On Memory System and Training in Interpreting【毕业论文+任务书+开题报告+文献综述】.Doc

1、 本科毕业论文 （ 20 届） 英语 On Memory System and Training in Interpreting 外语学院学生论文独创性声明 本人郑重声明：所呈交的毕业论文是本人在导师的认真指导下，独立进行研究工作所取得的研究成果。除文中已经注明引用的内容外，本论文不包含其他个人或集体已经发表的学术成果，也不包含为获得浙江万里学院或其他教育机构的学位证书而使用过的材料。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式表明。如本文涉及上述声明及任何知识产权纠纷 ，本人将承担一切责任。 学生签名： _日期： _ Abstract In this thesis, first

2、ly, the author points out that due to the rapid development of economy and international communication, interpreting is needed in varies situations. Therefore, more and more scholars start to pay attention to interpreting. Secondly, with the help of Giles Effort Model, memory system and importance o

3、f memory training in interpreting are introduced in this thesis. Interpreting is a kind of complex information processing activity, and memory plays a significant role during the process of interpreting. Whats more, memory is an indispensable part, because it determines the quality of interpreting a

4、nd the integrity of the information. In simple terms, memory system can be divided into three types: sensory store, short-term memory and long-term memory, but many factors will affect memory, such as interpreters physical condition, accumulation of encyclopedia knowledge, the environment at the sce

5、ne, etc. Therefore, this thesis mainly analyses how to train memory ability in interpreting effectively. Finally, the author tries to come up with some corresponding strategies such as visual coding, semantic coding, outline coding and retelling exercise, logic-reconstructuring exercise and shadowin

6、g exercise, etc. The author hopes this thesis can make some contributions to the research of memory training in interpreting. Key Words: interpreting training Giles Effort Model memory 摘 要 本文首先提出了随着经济的快速发展和国际交流的日益频繁，越来越多的场合 需要应用到口译，因而越来越多的学者开始关注口译方面的研究。其次，本文结合吉尔的精力负荷模式来介绍记忆机制和记忆训练在口译中的必要性。口译是一个极其复杂的

7、信息处理过程，记忆在其中扮演了一个很重要的角色。它决定了口译质量的高低与口译信息的完整性，是口译中必不可少的一个环节。简单来说，记忆主要分为三种类型：瞬时记忆 、 短时记忆和长时记忆。但是记忆很容易受到很多因素的影响，例如译者的身体状况 、 百科知识的积累 、 译时氛围等。因此，本文着重分析了如何有效地提高口译中的记忆能力。最后就如何训练口译学习者提高记忆能力这一重点， 作者尝试提出相应的策略，比如视觉编码 、 语义编码 、组合编码和复述练习 、 逻辑整理联系 、 影子跟读练习以及一些其他的方式，希望能在口译记忆训练起到抛砖引玉的作用。 关键词： 口译 训练 吉尔模式 记忆 Contents

8、1 Introduction . 1 2 Memory Systems in Interpreting . 3 2.1 Interpreting .3 2.1.1 Classification of Interpreting .3 2.1.2 Characteristics of Interpreting.4 2.1.3 The Necessity of Memory in Interpreting .4 2.2 The Three Memory Systems in Interpreting .5 2.3 The Role of STM and LTM in Interpreting .7

9、3 Factors Affecting Memory in Interpreting . 7 3.1 Interpreters Physical Condition.7 3.2 Interpreters Language Competence .8 3.3 Interpreters Encyclopedia Knowledge .9 3.4 Interpreters Ways of Storing Information .9 3.5 Environment in Interpreting.10 4 Memory Training in Interpreting . 11 4.1 Strate

10、gies for Memory Training in Interpreting . 11 4.1.1 Visual Coding . 11 4.1.2 Semantic Coding .12 4.1.3 Outline Coding .13 4.2 Specific Methods for Memory Training in Interpreting .14 5 Conclusion . 16 Works Cited. 18 Acknowledgements 1 On Memory System and Training in Interpreting 1 Introduction Eng

11、lish is one of the most important international languages in the world, which is also the first foreign language to China. Chinas sustained economic growth and development, and its role as a global economic power have enabled the international exchanges to grow significantly in recent years. Whats m

12、ore, relations flourish in a huge number of areas: environment, education, development, science and technology, etc. Due to the rapid development of economy and international communication, people are getting more and more familiar with interpreting. What we cant ignore is the fast growing demand fo

13、r exchanging information between speakers of two different languages. Therefore there is also a great demand on interpreters. Interpreters have acted a significant role in history for a long time. Interpreting research has recently received a lot of concern. The first formal interpretation professio

14、n appeared at the Pairs Peace Conference after World War I, when French had lost it monopoly position in the diplomatic world. The conference allowed the use of both English and French as its conference languages which embodied a turning point for interpreting as a profession (Gong Rui, 2008). Memor

15、y plays a fundamental role in the process of interpreting. Along with the dramatic increase of interpreting studies all through the world, studies of memory in interpreting are also developing rapidly. A qualified interpreter, in Mahmoodzadehs opinion, should have a powerful memory (Mahmoodzadeh, 19

16、92). It is obvious that memory is a key aspect in interpreting researches, so interpreting researchers pay more attention to the relationship between memory ability and interpreting activities. So far, there are few achievements about interpreting and memory. Daniel Gile proposes Effort Model in the

17、 book which is 2 named Basic Concepts and Models for Interpreter and Translator Training, and this theory is widely accepted by the researchers in interpreting. According to Gile (1995), consecutive interpreting consists of two phases: CI=L (listening and analysis) + M (short-term memory) + N (note-

18、taking) + C (coordination); CI=Rem (recall from memory and notes) + Read (reading notes) + P (production). From his study, theoretical evidence can be found to explain why memory plays a key role in interpreting, because memory is a process that requires a balanced capacity of effort for information

19、 to be processed and put to short-term and long-term memory to be remembered. In these models, Gile emphasizes the significance of memory. It is actually one of the specific skills which should be imparted to trainees in the first stage of training. In China, interpreting is a required course for ju

20、nior and senior English majors in many universities and language institutions. It is also a popular optional training subject for many employees in foreign firms. Most of these courses focus on language points, note-taking or themes in translation, while few efforts are spent on memory training. Wit

21、h Zhong Weihe and many other researchers efforts, things are starting to improve. Increasing number of schools pay more and more attention on memory training in interpreting. Memory capacity is limited, but interpreters need to receive a great number of information. It is a challenge to interpreters

22、. In order to improve interpreters performance, memory training is necessary. Interpreting is a complicated activity. It requires the interpreter to be able to process and retain a large amount of information on the spot. Information processing involves the participation of memory systems of differe

23、nt levels. Although there are many studies about interpreting, few people pay attention to memory and how to train memory effectively in interpreting. To sum up, this paper will introduce a brief introduction of interpreting and Daniel Gile s Effort Model in detail, and then further present three me

24、mory 3 systems in interpreting and explain some factors affecting memory, thus, strategies are provided to give some hints on how to train memory effectively. In this essay, interpreting mainly refers to consecutive interpreting. 2 Memory Systems in Interpreting In this chapter, interpreting will be

25、 explained in detail, such as classification and characteristics of interpreting. Memory is of great importance during the process of interpreting, thus three memory systems are elaborated. 2.1 Interpreting Interpreting, according to the Oxford dictionary, is defined as“to translate one language int

26、o another as you hear it” (Hornby, 2004, p.925). Many scholars give their own explanations of interpreting. Interpreting is defined as “oral translation of a written text” (Shuttleworth in terms of different occasions and contents, interpreting falls into such categories as conference interpreting,

27、escort interpreting, court interpreting, media interpreting, business interpreting and community interpreting, etc. (Xiao Xiaoyan, 2002). Most people are more familiar with consecutive interpreting and simultaneous interpreting. In consecutive interpreting, interpreters need to concentrate on listen

28、ing and understanding, starting to interpret immediately when the speaker stops. Simultaneous interpreting is the most difficult one, interpreters are interpreting while listening. Interpreters and speakers almost speak at the same time, so it has high requirement for interpreters. 2.1.2 Characteris

29、tics of Interpreting Interpreting is different from translation, translators can consult the dictionary, reference data and background information, and translators are able to discuss with others and repeats, conducting a careful review. Unlike translators, an interpreter needs to interpret the spee

30、ch immediately and exactly, he/she does not have too much time to think over, let alone looking up the dictionary. Generally speaking interpreting has three distinctive features. To begin with, interpreting is a kind of impromptu bilingual activity. It has high demand on interpreters impromptu strai

31、n capacity, and interpreter is also required to express the speech fluently in the limited time. Next, an interpreter needs to work under pressure. The serious phenomenon can cause interpreters psychological pressure in formal occasions, the atmosphere on the scene is always changing, and it affects

32、 interpreters performances. Lastly, an interpreter is asked to handle all the problems that maybe encounter in the interpreting alone. There is no chance to ask for help or consult data, so it emphasizes the interpreters individual performance. 2.1.3 The Necessity of Memory in Interpreting 5 Accordi

33、ng to Daniel Gile, consecutive interpreting consists of two phases: a listening and reformulation phase and a reconstruction phase. To be more specific, “The interpreter has first to listen to the speaker, understand and analyze what is being said, and then resynthesize the speech in the appropriate

34、 form in a different language”(Jones, 1998, p.6). The two phases are listed as follows: phase one: CI=L+M+N+C, phase two: CI=Rem+Read+P (Gile, 1995). In these two formulae, CI=Consecutive interpreting, L=Listening and analysis, M=Short-term memory, N= Note-taking, C=Coordination. Rem=Recall from mem

35、ory and notes, Read=Reading notes, P=Production. A good interpreting is determined by the allocation of energy. In Effort Model, listening and analysis are principal premises of interpreting, but memory is one indispensible factor, which affects the quality of interpreting. Although an interpreter l

36、istens carefully or understands well about the speech, he/she will lose information or store the wrong message without a good memory. In other words, among all the skills and techniques which are required for a good interpreter, memory skill is the first one which should be introduced. Since memory

37、is fundamental in the process of interpreting, the author will introduce memory systems in detail in the following part. 2.2 The Three Memory Systems in Interpreting For memory, there have been many definitions, but on a general basis, memory is a system for storing and retrieving information acquir

38、ed through our senses. As the key information processing section of human cognition, memory has long been the focus and the center of study. In general, people are accustomed to dividing memory into sensory store, short-term memory and long-term memory. Sensory store refers to the initial, momentary storage of information as a raw, non-meaningful stimulus, which lasts only one instant, and it remains about a few