论副语言对口译学员同传输出的影响.pdf

摘 要 本文旨在通过实验来探索同声传译中的副语言现象及其对口译学员同传输出的影响。 作者通过考察副语言相关文献，将副语言分为语言的语音修饰成分和身势动作修饰成分。 作者同时回顾了同声传译相关文献，特别强调了同声传译的重要模式(精力分配模式)，阐 述了本文的选题意义。 本文的核心是观察性、相关性相结合的研究。研究对象为口译学员。根据口译学员的 教育经历和语言能力，实验对象分为两组。通过观察、记录并分析两组实验对象的语音和 身势副语言情况，表明副语言现象是普遍存在的，且在不同组别的实验对象中该现象有较 明显的差别。通过邀请外部评测员对同传质量进行评估打分，研究表明了副语言与同传输 出的相关性，同时也间接证明实验对象的同传训练经历和语言能力方面的差别导致了两组 对象同传输出效果的差异和副语言的差别，从而凸显副语言在译员培训中的积极意义。作 者对该实验的局限性也进行了说明。 该研究的意义涉及三个方面的内容：对同传课教学的启示、对译员培训课程设计的意 义和对译员自学的建议。在结论中，作者总结了研究结果、意义和启示，以并对今后相关 研究提出了建议。 关键词：副语言；同声传译；精力分配模式；语音分析 Abstract This study investigated the influence of paralinguistic features on simultaneous interpreting (SI) in a classroom setting. A variety of previous literature relevant to paralanguage was reviewed while highlights were given to both vocal and kinetic aspects. An overview of SI was given focusing on the Effort Model, further providing rationale to this study. This research is a combination of the correlational and observational study in order to probe into the influence of paralanguage on SI. An observational study was carried out in classroom examining subjects’ paralanguage in vocal and kinetic aspects during SI. Data on paralinguistic features during SI processing were collected and analyzed while two external judges were invited to give assessment on subjects’ SI performance so as to determine the influence of paralanguage on SI. Limitations of the study were also identified. Implications of the results for curriculum design, pedagogy and self-directed study f