2002 级翻译班口译课课件 2004 年 9 月 -2005 年 1 月四川外语学院英语系教师：李芳琴

2002级翻译班口译课课件2004年9月-2005年1月四川外语学院英语系教师：李芳琴2002级翻译班口译课课件2004年9月-2005年1月四川外语学院英语系教师：李芳琴主要使用教材：《新世纪口译—理论技巧与实践》，（李芳琴等），四川人民出版社，2002年1 月。口译实践材料推荐教材及资料：《实用英语口译教程》，冯建忠，译林出版社， 2002年。 CCTV国际频道访谈、主题讨论节目 CNN新闻等。

2002级口译课[第一学期] • 教学目的：通过讲授口译基本理论、口译背景知识以及对学生进行口译基本技巧的训练，使学生使学生初步掌握口译程序和基本技巧，初步学会口译记忆方法、口译笔记、口头概述、公众演讲等基本技巧和口译基本策略，培养学生关心时事的信息意识，积累知识，掌握文献检索、资料查询的基本方法；培养学生的话语分析能力，提高学生的逻辑思维能力、语言组织能力和双语表达能力，提高学生跨文化交际的能力和英、汉两种语言互译的能力，为进入下一阶段讨论式、分语类对学生进行口译基本技巧的训练做准备。

Unit One-Definition • Definition of Interpreting: It is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). Interpreting is a service activity with a communication function. (Gile) It is usually a face-to-face communicative act.

Unit One-Types of interpreting • Interpreting can be classified into the following three types according its nature: • Conference Interpreting 会议口译 • Personal Interpreting 随行口译 • Liaison Interpreting 联络口译 • It can be divided into: • alternating interpretation （交替口译） English Chinese • consecutive interpretation （连续/接续/逐步口译） • simultaneous interpretation（同声传译） • whispering interpretation （耳语翻译） • sight/on sight interpretation （视阅翻译/视译）

Unit One-Requirements • Basic qualities required of interpreters: • A strong sense of responsibility • A solid foundation of two languages • Profound knowledge • Good memory • Quick thinking • Outstanding ability of understanding • Fluent expression of ideas

Unit One-Active Listening • Improving Active Listening lMain reasons for failure to remember what has been heard: a. Insufficient attention is paid to the speaker. b. Unfamiliarity with the topic under discussion. c. Incompetence in the foreign language/languages lHow to improve active listening: • a. Enlarge background knowledge. • b. Ask WH questions before listening. • c. Listen to the main ideas of the speech.

Unit Two-Memory in CI The importance of a good memory in interpreting • The ability to process information is an essential part of successful interpreting. The ability to listen, comprehend, and retain information is necessary for processing information.

U2:Short-Term Memory (STM) • The duration of STM is very short. It is up 6 to 30 seconds. Memory in interpreting only lasts for a short time. Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers.

U2:Long-Term Memory (LTM) • Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life.

Unit 2: Tactics of memorizing information--Visualization • This is to visualize what the speaker is saying in interpretation. It is applicable to the retaining of information in such speech types as narration, description and introduction.

U2: Visualization-An Example • Hurricane Henry moved into northern Florida early yesterday morning. Nearly half a million people have had to be evacuated as the 200 km per hour winds uprooted trees, tore roofs off some houses and completely demolished less sturdy ones. In coastal areas many boats were submerged by the 10 meter swell, while others were beached and left stranded with their hulls ripped open.

Unit Three-Memory in CI • Outlining information 提纲式记忆提纲式记忆指译员充分利用语篇的基本结构及其主要意义间的联系，把源语材料内容当作提纲或框架来处理。在此提纲或框架里，译员所“记”的内容是源语材料的主要意义及其联系。在随后所“忆”和“译”的阶段，译员则在所记的基本提纲的基础上，完整地归纳包括其他次要意义在内的全部意义。提纲式记忆常用于那些讲话内容相对有条理性、主次意义较清楚的讲话材料，如论证类、介绍类讲话等。

Unit 3: Memory in Interpreting-Outlining Information: An Example • 澳大利亚和中国在生态环境上有很大的差别，我认为原因很多。首先是由于中国的人口密度较大，其次是经济情况不同。澳大利亚的经济主要依靠第一和第三产业，比如农业、旅游业，它们对环境的污染相对较小；而中国的经济更依赖于第二产业（工业），第二产业对环境污染最大。另外，澳大利亚是一个发达国家，在经济上有能力制定比较严格的环境保护法规。第三是历史的原因。虽然澳大利亚的土族居民有六万多年的历史，但是他们是游牧民族，所以对生态环境没有重大影响。澳大利亚重要的人类活动只有两百年的历史。在中国，重要的人类活动已有几千年之久。第四，中国的环境保护还没有受到应有的重视。第五个原因是澳大利亚人和中国人的社会文明意识有所不同。

Unit 3: Memory in Interpreting-Outlining Information explained (2) 澳、中生态环境差别原因： 1．人口密度 2．经济情况：澳：第一、三产业（两例、结果）中：第二产业（结果）此外，澳：发达国（环保法规） 3．历史：（重要人类活动史比较） 4．环保重视程度 5．文明意识

Unit 3: Memory in Interpreting-Re-arranging Information 推理式信息组合记忆：译员在理解的前提下，以话语所呈现的信息位为基础，分清信息主次，结合逻辑推理，将信息单位按主次关系逻辑性地组合成更大的信息单位，以增加短时记忆的容量。这种方法较适合于记忆那些信息量大的长句或内容相对比较枯燥、话语的连贯性较差的材料。

Unit 3: Memory in Interpreting-Re-arranging Information-An Example We have heard a lot of interesting points from the speakers who have gone before me about creating a supportive investment climate which takes into account the interests and concerns of foreign companies, while also helping Chinese companies and the various regions of China to realize their competitive advantages.

Unit 3: Memory in Interpreting-Re-arranging Information-An Example explained(2) 这句话大致是以下的信息单位依次进入译员的记忆： 1）we have heard a lot interesting points from the speakers who have gone before me（在我发言之前，我们已听到许多发言人很有意义的见解） 2）about creating a supportive investment climate（就创造鼓励性的投资环境） 3）which takes into account the interests and concerns of foreign companies（它照顾外国公司的利益） 4）while also helping Chinese companies and the various regions of China to realise their competitive advantages（同时，帮助中国公司和各个地区实现其本身的竞争优势）。 • 连贯的语篇信息：在我之前的的发言人已围绕“照顾外国公司利益、创造鼓励性投资环境、同时帮助中国公司和各个地区实现其本身的竞争优势”这一话题作了很有意义的阐述。

Unit Four:Note-taking in Interpreting • The importance of taking notes in interpreting Our short-term memory alone can not retain the amount of information the speaker gives in the act of interpreting. We need to employ other means to help with our retaining and retrieval of information. Notes are an aid to enhance the work of understanding, analysis and re-expression, the three activities of consecutive interpreting. • The main use of notes is to relieve memory. Although an interpreter may have understood the main ideas of a speech, it is almost impossible for him/her to recall all the elements of a five-minute speech, particularly if it contains numbers, names, lists, since such elements cannot be recalled on the basis of analysis and logic.

U4:Basic guidelines for note-taking in CI Use A 15cm X 20cm stenographer's note-pad; avoid loose sheets. Write only on one side of the sheets; use a good old lead pencil. • Notes should be easily readable, be well spread on the page, written in large characters, and one single sentence can even occupy one sheet. • Notes must be unequivocal: for instance, an arrow pointing upward ↗ must be always used to represent one idea. • Avoid inventing symbols or abbreviations in the course of a conference. • Language used in your notes: SL and TL • Write your notes vertically • Use abbreviations • Use whatever language that comes to your mind • Use as many symbols as you feel comfortable with

Some suggested symbols used in note-taking + － < > ≤ ≥ = ≠ ≈ × ∵∴

Unit 4: Note-taking:What to note -Take down the main points of the speech, together with any amount of minor details you could manage(口译笔记的对象：概念、命题、名称、数字、组织机构和逻辑关系)-Note down the main ideas.-Systematically note down the links between different ideas.-Note down the point of view being expressed.-Pay attention to verb tenses, conditional forms, and modal verbs.-Note down accurately the numbers, dates and proper names. But digest everything before taking notes!

Unit 4—Note-taking: An Example ……because every child has the same needs, and the right to a basic education, the right to food, the right to shelter, and the right to basic health and every child needs a friend…… all same rights ed. shelter health need friend

Unit Five—Note-taking (2) The use of left-hand margin The left-hand margin is all-important, since in this section of the sheet the subjects of and the links between the sentences are to be noted. Some interpreters may choose to leave a left-hand margin of one to two centimeters for links only.

Unit 5—Note-taking: an Example 1 "Hungary has complained that its steel exports to the European Union are unable to develop because of excessively restrictive quotas. But the Union representative pointed out that quotas are still underused by Hungary by a large margin, so the quotas themselves didn't appear to be creating the difficulties" could be noted down as follows: HU complained—steel experts to EU can’t develop because too strict tariff quotas But EU rep—quotas underused by HU a lot So quotas not prob

Unit 5—Note-taking: Example 2 HU: steel experts cannot develop to EU because tariff quotas too restrictive _____ but EU: HU underuses a lot quotas so quotas not problem

Unit Six—Interpreting Numerals 笔记方法 e.g. 5,500----5千5 或5’5 15,300---1 万5千3 或15’3 175,000---17万5 或175’— 3,000,000--- 3, , 或3’—’—或3 —— 635,500,000---6亿3千5百50万或635’ 5——

Unit Seven—Interpreting Numerals (2) The reading of vulgar fractions 1/2 one half 1/4 one quarter 1/5 one-fifth 1/3 one-third 3/4 three-fourths 5/9 five-ninths 2/6 two-sixths 9/10 nine-tenths 3/1000 three-thousandths 26/95 twenty six over ninety-five 79/53 seventy-nine over fifty-three 九又四分之一 nine and a quarter 五又三分之二 five and two-thirds

Unit Eight-Public Speaking Voice Projection • Public speaking means that you must be clearly audible, and an important skill for interpreters is voice projection. Here are some tips of voice projection: • --do speak with a clear, firm voice, the first few sentences are especially important to convey assurance to your audience; • --be clearly intelligible at all times; pronounce proper names and titles especially carefully; • --don’t “orate”, but do sound natural and sincere; • --use the first person singular; • --talk to your audience “personally” and keep contact with them at all times; • --watch the reaction of the audience to what you say; • --be friendly toward your audience, be interested in your subject; • --don’t frown; • ---don’t grimace, even if you make mistakes.

Unit 8-Public Speaking (2 Speed of delivery • Public speaking for an interpreter means that you have to maintain the interest of the audience, who are hearing a text twice, once in a version which they cannot understand. You must engage their attention, and one method is to vary your speed of delivery. More tips: • --don’t talk faster than 160 words a minute or slower than 90 words a minute; • --do keep your rate of delivery constantly changing; • --don’t be monotonous in your delivery; • --change your pace or speed in response to the audience’s reactions; • --allow space for applause, laughter, or interruptions; • --keep eye contact with the audience.

Unit Nine-Paraphrasing in CI What is paraphrasing? 或称复述训练repetition training，此训练旨在检验记忆、加深理解，帮助我们逐渐摆脱原语表达方式的束缚，专注于要传递的“意义”，借着用译入语进行复述，进一步巩固理解并储存“意义”。注意意义的完整和逻辑连贯。

Unit 9-Paraphrasing in CI (2) Rules to be followed in paraphrasing: 1．不应该有任何删减源语意义的情况； 2．不应有任何改变源语意义的情况； 3. 对源语信息中明示或暗示的态度、立场、观点和口气等，译员不应掺杂任何个人偏见或成见。

Unit 9-paraphrasing: Tactics 1. Change of parts of speech Original: Tourism earns a lot of foreign exchange for Spain. Paraphrased: Tourism is a big foreign exchange earner for Spain. 2. Change of sentence structure Original: Only by eliminating corruption and bureaucracy can we establish a clean, small and efficient government. Paraphrased: We must get rid of corruption and bureaucracy before we are able to establish a clean, small and efficient government. 3. Break up the long sentence into several short ones Original: The boom in the airline industry that began about 30 years ago resulted in a corresponding boom in hotel construction. Paraphrased: The airline industry started to boom about 30 years ago. This boom brought a similar boom in hotel construction.

Unit Ten—Anticipation in Interpreting (1) Linguistic anticipation语言系预测 extra-linguistic anticipation非语言系预测语言系预测词汇的排列是有规律可循的。比如在英语里，介词后面接冠词或名词的概率很高，而接另一个介词或动词的概率则很低。这种规律可以帮助人们对在特定语境中的词义进行预测。（2）语言系统内部存在着大量的冗余现象，语言的冗余带来信息的冗于。在语段中，上文中的关键词汇已能清楚的表达尚未结束部分的意义。（3）在特定的语境中，被唤起或被激活的认知知识含有尚未结束的句子的意思。

Unit 10—Anticipation: Example 1 Allmost four years ago, on July 1st, 1997, in this very special place, in a solemn ceremony marking the hand-over, President Jiang announced to the world the return of Hong Kong to China.（近四年前，1997年7月1日，江主席莅临此地，出席庄严肃穆的香港回归大典，向全世界宣布香港回归祖国。）在这句话中，译员的语言知识以及被唤起的认知知识足以使其对以下划线部分进行预测，：Almost four years ago（近四年前）, on July 1st, 1997（1997年7月1 日）in this very special place（就在此地）, in a solemn ceremony（在庄严肃穆的典礼上） marking the hand-over（标志着回归）,President Jiang（江主席）announced to the world the return of Hong Kong to China（宣布香港回归祖国）。对划线部分中一些词的预测实际上遵循了英语词汇排列的规律，如ago，place等，它们前面的词语使其在这一语境中显得毫无疑义；而译员对其他划线部分的预测则与其认知知识息息相关，如on July 1st, 1997, ceremony, President Jiang, the return of Hong Kong to China。从某种意义上讲，如果译员在其认知知识库里已经储存这样的信息：江泽民主席于1997年7月1日宣布香港回归中国，那么上述划线部分实际上就成了冗余信息。

Unit 10: Anticipation in interpreting (2): 非语言系预测: 既包括译员的译前预测，又包括在口译过程中所作的预测。即对讲话中要表达的思想的预测，而非准确无误地预测讲话人的具体措辞。例如，2002年10月美国教育代表团来渝访问了解该市的现代外语教育技术概况，该市教委高教处领导发表了一篇集欢迎与介绍于一体的讲话。在这一特定的语境中，译员在讲话发表前就可预测到以下内容：（1）讲话人将代表市教委向代表团表示欢迎；（2）重庆市高等院校简介；（3）重庆市高校现代外语教育技术运用情况以及（4）对代表团的良好祝愿。

Unit Eleven: Similarities and Differences between WT & CI 1. 工作方式的不同 2. 语言运用的不同 a. 用词上的区别口译用偏重口语化的词，笔译往往用书面词语。 b. 句法上的区别口译多用简单语法、简单句子和简单结构; 笔译可以视需要而定，选用适当的句子结构: 口译应少用被动语态，笔译不做此要求。

Unit 12: Basic characteristics of narrative speech Narrative speech: 叙述类讲话 (also include introduction) • A chronological narrative may be history, the story of a country, or an international organization over the last fifty years. But it may also be the chairperson of a meeting summing up the situation at the outcome of the last meeting, the procedure followed since then, including the activities of various sub-committees and the procedure envisaged for the immediate future. • The interpreter must pay due attention to time phrases, dates and verb tenses. People want to what happened when. • A narrative speech may also have the feature of the descriptive speech.

Unit 12: Introductory speeches 介绍类讲话的基本特点介绍类讲话是口译实践中最常见的语类之一，出现得最多的情况有如下几种： (1)对公司、工厂、学校等企业、团体的介绍； (2) 对项目、展品、产品以及科研成果等的介绍； (3) 对城市、地区（包括景区）等的介绍； (4)对人物的介绍。介绍类讲话的基本模式是：总说、分说、总结或适当的小结。这类话语的展开没有明显的时间或空间顺序，而是靠时间、空间和逻辑程序的相互组合或补充。通常在介绍之前都有一段概述性质的话语，以便能给听话人留下一个整体的印象，然后再按照被介绍物的特点或说话人的目的，分门别类按不同的主题进行进一步详细的介绍。

Unit 13: Preparation in interpretation Advanced Preparation • Before the meeting, the interpreter should ask the conference organizer to provide a full set of documents, which include the conference programme, list of participants, background information about the conference, and most important, documents on the content of the conference (including drafts of papers to be read or presented, abstracts, etc.) • Briefings are potentially a very useful part of advanced preparation. They are meetings organized for the interpreter, with the participation of the organizer and experts in the field. At the briefing, general information is given to the interpreter, who can ask specific questions, generally on concepts and terminology. Last minute preparation • For organizational reasons, the conference documents are not always available before the conference. Sometimes, many documents are only available at the very last moment, yet a significant amount of knowledge acquisition may revolve around them. The interpreter should be ready to deal with the situation. In-conference preparation • Much information is gained during the conference itself, partly through documents which are only handed out after the meeting has started, partly through conversation with participants during break, and partly through the content of presentations and discussions.

Unit 13: Interpreting long sentences • 英语长句 --根据意群，将其拆为简单句 --根据逻辑关系综合使用：导致、重组、合并等手段 • 汉语长句 --根据内在逻辑关系进行重组

Unit 13-Interpreting long sentences: Tactics a. 句首分流法： b. 尾部分流法 c. 重组法 d. 倒置法 e. 合并法 f. 概括法

Unit 14: Interpreting Culture-bound Expressions • Reducing mother tongue interference • 英语属于印欧语系，而汉语则属于汉藏语系。因为地理位置、历史成因等多方面影响，英汉两种语言及文化有不少差别。英语重形合，结构严谨，逻辑性强；而汉语重意合，常出现无主句或主语隐蔽、短语嵌套句子等现象，句法上关联词成对使用是中国译员在转换代码时往往难以摆脱的母语干扰。

Unit 14: Interpreting culture-bound expressions • 在处理代浓厚文化色彩的词语或句子时因受母语迁移的影响而造成错译的现象时时发生。在口译时，应首先理解讲话人所指何事，充分理解讲话人所表达信息的深层意义，将文化内涵／意义翻译出来，有时根据需要应酌情解释。

Unit 15: Basic characteristics of communication in interpreting Speaker (message) Interpreter Listener (message)

Unit 16: Understanding and identification of main ideas in interpreting • To express ideas clearly and effectively, the interpreters must first have the ideas clear in their own minds. That is understanding. • The ‘understanding’ here is of ideas not of words.

Unit 16: Some strategies of understanding • Deduce the meaning of the word from context, given the number of clues got. (This calls for thorough knowledge of the passive language.) • Clarify the question with the people concerned (e.g. the audience, the speaker); • Constant active listening

2002 级翻译班口译课课件 2004 年 9 月 -2005 年 1 月四川外语学院英语系教师：李芳琴