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摘要以英语专业学生模拟会议交传口译的视频为研究对象，以实证研究的方式，从职业视角分析口译失误。本文首先定义主要的评价指标，包括眼神交流，手势和身势，停顿，前期准备，声音与发音，及语速优尔个方面。其次收集会议模拟视频，量化分析24位学生议员在以上优尔个方面产生的错误，发现大部分学生口译时很少与与会者及演讲人有眼神交流，有很多不必要的手势动作，有很多产出重复、有声和无声停顿，声音颤抖，清嗓子，发音不清晰及发音错误，以及语速偏慢的问题。最后根据以上失误,本文提出四项教学意见，即对学生进行声音训练，强调相关专业知识积累，养成习惯性手势和身势，减少停顿以及保持适当语速。20890
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关键词 模拟会议 交传失误 职业视角
毕业论文外文摘要
Title Error analysis in consecutive interpreting from the professional perspective --- based on a mock conference of undergraduate English majors
Abstract
Conference consecutive interpreters nowadays play a significant role as a medium in important meetings. Based on the videos of consecutive interpreting in the mock conference conducted by English major students, this paper adopts the empirical method to gain the statistics and to analyze the errors from the professional perspective. The major evaluating indicators include the frequency of eye contact, body gesture, pauses, preparation, voice and articulation, and tempo. Errors identified include less attention paid to the speaker and the audience, too many repeats, filled and unfilled pauses, voice trembling, clearing of the throat, unclear articulation, wrong articulation and slow tempo. This paper finally puts forward four suggestions on interpreting teaching, that is, voice coaching, knowledge accumulation, and forming habits of suitable body gestures, avoiding pauses, and maintaining proper tempo.
Keywords mock conference consecutive interpreting errors professional perspective
Table of contents
1. Introduction 1
1.1 Research Background 1
1.2 Research Significance 2
2. Literature Review 2
2.1 Current Studies On Conference Consecutive Interpreting Errors 2
2.2 Current Studies From Professional Perspectives 4
3. Professional Standards For Conference Consecutive Interpreting 5
3.1 Definition Of Professional Standards 5
3.2 AIIC Professional Standards 5
3.3 Six Professional Standards For Conference Consecutive Interpreting 6
4. Research Design 10
4.1 Participants 10
4.2 Mock Conference And Text Contents 10
4.3 Data Collection 11
5. Data analysis 13
5.2 Statistics And Corresponding Analysis Of Body Gesture 14
5.3 Statistics And Corresponding Analysis Of Pauses 15
5.4 Statistics And Corresponding Analysis Of Preparation 16
5.5 Statistics And Corresponding Analysis Of Voice And Articulation 17
5.6 Statistics And Corresponding Analysis Of Tempo 18
6. Research Findings 19
6.1 Less Attention Paid To The Audience 19
6.2 Psychological Factor 19
6.3 Insufficient Preparations 20
6.4 Slow Response 20
6.5 Implications For Interpreting Teaching 21
Conclusion 23
Acknowledgments 25
Appendix 26
Bibliography 28
1. Introduction