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研究生: 蔡茜伃
Tsai, Chien-Yu
論文名稱: 英中翻譯逆向遷移現象之分析
A Study of Reverse Transfer in English-to-Chinese Translation
指導教授: 李根芳
Lee, Ken-Fang
口試委員: 李根芳
Lee, Ken-Fang
周中天
Chou, Chung-Tien
陳彥豪
Chen, Peter Y. H.
歐冠宇
Ou, Guan-Yu
胡宗文
Hu, Zong-Wen
口試日期: 2024/07/31
學位類別: 博士
Doctor
系所名稱: 翻譯研究所
Graduate Institute of Translation and Interpretation
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 187
中文關鍵詞: 跨語言影響逆向遷移篇章翻譯詞彙意義對比分析翻譯教學
英文關鍵詞: cross-linguistic influence, reverse transfer, discourse translation, lexical semantics, contrastive analysis, translation teaching
研究方法: 對比分析描述性翻譯研究
DOI URL: http://doi.org/10.6345/NTNU202401551
論文種類: 學術論文
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  • 跨語言影響(Cross Linguistic Influence, CLI)是指某語言影響另一個語言產出,可橫跨不同的語言子系統,也稱為遷移。而翻譯需具備兩種以上的語言能力,熟稔不同語言的轉換遷移方式,因此廣泛應用在語言習得的跨語言影響理論,應能提供翻譯學習研究脈絡。然而過去鮮少將此理論應用於翻譯研究,更少聚焦翻譯逆向遷移的討論,故本研究探討非母語源語對學生母語為譯入語的逆向遷移影響,分成詞彙及篇章兩個面向,透過討論語言表徵遷移軌跡,進一步解釋特定語言差異造成翻譯學習困難之處。詞彙研究部份,採用詞彙語言學四種詞彙意義分類;篇章研究部份,從功能語法討論語言類型開始,輔以過去中文功能篇章語法研究基礎,再依系統功能語法的篇章結構性及非結構性資源,探討中英差異及遷移造成的譯文問題,同時對應多語習得相關研究,主要發現如下:
    首先,標意詞目學習固化遷移造成學生翻譯詞彙的困難,從真正讀懂文字到翻譯都可能受過去學習習慣影響,學生常忽略英文詞彙的「概念」,僅擷取中文詞目表徵解釋,以中文意合的方式閱讀英文,更將詞目遷移譯入不適合的目標語語境。結合過去多語詞彙實驗所推演的詞彙存取模式,本研究推論有四種可能的翻譯詞彙存取路徑。第二,學生譯文的篇章發展明顯將英文的篇章銜接邏輯遷移到中文篇章發展中,以英文句子為翻譯單位,照原文的謀篇方式書寫中文,如將原文指代和連接遷移到中文篇章,有時候還會額外添加原文沒有的指代和連接詞語,將英文主謂的概念遷移到中文。此外,中文的詞彙語義會影響篇章,英文結構影響用字的遷移情況,如「be動詞」翻譯成「是…的」或「…的是」中文強調句,會造成中英文篇章不對等問題。
    從遷移的角度觀察,學生理解英文時,常以中文理解篇章的方式閱讀,此現象為母語順向遷移;反之產出譯文時,卻又受到源語詞彙及篇章影響,產生逆向遷移現象。由此可見,遷移並不是固定、單向發展,若要更深入了解跨語言影響,也要了解第二語對第一語造成的影響。此外,考量詞彙及篇章知識涉及諸多層面,語言學習時所訓練的詞彙提取使用方式會造成翻譯用詞難解及轉換固化,翻譯學習應由下而上,加深詞彙概念廣度與深度,也應由上而下學習語言結構及背景文化差異之處。翻譯教學應用上,應納入中英篇章邏輯及轉換概念,讓學生更了解語言結構不同之處,提升語言後設認知覺識。

    Cross-Linguistic Influence(CLI), or transfer, refers to the impact of one language on another during language acquisition. Despite its foundational importance in language acquisition theories, CLI remains underexplored in translation studies, especially regarding reverse transfer. This study investigates reverse transfer in translation by examining how non-native source language influences affect students' proficiency in translating into their mother tongue. Employing contrastive analysis with functional grammar, the study aims to dissect the trajectory of language transfer, pinpointing specific linguistic disparities that hinder translation and learning processes.
    The study employs a lexical semantics framework to analyze challenges in translating vocabulary. It finds that entrenched lexical learning transfer complicates students' translation of vocabulary, often leading to inaccuracies due to overlooking nuanced semantic differences between English and Chinese words. Drawing from multilingual vocabulary experiments, a model comprising four routes for accessing translation vocabulary is proposed.
    In discourse analysis, functional grammar and systematic discourse frameworks, supported by previous research in Chinese functional discourse grammar, are employed to explore how differences in Chinese and English discourse contribute to translation issues from transfer effects. The findings reveal that English discourse logic is directly transposed into Chinese constructions during translation, sentence by sentence, with added references and conjunctions from the English text. This inadvertently transfers English subject-predicate concepts into Chinese, sometimes using unnecessary cohesion devices. Chinese semantic nuances and English structural elements further complicate word transfers, posing challenges to achieving equivalence and natural flow in translated texts.
    Given the complexity of vocabulary and discourse knowledge, training in language learning impacts translation word choice and solidifies translation processes. Effective translation learning should thus encompass foundational vocabulary concepts and deepen understanding of language structures with metalanguage awareness of translation.

    第一章 緒論 1 第一節 研究背景 1 第二節 現有相關研究問題 2 一、錯誤分析與翻譯教學研究 2 二、跨語言影響研究中的逆向遷移 5 第三節 研究問題和研究目的 7 一、研究動機與目的 8 二、研究假設和問題 9 第四節 研究意義 10 第五節 術語解釋 10 一、遷移(Transfer) 10 二、篇章分析(Discourse Analysis) 11 第二章 文獻探討 12 第一節 跨語言影響與翻譯研究應用 12 一、語言變遷和語言混合 12 二、結構語言學中的錯誤對比分析 14 三、語言相對論和語言普遍原則 16 四、中介語和多元能力 19 五、多語競爭模式和抑制機制 21 第二節 對比分析方法 24 一、功能學派溝通觀:系統功能語法 25 (一)篇章結構性資源 26 (二)篇章非結構性資源:銜接手段 27 二、功能學派認知觀:構式語法和認知語法 29 (一)構式語法 29 (二)認知語法和概念結構 30 第三節 功能學派語言對比分析與翻譯研究應用 34 一、Catford的翻譯轉換 35 二、Baker的語篇和語用層次分析 36 三、中英翻譯對比分析 38 第三章 研究方法 40 第一節 研究設計架構 40 一、描述翻譯研究的途徑 41 二、研究框架:系統與認知功能語法架構下的中英篇章對比分析 44 第二節 資料蒐集來源 47 一、研究對象 47 二、研究資料蒐集 48 第三節 研究方法和分析過程 50 一、研究方法: 功能語法對比分析 50 二、分析過程 53 第四章 討論 54 第一節 詞彙意義與遷移 54 一、命題意義 56 二、表態意義 60 三、預設意義 68 (一)選擇限制 68 (二)搭配限制 75 四、喚起意義 85 五、小結: 翻譯詞彙意義與語言功能 89 第二節 篇章資源與遷移 91 一、中英詞序邏輯影響句法及篇章生成 93 (一)語言類型參數與中英概念結構 93 (二)遷移與競爭模型理論 107 二、篇章結構性資源遷移討論 112 (一)主語、主題及主位結構 113 (二)訊息結構與焦點 123 三、篇章非結構性資源:連接和指代 130 (一)連接銜接手段的翻譯遷移 130 (二)指代銜接手段的翻譯遷移 149 四、小結: 中英篇章遷移影響詞序因素 158 第五章 結論 160 第一節 英中詞彙翻譯存取模組 160 第二節 中英篇章結構差異與翻譯教學 164 第三節 研究限制及建議 165 參考文獻 166 中文參考文獻 166 英文參考文獻 169 附錄: 翻譯教材原文 178

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