商務(wù)英語口譯能力的培養(yǎng)與對策學位論文

AbstractEnglishisthemostwidelyusedlanguageintheworld.ItisalsoChina'sfirstforeignlanguage;thereforeChineseuniversitiesopenitupasmajorfrequently.Alongwiththedeepeningofreformandopeningupandthespeedupofinternationalization,aswellasthecontinuousimprovementofChina'sinternationalstatus,China'sforeigntradeandculturalexchangesdeveloprapidly.Atthesametime,problemhasbeenraisedthattherearenotenoughinterpretorsmeetingtherequireofmarket,further,whatthemarketreallyneedistheonewhocanreallyhandleEnglishwell.ToEnglishlanguagelearnersofchina,theirgeneralstrengthis"reading"and"listening",buttheirspeakinglevelisgenerallylaggedbehindothercountries’Englishlearners.From"China'sfirstEnglish-ChineseInterpretationTheoryandTeachingSeminar"(1996)to"theFifthNationalInterpretationpractice,teachingandresearchconference"(2004),aneightyears’basicoutlineshasbeenmade.ThedevelopmentofChina'sinterpretationofisbumpy,howeveritchangeswitheachpassingdayandthedirectiontowardprofessionhasbeendevelopped.Theliteratureofinterpretationemergequickly.Suchas"personneltraininginterpretersandinterpretationresearch"GuoLanYing(2007)"Interpretationtheoreticalstudy"ZhangWen.HanChanghui(2006)"InterpretationTheoryOverview"BaoGang(2005).Fromtherereports,wecantellthatmoreandmorepeoplefocusonthefieldofinterpretation.Keywords:negotiation;oralEnglish;training

中文摘要英語是世界上使用最廣泛的語言，也是中國的第一外語，甚至是中國高校開設(shè)最多的專業(yè)。隨著改革開放的深入、國際化進程的加快以及我國國際地位的不斷提高，中國對外貿(mào)易和文化交流迅猛發(fā)展，社會對口譯人員的需求越來越大，人才需求的定位也越來越高?？谧g工作存在著優(yōu)秀口譯人員數(shù)量缺乏、口譯隊伍整體業(yè)務(wù)素質(zhì)較低的狀況。而中國的英語學習者在英語學習上的普遍強項是“閱讀”與“聽力”，只是口語水平則普遍落后于其他以英語為第一外語的國家。從1996年“首屆中國英漢口譯理論與教學研討會”，到2004年“第五屆全國口譯實踐、教學與研究會議”，基本勾勒出8年來中國口譯發(fā)展的軌跡，道路雖有崎嶇不平，卻是日新月異，向著專業(yè)化的道路發(fā)展。針對口譯方面的文獻也不斷涌現(xiàn)。如《口譯與口譯人才培養(yǎng)研究》郭蘭英（2007）《口譯理論研究》張文.韓?；郏?006）《口譯理論概述》鮑剛（2005）。由此我們不難看到國人對口譯領(lǐng)域的越漸重視。關(guān)鍵詞：英語;口語;培訓(xùn)1.IntroductionLanguageisacommunicationtoolforlearning.ToimprovetheabilityofcommunicatinginEnglish,foreignlanguageteachingisoffoundationalimportance.Invariousactivities,studentsareencouragedtoputwhattheyhavelearnedintopracticaluse,teacher’ssparetimeandenergytohelpimprovingallstepsdevelopsmoothly.Thetrainingisverydemandingtobothteachersandstudents.Professionallyandscientificallybothsidesneedtoreachalevelwhichshouldbewelladaptedtotherealityofthetradefields.Unlikecommonlanguagetraining,businessinterpretertrainingisaimedatproducingcapablehumanrecoursetodealwithallkindsofsituationsandcases;thereforecurriculumdesigningandspecialskillstrainingbothneedtobearrangedflexiblyandthoughtfully.Allpossiblerelativefactorsmustbetakenintoconsiderationinthetrainingsoastofulfillthetaskeffectively.Thereisnodoubtatalltobeawareofthetrueconditionandsituationofthetraineessoastoadoptbettermethodsinthetrainingeffectively.ThisarticlewilllookintoobjectivecausesmakingstudentsunabletoutilizeEnglishfeasibly,andthenproposethesolutionstothecorrespondingproblems..2.TheNecessityofLookingforaWaytoEnhancetheAbilityofInterpretersInChina,alongwiththerapiddevelopmentineconomy,moretalentsareneededinthefieldsofbusinessandtrademarket.Businessinterpretersarerequiredtomeetthehigherstandardofservicesbothinquantityandquality,fortheirperformancedirectlyconnectssomereputationofourcountry,ourcultureandourpeople.Whetherourinterpretershavehigherprofessionalethics;whetherourinterpretersarewell-establishedwiththeirprofessionalbackground;whethertheydisplaywelcomepersonalitieswillallbeshownobjectivelyintheirbehaviorsorbythepartners.InChina,thetrainingofspecializedexpertiselagsbehindthesocialneeds.InfactinschoolsnormalEnglishtrainingiscarriedouttraditionallyandgenerally,whichcannotbefitforthespecialneedsoftheactivebroadmarket.Naturally,howtodevelopasetofwelldesignedcurriculumandmethodsareofgreatpracticalimportancetohelpboomingthepowerfuleconomicdevelopmentofourcountryintheimportandexportfields.Sofaritisworthwhiletotakethesubjectasatopictomakesomestudyandresearch.Languagetrainingwithspeculaaimhasitsowncharacteristicsinnature.Englishbusinessinterpretersaresupposedtobeproficientatleastinspeakingandlistening.Theyarerequiredtobeadvanceinlanguageapplication.Yetbusinessfieldisnotfixedaswhatthenormaltrainingbookssimplyput.Thereforebusinesstrainingisaverychallengingjob.3.TheCountermeasuresofBusinessInterpretingAbilityIfwewanttoimproveouroralEnglish,weneedtodoagreatdealofimitation,recitationandretellingexercise.Thepurposeofitistotrainourintonationandfluency,whichdousagreatfavortocultivatethesenseofEnglish.Atthesametime,throughvariousways,suchasreading;exercises;listeningtoEnglishtape;readingEnglishvideosandfilms,enlargeourvocabulary.ItalsohelpsusadapttothehabitofEnglishexpressionandenlargeourknowledgeofEnglish.Beforetakingpartincommunication,weneedtofamiliarwiththecommonwordsandphrases.Familiarizationisthepremiseofcommunication.Onlyfamiliarwithalanguage,canwetalktotheotherssmoothly.Thestandardoffamiliarizationistalkingwithoutthinking.ManyadviceswillbemadetodealwiththeproblemoforalEnglish.3.1Thechangeofmindandbraveinnovationdevelopstudents’oralEnglishabilityWiththedevelopmentofsocietyandtheincreaseofexternalcommunication,therequirementofEnglishtalentbecomesincreasinglystrice;thereforetheyshouldbetrainedtoatypicalleveltomeettheneedofsociety.Undersuchasituation,studentsmusthavestronglanguageskills.DuringtheprocessofteachingEnglish,teachersarenecessarytochangetheirmindconscientiously.Innovationandchangeofteachingmethodsarealsoveryimportant.ThethreewaysbeingmentionedabovealldofavortostudentstoimprovetheirEnglishskillsanddeveloptheiroralEnglishability.3.2EmphasisonresourceandfacilitiesofEnglishlearningImprovingtheEnglishcommunicationcapabilitymeanstotrainstudents’listeningandhearingability.Thecultivationoflisteningandhearingabilityisalong-termaccumulationandimperceptibleinfluence.Itisverydifficulttoachievethepurposeonlythoughclassteaching;therefore,Offeringaspecialhearingclassroom,videofacilitiesandmaterialsandoralEnglishenvironmentarethenecessaryconditionstosupportandhelpstudents.Along-termadherencetolistentoavarietyofnewsanddailydialoguewithspecialmaterialshelpstudentsstrengthandimprovetheirlanguagefoundation.Weneedtoknowthatstudentsarehardtoimprovewhiletheyonlydependonthelearningmaterials.3.3TounderstandtheAmericanculture,andenhancecross-culturalcommunicativecompetenceLanguageandculturearecloselyrelated.Languageisthecarrierofcultureandlanguageisaformofexpression.Inordertoutilizelanguageappropriately,studentsmusthaveabetterunderstandingofthecultureofothercountries,especiallytheAnglo-Americancountries.AgreatdealofreadingisaneffectivewaytounderstandtheAmericanculture.Atthebeginning,theEnglishreadingmaterialsshouldbeeasier,involvingallaspectsofAmericansociety.Teachersshouldtrainstudentstoobserveandunderstandthesocialcontextoflanguageability.Moreover,teachersshouldletstudentsknowunderdifferentsituationsthatitneedstobeawareofusingdifferentkindsoflanguage,whichistounderstandthestatusofthespeakers.Duringtheprocessoflanguageteaching,itshouldbeconscioustocombinethelanguagewithenvironmentalandsocialcontext.Thepurposeofitistoexpandstudent’sknowledgeandimprovetheirabilityofcross-culturalcommunication.3.4ThecharactersofbusinessnegotiationBusinessnegotiationutilizesEnglishineconomicandtradenegotiationstoreachanagreementorfindasolutiontoproblemsortalks,discussions,andeventhewholeprocessofpurchasingorselling.Inthisarea,themostimportantpointispricenegotiationwhichisalsothemostcomplexandsensitiveparts.Althoughthepurposeofthenegotiationsistoachieveawin-winresult,thesideyouareinholdsthesamepurposeinmind--toearnasmuchaspossible.Whileyouareworkingtogethigherinterest,youropponenthopesfortheirintereststoo.Sobusinessnegotiationcanbecomparedwith“awarwithoutfire”.Then,weneedasetofrulesandtechniques,andkeepacoolthroughouttheprocessinordertoachievethesatisfactoryresultsultimately.Inotherwords,successfulbusinessinterpretationisanartofskillsandsophistications.Theoutcomeofbusinessnegotiationisreflectedbyagreementofbothpartsandcontract.Contractualtermsactuallyreflectthevariousrightsandobligationsofbuyerandsellers.4.TheRoleTeachersShouldPlaytoEnhanceStudent’sInterpretingSkillsClearly,knowingtheskillsofcountermeasureisfarfromenough.Thereasonisthatinterpretingskillsandsomeimpersonalfactorsarebothplayingaprettyimportantroleduringtheprocessofinterpretation.FororalEnglishteachingtheteacher’sroleistheleadingpartinplanningandprocessing,whichshouldbefollowedbystudentswithinterestsandeffects.Allthetraineesareeagertopracticewhattheywanttoshowafterlearninginsteadofgettinghighergradesonly.UnfortunatelythepresentsituationinChina’strainingstillputstoomuchattentionontechnicalortheoreticalpoints,eventhoughmanytrainersarerealizingtheneedtoimproveorreformtheirtraditionalmethods.Hopefullyinthenearfuture,businessinterpreterstrainingcanstepintoamorepracticalstagetoencouragetraineestogetusefulsupportandhavestrongconfidenceintheirmeaningfulandeffectiveperformance.4.1DetailedanalysisoftheexistingproblemsManyscholars(Corder1973,YangWenxiu2000,FanYe,2000,etc.)analyzedanddiscussedabouttheexistingprobleminactualtraining.Hereisthedetailedanalysisoftheproblem.(l)Misunderstandingoftheconceptof"student-centered"concept.Someteachers,inordertomakestudentsasthe“centre”,aretoobiasedintheirpractice.Theysimplyletstudentsrepeatedlydothingslikereadingorspeakingwithoutclearaimsorpurposes.Accordinglytheyshouldprovidestudentswithauthenticmodelsandpushstudentsinsomerealtaskstolearn.(2)Somewould-beinterpretershavenotbeenwell-preparedSomestudentsdonotgetreadyeitherinlanguageskillorprofessionalknowledge.Theydisplayweakperformanceespeciallyinthewholeprocessoftransmissionbetweenthetargetlanguageandmothertonguewhichstopthetrainingfromgettingfineresults.(3)SlowandincorrectreactiontowardsvariousculturalsituationsInpracticaltraininglittleeffortsareputtostrengthentrainees’finesensesfacingculturalshocks.4.2TwowaysforimprovingOralEnglishTeachingSkills1.Teachershouldsparenoefforttoofferarealandanattractingoralenvironmenttostudents.Becauseofthemisunderstandingof"student-centered"teachingconcept,someteachersdeemthataslongasthestudentsallparticipateintheactivitiesintheclassroomthe"student-centered"teachingtaskscanbeaccomplished.Inreality,studentsareactually,unwillingtotalksincetheyarenotinterestedinthehomework,especiallywhenteacherpointedouttheirgrammaticalerrors.Students,graduallytendtofeeldisappointedinthelearning.Tochangethebadsituation,firstofall,itisveryimportantforastudenttobuildsenseofconfidentinspeakingEnglish.Therefore,teachersneedtospendtimetryingtoimprovethelevelofstudents’pronunciation.However,incollegeoralEnglishteachingislimited;teacherscannotspendenoughtimehelpingstudents.Consequentlystudentshavetodotheirpracticeoutofclasswithoutgoodguidance.Intheend,themorepracticetheydo,theworseitwillbeforgettingimprovement.Itturnsouttobeaviciouscircle.Tofurtherexplainthepoint,hereismyownexperiencetakenasanexample.WhenIworkedasanoralEnglishassistantincollege,Iusedtooperateanexperimentonmyteammembers.Theexperimentlastedforabouttwomonthsandwassetintotwoperiods.Inthefirstmonth,thegroupmemberswereaskedtolistentoVOAspecialEnglishanhourperday.Then,inthesecondmonth,oneepisodeofasoapopera(PrisonBreak)wasshownregularly.Imitationisthemainpurposefortheprogram:togetnaturalsensefromthepronunciationofthenativeEnglishspeaker.Attheendofthetrainingmembersoftheteamfeltverysatisfied,formostofthemhadawonderfulimprovementinthepronunciation.Aboutthreequartersofthemhadthesameanswerforthesurprisingsatisfaction.Thatistheyfollowednativespeakers’vividandlivelymodelsandtheyfounditinterestinginlearning.“Interestisthebestteacher”reflectsintheshortperiodexperiment.Theywereenergeticinlearningandwouldliketotakemoretimewatchingandrepeating.Intuitivelearningdidhappenintheprocesswhichisthebeststateoflearningindeed.Theyactuallydidcaremuchabouttheirowncapacityanddidspentmoretimeactivelyonpracticeontheirown.Traineesarebecomingreallycentered.Teachersareorganizersinclass.Studentsarethemainparttobeservedinteaching.Itshouldbeknownclearlythatmakingmistakesisthemustforanyprogress.Errorcorrectionshouldbecarefullydoneinsuitablewaysinordernottointerferethenaturallearningorsimplydamagestudents’selfesteem.2,TosetuprationalreactiontoculturaldifferencesLanguagelearningneedstolinkwithsensibleconsciousnesstoculturalcontentsandcharacteristics.ComparisonswithlivelyfactsbetweenmothertongueandEnglishcanavoidmakingimproperuseininterpretation.AsYangWen-Xiu(2000)foundthatsomestudentsexpressthemselvesinaparticularcase,onlyputtingsomewordstogethertoformasentence,whichdoesnotmeettherequireofgrammarandexpression.Theproductionofthissituationhasavarietyofreasons.InYangWenxiu(2000)opinion.OneofthemainreasonsisthattheEnglishlearners,inchina,organizetheEnglishsentenceinaccordancewithChinesecustomsandlogicalway.ThesentencetheyspeakoutcanbeeasytounderstandbytheChineseteachers,butitishardforthelocalEnglishspeakstounderstand.Dr.Yangdeemsthatinadditiontoprovidestudentswithastandardaudioinput,teachersalsorequiredtoconductthecomparisonofEnglishandChinesetoenablestudentstomasterthetwolanguagesingrammar,pragmatics,andotheraspectsofthedifference.Atthesametime,teachersarenecessarytocultivatestudent’ssenseofthelanguage.Throughtheteachers’speech,whatthestudentscangetisasuperficialunderstanding,butsuchknowledgeishardtomergeintoapartoftheirownlanguage.Gettingthesenseoflanguageisthefirststepforstudenttounderstandalanguagecomprehensiveanduseitfreely.4.3TypicalteachingmethodologyoforalEnglishU.S.educatorJohnDeweyhadmentionedthebestmethodofeducationislettingstudentslearnthroughtheirowndirectexperienceinthereallifefacts.Itwillhelpthestudentsgetadeeperimpression.Studentswillfeeltheneedsandinterestsofstudyduringtheperiod;ithelpsthemgenerateawarenessandenthusiasmforlearning,andtherebygainingusefulexperience.JohnDeweyalsomentionedthattherearethreereasonsaffectwhetherthestudentscanutilizethelanguagewithoutlimited:(1)Theaccumulationoflanguageisnotenough.(2)Thereonlyhavesomefragmentedmind,words,phrasesandsinglesentencesinthestudents’mind.(3)ThestudentscanonlyperformEnglishwellunderthesituationbeingmadebytheteacher.Actually,theycannotflexibletoexpress.Therehaveaspecialconnectionamongthethreepoints.Theformerpointisthefoundationofthelatterone.Basiconwhathavebeenmentionedabove,theteachingprocessissupposedtobeseparatedintothreeparts.Howeveritdoesnotmeantheteachershavetouseasemestertomakesurethestudentsgetenoughaccumulationtomeetthenextchallenge,buttheyshouldutilizethesethreepointsineveryclass.WorkingasanoralEnglishassistantforoneandahalfyear,IhavemyownexperienceandwaytohelptheothersimprovetheiroralEnglish.Throughcomparingwiththeotherteams,whicharehandledbyotherassistants,Ifindthemembersofmyteamimprovefastersincetheywoninthecompetitionoperatedintheendofthesemester.HereIwanttointroducemyteachingexperience.Thefirststepisrecitation.Withoutacertainaccumulationofwords,itisimpossibletohandlealanguagewell.Insteadofdoingdictationafterrecitation,Iwantthemusethenewwordstalktotheirpartners.Ithasbeenprovedbylanguageprofessorsthatwegettheusageofwordonlywhenweknowhowtouseitinaproperway.Thesecondstephasbeenoperatedintheprocessofthefirststep,whichiscorrection.Whentheytrytocommunicatewiththeirownpartners,Ialwaysstandbeside.IfIfigureoutanymisuseorgrammarerrors,Iwilltellthematonce.Throughsuchaprocess,Iwassurprisedtofindthatmostofmyteammembershavetheirownproblem;suchasthepronunciationofcertainwordsandthemisuseofpreposition,whichisprettyeasytorevisewithproperguide.Itisreallyhardformetounderstandwhysuchkindofproblemsemergessofrequently.AndIfigureitoutintheend.Thereasonisthattheycommittheproblemunconsciously.Toillustrate,itishardlyhavesomeonehelpthemtorecognizetheproblemswhentheycommit.Thethirdsteprunsthroughthefirstandsecondsteps.ItendtoaskthemdoafreetalkwiththeirownpartnerandIwantthemtotalkaboutwhattheyarereallyinterestedin.Comparedwithotherteam,whichdoagreatdealofreading,themembersofmyteamaremorewillingtocommunicate.Italsobringsanotherstrongpointthattheirconfidenthasbeenbuilt.Nooneisborntobeanorator.Inordertobecomeanorator,itneedsalotofpracticethatarenotonlyontheabilitybutalsothemental.5.EssentialQualitiesofinterpretersAsagoodinterpreter,he/sheissupposedtoovercometheemotionalbarrierinordertoperforminaperfectsituation.Itisnothardtotellthatoncethepsychologicalbarrierhasappeared,itishardtoperformwell.5.1WhatisemotionalbarrierandhowtodealwithitThementalbarriersoflearningoralEnglisharereflectedintotwoissues(thepsychologicalandculturalqualities).Thepsychologicaloneisusuallycausedbytheintrovertedpersonality,whilethebestwaytoovercomepsychologicalbarriersisthesenseofconfident.Itmeansthelearnershouldnotbeafraidofmakingmistakes.Whathe/sheshoulddoistryingtheirbesttospeakoutinanysituations.However,thebarriercausedbyculturalqualityoflifeismuchmoredifficulttoovercome.WhenpeoplelearnEnglishandreachacertainlevel,especiallytheonewhohasacertaindegreeofidentityandstatus,forinstance,thenon-Englishmajoruniversitystudentsandsomeoftheeliteofscientificandtechnicalpersonnel,theywillfeelanxiouswhentheytrytospeakEnglish.Theytendtohavethefollowingconcerns:Dothiskindofexpressioncausemedemean?WhetherthesentencesItalkedabouthavegrammarmistakes?WhetherthewordsIutilizeareappropriate?Andsoon.Oncethepsychologicalbarrierisproduced,itisdifficulttocommunicatewithothersinanormalway.Theresultofitisthatthelearnerwilllosetheopportunityofexerciseandimprovementtimebytime.5.2Westerncountries’knowledgeandvocabularyThereisnodoubtthatbackgroundknowledgeofacountryplaysacrucialroleinitslanguage;thereforeexpansionofknowledge,includingabetterunderstandingofAnglo-Americanculturalbackground;theknowledgeaboutunderstandingthedifferencesbetweenChineseandWesternbackgrounds;theunderstandofthecustomsofAnglo-Saxoncountries,shouldbeinculcatedtotheoralEnglishlearners.Withextensiveknowledge,thespeakercanavoidsilenceduringconversationandhe/shecanalsospeakinamorerelaxedandcomfortableway.Moreover,teachersshouldencouragestudentstobuildahugevocabulary.Thereasonisthatvocabularydoesagreathelptoeliminateobstaclesduringtheprocessoflearningandpracticing.Teacherssparenoefforttoencouragestudentsdomorereading,whichisthebestwaytoexpandthevocabulary.Specifically,duringtheprocessofrecitation,somewordscanonlybearoughfeedbacktothebrain,however,theprocessofreadinghelpstudentsuse,collateandanalyzewords.Throughreading,studentscanalsolistanumberofhighfrequencywords,phrasesareclassifiedrecitation.Forexample,wordsrelatedtofood:bread;steam-bread,sandwich,cake,pie,etc.;thedailywords:towel,soap,wallet,umbrellapillowandsoon.Asthefrequently-usedwordhasbeenaccumulatedonacertainlevel,thestudentswillfinditismucheasiertocommunicatewiththeothers.5.3TobeconfidentComparedwithothercountries,whichseeEnglishastheirsecondlanguage,ChineseEnglishlearnershavetypicaladvantagesthatarereadingandlistening.HoweverouroralEnglishlevelhasbeendroppedbehind.AreportedabouttheIELTS(InternationalEnglishLanguageTestingSystem)hasshowedthatChineseexaminerscanreach6.0inthelisteningandreadingpartgenerally.Nevertheless,theycanonlyreach5.0intheoralpartgenerally.Accordingtothisreport,weclearlyknowthatChineselearnersdoaprettygoodjobingrammarsandtheaccumulationofvocabularywhicharedeemedastheboneofEnglish.However,whythelearnerscanhardlyovercometheoralpart?IusedtotakepartedintheIELTStestandIhavetalkedtomanystudents,whoareprettygoodatthepartsofreadingandlisteningbutalwaysgetaterriblemarkintheoralpart.AfterthatImakeastatisticsofthereasonsthemoffertome,Ifoundthat70%ofthemhardtoshowtheirconfidentduringtheprocesswhentalktoothers.20%ofthemfeelextremelynervousduringtheprocess.10%ofthemevenfeelafraid.Inmyviewundersuchamentalsituation,eventheexaminersgetaperfectfoundationofEnglish,itisimpossibleforthemtotalktoaChinese,