汉英交传中口译笔记语言与口译质量的探索性案例研究

An Exploratory Case Study on Note-Taking Language and Interpreting Quality in Chinese-English Consecutive Interpreting

摘要: 全球化背景下，口译在消除语言沟通障碍，促进国际交流与合作中的作用日益凸显。笔记作为提高口译员翻译准确性、确保口译效率的重要辅助手段一直是学界的研究热点，但鲜有研究从口译信息处理图式模型视角，探讨MTI学生译员汉英交传中口译笔记语言与口译质量的关系。本研究采用定量、定性研究结合的方法，以4名MTI口译方向研究生为研究对象，对其口译实践案例进行深入分析。研究初步发现，学生译员的口译笔记语言与口译质量间存在一定的关联性，使用源语或目标语记录口译笔记各有优势。总体呈现，源语记录笔记信息保真度高，便于信息重构，提升翻译速度且利于后期校对；目标语言记录笔记有助于译员转换译语信息，降低信息重复处理难度，增强目标语言表达清晰度等特征。口译笔记语言在帮助口译员唤醒记忆，提高口译表达等信息输出时的重要性得以验证，但口译员在对笔记语言处理过程中的信息遗漏、理解偏差等问题仍会影响口译的质量和效果。本研究对MTI口译教学、口译笔记语言实践具有现实意义，为口译学习者的笔记语言选择策略与口译质量间的关系提供了实证样本。

Abstract: With the deepening of globalization, interpreting has increasingly assumed a critical role in overcoming language barriers and facilitating international communication and cooperation. Note-taking, as an essential auxiliary tool for enhancing interpreters’ accuracy and maintaining interpreting efficiency, has long been a focus of scholarly inquiry. However, few studies have explored the relationship between the language used in interpreters’ notes and interpreting quality from the perspective of the interpreting information-processing schema model, particularly in the context of Chinese-to-English consecutive interpreting by MTI (Master of Translation and Interpreting) students. This study employs a mixed-methods approach, combining quantitative and qualitative analyses, and examines four MTI graduate students specializing in interpreting. Analysis of their practice cases revealed a clear association between note-taking language and interpreting quality. Source-language notes generally preserve information fidelity, facilitate content reconstruction, speed up interpreting, and aid proofreading, whereas target-language notes help convert information into the target language, reduce cognitive load, and enhance clarity of expression. The findings underscore the significance of note-taking language in supporting memory retrieval and improving interpreting performance. Nevertheless, challenges such as information omission or misinterpretation during the processing of notes may still compromise interpreting quality. This study provides practical insights for MTI interpreting pedagogy and note-taking practices, offering empirical evidence on the relationship between note-taking language strategies and interpreting performance.