翻译评估: 基于语料库的香港大学生笔译错误分析

This is an empirical study, in which the English-to–Chinese and Chinese-to-English translation assignments were collected from translation classes in a university in Hong Kong. A Learner Translation Corpus was built to analyze students’ errors including typology, frequency, features, and origins of the errors. Findings show that there were more errors resulted from comprehension problems in translation from English to Chinese, while more errors in language expressions were identified in translation from Chinese to English. Secondly, the rate of binary to non-binary errors was higher in the English-to-Chinese translation assignments and the non-binary errors were closely related to the lack of macro translation strategies. Thirdly, the English-to-Chinese translation saw more problems relating to Chinese language proficiency and Cantonese negative transfer. Based on these results, the authors suggested several translation teaching strategies to help students avoid translation errors and methods to enhance translation teaching quality. It was also suggested that translation teachers should take full consideration the various elements in translation teaching, such as the directionality of translation, the selections and adjustment made to confront translators during the translation process, the language environment of translation teaching, as well as the different discourse levels involved.