书籍详情
口译质量评估：功能语言学新途径（英文版）
作者：欧阳倩华
出版社：世界图书出版公司
出版时间：2015-09-01
ISBN：9787519201807
定价：¥42.00
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内容简介
《口译质量评估：功能语言学新途径（英文版）》以系统功能语法对语言意义的分析为基本框架，与口译用户期待研究所总结的主要评估标准相结合，从准确性、恰当性和连贯性三个方面建构一个口译意义传递质量评估模型，并将所建模型应用于评估学生的英汉交替传译语料，以验证其适用性，并具体展示模型的使用步骤。
作者简介
欧阳倩华，祖籍湖南，曾先后在广东外语外贸大学、澳门大学攻读学位，获文学学士、文学硕士及哲学博士学位。为国际翻译与跨文化研究协会（IATIS）会员、中国翻译协会会员、澳门翻译员联合会创会会员、广州翻译协会理事、广东外语外贸大学翻译学院口译系讲师、广外翻译学研究中心兼职研究员。主要研究方向为口译教学，口译质量评估及口译中的语篇分析。曾先后发表多篇论文，参与三部口译教材和口译词典的编写，目前主持两项口译研究相关科研项目。拥有多年国际会议传译经验，参加过数百场国际会议的交替传译和同声传译工作，服务对象包括政府部门、大型企业、使领馆、学术机构等。
目录
Chapter 1 Introduction
1．1 Disciplinary background of the book
1．2 Challenges facing interpreting quality assessment and a possible solution
1．3 Research goals of the book
1．4 Research methods of the book
1．5 Organization of the book
Chapter 2 Defining consecutive interpreting in the context of interpreting teaching
2．1 Defining consecutive interpreting
2．2 The transfer of meaning in CI
2．3 Teaching consecutive interpreting
Chapter 3 Language meaning in interpreting： through the eyes of Systemic Functional Linguistics
3．1 SFL： an introduction
3．2 Language meaning： three metafunctions
3．3 SFL and translation quality assessment
Chapter 4 Interpreting quality assessment literature
4．1 Empirical studies on IQA
4．2 Common Criteria in interpreting assessment
4．3 Interpreting quality assessment models for the training purpose
4．4 Summary
Chapter 5 Status quo of IQA in the training setting
5．1 IQA from the eyes of students： the survey
5．2 IQA from the eyes of trainers： the interview
5．3 Summary
Chapter 6 Setting up the model
6．1 The issue of validity and reliability
6．2 Overview of the model
6．3 Implementation of the model
6．4 Pilot application of the model
6．5 Summary
Chapter 7 SFL based quality assessment of students'interpretation
7．1 Data collection and corpus building
7．2 Assessing C-E interpreting
7．3 Assessing E-C interpreting
7．4 Summary
Chapter 8 SFL based assessment and interpreting teaching
8．1 Use the assessment results in interpreting teaching
8．2 Notes on model application
8．3 Summary
Chapter 9 Conclusion
Appendix I Transcription of source speech of C-E Interpreting
Appendix Ⅱ Transcription of source speech of E-C Interpreting
Appendix Ⅲ Lexicogrammatical analysis of the C-E ST
Appendix Ⅳ Lexicogrammatical analysis of the E-C ST
References
Postscript
1．1 Disciplinary background of the book
1．2 Challenges facing interpreting quality assessment and a possible solution
1．3 Research goals of the book
1．4 Research methods of the book
1．5 Organization of the book
Chapter 2 Defining consecutive interpreting in the context of interpreting teaching
2．1 Defining consecutive interpreting
2．2 The transfer of meaning in CI
2．3 Teaching consecutive interpreting
Chapter 3 Language meaning in interpreting： through the eyes of Systemic Functional Linguistics
3．1 SFL： an introduction
3．2 Language meaning： three metafunctions
3．3 SFL and translation quality assessment
Chapter 4 Interpreting quality assessment literature
4．1 Empirical studies on IQA
4．2 Common Criteria in interpreting assessment
4．3 Interpreting quality assessment models for the training purpose
4．4 Summary
Chapter 5 Status quo of IQA in the training setting
5．1 IQA from the eyes of students： the survey
5．2 IQA from the eyes of trainers： the interview
5．3 Summary
Chapter 6 Setting up the model
6．1 The issue of validity and reliability
6．2 Overview of the model
6．3 Implementation of the model
6．4 Pilot application of the model
6．5 Summary
Chapter 7 SFL based quality assessment of students'interpretation
7．1 Data collection and corpus building
7．2 Assessing C-E interpreting
7．3 Assessing E-C interpreting
7．4 Summary
Chapter 8 SFL based assessment and interpreting teaching
8．1 Use the assessment results in interpreting teaching
8．2 Notes on model application
8．3 Summary
Chapter 9 Conclusion
Appendix I Transcription of source speech of C-E Interpreting
Appendix Ⅱ Transcription of source speech of E-C Interpreting
Appendix Ⅲ Lexicogrammatical analysis of the C-E ST
Appendix Ⅳ Lexicogrammatical analysis of the E-C ST
References
Postscript
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