从过程化视角探索口译教材新编写模式
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摘要
本文将以培养学生交替传译能力为主要目标的口译教材为研究对象,以口译教材的编写现状为基础,指出当前口译教材编写中存在的问题并加以探讨。然后从口译活动的过程化视角,通过运用释意学派理论和其它相关心理、认知理论论证教材编写模式的转变假设。并以论证结论为基础,提出了口译教材的新编写模式。
本研究主要分为三个研究层次,第一研究层为研究对象剖析层。该研究层主要对口译教材的研究、出版及编写现状进行了梳理归纳。
第二研究层为研究对象转变层。在该研究层笔者基于当前我国口译教材编写现状及存在的问题,提出了口译教材编写方式的转变假设：(1)讲评实践单元应从词、句转变为交传语篇,(2)对比双语结构形式特征并不适于评析口译译文。然后,笔者分别从认知补充视角、语篇理解视角、口译思维理解过程论证了口译讲评实践单元应以交传语篇划分的科学性,同时从脱离原语语言外壳视角、心理认知视角对对比双语结构特征评析口译译文的非科学性进行了理论论证。进而,笔者阐述分析了口译表达的心理认知过程,并通过对口译表达的认知过程特点的把握,提出了“同义多语”积累评析法应替代双语结构对比评析口译译文的教材编写方式。
第三研究层为研究对象重建层。基于上述的论证结论,本文提出了口译教材的初探编写模式。继而,本文接着从翻译的动态过程化视角进一步推进初探编写模式。从口译活动运行视角将口译活动划分为如下阶段：原语语音听辨阶段、理解记忆阶段、笔记阶段,回忆阶段和表达阶段。并将译员的口译能力划分为语言和技能两大能力实体,然后针对在口译各活动阶段中,学生可能会面临的语言或技能难点,确定讲评能力焦点,设计相应的讲评方式,对讲评焦点所涉及的内容进行评析。讲评应以交传语篇为单元,针对译员在完成某一交传语篇的活动过程各阶段所面临的问题难点进行评析。
本研究遵循发现问题、提出假设、论证假设、方案重建、重建推进的基本路径,对口译教材的编写模式进行了探索。本文所展开的对口译教材编写模式的研究是一项探索性研究,其目的主要在于进一步提升我国口译教材编写质量,拓宽口译教材编写路径,充分发挥教材作为教学依据的有效手段,以此来提升我国口译教学的整体质量。
Textbooks in interpreting mainly intended for improving students' ability to take on consecutive interpretation task will be considered as the research target of this paper, which will begin by reviewing the compiling situation of textbooks in interpreting, and discussing the drawbacks in terms of their compilation. And then the modified compiling hypotheses of textbooks in interpreting will be proposed. Furthermore, the validity and feasibility of the modified compiling hypotheses will be demonstrated by the interpretive theory of translation, relevant psycholinguistic theories and cognitive theories. The initial compiling model of textbooks in interpreting explored in this paper will be presented then in accordance with the demonstration results of the hypotheses above. The initial compiling model will be further developed from the dynamic and processing perspective of translation. And the further-developed compiling model will be the final one of textbooks in interpreting explored in this paper.
The research of this paper has been divided into three levels. The first research level is referred to as the reviewing level of the research target, which deliberates upon the situation of research, publication, and compilation of textbooks in interpreting respectively in China.
The second research level is viewed as the target modifying level. In this research, the paper clarifies the reasons why equal importance should be attached to both language competence and interpreting skills and it also puts forward the hypotheses of modifying the compilation pattern of textbooks in interpreting. The hypotheses are as follows:(1) a whole part left for an interpreter to interpret should be regarded as a unit of instruction, (2) the way of comparing bilingual structures should not apply to instructing students in organizing the target language. The validity of the former hypothesis is theoretically demonstrated from the perspective of cognition, discourse comprehension, and the thinking process of interpretation while the appropriateness of the latter is justified by relevant theoretical demonstrations from the perspective of deverbalization and psychological cognition. And then through the analysis of the psychological and cognitive process of producing a target language in interpretation, the author proposes another compilation pattern of textbooks in interpreting called the accumulative commenting approach of multiple expressions for one meaning, which is in line with the producing process, to replace the original commenting way of comparing bilingual structures.
The third research level is regarded as the reestablishment level of the research target. Based on the demonstration results above, the author will put forward the initially-explored compiling model of textbooks in interpreting, which is characterized by a whole part left for an interpreter to interpret as an instructing part and the accumulative commenting approach of multiple expressions for one meaning as a way to instruct students in organizing the target language in interpretation.
The compiling model of textbooks in interpreting will be further explored from the dynamic and processing perspective of translation. Based on the mental and physical action of an interpreter, the process of the consecutive interpretation will be divided into the following phases:listening phase, comprehension and memory phase, note-taking phase, recalling phase and producing phase. The interpreting ability will also be split into two entities:language competence and interpreting skills. A whole part left for an interpreter to interpret will be regarded as an instructing unit. And then textbook compilers should ascertain either language or skill difficulties students may encounter in each phase of the whole interpreting process when they interpret a corresponding unit, and design relevant commenting pattern so as to more effectively help students to resolve the difficulties they usually face in interpretation.
It remains to be further identified whether the finally-explored compilation pattern of textbooks in interpreting this paper puts forward will be accepted by the academic research circle. However, the ultimate goal of this research is to present some useful or even enlightening ideas to the future textbook compilers in order to help them to further improve the compiling quality of textbooks in interpreting as well as to diversify their compilation patterns. And the role of textbooks as an effective guidance for teaching and learning should also be brought into full play so as to improve the overall interpretation teaching level across China.
本研究主要分为三个研究层次,第一研究层为研究对象剖析层。该研究层主要对口译教材的研究、出版及编写现状进行了梳理归纳。
第二研究层为研究对象转变层。在该研究层笔者基于当前我国口译教材编写现状及存在的问题,提出了口译教材编写方式的转变假设：(1)讲评实践单元应从词、句转变为交传语篇,(2)对比双语结构形式特征并不适于评析口译译文。然后,笔者分别从认知补充视角、语篇理解视角、口译思维理解过程论证了口译讲评实践单元应以交传语篇划分的科学性,同时从脱离原语语言外壳视角、心理认知视角对对比双语结构特征评析口译译文的非科学性进行了理论论证。进而,笔者阐述分析了口译表达的心理认知过程,并通过对口译表达的认知过程特点的把握,提出了“同义多语”积累评析法应替代双语结构对比评析口译译文的教材编写方式。
第三研究层为研究对象重建层。基于上述的论证结论,本文提出了口译教材的初探编写模式。继而,本文接着从翻译的动态过程化视角进一步推进初探编写模式。从口译活动运行视角将口译活动划分为如下阶段：原语语音听辨阶段、理解记忆阶段、笔记阶段,回忆阶段和表达阶段。并将译员的口译能力划分为语言和技能两大能力实体,然后针对在口译各活动阶段中,学生可能会面临的语言或技能难点,确定讲评能力焦点,设计相应的讲评方式,对讲评焦点所涉及的内容进行评析。讲评应以交传语篇为单元,针对译员在完成某一交传语篇的活动过程各阶段所面临的问题难点进行评析。
本研究遵循发现问题、提出假设、论证假设、方案重建、重建推进的基本路径,对口译教材的编写模式进行了探索。本文所展开的对口译教材编写模式的研究是一项探索性研究,其目的主要在于进一步提升我国口译教材编写质量,拓宽口译教材编写路径,充分发挥教材作为教学依据的有效手段,以此来提升我国口译教学的整体质量。
Textbooks in interpreting mainly intended for improving students' ability to take on consecutive interpretation task will be considered as the research target of this paper, which will begin by reviewing the compiling situation of textbooks in interpreting, and discussing the drawbacks in terms of their compilation. And then the modified compiling hypotheses of textbooks in interpreting will be proposed. Furthermore, the validity and feasibility of the modified compiling hypotheses will be demonstrated by the interpretive theory of translation, relevant psycholinguistic theories and cognitive theories. The initial compiling model of textbooks in interpreting explored in this paper will be presented then in accordance with the demonstration results of the hypotheses above. The initial compiling model will be further developed from the dynamic and processing perspective of translation. And the further-developed compiling model will be the final one of textbooks in interpreting explored in this paper.
The research of this paper has been divided into three levels. The first research level is referred to as the reviewing level of the research target, which deliberates upon the situation of research, publication, and compilation of textbooks in interpreting respectively in China.
The second research level is viewed as the target modifying level. In this research, the paper clarifies the reasons why equal importance should be attached to both language competence and interpreting skills and it also puts forward the hypotheses of modifying the compilation pattern of textbooks in interpreting. The hypotheses are as follows:(1) a whole part left for an interpreter to interpret should be regarded as a unit of instruction, (2) the way of comparing bilingual structures should not apply to instructing students in organizing the target language. The validity of the former hypothesis is theoretically demonstrated from the perspective of cognition, discourse comprehension, and the thinking process of interpretation while the appropriateness of the latter is justified by relevant theoretical demonstrations from the perspective of deverbalization and psychological cognition. And then through the analysis of the psychological and cognitive process of producing a target language in interpretation, the author proposes another compilation pattern of textbooks in interpreting called the accumulative commenting approach of multiple expressions for one meaning, which is in line with the producing process, to replace the original commenting way of comparing bilingual structures.
The third research level is regarded as the reestablishment level of the research target. Based on the demonstration results above, the author will put forward the initially-explored compiling model of textbooks in interpreting, which is characterized by a whole part left for an interpreter to interpret as an instructing part and the accumulative commenting approach of multiple expressions for one meaning as a way to instruct students in organizing the target language in interpretation.
The compiling model of textbooks in interpreting will be further explored from the dynamic and processing perspective of translation. Based on the mental and physical action of an interpreter, the process of the consecutive interpretation will be divided into the following phases:listening phase, comprehension and memory phase, note-taking phase, recalling phase and producing phase. The interpreting ability will also be split into two entities:language competence and interpreting skills. A whole part left for an interpreter to interpret will be regarded as an instructing unit. And then textbook compilers should ascertain either language or skill difficulties students may encounter in each phase of the whole interpreting process when they interpret a corresponding unit, and design relevant commenting pattern so as to more effectively help students to resolve the difficulties they usually face in interpretation.
It remains to be further identified whether the finally-explored compilation pattern of textbooks in interpreting this paper puts forward will be accepted by the academic research circle. However, the ultimate goal of this research is to present some useful or even enlightening ideas to the future textbook compilers in order to help them to further improve the compiling quality of textbooks in interpreting as well as to diversify their compilation patterns. And the role of textbooks as an effective guidance for teaching and learning should also be brought into full play so as to improve the overall interpretation teaching level across China.
引文
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[2]冯端.加强教材建设,培养跨世纪人才[J].新华文摘,1997(10)
[3]郭晓勇.中国语言服务行业发展状况、问题及对策——在2010年中国国际语言服务行业大会上的主旨发言[J].中国翻译,2010(6)
[4]康志峰.英语中级口译指南[M].上海：复旦大学出版社,2004.
[5]勒代雷[法]著,刘和平译.释意学派口笔译理论[M].北京：中国对外翻译出版公司,2001.
[6]勒代雷[法]著,鲍刚译.释意是翻译的基本表现,见吕国军主编《口译与口译教学研究》,北京：外语教学与研究出版社,2005a.
[7]勒代雷[法]著,鲍刚译.翻译的释意理论简介,见吕国军主编《口译与口译教学研究》,北京：外语教学与研究出版社,2005b.
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[9]刘和平.口译理论与教学研究现状及展望[J].中国翻译,2001(2)
[10]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,2003.
[11]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)
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[15]南开大学外语学院英语系教材编写组.英语口译教程[M].天津：南开大学出版社,2001.
[16]阮绩智.高级商务口笔译：口译篇[M].杭州：浙江大学出版社,2007.
[17]塞莱斯科维奇,勒代雷[法]著,闫素伟,邵伟译.口译训练指南[M].北京：中国对外翻译出版公司,2004.
[18]谭载喜.西方翻译简史[M].北京：商务印书馆,2004.
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[21]王逢鑫.高级汉英口译教程[M].北京：外文出版社,2004.
[22]王瑞昀.口译的认知与口译教材的编写——跨学科口译理论在《英语口译教程》编写中的应用[J].中国翻译,2004.7.
[23]邬姝丽,实用英语高级口译教程[M].北京：外语教学与研究出版社,2009.
[24]伍铁平.语言与思维关系新探[M].上海：上海外语教育出版社,1990.
[25]吴义诚.翻译研究的认知取向[J].外国语,2000(5)
[26]肖晓燕,杨柳燕.走进口译——欧盟亚欧口译项目多媒体教学资料[M].上海：上海外语教育出版社,2006.
[27]许钧.关于翻译理论研究的几点看法[J].中国翻译,1997(3)
[28]许钧.当代法国翻译理论[M].武汉：湖北教育出版社,2001.
[29]杨承淑.口译教学研究：理论与实践[M].北京：中国对外翻译出版公司,2005.
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[33]赵军峰.商务口译[M].北京：外语教学与研究出版社,2009.
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[2]冯端.加强教材建设,培养跨世纪人才[J].新华文摘,1997(10)
[3]郭晓勇.中国语言服务行业发展状况、问题及对策——在2010年中国国际语言服务行业大会上的主旨发言[J].中国翻译,2010(6)
[4]康志峰.英语中级口译指南[M].上海：复旦大学出版社,2004.
[5]勒代雷[法]著,刘和平译.释意学派口笔译理论[M].北京：中国对外翻译出版公司,2001.
[6]勒代雷[法]著,鲍刚译.释意是翻译的基本表现,见吕国军主编《口译与口译教学研究》,北京：外语教学与研究出版社,2005a.
[7]勒代雷[法]著,鲍刚译.翻译的释意理论简介,见吕国军主编《口译与口译教学研究》,北京：外语教学与研究出版社,2005b.
[8]刘和平.翻译的动态研究与口译教学[J].中国翻译,1999(4)
[9]刘和平.口译理论与教学研究现状及展望[J].中国翻译,2001(2)
[10]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,2003.
[11]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)
[12]卢红梅.全国翻译专业资格(水平)考试指导教程：英语口译实务二级[M].北京：科学出版社,2008.
[13]吕俊.翻译学应该从解构主义那里学些什么[J].外国语,2002(5)
[14]梅德明.高级口译教程[M].上海：上海外语教育出版社,2007.
[15]南开大学外语学院英语系教材编写组.英语口译教程[M].天津：南开大学出版社,2001.
[16]阮绩智.高级商务口笔译：口译篇[M].杭州：浙江大学出版社,2007.
[17]塞莱斯科维奇,勒代雷[法]著,闫素伟,邵伟译.口译训练指南[M].北京：中国对外翻译出版公司,2004.
[18]谭载喜.西方翻译简史[M].北京：商务印书馆,2004.
[19]陶友兰,鲍晓英.高级英语口译教程[M].上海：上海译文出版社,2008.
[20]王逢鑫.汉英口译教程[M].北京：北京大学出版社,1992.
[21]王逢鑫.高级汉英口译教程[M].北京：外文出版社,2004.
[22]王瑞昀.口译的认知与口译教材的编写——跨学科口译理论在《英语口译教程》编写中的应用[J].中国翻译,2004.7.
[23]邬姝丽,实用英语高级口译教程[M].北京：外语教学与研究出版社,2009.
[24]伍铁平.语言与思维关系新探[M].上海：上海外语教育出版社,1990.
[25]吴义诚.翻译研究的认知取向[J].外国语,2000(5)
[26]肖晓燕,杨柳燕.走进口译——欧盟亚欧口译项目多媒体教学资料[M].上海：上海外语教育出版社,2006.
[27]许钧.关于翻译理论研究的几点看法[J].中国翻译,1997(3)
[28]许钧.当代法国翻译理论[M].武汉：湖北教育出版社,2001.
[29]杨承淑.口译教学研究：理论与实践[M].北京：中国对外翻译出版公司,2005.
[30]杨大亮,袁彩虹.高级英汉汉英口译教程[M].北京：北京大学出版社,2004.
[31]张美芳.中国英汉翻译教材研究(1949—1998)[M].上海：上海外语教育出版社,2001.
[32]张文,韩常慧.口译理论研究[M].北京：科学出版社,2006.
[33]赵军峰.商务口译[M].北京：外语教学与研究出版社,2009.
[34]仲伟合.英语口译教程(上)[M].北京：高等教育出版社,2006.
[35]Baker, M. Routledge Encyclopedia of Translation Studies[C]. Shanghai:Shanghai Foreign Language Education Press,2004.
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