视译中不当停顿与日语连体修饰节相关性实验报告

发布时间：2018-02-20 01:16

本文关键词： 视译不当停顿连体修饰节　出处：《北京第二外国语学院》2016年硕士论文　论文类型：学位论文

【摘要】：视译是口译的重要组成部分,在实际的口译活动中经常出现,所以对视译的研究有着重要的意义。而在实际的应用中,不当停顿现象是视译中最常出现的问题,不当停顿的出现影响和制约视译的整体水平,导致听众对原文的理解产生偏差,对译员的水平表示怀疑。纵观研究停顿现象的论文和著作,大多数都是研究口译活动中的停顿,而视译的研究成果却寥寥可数。本实验的主要目的有以下两点：一、验证曰语视译中的不当停顿与连体修饰节之间存在正相关关系。二、根据实验结果分析日语连体修饰节的汉译方法。笔者将2014级MTI笔译22名学生随机分为两组,每组11人。S组没有得到任何提示：T组的视译文稿中,连体修饰节被着重标出,并且得到口头提示需要注意连体修饰节。实验中所用视译材料选自《日语口译实务三级》。通过分析实验数据,可以得出以下结论：(1)S组的受试者因连体修饰节导致出现的不当停顿的次数及时长比T组高很多。(2)S组因连体修饰节导致的不当停顿的次数及时长占不当停顿总次数及总时长的比例高,在40%-60%之间,而T组所占的比例比S组要低10%左右。从这个结果可以看出,没有得到任何提示的S组,因为连体修饰节出现了较多的不当停顿。以上两点实验结果证明连体修饰节和不当停顿之间存在正相关性,连体修饰节是导致不当停顿出现的主要原因。其次,笔者抽取出现不当停顿的连体修饰节的例子,进行进一步分析,得出以下结论：(1)普通连体修饰节的情况下,大致可以分为修饰动词对象语(即宾语)的连体修饰节以及修饰非宾语的连体修饰节两种。如果连体修饰节修饰动词对象语(即宾语),应先把动词译出,然后再译连体修饰节的部分。如果连体修饰节较短,则不需要分译,直接译成“动词+○○对象语”便可；如果连体修饰节较长,直接译成一句话会导致译语输出不自然,因此,最好进行分译。首先译出连体修饰节的内容。其次,在注意前后文关系的同时,使用指示代词完成译文。此外,如果连体修饰节不修饰动词宾语,而是修饰主语、补语等其他成分时,最好采取顺译的方法。(2)双重连体修饰节的情况下,应对句中每个连体修饰节进行单独分析,把握好句子的整体结构,采取分译的方法并适当调整语序。
[Abstract]:As translation is an important part of interpretation, often appear in real interpreting activities, so the study on translation has important significance. But in practical application, the improper pause phenomenon is as the most commonly occurring problems, improper pause affects and restricts the overall level of sight translation, leading to the audience understanding deviation, doubts about interpreter level throughout the study on pause phenomenon of papers and books, most of them is the study of interpreting pause, research results are very few. As the main purpose of this experiment is to verify the two points: first, Japanese as there is a positive correlation between the improper pause in the translation of attributive clause. And two, according to the translation of attributive clause analysis of the experimental results. The 2014 level MTI translation of 22 students were randomly divided into two groups, each group 11.S group did not get any tips The draft: as the T group, attributive section is mainly marked, verbal attributive clause and indicate the need for attention. As the material is selected from grade three. < Japanese interpretation practice used in the experiment through the analysis of the experimental data, we can draw the following conclusions: (1) the subjects of S group for attributive clause the number of times that the improper pause time is higher than the T group. (2) the number of inappropriate pause group S because of attributive clause is caused by improper accounting for the total number of time pause and the proportion of the total length of the high, between 40%-60% and T group, the proportion of about 10% lower than the S group. From this result we can see, without any hint of the S group, because the attributive clause is the improper pause more. These two experimental results show that there is a positive correlation between the attributive clause and attributive clause is improper pause, is the main cause of the improper pause Attributive clause. Secondly, the author collected a improper examples for further analysis, draw the following conclusions: (1) general attributive clause case, can be roughly divided into modified verb object language (i.e. object) the attributive clause and the non modified object attributive clause two if the attributive. Modify the verb object language section (i.e. object), it should be the first verb translation, attributive section, and then translated. If the attributive clause is shorter, do not need translation, directly translated into "Verb + object 2000 language" can be modified; if connecting section is longer, directly translated into a sentence it will lead to the target language output is not natural, therefore, the best of translation. First translate attributive section. Secondly, in the context of attention at the same time, the use of pronouns to complete translation. In addition, if the attributive clause is not modified verb object, but the main modification In the other words, complements and other components, it is best to take the way of CIS translation. (2) in the case of double conjoined modifiers, we should analyze each conjoined modifier section separately, grasp the overall structure of the sentence, take the method of split translation and adjust the word order appropriately.

【学位授予单位】：北京第二外国语学院
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H36

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