研究生: |
賴則中 Lai Ze-Zhong |
---|---|
論文名稱: |
從文本難度與特色看視譯之困難 Source Text Difficulty and Sight Translation |
指導教授: |
劉敏華
Liu, Min-Hua |
學位類別: |
碩士 Master |
系所名稱: |
翻譯研究所 Graduate Institute of Translation and Interpretation |
論文出版年: | 2010 |
畢業學年度: | 98 |
語文別: | 中文 |
論文頁數: | 91 |
中文關鍵詞: | 易讀性公式 、回想訪談 、視譯 、文本難易度 |
英文關鍵詞: | readability formula, retrospective interview, sight translation, source text difficulty |
論文種類: | 學術論文 |
相關次數: | 點閱:302 下載:22 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
視譯不同於其他口譯作業形式,是以閱讀接收訊息,因此視譯文本的特色和難度很可能便是造成視譯困難的主要來源。本研究探討視譯的困難,以易讀性公式判別兩篇英文文本的難易度,觀察參與者的視譯表現是否與易讀性公式判斷結果相符,在視譯後並對參與者進行回想訪談,收集視譯困難資料。實驗參與者為十位翻譯所口譯組學生,自變項為兩篇英文文本,依變項有視譯錯誤分析得分、視譯時間、視譯重起句子次數、譯文字數、視譯超過兩秒停頓次數、閱讀測驗表現、摘要撰寫表現。
本研究有以下發現:
1.易讀性公式判別為較難的文本,參與者翻譯時錯誤比例較高、譯文字數較多。其他五項在兩份文本上的表現則無統計上的顯著差異。
2.視譯過程中處理概念複雜的句子和長句時,似乎需要動用短期記憶氣力。
3.句長似乎可作為衡量視譯文本難易度的參考指標。
4.英文和中文句法差異愈大,視譯時似乎愈困難。
5.視譯時參與者普遍重視流暢度規範甚於其他規範。
Sight translation differs from other modes of interpreting in that a sight translator receives the message by reading instead of listening. The main difficulties of sight translation, therefore, may come from the presence of the source text and its characteristics. This study investigates difficulties of sight translation in an experiment. Ten graduate students of interpretation participated in the study. The difficulty level of two English texts (the independent variable) was assessed by a readability formula and analyzed to reveal its correlation with the performance of English to Chinese sight translation of these texts. Retrospective interviews were conducted to gather information about specific difficulties participants encountered while sight translating the two texts. The dependent variables were the scores of participants’ sight translation performance, length of the sight translation, number of false starts, number of words in the target language, number of pauses exceeding two seconds, scores of multiple-choice questions, and summary scores.
The major findings of the study are as follows:
1.Participants committed more errors and used more words in the target language when sight translating the text that was judged to be more difficult by the readability formula. Other dependent variables did not correlate with the readability formula assessment.
2.Sight translating long, complex sentences seemed to require short-term memory effort.
3.Sentence length seemed to be an indicator of sight translation text difficulty.
4.The greater the syntactic difference was between English and Chinese, the more difficult it seemed to translate the text.
5.While doing sight translation, most participants seemed to emphasize the norm of producing a smooth delivery over other norms.
丘羽先 (2007)。口譯原文材料難易度判定之初探:以英譯中逐步口譯實驗為例。 輔仁大學翻譯學研究所未出版碩士論文,台北。
周兆祥 (1997)。專業翻譯。台北市:書林。
周兆祥、陳育沾 (1995)。口譯的理論與實踐。台北市:台灣商務。
楊承淑 (2000)。口譯教學研究:理論與實踐。台北:輔仁大學出版社。
蔣希敏 (2003)。譯口同聲。台北:我識。
劉敏華 (1993)。逐步口譯與筆記—理論、實踐與教學。台北:輔仁大學出版社。
Agrifoglio, M. (2004). Sight translation and interpreting: A comparative analysis of constraints and failures. Interpreting, 6(1), 43-67.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Angelelli, C. (1999). The role of reading in sight translation. The ATA Chronicle, 38, 27-30.
Bailin, A., & Grafstein, A. (2001). The linguistic assumptions underlying readability formulae: A critique. Language & Communication, 21, 285-301.
Barik, H. C. (1975). Simultaneous interpretation: Qualitative and linguistic data. Language and Speech, 18, 272-297.
Bernardini, S. (2002). Think-aloud protocols in translation research: Achievements, limits, future prospects. Target, 13(2), 241-263.
Brady, M. (1989). Case studies in sight translation. In J. Dodds (Ed.), Aspects of English: Miscellaneous papers for English teachers and specialists. (pp. 141-243). Udine: Campanotto.
Cecot, M. (2001). Pauses in simultaneous interpretation: A contrastive analysis of professional interpreters' performances. The Interpreters' Newsletter, 11, 63-85.
Chall, J. S., & Dale, E. (1995). Readability revisited: The new Dale-Chall readability formula. Cambridge, MA: Brookline Books.
Chernov, G. V. (1979/2002). Semantic aspects of psycholinguistic research in simultaneous interpretation. In F. Pöchhacker & M. Shlesinger (Eds.), The interpreting studies reader London: Routledge.
Dam, H. V. (2001). On the option between form-based and meaning-based interpreting: The effect of source text difficulty on lexical target text form in simultaneous interpreting. The Interpreters' Newsletter, 11, 27-55.
Danks, J. H., & Griffin, J. (1997). Reading and translation: a psycholinguistic perspective. In J. H. Danks, G. M. Shreve, S. B. Fountain & M. K. McBeath (Eds.), Cognitive processes in translation and interpreting. Thousand Oak, CA: Sage.
De Groot, A. M. (1997). The cognitive study of translation and interpretation: three approaches. In J. H. Danks, G. M. Shreve, S. B. Fountain & M. K. McBeath (Eds.), Cognitive processes in translation and interpreting. Thousand Oak, CA: Sage.
Dillinger, M. (1994). Comprehension during interpreting: What do interpreters know that bilinguals don't? In S. Lambert & B. Moser-Mercer (Eds.), Bridging the gap: Empirical research in simultaneous interpretation (pp. 155-189). Amsterdam: John Benjamins.
DuBay, W. H. (2004). The principles of readability. Retrieved from http://www.impact-information.com/
Duffy, T. M. (1985). Readability formulas: What’s the use? In T. M. Duffy & R. Waller (Eds.), Designing usable texts (pp. 113-143). Orlando, FL: Academic Press.
Ericsson, K. A., & Simon, H. A. (1984). Protocol analysis: verbal reports as data. Cambridge, MA: MIT Press.
Fransson, A. (1984). Cramming or understanding? Effects of intrinsic and extrinsic motivation on approach to learning and test performance. In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language. London: Longman.
Fulcher, G. (1997). Text difficulty and accessibility: Reading formulae and expert judgment. System, 25, 497-513.
Gerver, D. (1974). The effects of noise on the performance of simultaneous interpreters: Accuracy of performance. Acta Psychologica, 38, 159-167.
Gile, D. (1995). Basic concepts and models for interpreter and translator training. Amsterdam: John Benjamins.
Gile, D. (1992). Basic theoretical components in interpreter and translator training. In C. Dollerup & A. Loddegaard (Eds.), Teaching translation and interpreting (pp. 185-194). Amsterdam: John Benjamins.
Goffman, E. (1981). Forms of talk. Philadelphia: University of Pennsylvania Press.
Hays, W. L. (1981). Statistics. New York: CBS College Publishing.
Her, E. (1997). Binary errors analysis of sight interpretation from English into Chinese and its pedagogical implications. Studies of Interpretation and Translation, 2, 111-135.
Irwin, J. W. (1991). Teaching reading comprehension processes. Needham Heights, MA: Allyn and Bacon.
Johnston, P. H. (1983). Reading comprehension assessment: A cognitive basis. Newark, DE: International Reading Association.
Kintsch, W., & Keenan, J. M. (1973). Reading rate and retention as a function of the number of propositions in the base structure of sentences. Cognitive Psychology, 5, 257-274.
Kintsch, W., Kozminsky, E., Streby, W. J., McKoon, G., & Keenan, J. M. (1975). Comprehension and recall of a text as a function of content variable. Journal of Verbal Learning and Verbal Behavior, 14, 196-241.
Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production Psychological Review, 85, 363-394.
Lambert, S. (2004). Shared attention during sight translation, sight interpretation and simultaneous interpretation. Meta, 49(2), 294-306.
Liu, M., & Chiu, Y.-H. (2009). Assessing source material difficulty for consecutive interpreting: Quantifiable measures and holistic judgment. Interpreting, 11(2), 244-266.
Liu, M., Schallert, D. L., & Carroll, P. J. (2004). Working memory and expertise in simultaneous interpreting. Interpreting, 6(1), 19-42.
Mead, P. (2002). Exploring hesitation in consecutive interpreting: An empirical study. In G. Garzone & M. Viezzi (Eds.), Interpreting in the 21st century (pp. 73-82). Amsterdam: John Benjamins.
Moser-Mercer, B. (1991). Sight translation and human information processing. In A. Neubert, G. Shreve & K. Gommlich (Eds.), Basic issues in translation studies: Proceedings of the fifth international conference. Kent forum on translation studies (Vol. 2, pp. 159-166). Kent, Ohio: Institute of Applied Linguistics.
Moser-Mercer, B. (1994). Aptitude testing for conference interpreting: Why when and how. In S. Lambert & B. Moser-Mercer (Eds.), Bridging the gap: Empirical research in simultaneous interpretation (pp. 57-68). Amsterdam: John Benjamins.
Pöchhacker, F. (2001). Quality assessment in conference and community interpreting. Meta, 46, 410-425.
Pöchhacker, F. (2004). Introducing interpreting studies. London: Routledge.
Sampaio, G. R. L. (2007). Mastering sight translation skills. Pontifical Catholic University, São Paulo.
Smith, M., & Taffler, R. (1992). Readability and understandability: Different measures of the textual complexity of accounting narrative. Accounting, Auditing & Accountability Journal, 5, 84-98.
Someren, M. W. v., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: A practical guide to modelling cognitive processes. London: Academic Press.
Tissi, B. (2000). Silent pauses and disfluencies in simultaneous interpretation: A descriptive analysis. The Interpreters' Newsletter, 10, 103-127.
Viaggio, S. (1995). The praise of sight translation (and squeezing the last drop thereof of). The Interpreters’Newsletter, 6, 33-42.
Viezzi, M. (1990). Sight translation, simultaneous interpretation and information retention. In L. Gran & C. Taylor (Eds.), Aspects of applied and experimental research on conference interpretation. (pp. 54-60). Udine: Campanotto.
Vik-Tuovinen, G.-V. (2002). Retrospection as a method of studying the process of simultaneous interpreting. In G. Garzone & M. Viezzi (Eds.), Interpreting in the 21st Century: Challenges and opportunities: Selected papers from the 1st Forli Conference on Interpreting Studies (pp. 63-71). Amsterdam: John Benjamins.
Weber, W. K. (1990). The importance of sight translation in an interpreter training program. In D. Bowen & M. Bowen (Eds.), Interpreting—yesterday, today, and tomorrow. New York: Ata Series-Crit.