ABSTRACT

The present study aimed to explore the interpreting strategy of explicitation and its connection with interpreting performance from a longitudinal approach. We identified and compared eight specific means of explicitation employed by 62 interpreting students in a B-to-A (English-to-Chinese) consecutive interpreting (henceforth CI) task between two training stages (2nd month of and end of an academic year). Quantitative analysis resulted in two major findings. First, explicitation was more frequently used at the second stage than at the first, with seven of the eight specific means of explicitation increasing significantly in frequency. Second, the frequency of explicitation positively correlated with CI performance (with the correlation being stronger at the second than at the first stage), and the frequency of explicitation at the first stage significantly predicted CI performance at the second stage. Qualitative analyses (supported by retrospection and interview data) suggest that sufficient source language comprehension was a precondition for the use of explicitation. With interpreting training, these students became more audience-oriented and more capable of mediating between the speaker and the audience. Implications are discussed.

摘要

本研究旨在从纵向方法探讨显化的解释策略及其与解释性能的关系。我们确定并比较了 62 名口译学生在 B-to-A（英译中）交替传译（以下简称 CI）任务中在两个培训阶段（学年第 2 个月和学年结束）之间采用的八种具体表达方式. 定量分析得出两个主要发现。首先，显化在第二阶段比在第一阶段更频繁地使用，八种具体显化手段中有七种在频率上显着增加。其次，显化频率与 CI 表现正相关（第二阶段相关性强于第一阶段），第一阶段的显化频率显着预测了第二阶段的 CI 性能。定性分析（由回顾和访谈数据支持）表明，充分的源语言理解是使用显化的先决条件。通过口译培训，这些学生变得更加以听众为导向，更有能力在演讲者和听众之间进行调解。讨论了影响。