1、 1 本科毕业论文开题报告 英语 On Memory System and Training in Interpreting 课题研究意义及国内外研究现状 As a communicative activity, interpreting has a long history. It plays a more important role in our society nowadays. It is needed in various kinds of occasions. In China, interpreting is a required course for junior and s
2、enior English majors in many universities and language institutions. It is also a popular optional training subject for many employees who work in overseas firms. Therefore, many interpreting researchers pay attention to this field. In interpreting researches, there are not many in-depth discussions
3、 on memory of interpreters in interpreting; however, memory plays a fundamental role in the process of interpreting. A qualified interpreter, in Mahmoodzadehs opinion, should have a powerful memory (Mahmoodzadeh, 1992). Interpreting is a complicated progress, interpreters need to receive information
4、, encode and deliver in another language. To sum up, more attentions are needed to pay on memory and how to train memory effectively in interpreting. The 1919 Paris Peace Conference where English and French are used is the turning point for interpreting as a profession (Gong Rui, 2008). So far, ther
5、e are many studies about interpreting and memory. For example, the Effort Model proposed by Daniel Gile, the most influential interpreter and researcher, is widely recognized among interpreting researchers and instructors. According to Gile, in terms of consecutive interpreting, there are two phases
6、, the first one: CI=L(listening and analysis)+M(short-term memory)+N(note-taking)+C(coordination) , the second one: CI=Rem (recall from memory and notes)+Read(reading notes)+P(production). Gile (1995) emphasizes that the memory effort is assumed to stem form and the need to store the words of a prop
7、osition until the hearer receives the end of that proposition. The storage of information is claimed to be particularly demanding in simultaneous interpreting, since the volume of information, the pace of storage and retrieval are imposed by the speaker. To be a good interpreter, memory is the first
8、 2 important skill to train. There are three memory systems: sensory store, short-term memory and long-term memory, but usually short-term memory and long-term memory are needed in interpreting. Phelan (2001) once points out that, “the interpreter needs a good short-term memory to retain what he or
9、she has just heard and a good long-term memory to put the information into context.” (p.4) 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 memory systems in interpreting and explain some factors affect
10、ing memory, thus, strategies are provided to give some hints on how to train memory effectively. 课题研究的主要内容、预期目标和研究 方案 This paper will be divided into five parts, in part one, the author will briefly introduce the importance of memory in interpreting and the significance for this study. Then in the s
11、econd part, the author will explain what interpreting is and the crucial role that memory play in interpreting. The memory system will also be elaborated in this part. In the third part, some factors affecting memory in interpreting will be analyzed. In the end, the author tries to give some suggest
12、ions on memory training in Chapter four. The last part is the conclusion of this article. Outline: 1 Introduction 2 Memory System in Interpreting 2.1 Interpreting 2.1.1 Classification of Interpreting 2.1.2 Characteristics of Interpreting 2.1.3 The Necessity of Memory in Interpreting 2.2 The Three Me
13、mory Systems in Interpreting 2.3 The Role of STM and LTM in Interpreting 3 Factors Affecting Memory in Interpreting 3.1 Interpreters Physical Condition 3 3.2 Interpreters Language Competence 3.3 Interpreters Encyclopedia Knowledge 3.4 Interpreters Ways of Storing Information 3.5 Environment in Inter
14、preting 4 Memory Training in Interpreting 4.1 Strategies for Memory Training in Interpreting 4.1.1 Visual Coding 4.1.2 Semantic Coding 4.1.3 Outline Coding 4.2 Specific Methods for Memory Training in Interpreting 5 Conclusion 课题进度计划 1准备阶段（第六学期第 9-13 周） 1）召开毕业论文工作动员大会，向学生介绍毕业论文的要求与相关规定。 2）学生确定并上报研究方向
15、，各系根据老师研究方向指定指导教师，并公布指导教师名单。 写作阶段 ）第六学期第 14-17 周：选题、任务书 ）第六学期第 18-20 周：开题报告、文献综述 ）第三学年暑假至第七学期第 2 周：初稿写作并上交 ）第七学期第 3-8 周：一稿修 改、提交二稿 ）第七学期第 9-15 周：二稿修改、提交三稿 ）第七学期第 16-20 周：三稿修改、提交初定稿 答辩阶段 ）第八学期第 1-4 周：论文评阅与答辩 ）第八学期第 5-6 周：论文定稿、文档归整 参考文献 4 1Baddeley, A.D. Human Memory: Theory and Practice M. London: La
16、wrence Eribaum Associates, 1990. 2Gile, D. Basic Concepts and Models for Interpreter and Translator Training M. Amsterdam & Philadelphia: John Benjamins, 1995. 3Mahmoodzadeh, K. Consecutive Interpreting: Its Principles and Techniques M. New York: Harper, 1992. 4Phelan, M. The Interpreters ResourceJ.
17、 Multilingual Matters. 2001(4): 4. 5Yates, F.A. The Art of Memory M. Chicago: University of Chicago Press, 1996. 6鲍刚 (Bao, Gang). 口译理论概述 M. 北京 : 中国对外翻译出版社 , 2005. 7龚锐 (Gong, Rui). 从工作记忆的角度研究交替传译 M. 上海 : 复旦大学出版 社 ， 2008. 8刘和平 (Liu, Heping). 口译技巧 思维科学与口译推理教学法 M. 北京 : 中 国对外翻译出版公司 , 2001. 9鲁忠义 (Lu, Zhongyi)和杜建政 (Du Jianzheng). 记忆心理学 M. 北京 : 人民教 育出版社 , 2005. 指导教师审核意见 指导教师签名： 年 月 日
