Fundamental Aspects of Interpreter Education pdf epub mobi txt 电子书 下载 2026
出版者:BEBC
作者:David B. Sawyer
出品人:
页数:0
译者:
出版时间:2004
价格:0
装帧:
isbn号码:9789027216533
丛书系列:Benjamins Translation Library
图书标签:
- 跨文化
- 口译教学
- BTL
- 2011
- Interpreter Education
- Interpreting
- Translation Studies
- Language Acquisition
- Applied Linguistics
- Communication Skills
- Professional Development
- Higher Education
- Pedagogy
- Interpreter Training
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具体描述
跨越媒介的语言：解读与重构的艺术 图书名称： 跨越媒介的语言：解读与重构的艺术 图书简介： 本书深入探讨了人类信息传递的复杂性与多样性，聚焦于“解读”与“重构”这两个核心认知过程，如何超越单一的语言媒介，在视觉、听觉、触觉乃至新兴的数字交互界面中发挥关键作用。我们生活在一个信息爆炸的时代，信息的有效接收、理解和二次创造，已成为衡量个体认知能力与社会适应能力的重要标准。本书旨在提供一个全面的理论框架，用以分析不同符号系统之间的转换逻辑、文化语境对意义生成的塑形作用，以及技术进步如何重塑我们对“原文”与“译文”的理解边界。 第一部分：符号系统的深度剖析与本体论 第一章：从口语到视觉：符号的物质性与表征危机。本章首先回溯符号学的基础，但着重于分析不同符号载体（如声音振动、墨水痕迹、像素点）的物理属性如何直接影响信息的负载能力与情感投射。我们探讨了图像的“在场性”与文本的“距离感”之间的张力，并引入“物质性”概念，讨论媒介的物理形态如何参与意义的建构，而非仅仅是意义的承载工具。 第二章：语境的重量：文化嵌入与意义的漂移。本书强调，任何解读行为都无法脱离特定的历史与文化场域。本章通过跨文化案例分析，揭示了特定的习语、典故、礼仪符号在不同文化群体中是如何产生“意义的失真”或“意义的增值”。重点分析了社会权力结构如何通过对特定符号的编码与解码权的垄断，来维持或挑战既有的社会秩序。我们将引入“惯习”（Habitus）的概念，论证解读的“自然性”往往是社会化的产物。 第三章：时间与空间：叙事结构的非线性重构。叙事，作为人类理解世界的基本范式，并非总是线性的。本章考察了非线性叙事在文学、电影和互动媒体中的应用。我们分析了记忆、闪回、多重视角的结构如何挑战读者对因果关系的传统认知，以及这种挑战如何促成更深层次的洞察。同时，探讨了地理空间如何被编码为一种叙事元素，例如城市景观的符号意义是如何被居民和外来者截然不同的方式“重构”的。 第二部分：解读的实践与技术干预 第四章：翻译学的再思考：从等值到创造性转译。本书对传统的“忠实”翻译观提出了质疑。本章聚焦于高风险的转译情境，例如诗歌、法律文本和科学理论的跨语言传播。我们不再将翻译视为简单的语言替换，而是将其视为一种创造性的“转译”（Transcreation）过程，强调理解目标受众的接受机制远比词汇对等更为关键。通过分析成功的音乐改编案例，我们展示了如何在保持“精神内核”的同时，彻底改变“表达形式”。 第五章：数字时代的“碎化”与“聚合”：界面交互的认知负荷。互联网和移动设备的普及，极大地改变了信息接收的方式。本章深入研究了超文本链接、信息流推送和短视频格式对人类注意力机制的影响。我们探讨了“认知负荷”理论在数字阅读中的应用，并分析了算法推荐机制是如何通过预先的“重构”来限制用户的主动解读空间。如何在这种受控的环境中，重新夺回主动解读权，是本章的核心议题。 第六章：多模态视听的深度解码：情绪、节奏与潜意识影响。本章转向对听觉和视觉艺术的分析。通过电影剪辑、音乐配乐和数据可视化等案例，我们研究了非语言元素是如何绕过理性分析，直接作用于观众的情感系统。例如，特定色彩饱和度、声场空间感和节奏变化如何共同作用，构建出一个比文字描述更为丰富和强大的“潜台词”。解读这些元素要求我们掌握一套不同于文本分析的“感觉的语法”。 第三部分：重构的伦理与未来展望 第七章：作者之死与读者的权力：解读的伦理边界。在信息可以被无限复制和修改的时代，原作者的“原意”是否还具有约束力？本章探讨了后结构主义理论在实践中的应用，分析了如何界定“合理再诠释”与“恶意篡改”之间的界限。我们讨论了版权、知识产权与文化挪用（Cultural Appropriation）之间的紧张关系，强调重构行为必须以对原始语境的充分尊重为前提。 第八章：人机共创：机器智能对意义生成的挑战。随着生成式人工智能的发展，机器正在成为强大的“重构者”。本章评估了AI在文本、图像生成中的能力，并提出了关键问题：当一个由算法生成的内容被我们接受并赋予意义时，这个意义的源头在哪里？我们分析了这种新型的“去中心化创作”模式对人类创作者和传统诠释行业的冲击，并预测了未来人机协作解读的形态。 第九章：建构性批判：从被动接收到主动塑造。全书的收尾部分，倡导一种“建构性批判”的姿态。这意味着读者或受众不应满足于对既有信息的被动接收，而应将每一次解读都视为一次有意识的“重构”行动。我们鼓励读者发展出对媒介的敏感性、对语境的警觉性以及对自身偏见的认知，从而成为信息生态系统中积极的参与者和意义的共同建构者。本书最终指向一个信念：真正的理解，必然包含着改造和创造的冲动。 目标读者： 本书适合对传播学、符号学、翻译研究、认知心理学以及数字媒体艺术感兴趣的学者、研究人员、内容创作者、媒介批评家，以及所有致力于提升自身信息素养的专业人士与普通读者。本书的论述风格严谨而富有启发性，力求在理论深度与案例生动性之间找到平衡。
作者简介
目录信息
Figures and tables xi
Preface and acknowledgements xv
Chapter 1
Introduction 1
1. Challenges facing interpreter education 3
2. The integrative role of assessment 5
3. The objectives of this book 9
4. Methodological considerations 10
5. Overview of contents 15
Chapter 2
Interpreter education literature 19
1. Curriculum 26
2. Expertise 29
3. Assessment 31
4. Language transfer competence 35
5. Conclusions 37
Chapter 3
Fundamental aspects of curriculum 39
1. Definitions 41
1.1 The official curriculum 41
1.2 The hidden curriculum 42
2. Foundations 43
2.1 Philosophy 44
2.2 History 46
2.3 Psychology 48
2.4 Sociology 49
3. Guidelines 50
3.1 Educational philosophy 53
3.2 The aims of instruction 55
3.3 Program goals 55
3.4 Teaching objectives 58
3.5 Curricular implications 59
4. Approaches 60
4.1 Scientific – curriculum as process 60
4.1.1 The computational view of the mind 61
4.1.2 Skills and abilities in Instructional Systems Design 63
4.1.3 The cognitive psychology of expertise 65
4.1.4 Levels of expertise in interpreting 70
4.1.5 Implications for curriculum sequencing 73
4.2 Humanistic – curriculum as interaction 74
4.2.1 A community of professional practice 75
4.2.2 Cognitive apprenticeship 76
4.2.3 Reflective practice 79
4.2.4 Situated cognition and learning 81
4.2.5 Implications for the learning environment 84
5. Models 85
5.1 Curriculum models according to Arjona 85
5.2 Curriculum components 88
6. Steps toward effective curriculum design 90
7. Conclusions 91
Chapter 4
Foundations of interpreter performance assessment 93
1. Concepts 95
1.1 Validity 95
1.2 Reliability 101
1.3 Subjective and objective testing 103
1.4 Measurement scales 105
1.5 Formative, summative, and ipsative assessment 106
1.6 Test specifications 107
2. Integrating curriculum and assessment:
Developmentalmilestones 108
2.1 Entry-level assessment 109
2.2 Intermediate assessment 112
2.3 Final assessment 113
3. Evidential bases of construct validity 114
3.1 Scientific approaches: Criteria 114
3.2 Humanistic approaches: Domain 116
3.3 Guidelines: Standards 118
4. Standardization in testing 119
5. Authenticity 121
6. Alternative assessment: Portfolios 125
7. Steps toward valid and reliable assessment 128
8. Conclusions 129
Chapter 5
Introduction to the case study 131
1. Research questions 131
2. General comments on method and scope 131
3. Content analysis of GSTI curriculum documents 133
3.1 Aims, goals, objectives 133
3.2 Process: Knowledge and skill sequencing 135
3.3 Interaction: Educational environment 142
3.4 Assessment and the curriculum 143
Chapter 6
Case study Part I: Translation and interpretation competence 145
1. Introduction 145
2. Method 147
2.1 Quantitative description of curriculum in the GSTI 147
2.1.1 First-year curriculum for MATI andMACI 147
2.1.2 Second-year curriculum forMATI and MACI 149
2.1.3 Second-year translation coursework forMATI 151
2.1.4 Second-year interpretation coursework
forMATI and MACI 153
2.1.5 Advanced-entry course of study 156
2.1.6 The GSTI hidden curriculum 156
2.2 Subjects 157
2.3 Materials – Professional Examinations in the GSTI 159
2.3.1 Text selection 161
2.3.2 Text delivery 161
2.3.3 Examinations in consecutive interpretation 162
2.3.4 Examinations in simultaneous interpretation 162
2.3.5 Jury composition 162
2.3.6 Scoring criteria 163
2.3.7 Scoring procedure 163
2.4 Procedures – data collection 163
2.5 Analysis 168
3. Results 169
4. Discussion 171
Chapter 7
Case study Part II: Survey of exam jury members 177
1. Introduction 177
2. Method 178
2.1 Subjects 178
2.2 Materials – survey content 178
2.2.1 Background of jury members 179
2.2.2 Exam procedures 179
2.2.3 Purpose of the exams 180
2.2.4 Assessment criteria 180
2.2.5 Jury conduct and role of external examiners 182
2.2.6 Additional comments 182
2.3 Procedures 182
2.3.1 Questionnaire design 182
2.3.2 Questionnaire administration 183
2.3.3 Return rate 183
2.4 Analysis 183
2.4.1 Data preparation 183
2.4.2 Data analysis 184
3. Results 184
4. Discussion 187
Chapter 8
Case study Part III: Analysis of exam texts 191
1. Introduction 191
1.1 Analytical tools 191
1.2 Exam texts and the curriculum 192
1.3 Exam texts as documents 193
2. Method 194
2.1 The corpus 195
2.2 Procedures 196
2.3 Analysis 197
2.3.1 English source language materials 197
2.3.2 French source language materials 200
2.3.3 German source language materials 201
3. Results 203
3.1 Exam texts for consecutive interpretation 203
3.2 Exam texts for simultaneous interpretation 204
4. Discussion 204
4.1 Length 204
4.2 Propositional content 205
4.3 Illocutionary force 206
4.4 Conclusions 207
Chapter 9
Implications of the case study 209
1. Part I: Translation and interpretation in the GSTI curriculum 209
2. Part II: Standardization, authenticity,
and professional judgement 210
3. Part III: Exam materials and test method facets 212
4. Addressing the research questions 213
Chapter 10
Curriculumenhancement: An integrated Y-track model 215
1. Aims and goals of the curriculum 220
2. Integrated assessment 224
3. Curriculum as process 225
4. Curriculum as interaction 227
5. Flexibility and streamlining 228
Outlook: On the political and ethical consequences of test validation 231
Notes 237
Appendices
Appendix A 241
Appendix B 244
Appendix C 252
References 265
Name index 303
Subject index 307
· · · · · · (收起)
Preface and acknowledgements xv
Chapter 1
Introduction 1
1. Challenges facing interpreter education 3
2. The integrative role of assessment 5
3. The objectives of this book 9
4. Methodological considerations 10
5. Overview of contents 15
Chapter 2
Interpreter education literature 19
1. Curriculum 26
2. Expertise 29
3. Assessment 31
4. Language transfer competence 35
5. Conclusions 37
Chapter 3
Fundamental aspects of curriculum 39
1. Definitions 41
1.1 The official curriculum 41
1.2 The hidden curriculum 42
2. Foundations 43
2.1 Philosophy 44
2.2 History 46
2.3 Psychology 48
2.4 Sociology 49
3. Guidelines 50
3.1 Educational philosophy 53
3.2 The aims of instruction 55
3.3 Program goals 55
3.4 Teaching objectives 58
3.5 Curricular implications 59
4. Approaches 60
4.1 Scientific – curriculum as process 60
4.1.1 The computational view of the mind 61
4.1.2 Skills and abilities in Instructional Systems Design 63
4.1.3 The cognitive psychology of expertise 65
4.1.4 Levels of expertise in interpreting 70
4.1.5 Implications for curriculum sequencing 73
4.2 Humanistic – curriculum as interaction 74
4.2.1 A community of professional practice 75
4.2.2 Cognitive apprenticeship 76
4.2.3 Reflective practice 79
4.2.4 Situated cognition and learning 81
4.2.5 Implications for the learning environment 84
5. Models 85
5.1 Curriculum models according to Arjona 85
5.2 Curriculum components 88
6. Steps toward effective curriculum design 90
7. Conclusions 91
Chapter 4
Foundations of interpreter performance assessment 93
1. Concepts 95
1.1 Validity 95
1.2 Reliability 101
1.3 Subjective and objective testing 103
1.4 Measurement scales 105
1.5 Formative, summative, and ipsative assessment 106
1.6 Test specifications 107
2. Integrating curriculum and assessment:
Developmentalmilestones 108
2.1 Entry-level assessment 109
2.2 Intermediate assessment 112
2.3 Final assessment 113
3. Evidential bases of construct validity 114
3.1 Scientific approaches: Criteria 114
3.2 Humanistic approaches: Domain 116
3.3 Guidelines: Standards 118
4. Standardization in testing 119
5. Authenticity 121
6. Alternative assessment: Portfolios 125
7. Steps toward valid and reliable assessment 128
8. Conclusions 129
Chapter 5
Introduction to the case study 131
1. Research questions 131
2. General comments on method and scope 131
3. Content analysis of GSTI curriculum documents 133
3.1 Aims, goals, objectives 133
3.2 Process: Knowledge and skill sequencing 135
3.3 Interaction: Educational environment 142
3.4 Assessment and the curriculum 143
Chapter 6
Case study Part I: Translation and interpretation competence 145
1. Introduction 145
2. Method 147
2.1 Quantitative description of curriculum in the GSTI 147
2.1.1 First-year curriculum for MATI andMACI 147
2.1.2 Second-year curriculum forMATI and MACI 149
2.1.3 Second-year translation coursework forMATI 151
2.1.4 Second-year interpretation coursework
forMATI and MACI 153
2.1.5 Advanced-entry course of study 156
2.1.6 The GSTI hidden curriculum 156
2.2 Subjects 157
2.3 Materials – Professional Examinations in the GSTI 159
2.3.1 Text selection 161
2.3.2 Text delivery 161
2.3.3 Examinations in consecutive interpretation 162
2.3.4 Examinations in simultaneous interpretation 162
2.3.5 Jury composition 162
2.3.6 Scoring criteria 163
2.3.7 Scoring procedure 163
2.4 Procedures – data collection 163
2.5 Analysis 168
3. Results 169
4. Discussion 171
Chapter 7
Case study Part II: Survey of exam jury members 177
1. Introduction 177
2. Method 178
2.1 Subjects 178
2.2 Materials – survey content 178
2.2.1 Background of jury members 179
2.2.2 Exam procedures 179
2.2.3 Purpose of the exams 180
2.2.4 Assessment criteria 180
2.2.5 Jury conduct and role of external examiners 182
2.2.6 Additional comments 182
2.3 Procedures 182
2.3.1 Questionnaire design 182
2.3.2 Questionnaire administration 183
2.3.3 Return rate 183
2.4 Analysis 183
2.4.1 Data preparation 183
2.4.2 Data analysis 184
3. Results 184
4. Discussion 187
Chapter 8
Case study Part III: Analysis of exam texts 191
1. Introduction 191
1.1 Analytical tools 191
1.2 Exam texts and the curriculum 192
1.3 Exam texts as documents 193
2. Method 194
2.1 The corpus 195
2.2 Procedures 196
2.3 Analysis 197
2.3.1 English source language materials 197
2.3.2 French source language materials 200
2.3.3 German source language materials 201
3. Results 203
3.1 Exam texts for consecutive interpretation 203
3.2 Exam texts for simultaneous interpretation 204
4. Discussion 204
4.1 Length 204
4.2 Propositional content 205
4.3 Illocutionary force 206
4.4 Conclusions 207
Chapter 9
Implications of the case study 209
1. Part I: Translation and interpretation in the GSTI curriculum 209
2. Part II: Standardization, authenticity,
and professional judgement 210
3. Part III: Exam materials and test method facets 212
4. Addressing the research questions 213
Chapter 10
Curriculumenhancement: An integrated Y-track model 215
1. Aims and goals of the curriculum 220
2. Integrated assessment 224
3. Curriculum as process 225
4. Curriculum as interaction 227
5. Flexibility and streamlining 228
Outlook: On the political and ethical consequences of test validation 231
Notes 237
Appendices
Appendix A 241
Appendix B 244
Appendix C 252
References 265
Name index 303
Subject index 307
· · · · · · (收起)
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