学生译员同传能力发展特征研究  

Exploring the development features of student interpreters’ simultaneous interpreting competence

作　　者：高彬 赵竹轩[2,3] GAO Bin;ZHAO Zhuxuan

机构地区：[1]北京外国语大学英语学院,北京100089 [2]对外经济贸易大学英语学院,北京100029 [3]中国科学院大学外语系,北京101408

出　　处：《外语界》2023年第1期49-56,65,共9页Foreign Language World

基　　金：2019年北京市社科基金项目“多语双向跨模态翻译语料库的研制与应用”(编号19YYB011)的资助。

摘　　要：本研究通过对学生译员IPDR日志的追踪分析,探索同传能力发展的阶段性特征和整体变化规律。研究发现,学生译员的同传能力发展特征与阶段性教学目标的要求基本一致。同传策略能力是最受关注的核心范畴,语言熟练度是限制同传能力发展的重要因素。学生译员与教师的同传评估标准参数较为一致,但相较于信息的准确性,学生译员更关注译语的流畅性。理解分析、同步性、双语能力和情绪等范畴所占比重随着同传学习的深入出现不同程度的变化,反映了学生译员认知加工和元认知能力的发展。研究结果对口译教学及人才培养具有一定启示意义。This study explored the characteristics of the student interpreters’ simultaneous interpreting(SI) competence at different learning stages and the dynamics of SI competence development through a longitudinal analysis of their IPDR logs. It was found that SI competence development of the student interpreters was in line with the teaching requirements at different stages. The ability to use SI strategies was the core category that received the most attention, while language proficiency represented a restrictive factor for SI competence development. In terms of SI performance assessment, despite the general alignment of evaluation parameters between the student interpreters and teacher, student interpreters tended to focus more on the fluency of the target language than on accuracy. In addition, such categories as comprehension, simultaneity, bilingual competence and emotion underwent percentage changes in varying degrees over the course of learning, which reflected the development of the student interpreters’ cognitive processing and metacognitive abilities. The results provided some implications for interpreting teaching and talent cultivation.

关 键 词：口译能力 同传能力 同传能力评估 学生译员 

分 类 号：H319[语言文字—英语]