英汉视译中语体偏移的实证研究  

An Empirical Study on Orality/Literacy Shifts in E-C Sight Translation

作　　者：计霄雯 万宏瑜[2] JI Xiao-wen WAN Hong-yu(Graduate School of Shanghai International Studies University, Shanghai 200083, China School of English Studies, Shanghai International Studies University, Shanghai 200083, China)

机构地区：[1]上海外国语大学研究生部,上海200083 [2]上海外国语大学英语学院,上海200083

出　　处：《山东外语教学》2017年第1期101-108,共8页Shandong Foreign Language Teaching

基　　金：上海市浦江人才计划(C类)资助(项目编号:14PJC094)

摘　　要：口译质量的评估标准一般指忠实和逻辑通达,忠实也包括语体上的忠实,然而研究显示口译实践中往往存在语体偏移现象。本文旨在探索英汉视译中的语体偏移,即英汉视译前后,语言在口语-书面语连续体上的位置变化。结果表明,当英文文本口语性较强时,英汉视译削弱其口语性;当英文文本书面性较强时,英汉视译也会降低其书面性。精力分配模式和顺应论可以解释英汉视译使语言从口语-书面语连续体的任一端向中心偏移的现象。本研究给视译教学带来的启示:在教学初始阶段应采用口语性文本或口语化的书面性文本,之后逐渐转向书面性文本,既符合技能习得循序渐进的原则,又能使学员在语体逐渐偏移中学会找到平衡,提高视译技能训练绩效。Faithfulness as one criterion of interpreting also means being faithful to the register of the original discourse. However, orality/literacy shifts often take place in the real business. This study aims to explore orality/literacy shifts in E-C ST （ sight translation）. According to this empirical study, E-C ST diminishes the orality of markedly oral texts and the literateness of markedly literate ones, thus having an ＂equalizing effect＂ on position of language on the oral - literate continuum. Gile＇ s Effort Model and Theory of Adaptation can provide explanations. This study sheds light on ST teaching. Oral texts or oralized literate texts are preferred during the primary stage of ST teaching and the exercise of oraUzation itself improves language proficiency and prepares students for proper register in different interpreting settings and better ST skill acquisition.

关 键 词：英汉视译 语体偏移 口语-书面语连续体 视译教学 

分 类 号：H059[语言文字—语言学]