Thesis (PhD)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2008. / "2007" Bibliography: p. 303-317.

Published also as thesis (Ph.D.) Columbia university, 1919. / Bibliographical foot-notes.

Thesis (M.A.)--Monterey Institute of International Studies, 2003. / Includes bibliographical references.

Thesis (MPhil)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

「動態形成」哲學思想源自法國後現代哲學家吉爾·德勒茲和菲力克斯·伽塔里 。該思想的三個核心概念即「疆域解構與重構」、「根狀派生網絡」和「差異 與重複」。本研究試圖在翻譯研究領域，將這三個概念運用於解釋翻譯的動態 過程和翻譯產品的差異化形成現象。傳統描寫翻譯學，關注目標文本形成過程 的宏觀社會文化現象，注重詮釋目標文本與源文本之間的靜態、單一和結構式 的對等關係。這種思維方式把目標文本的形成現象，想象成必須符合某种預先 設定的概念，忽略了目標文本多元形成的可能性。運用德勒茲和伽塔里的「動 態形成」後現代哲學思想，是為了改變傳統的思維範式，即放棄從抽象概念進 行思考，而聚焦於實際文本數據，並且從中找出某种形成的規律和提煉理論概 念。「動態形成」後現代哲學思想將翻譯看作是一種多元網狀派生的動態過程 ，譯者在實際語用環境中進行語際轉換時，各種圍繞文本派生的異質元素之間 得以相遇、碰撞和轉變，形成多元可能的聯結和聚合，而正是這種動態隨機的 意義重複過程，才内聚形成了差異性的翻譯產品。 本研究運用「動態形成」哲學思想闡述自傳文本的譯敍過程，旨在於爲翻譯 學增添新的理論視角，以拓寬翻譯學的研究疆域。本研究者從「動態形成」哲 學思想切入，結合當代自傳敘事學理論，建構一個適用於本研究的理論框架， 並在此基礎上建構一個適用於自傳譯敘文本分析研究模式的「網狀多元分析法 」。研究者選取兩篇自傳文本作爲案例研究，一篇選自海倫・凱勒自傳《假如 給我三天光明》和三個差異化形成的簡體譯本；另一篇選自《喬布斯傳記》中 ，喬布斯本人的自傳敘事，和中國內地及港澳臺地區兩個不同動態形成的譯本 。通過分析翻譯文本微觀層面的語言轉換細節，以及影響目標文本形成的各種 宏觀條件（包括譯者的身心參與、社會文化因素、目標群體的受衆等因素）， 本研究得出以下三點結論：（一）翻譯即文本疆域解構與重構的「動態形成」 過程；（二）自傳譯敘文本即敘事重複與差異化產品；（三）文本對等即譯敘 過程中「本地映射」的網狀派生對等。 Abstract The philosophy of ‘Becoming’, developed by the postmodern French philosophers Gilles Deleuze and Félix Guattari, encompasses three core concepts: ‘de/reterritorialisation’, ‘rhizome’ and ‘difference and repetition’. This thesis attempts to apply these concepts to translation studies by developing an approach which both advocates the dynamic process of translation and the production of differentiated translations that emerge from the process of ‘becoming’. Traditional descriptive translation studies proceeds from abstract macro-sociocultural concepts and a belief in the static, singular and structuralist equivalent relationship between the source and target texts. It seeks to conceptualize the production of a target text by presupposing that it will ultimately in some way match these concepts. Deleuze and Guattari’s philosophy of ‘becoming’, in contrast, begins with a completely different paradigm. Instead of starting with abstraction, it starts from empirical data, from which it seeks to extract patterns and concepts. It regards translating as a dynamic, ‘rhizomatic’ process in which the translator generates and establishes new textual connections out of an engagement with the pragmatic world. The encountering, collision and transformation of the heterogeneous linguistic-cultural elements invoke multiple possibilities of linkages and ‘assemblages’. Within this random and dynamic mechanism, meaning is revived through repetition and in turn gives rise to an immanently ‘becoming-different’ translated product. The research aims to offer a different perspective from traditional translation theories. Adopting a theoretical framework that incorporates the philosophy of ‘becoming’ and contemporary (autobiographical) narrative theories, it seeks to explain the ‘becoming’ of multiple translated versions of autobiographical narrative texts. Through a ‘rhizoanalysis’ of two cases: 1) Helen Keller’s autobiography The Story of My Life and its three translated versions, and 2) the autobiographical writings embedded within Steve Jobs’ biography and its translations in simplified and traditional Chinese, the research presents a model of analysis comprising the examination of translation shifts on the micro level of the text and the designation of these shifts in terms of their relation to macro-level conditions (including translatorial somatic intervention, sociocultural conditioning and reception by the target readers). Three major conclusions are drawn from the research: 1) translating is found to be a textual de/reterritorialising process of becoming; 2) the translating of an autobiographical text is a process of repetition of the narration that results in the generation of a ‘becoming-different’ target product; and 3) textual equivalence in transnarration is necessarily a rhizomatic type of equivalence governed by the local mapping of a multiplicity of forces through the transnarration process.

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Comparative Literature, Translation Studies, 2009. / Includes bibliographical references.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22018号 / 人博第908号 / 2019||人博||908(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 中森 誉之, 教授 水野 尚之, 准教授 PETERSON,Mark / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Five experiments are presented in this thesis. They investigate the impact of the interpreter's language exposure on the interpreter's fluency in simultaneous interpreting. The measurement of the interpreter's fluency involves a quantitative procedure developed by Kirsner and his colleagues (2002). The procedure is based on computer-assisted analyses of pause and speech segment durations and associated variables. The quantitative measures are employed to determine whether or not different levels of the language exposure influence fluency in simultaneous interpreting. The impact of the interpreter's language exposure is elaborated upon within the framework of dynamic systems theory. Experiment 1 is a pilot case study investigating the applicability of the methodology developed by Kirsner and his colleagues (2002, 2005) to the research in fluency in simultaneous interpreting. In Experiments 2-5 this methodology is extended to investigate the impact of the participants' language exposure on fluency in simultaneous interpreting involving various language pair combinations. Experiment 2 investigates the interpreter students' exposure to their third working language, Norwegian. It has been found that the participant's fluency in the experimental tasks critically depends on the amount of out-of-classroom language exposure, involving the language exposure to Swedish, a language typologically closely related to Norwegian. Experiment 3 investigates the impact of the interpreter students' language exposure gained during the stay abroad in Germany on their fluency in interpretation from/into German. Significant gains in fluency due to the stay abroad have been found between the groups of participants and their respective controls who studied German at their respective home universities. Experiments 4 and 5 explore the impact of the on-going language exposure to the interpreter's second language in the conditions of discontinuity in practicing simultaneous interpreting. The participants with the language pair combinations Finnish/Swedish (experiment 4) and English/Russian (experiment 5) have discontinued practicing simultaneous interpreting, yet enjoy a continuous exposure to their working languages. The participants have exhibited superior fluency measures compared to their respective controls (beginner and advanced students), and inferior fluency measures compared to the control group of professional interpreters. Data analysis of all the participants under all experimental conditions have not yielded any pause duration distributions specific to simultaneous interpreting.

Thesis (M. A.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This study is a tale untold by quantitative data. The main role-players in this tale are two mathematics teachers at an urban high school situated in a low socio-economic area and involved in a professional development programme in the Western Cape, viz. the SPARK project. It is a case study of how their levels of collegiality and collaboration positively influenced their levels of efficacy, whilst being part of an in-service professional development programme. This interpretive qualitative case study is explored using two data sets: one being the classroom observation reports generated via participant observation during the first three years of the project; and the other is a focus group interview done three years later. The data sets were analysed to produce a rich, thick descriptive and interpretive account of the supportive environment of these two teachers and how it played a significant role in their professional growth and levels of efficacy. The findings of this study are then used to highlight the importance of establishing collaborative cultures within in-service professional development programmes and the positive influence it can have on the efficacy levels of teachers. / AFRIKAANSE OPSOMMING: Hierdie studie vertel ‘n verhaal waaraan kwantitatiewe data alleen nie reg kan laat geskied nie. Die hoofrolspelers in die verhaal is twee wiskunde onderwysers by ’n stedelike hoërskool wat geleë is in ’n lae sosio-ekonomiese gebied en wat betrokke is by ’n professionele ontwikkelingsprogramme in die Wes-Kaap, die sogenaamde SPARK projek. Dit is ’n gevallestudie wat aantoon hoe hulle vlakke van kollegialiteit en samewerking, terwyl hulle deel was van hierdie professionele indiens-ontwikkelingsprojek, hulle vlakke van doeltreffendheid positief beïnvloed het. Hierdie interpretatiewe kwalitatiewe gevallestudie is ontleed aan die hand van twee datastelle: aan die een kant die klaskamer waarnemingsverslae gebaseer op klasobservasies van die deelnemers gedurende die eerste drie jaar van die projek en aan die ander kant ‘n fokusgroep onderhoud wat drie jaar later gedoen is. Die analise van hierdie datastelle het ’n ryklik gelaaide beskrywende en interpretatiewe weergawe daargestel van die ondersteunende omgewing van hierdie twee onderwysers en hoe dit ’n beduidende rol gespeel het in hulle professionele groei, onder meer hulle vlakke van werkseffektiwiteit. Die bevindings van hierdie studie word dan gebruik om die belangrikheid van die vestiging van kollaboratiewe kulture in professionele indiensopleidingsprogrammeme te beklemtoon. Die studie onderskryf ook die positiewe invloed wat ’n kultuur van samewerking kan hê op die doeltreffendheidsvlakke van onderwysers.