(2):147-169.
[20]Viaggio,S.The praise of sight translation(and squeezing the last drop thereout of)[J].The Interpreters’Newsletter,1995(6):33-42.
[21]William,S.Research on bilingualism and its relevance for interpreting[J].Hermes:Journal of Linguistics,1995(15):143-154.
[22]Zhang,M.An Empirical Study of Pauses in Two-way Sight Translation[D].Shanghai:Shanghai International Studies University,2014.
[23]陈倩蓉.口译的方向性对英汉环境下同声传译的影响[D].上海:上海外国语大学,2008.
[24]戴朝晖.中国大学生汉英口译非流利现象研究[J].上海翻译,2011(1):38-43.
[25]符荣波.口译方向性对译语非流利产出的影响[J].现代外语,2013(2):198-205.
[26]何妍,李德凤,李丽青.同声传译方向性问题研究的设计与方法[J].外语学刊,2017(5):92-96.
[27]计霄雯,万宏瑜.英汉视译中语体偏移的实证研究[J].山东外语教学,2017(1):101-108.
[28]秦亚青,何群.英汉视译[M].北京:外语教学与研究出版社,2009.
[29]万宏瑜.视译的认知过程研究[J].沈阳工程学院学报,2012(4):503-506.
[30]万宏瑜.基于形成性评估的口译教师反馈---以视译教学为例[J].中国翻译,2013(4):45-49.
[31]徐海铭.汉英交替传译活动中的口译停顿现象实证研究---以国际会议职业口译受训译员为例[J].外语研究,2010(1):64-71.
[32]杨承淑,邓敏君.老手与新手译员的口译决策过程[J].中国翻译,2011(4):54-59.
[33]杨军.口语非流利产出研究述评[J].外语教学与研究,2004(4):278-284.
[34]俞小娟.口译方向性研究综述[A].福建省外国语文学会2009年年会暨学术研讨会论文集[C],2009:555-572.
[35]张吉良.同声传译的自我训练途径[J].中国翻译,2004(5):82-85.