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本文将对当前口译教材中常从笔译教材中借用的“语形式特征对比”的译文指导方式的编写合理性展开探讨,并从法国释意学派所提出的“脱离原语外壳”视角和口译的心理认知活动过程视角对“语形式特征对比”这一笔译教材常用的教材编写方式并不能对学生所面临的口译实践难点做出较为有针对性指导进行理论论证。然后通过对译入语的表达心理活动过程的分析,提出“同义多语积累评析法”这一新的口译教材编写方式,以期提高口译教材对学生口译实践活动的指导效果。
This article will discuss the compilation rationale of the translated version of “Linguistic Features Contrast” borrowed from the translation textbooks in the current interpretation textbooks. From the perspective of the “Detached Primitive Enclosures” perspective proposed by the French Interpretive School And Interpretation Psychological Cognitive Activity Process Perspective Commonly used textbook compilation methods of “Contrastive Characteristics of Language Form” can not make more theoretical guidance on the difficulties facing students in interpreting practice. Then through the analysis of the process of expression of translated words, this paper puts forward a new writing method of “Interpretation of Synonymous Multi-language Accumulation Analysis”, in order to improve the guidance effect of interpreting textbooks on student interpreting practice.