本書選取口譯這種通常以口頭形式表達的翻譯語類作為研究對象,借用語類和語體理論為概念框架,將口譯語類視為一種獨立的語類進行研究,分析了這種語類的載體、本體和語體。基于Biber的多維度語類/語體分析法以及Shlesinger測量口譯語類口語化的參數，作者提出了一個針對口譯語類的多維度綜合模型作為本研究的操作框架，以綜合考量口譯語類的特征。本研究發現，口譯語類總體呈現“中和”以及“范化”的特征，研究還發現，性別對發言人不產生影響，但男女譯員在用詞上有一定的區別。
肖曉燕，廈門大學外文學院英文系教授，語言學博士。主要研究方向為英漢傳澤、手語翻譯、語言學。在SSCI及A&HCI收錄以及國內權威學術刊物發表淪文20余篇，主編或參編10余套口譯教程，主持國家社科、省社科、同家語委等研究課題。近期主講課程包括：交替傳澤、口譯研究、同聲傳澤模擬會議、手語翻譯入門等。
List of Abbreviations
List of Figures
List of Tables
Chapter 1 Introduction
1.1 Research Background
1.1.1 The Primacy of Spoken Discourse
1.1.2 The Study of Translatese
1.1.3 Interpretese as Spoken and Translated Discourse
1.1.4 The OralLiterate Continuum
1.2 Aims of the Study
1.3 Significance of the Study
1.4 Methodology and Data
1.4.1 Methodology
1.4.2 Data Selection
1.4.3 Data Preparation
1.4.4 Data Description
1.5 Structure of the Thesis
1.6 Terminology
Chapter 2 Literature Review
2.1 The Study of Language as Discourse
2.2 The Study of Spoken Discourse
2.2.1 Reawakening to the Primacy of Spoken Discourse
2.2.2 Spoken Discourse vs.Written Discourse
2.2.3 Orality vs.Literacy
2.3 Genre and Register
2.4 CorpusBased Translation Studies
2.4.1 Impact of Corpus Linguistics
2.4.2 From "Equivalence" to "Norms"
2.4.3 Translatese and Translation Universals
2.4.4 The Study of Translatese in China
2.5 CorpusBased Interpreting Studies
2.5.1 Challenges of CorpusBased Interpreting Studies
2.5.2 Headways in CorpusBased Interpreting Studies
2.5.3 Shlesinger's Work on Interpretese
2.5.4 Study on lnterpretese in China
2.6 Evaluation of Previous Research
2.6.1 Inadequate Study of lnterpretese as Spoken Discourse
2.6.2 Weakness in the Study of Interpretese as Translated Discourse
2.6.3 Issues with ChineseEnglish Interpreting Corpus
2.6.4 Methodological Issues of Studying ChineseEnglish Interpretese
Chapter 3 Theoretical Framework
3.1 G & RT as Conceptual Framework
3.1.1 Definition of Genre
3.1.2 Types and Functions of Genre
3.1.3 Differentiating Genre and Register
3.2 The MD Approach as Methodological Framework
3.2.1 The Dimensions
3.2.2 MD as a Macroscopic Approach
3.2.3 MD as a Microscopic Approach
3.2.4 MD as Quantitative and Qualitative Method
Chapter 4 Interpretese as a Genre
4.1 Defining Interpretese
4.1.1 Interpreting vs.Translating
4.1.2 Interpretese Defined
4.1.3 Is lnterpretese a Genre？
4.2 Describing Interpretese as a Genre
4.2.1 Modality
4.2.2 Ontology
4.2.3 Registers
4.3 Interpretese on the OralLiterate Continuum
4.3.1 Zellermayer's Shifts on the Continuum
4.3.2 Shlesinger's Parameters of Orality
4.3.3 Biber's Dimensions of Orality
4.3.4 Measuring Orality ： An Integrated Model
4.3.5 Modifying the Model for Chinese
Chapter 5 An MD Analysis of lnterpretese
5.1 The Corpus
5.1.1 Strengths of the Current Corpus
5.1.2 Describing the Corpus
5.2 Selection of Linguistic Features
5.2.1 Dimension A： Involvedness
5.2.2 Dimension B ： Constrainedness
5.2.3 Dimension C： ContextBoundedness
5.2.4 Dimension D ： Abstractness
5.2.5 Dimension E： Prosody
5.3 Frequency Counts and Analysis
5.3.1 Dimension A
5.3.2 Dimension B
5.3.3 Dimension C
5.3.4 Dimension D
5.3.5 Dimension E
5.4 Gender as a Variable
5.4.1 Male Speakers vs.Female Speakers
5.4.2 Male Interpreters vs.Female Interpreters
5.5 Language Status as a Variable
5.5.1 English A Speakers vs.English B speakers
5.5.2 English A Interpreter vs.English B Interpreters
5.5.3 Chinese A Interpreters vs.Chinese B Interpreter
5.6 Factor Analysis
5.6.1 Why Factor Analysis？
5.6.2 Explaining Loadings
5.6.3 Identifying Factors
5.7 Interpreting the Data
Chapter 6 On the OralLiterate Continuum： Panel Discussions vs.Other Registers
6.1 Panel Discussion as a Register
6.2 Panel Discussions vs.Other Registers
6.2.1 Along the Continuum of Involvedness
6.2.2 Along the Continuum of Constrainedness
6.2.3 Along the Continuum of ContextBoundedness
6.2.4 Along the Continuum of Abstractness
6.2.5 A Multidimensional Description of Registers
Chapter 7 Conclusion
7.1 Findings from the Current Investigation
7.2 Significance and Implications
7.3 Limitations and Future Research
References
Appendices
Appendix 1 A sample of EST
Appendix 2 A sample of ETT
Appendix 3 A sample of CST
Appendix 4 A sample of CTT
Acknowledgements
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