中国英语口译学习者语境构建能力验证分析
谌莉文 1赵芳贤 1谢波2
作者信息
- 1. 浙江工商大学外国语学院
- 2. 浙江工商大学计算机科学与技术学院
- 折叠
摘要
语境构建已成为当下口译语境研究的共识,但对口译学习者语境构建能力的构念效度仍缺乏评估.本文对国内4所高校312名英语口译学习者开展交传测试和问卷调查,运用AMOS建模工具,验证分析语境构建能力的要素构成和运作机理及其对口译信息忠实度的影响.结果显示,中国英语口译学习者语境构建能力与情景融入、文化沟通、语篇推理、心理调控4个潜在变量的在线运作有关,前者对后四者的作用力呈递增趋势;同时,语境构建能力与口译信息忠实度直接正相关,4个潜在变量通过语境构建能力间接作用于口译信息忠实度.分析表明,掌握语境资源并不能自动提升传译效果,教学培训中不仅要培养学生的语境资源获取能力,更应着力培养学生语境资源运用能力,重点强化其心理调控能力训练.
Abstract
Contextualization has been widely approached in the study of interpreting context.However,there is a lack of measurement for interpreting students'construct validity of contextualization competence.As such,this study carries out consecutive interpreting tests and questionnaire surveys among 312 Chinese-English(C-E)interpreting students from four universities in China,and conducted a confirmatory factor analysis on construct validity of contextualization competence and its impact on information fidelity by adopting AMOS modeling.The findings indicate that the contextualization compe-tence involves the interplay of the four constructs including situation integration,intercultural communication,discourse inference and mental regulation,with the former exerting an increasing influence on the latter.In addition,the contextu-alization competence exerts a direct positive correlation to information fidelity,and the four constructs have an indirect in-fluence on the latter through their interaction with the former.The analysis reveals that possession of more contextual re-sources does not necessarily produce better performance unless such resources are integrated into contextualization.There-fore,besides acquisition of contextual resources,we should cultivate students'competence of operating these resources,with a focus on mental regulation training.
关键词
口译学习者/语境构建能力/构念效度/验证分析Key words
interpreting students/contextualization competence/construct validity/confirmatory factor analysis引用本文复制引用
出版年
2025
NETL
NSTL
万方数据