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汉英交替传译中的显化特征——职业译员与学生译员对比研究. /c唐芳, 李德超.
// Foreign language teaching and research. 2013, Vol. 45, No.3.
// 外语教学与研究 2013, 第45卷.第3期 2013.tr. 442-452. This study examines features of explicitation in the output of professional and student interpreters. Employing an analytical framework informed by Systemic Functional Linguistics, the study considers three key data sources: the interpreters’ output in a controlled Chinese-English consecutive interpreting task, their interpreting notes, their retrospection and interview feedback. The study finds that a majority of explications result from the interpreters’ attempts to 1) supply extra explanations to facilitate understanding; 2) emphasize speaker’s attitude; 3) gain extra time to process difficult information or 4) avoid embarrassed silence by elaborating the known parts. The comparison of the two groups also reveals that 1) the student ones employ explicitation more frequently as a strategy to make up for the deficiency in their interpreting competency while the professionals to reduce listeners’ comprehension efforts; 2) the student ones’ explications rely more on their notes than that of the professionals; 3) the professionals tend to reveal the speakers’ appraisal information more often than the students.
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