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Nhan đề: 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.

Tác giả CN	唐, 芳.
Nhan đề dịch	Explicitation in Chinese- English consecutive interpreting - A comparative study of professional and Student interpreters.
Nhan đề	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.
Thông tin xuất bản	2013.
Mô tả vật lý	tr. 442-452.
Tóm tắt	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.
Tóm tắt	本文基于一项职业译员与学生译员的交替传译实验,分别考察二者的译文输出、译后回顾、译后访谈和交传笔记,探寻他们在汉英交传中的显化特征。我们发现,交传的显化动因主要是阐释源语信息、强调评价信息、赢取思考时间和填补信息缺失造成的空白。本研究对比了两组译员译文中显化特征的差异,发现(1)学生译员多以显化为手段来弥补口译能力上的不足;(2)职业译员多以显化降低听众理解难度;(3)学生译员更易受笔记影响作出显化;(4)职业译员更频繁地显化出说话人隐含的评价信息。文章最后还探讨了造成两者间上述差异的原因。
Thuật ngữ chủ đề	Ngôn ngữ học-Ngoại ngữ-Dịch thuật-TVDHHN
Từ khóa tự do	Dịch thuật.
Từ khóa tự do	Dịch Trung - Anh.
Từ khóa tự do	学生译员.
Từ khóa tự do	显化特征.
Từ khóa tự do	汉英交替传译.
Từ khóa tự do	职业译员.
Tác giả(bs) CN	Li, Dechao.
Tác giả(bs) CN	Tang, Fang.
Tác giả(bs) CN	李, 德超.
Nguồn trích	Foreign language teaching and research.- 2013, Vol. 45, No.3.
Nguồn trích	外语教学与研究- 2013, 第45卷.第3期


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041	0 \|achi
044	\|ach
100	0 \|a唐, 芳.
242	0 \|aExplicitation in Chinese- English consecutive interpreting - A comparative study of professional and Student interpreters.\|yeng
245	10\|a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.
260	\|c2013.
300	\|atr. 442-452.
362	0 \|aVol. 45, No. 3 (May. 2013)
520	\|aThis 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.
520	\|a本文基于一项职业译员与学生译员的交替传译实验,分别考察二者的译文输出、译后回顾、译后访谈和交传笔记,探寻他们在汉英交传中的显化特征。我们发现,交传的显化动因主要是阐释源语信息、强调评价信息、赢取思考时间和填补信息缺失造成的空白。本研究对比了两组译员译文中显化特征的差异,发现(1)学生译员多以显化为手段来弥补口译能力上的不足;(2)职业译员多以显化降低听众理解难度;(3)学生译员更易受笔记影响作出显化;(4)职业译员更频繁地显化出说话人隐含的评价信息。文章最后还探讨了造成两者间上述差异的原因。
650	17\|aNgôn ngữ học\|xNgoại ngữ\|xDịch thuật\|2TVDHHN
653	0 \|aDịch thuật.
653	0 \|aDịch Trung - Anh.
653	0 \|a学生译员.
653	0 \|a显化特征.
653	0 \|a汉英交替传译.
653	0 \|a职业译员.
700	0 \|aLi, Dechao.
700	0 \|aTang, Fang.
700	0 \|a李, 德超.
773	\|tForeign language teaching and research.\|g2013, Vol. 45, No.3.
773	\|t外语教学与研究\|g2013, 第45卷.第3期
890	\|a0\|b0\|c0\|d0

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