基于口译认识论的口译理论建构——多视角、多层面、多路径的口译研究整体框架
|
摘要
口译研究从20世纪50年代萌芽,到本世纪初作为翻译学的一个子学科地位基本确立,有了专门的研究群体,出版了学科基础著作,形成了若干研究领域和主线。综观国际范围内口译研究近年的发展动态,在呈现出研究主题多元化、研究路径跨学科趋势的同时,也面临缺乏系统的学科整体框架、融合性的学科身份和有影响力的理论等问题。本文以厘清口译相对于笔译的区别性特征为出发点,建构口译研究的多维认识论,以此为基础,对国际范围内口译研究的发展脉络和研究成果进行梳理和检视,进而提出多视角、多层面、多路径的整体性口译研究框架,籍此加强口译研究的理论建构。
Inauguated in the 1950 s, interpreting studies has by now developed itself into a key sub-discipline of Translation Studies. A critical review of its institutional progress reveals at once a vibrant thematic and methodological diversity in its research and a worrisome lack of both an agreed disciplinary identity and a coherent discursive framework. This article addresses itself to the epistemology of interpreting studies by identifying its research objects and defining its distinctive features. On the basis of this exploration, we propose for interpreting studies a comprehensive research framework built in with multiple perspectives, dimensions and approaches.
Inauguated in the 1950 s, interpreting studies has by now developed itself into a key sub-discipline of Translation Studies. A critical review of its institutional progress reveals at once a vibrant thematic and methodological diversity in its research and a worrisome lack of both an agreed disciplinary identity and a coherent discursive framework. This article addresses itself to the epistemology of interpreting studies by identifying its research objects and defining its distinctive features. On the basis of this exploration, we propose for interpreting studies a comprehensive research framework built in with multiple perspectives, dimensions and approaches.
引文
[1]刘和平.口译技巧:思维科学与口译推理教学法[M].北京:中国对外翻译出版公司,2001.
[2]刘和平.对口译教学统一纲要的理论思考[J].中国翻译,2002(3):56-58.
[3]刘和平.再谈翻译教学体系的构建[J].中国翻译,2008(3):35-39.
[4]刘和平.论本科翻译教学的原则与方法[J].中国翻译,2009(6):34-41.
[5]刘和平.翻译能力发展的阶段性及其教学法研究[J].中国翻译,2011(1):37-45.
[6]刘和平.翻译教学模式:理论与应用[J].中国翻译,2013(2):50-55.
[7]刘和平.中国口译教育十年:反思与展望[J].中国翻译,2016(3):46-52.
[8]王斌华.口译能力评估和译员能力评估[J].外语界,2007(3):44-50.
[9]王斌华.从口译能力到译员能力:专业口译教学理念的拓展[J].外语与外语教学,2012(6):75-78.
[10]Gambier,Y.,D.Gile&C.Taylor(eds.).Conference Interpreting:Current Trends in Research[C].Amsterdam/Philadelphia:John Benjamins,1997.
[11]Garzone,G.&M.Viezzi(eds.).Interpreting in the 21st Century.Challenges and Opportunities[C].Amsterdam/Philadelphia:John Benjamins,2002.
[12]Gerver,D.&Sinaiko,H.W.(eds.).Language Interpretation and Communication[C].New York and London:Plenum Press,1978.
[13]Gile,D.Methodological aspects of interpretation and translation research[A].In Lambert S.&B.Moser-Mercer(eds.).Bridging the Gap:Empirical Research in Simultaneous Interpretation[C].Amsterdam/Philadelphia:John Benjamins,1994:39-56.
[14]Gran,L.&Dodds,J.(e ds.).The Theoretical and Practical Aspects of Teaching Conference Interpretation[C].Udine:Campanotto,1989.
[15]Moser-Mercer,B.Paradigms gained or the art of productive disagreement[A].In Lambert,S.&Moser-Mercer,B.(eds.).Bridging the Gap:Empirical Research in Simultaneous Interpretation[C].Amsterdam and Philadelphia:John Benjamins,1994:17-23.
[16]Munday,J.Introducing Translation Studies(4th ed.)[M].London/New York:Routledge,2016.
[17]P?hhacker,F.&M.Shlesinger.The Interpreting Studies Reader[C].London/New York:Routledge.2002.
[18]P?hhacker,F.On the Science of Interpret a t i o n[J].The Interpreters’Newsletter,1993(5):52-59.
[19]P?hhacker,F.Introducing Interpreting Studies[M].London/New York:Routledge.2004.
[20]P?hhacker,F.(ed.).Routledge Encyclopedia of Interpreting Studies[C].London/New York:Routledge,2015.
[21]P?hhacker,F.Introducing Interpreting Studies(2nd ed)[M].London/New York:Routledge,2016.
[22]Salevsky,H.The Distinctive Nature of Interpreting Studies[J].Target,1993,5(2):149-167.
[23]Tommola,J.(ed.).Topics in Interpreting Research[C].Turku:University of Turku,Centre for Translation and Interpreting.1995.
(1)在手语传译中,通常目标语是手语。
(2)关于“口译行为”(behaviour)和“口译活动”(activity)这两个概念,通常在口译研究中,使用“口译行为”一词时,往往凸显口译的过程,包括口译的认知操作过程、信息处理过程和交际互动过程,是一种微观视角;使用“口译活动”一词时,往往凸显口译的结果及影响(product and effect)、译员角色(role)、口译场合(situation)、社会-文化语境等(socio-cultural context)等因素,是一种宏观视角。
[2]刘和平.对口译教学统一纲要的理论思考[J].中国翻译,2002(3):56-58.
[3]刘和平.再谈翻译教学体系的构建[J].中国翻译,2008(3):35-39.
[4]刘和平.论本科翻译教学的原则与方法[J].中国翻译,2009(6):34-41.
[5]刘和平.翻译能力发展的阶段性及其教学法研究[J].中国翻译,2011(1):37-45.
[6]刘和平.翻译教学模式:理论与应用[J].中国翻译,2013(2):50-55.
[7]刘和平.中国口译教育十年:反思与展望[J].中国翻译,2016(3):46-52.
[8]王斌华.口译能力评估和译员能力评估[J].外语界,2007(3):44-50.
[9]王斌华.从口译能力到译员能力:专业口译教学理念的拓展[J].外语与外语教学,2012(6):75-78.
[10]Gambier,Y.,D.Gile&C.Taylor(eds.).Conference Interpreting:Current Trends in Research[C].Amsterdam/Philadelphia:John Benjamins,1997.
[11]Garzone,G.&M.Viezzi(eds.).Interpreting in the 21st Century.Challenges and Opportunities[C].Amsterdam/Philadelphia:John Benjamins,2002.
[12]Gerver,D.&Sinaiko,H.W.(eds.).Language Interpretation and Communication[C].New York and London:Plenum Press,1978.
[13]Gile,D.Methodological aspects of interpretation and translation research[A].In Lambert S.&B.Moser-Mercer(eds.).Bridging the Gap:Empirical Research in Simultaneous Interpretation[C].Amsterdam/Philadelphia:John Benjamins,1994:39-56.
[14]Gran,L.&Dodds,J.(e ds.).The Theoretical and Practical Aspects of Teaching Conference Interpretation[C].Udine:Campanotto,1989.
[15]Moser-Mercer,B.Paradigms gained or the art of productive disagreement[A].In Lambert,S.&Moser-Mercer,B.(eds.).Bridging the Gap:Empirical Research in Simultaneous Interpretation[C].Amsterdam and Philadelphia:John Benjamins,1994:17-23.
[16]Munday,J.Introducing Translation Studies(4th ed.)[M].London/New York:Routledge,2016.
[17]P?hhacker,F.&M.Shlesinger.The Interpreting Studies Reader[C].London/New York:Routledge.2002.
[18]P?hhacker,F.On the Science of Interpret a t i o n[J].The Interpreters’Newsletter,1993(5):52-59.
[19]P?hhacker,F.Introducing Interpreting Studies[M].London/New York:Routledge.2004.
[20]P?hhacker,F.(ed.).Routledge Encyclopedia of Interpreting Studies[C].London/New York:Routledge,2015.
[21]P?hhacker,F.Introducing Interpreting Studies(2nd ed)[M].London/New York:Routledge,2016.
[22]Salevsky,H.The Distinctive Nature of Interpreting Studies[J].Target,1993,5(2):149-167.
[23]Tommola,J.(ed.).Topics in Interpreting Research[C].Turku:University of Turku,Centre for Translation and Interpreting.1995.
(1)在手语传译中,通常目标语是手语。
(2)关于“口译行为”(behaviour)和“口译活动”(activity)这两个概念,通常在口译研究中,使用“口译行为”一词时,往往凸显口译的过程,包括口译的认知操作过程、信息处理过程和交际互动过程,是一种微观视角;使用“口译活动”一词时,往往凸显口译的结果及影响(product and effect)、译员角色(role)、口译场合(situation)、社会-文化语境等(socio-cultural context)等因素,是一种宏观视角。