摘要
本研究以30名中级口译学员为受试对象,展开组内(有无隐喻的两篇文本视译)与组间(有无背景知识的两组受试)对比。研究运用三角验证重点考察视译评估成绩和录音转写数据,分析时结合问卷与采访。研究显示,隐喻很大程度上增加了视译难度;另一方面,背景知识有助于降低隐喻视译的难度。实验结果为英汉隐喻视译过程提供了新的解释,对口译教学有指导意义。
In this study,30 Intermediate Interpreting Course students are chosen as subjects and two experiments are conducted on them.The first experiment(within-subjects)involves two texts,one containing several metaphors,the other none;the second experiment(between-subjects)compares the performance of the experiment group and the control group,the only variable being the provision of background knowledge.The Triangulation Model takes the ST assessment scores and ST transcriptions as core data,supported by questionnaires and retrospective interviews.This study concludes with two main findings:1)linguistic metaphors add greatly to the difficulty of performing ST,particularly in the accurate understanding of the source text;2)background knowledge markedly reduces the difficulty a metaphor poses to ST.
出处
《外语教学与研究》
CSSCI
北大核心
2011年第3期422-436,481,共15页
Foreign Language Teaching and Research
基金
教育部人文社科规划项目"口译过程模式探讨及其实证研究"(08JA740027)阶段性成果
