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| 題 名 | 學習者譯入語詞彙之跨語言影響=Cross-Linguistic Influence on Learners' Translated Words |
|---|---|
| 作 者 | 蔡茜伃; | 書刊名 | 翻譯學研究集刊 |
| 卷 期 | 27 2024.11[民113.11] |
| 頁 次 | 頁59-78 |
| 分類號 | 811.7 |
| 關鍵詞 | 跨語言影響; 譯入語詞彙; 逆向遷移; 翻譯學習; Cross-linguistic influence; Reverse transfer; Translation learning; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 翻譯需要具備兩種以上語言能力,使用既有的語言知識轉換文字。翻譯過程中,產生跨語言影響,影響層面擴及所有語言子系統,雙語知識互相影響,形成不同方向的語言遷移。本研究探討翻譯詞彙逆向遷移對翻譯學習的影響,旨在尋找語言遷移軌跡背後學習困難處,提供解決之道。運用Baker(2018)探討語言對等時使用的四種詞彙意義分類,對比分析學生中英文詞彙的遷移現象,找出背後認知層次的問題。詞彙知識涉及諸多層面,語言學習時所訓練的詞彙提取使用方式會造成翻譯用詞固化及轉換困難。研究總結翻譯詞彙存取概念模式共有四種存取路徑:路徑一從英文詞目進入概念,再找到相對應的英文詞目,此路徑方能精準譯入詞彙;路徑二展現詞彙存取不對稱性,英文詞目直接連結中文詞目,導致原文詮釋錯誤或譯文不符語境;路徑三找不到譯入語對應的詞彙概念,而無法正確譯出;路徑四跳脫英文存取概念,找到一個看似相近、實際上不同的中文存取概念,再產生中文詞目,然而兩者的概念和詞目都不相對應。整體而言,翻譯詞彙若不考慮語境及語域,易產生意義轉換落差或錯誤,唯深化雙語詞彙概念才能解決問題。因此翻譯學習應由下而上,加深詞彙概念廣度與深度,也應由上而下學習不同語言詞彙結構及背景文化差異之處,同時增加翻譯後設認知概念於翻譯教學之中。 |
| 英文摘要 | Cross-Linguistic Influence (CLI) has been explored by various scholars in the field of applied linguistics and second language acquisition, encompassing the influence of one language on another during the language learning process. Grounded in CLI, the study focuses on the impact of reverse transfer of vocabulary in translation learning, aiming to scrutinize the cognitive impact of vocabulary transfer from source language (L2) to target language(L1). Drawing on Baker's (2018) analysis of equivalence at and above the word level, the research contrasts Chinese and English words used in students' translation assignments. The findings suggest both bottom-up and top-down learning strategies should be adopted on a basis of a 4-route word access module in translation proposed in this study: (1) involves activation of lemmas and concepts, leading to accurate translation outcomes, while (2) illustrates asymmetric lexical access, resulting in translation discrepancies. (3) highlights difficulties in locating corresponding access concepts, hindering translation efforts, and (4) emphasizes the selection of seemingly similar but conceptually disparate Chinese lexical items directly from English access concepts, leading to mismatches. In conclusion, expansion of vocabulary concepts and acquisition of insights into semantic, discourse, and pragmatic differences to enhance understanding of language structures and cultural contexts between languages are required for effective translation learning. |
本系統中英文摘要資訊取自各篇刊載內容。