交替传译课堂测试流利板块得分的影响变量对比

Comparing Repair Fluency and Pause in the Ratings of Both E-to-C and C-to-E Consecutive Interpretation

通过探究某高校大四学生在《交替传译》课堂测试的流利板块得分与自我修正(每分钟错误开口数量、每分钟替换数量、每分钟重组数量)和停顿(每分钟有声停顿数量、每分钟无声停顿数量、有声停顿平均时长、无声停顿平均时长)之间的相关程度发现,尽管六名评分员均表明自我修正和停顿是口译流利板块得分的影响变量,但SPSS的数据却表明:在英汉交替传译中,尽管停顿的四个变量与流利度得分均呈显著负相关,但自我修正与其无显著相关;在汉英交替传译中,无声停顿平均时长与流利度得分显著相关,但自我修正与口译得分之间无显著相关。在学术上证伪了前人的预测,同时对口译教学和测试有着重要启示。

This paper analyzes the fluency＇s repairment relationship （the number of false starts per minute, the number of replacements per minute, the number of reformulations per minute） with teachers＇ fluency of delivery ratings in both E-to-C and C-to-E consecutive interpretation in a Consecutive Interpretation classroom, comparing it with the relationship between pause （the number of filled pauses per minute, the number of unfilled pauses per minute, mean length of filled pauses and mean length of unfilled pauses） and teachers＇ fluency of delivery ratings. The results show that although the six raters believe that both variables will significantly influence the fluency of delivery ratings in both directions, repair fluency has no significant correlations with teachers＇ fluency of delivery ratings as pause, which is different from other researchers＇ prediction. This study also sheds lights on consecutive interpretation teaching and rating.