口筆譯訓(xùn)練的基本概念與模型

內(nèi)容概要

　　《口筆譯訓(xùn)練的基本概念與模型(修訂版)》作者長(zhǎng)期口筆譯教學(xué)和研究經(jīng)驗(yàn)，從理論、實(shí)踐和教學(xué)諸方面全面闡述了專(zhuān)業(yè)翻譯的含義，特別在教學(xué)理論和教學(xué)方法上施以濃墨重彩。《口筆譯訓(xùn)練的基本概念與模型(修訂版)》在國(guó)際譯界引起很大反響，也受到中國(guó)專(zhuān)業(yè)界的廣泛關(guān)注。修訂版秉承第一版的框架結(jié)構(gòu)和明晰的行文風(fēng)格，并對(duì)第一版問(wèn)世以后口筆譯領(lǐng)域的新發(fā)展作了論述，能為讀者了解并掌握翻譯教學(xué)理念和方法提供很大幫助。
　　丹尼爾?吉爾（Daniel
Gile）：法國(guó)巴黎新索邦大學(xué)（第三大學(xué)）高級(jí)翻譯學(xué)院教授，長(zhǎng)期從事專(zhuān)業(yè)口筆譯工作及相關(guān)教學(xué)與研究，成績(jī)斐然，是國(guó)際筆譯界公認(rèn)的專(zhuān)家。

書(shū)籍目錄

CHAPTERl. Theoretical components in interpreter
andtranslatortraining
1.The role of training ininterpreting and translation
2.The components of Translation competence
3.The diversity oftraining requirements
3.1 In.itial trainingprogrammes for newcomers to Translation
3,2 Conversioncourses/further training/continuingeducation
forpracticing Translators
4.The need for optimization in formal Translator training
5.The process-oriented approachin Translator training
6.Potential benefits of theoretical components in interpreter and
translator training
7.Potenhal criteria and rules for theoretical components for
training
8.Where and how to find theoretical components for Translator
training
9.The models17
10. This chapter's mainideas18
CHAPTER2.Communication and quality in interpreting
andtranslation
1. Introduction
2.ProfessionalTranslation: An act of communication
2.1 Non-professional Translation
2.2The Actors'configuration in professional Translation
2.3Awareness of Translation and its effects
3.Aims and intenhons
3.1Fundamental aims and intentions
3.2Macro-Ievel and micro-level aims
3.3The communication actors'aims and professional loyalty
3.3.1Convergence and divergence of aims
3.3.2 Professional loyalty
4.Content and Packaging
5.Quality
5.1The criteria
5.2Discourseand qualitycomponents
5.3The perception of quality: positions
5.4The perception of quality: motivation and attention
5.5Behavioural components of quality
6.Socialstatus and quality
7.Teaching suggestions
8.What students need to remember
APPENDIX-A demonstrahon in the classroom for written
translation43
CHAPTER3.Fidelityininterpretingandtranslation
1.Introduction
2. Anexperimentinfidelity
2.1Phase one: verbalizing a simple idea
2.1.1 Framing Information
2.1.2 Linguistically/Culturally Induced Inforrrmtion
2.1.3 Personal Information
2.2Phase two, version1:translating a simple statement
2.3Phase two, version2:immediate replication
3. Principlesoffidelity
3.The Message
3.2 Framing Information
3.3 Linguistically/Culturallylnducedlnformation
3.4 Personal Information
3.5 Conclusion
4.3econdary Information: an obstacle and a help
4.1 Thelanguage-specificity of LCII-generatedproblems
4.2Interpreting us.translation from the Secondary In:formation
perspective
……
5.Teaching suggestions
5.1 Theexperiment
5.2 A road-map metaphor

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