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oninterpretingtrainingmodels英语

毕业论文

OnInterpretingTrainingModels

学院：

外国语学院

专业：

姓名：

指导老师：

英语

佟婷廷

学号：

职称：

0610211008

吴文梅

讲师

中国·珠海

二○一○年五月

北京理工大学珠海学院毕业论文

诚信承诺书

本人郑重承诺：

我所呈交的毕业论文OnInterpretingTrainingModels是在指导教师的指导下，独立开展研究取得的成果，文中引用他人的观点和材料，均在文后按顺序列出其参考文献，论文使用的数据真实可靠。

承诺人签名：

日期：

2010年5月30日

OnInterpretingTrainingModels

ABSTRACT

Interpretingisthecommunicativeactivityunderspecialcircumstances.Withthedevelopmentofhumansociety,interpretingenricheshumanverbalcommunication.Intoday’ssociety,thedemandforinterpretersincreasesdramatically,andtherequirementsofinterpreter’squalificationincreasesavailably.Beingthebestwaytocultivatetheinterpreter,theinterpretingtrainingmodelsarethemostfundamentalpartofinterpretingtrainingwhichcanneverbeexaggerated.Thisthesismainlydiscussesthosefamousinterpretingtrainingmodels.BesidesresearchingGileModel（includingEffortModelandComprehensionModel）,theauthoralsogivesageneraldiscussiononthosemodelspresentedbyscholarsinourcountry,XiadaModel,“3P”ModelandAPECModel.Basedoncognitiveconcepts,thisarticlemakesanalyticalstudiesonthoseinterpretingtrainingmodelsmentionedabove,andgivesanconclusionofeachmodels’characteristics.

Keywords：

Interpreting,TrainingModels,Study

口译训练模式研究

摘要

口译是特殊环境下的语言交际活动，随着人类社会的发展与进步，口译使得人类的语言交际更加丰富。

现今社会对口译人才的需求量急剧增加，对口译人才的质量要求也越来越高。

作为培养口译人才的最佳途径，口译训练模式是口译训练不可或缺的组成部分。

本文主要针对口译训练模式进行讨论，除了研究著名的吉尔模式（包括多任务处理模式和口译理解模式），还对国内学者提出的著名的口译训练模式如厦大口译训练模式、“3P”口译训练模式和APECModel交替传译短时记忆训练模式进行了较为全面的探讨。

从基础理论着手，对现有的口译训练模式进行梳理，并总结概括各自的特点。

关键词：

口译训练模式研究

CONTENTS

ABSTRACTI

摘要II

Chapter1Introduction1

1.1StudyBackgrounds1

1.2ResearchMethodandSignificance1

Chapter2InterpretingTrainingModels3

2.1GileModel3

2.1.1EffortModelforSimultaneousInterpreting3

2.1.2ConsecutiveInterpretingModel5

2.1.3ComprehensionModel6

2.2XiadaModel6

2.3“3P”Model8

2.3.1Preparing10

2.3.2Performing10

2.3.3Packaging10

2.3.4TheApplicationof“3P”Model11

2.4APECModel11

2.4.1DiscourseAnalysis11

2.4.2InformationProcessing13

2.4.3MeaningEncoding14

2.4.4TasksCoordinating14

Chapter3Conclusion17

3.1MajorFindings17

3.2TheLackoftheStudy17

3.3ThePromiseoftheStudy18

References19

Acknowledgements21

Chapter1Introduction

1.1StudyBackgrounds

Intoday'sworld,InterpretingStudieshasbecomeamust.InEurope,forinstance,theseactivitieshavebeenapartandparcelofuniversities'offerings.TheParisPeaceConferencein1919producedthefirstbatchofformalinterpreters.AfterworldwarⅡ,withtheestablishmentoftheInternationalAssociationofConferenceInterpreters（AIIC）,moreandmorepeople’sattentionsarepaidontheworkofinterpreting.

InChina,ithasbeen2,000yearssinceinterpretingbecomeanoccupation,however,itwasuntilthebeginningofthe20thcenturythatithadeventuallybecomeaspecialprofessionwithinternationalrecognition（XIAOXiaoyan,2002）.

Duringtheperiodoftime,interpreterbeingaprofessionalreadygotitsownprofessionalstudies.Whilecomparedtothewesterncountries,theinvestmentofinterpretinginChinaisfarmorebackwardsincetheinterpretingtrainingwasjuststartedabout20yearsagoinourcountry.

Nowintheconditionofdesperateneedofinterpreters,theimportanceofinterpretingtrainingmodelscanneverbedoubtedtocultivateaninterpreter,nottomentionitisalsothedirectwaytoimprovetheabilityeffectively（GUOLanyin,2007:

74）.Theinterpretingtrainingmodelsabroadwillbethegoodreferencesanddevelopmentfoundationfortheinterpretingtrainingmodelsofourcountry.Bearingthisinmind,thethesiswillfocusonthosefamousinterpretingtrainingmodelslike,Gilemodel,Xiadamodel,“3P”modelandAPECmodel,startswithdifferentperspectives,focusesandgoalsofeachmodelandgivein-depthdiscussions.

1.2ResearchMethodandSignificance

Interpretingisacommunicativebehaviortotransfertheinformationwhichhasbeenperceivedandunderstoodaccuratelyandrapidlyfromalanguageintoanothertoreachoutthepurposeoftimelyinformationtransferandexchangethroughtheoralexpression,anditisadditionallythebasicwayofcross-culturalcommunicationinmodernsociety.

AlongwiththeincreasingdevelopmentofChina’sinternationalizationdegree,thedemandforinterpretersatalllevelsfromallsectorsofthecommunityhasbeengrowing.Interpretingtrainingmodelsarethedirectpathsfortrainingandenhancestudents’interpretingability.

Thepurposeofthisthesisaimsatsummarizingtheprominentcharacterandparticularideaofeachinterpretingtrainingmodelinordertohaveathoroughelaborationofthosemodelsmentionedabove.

Chapter2InterpretingTrainingModels

2.1GileModel

Fromthelate1980s,theinvestmentofinterpretinghasgoneintothestagewithmoredisciplines,andthetypicalcharacterofthisperiodwilldefinitelybeDanielGile,thedistinguishedinterpretingresearchscholar,whohasfruitfulachievementsininterpretingstudies.ThecitationsofGile’sworkswasfaraheadthananyotherworks,whichmadeGileaccordinglytruetohisnameastheprolocutorofinterpretingstudies.Hismonograph,BasicConceptsandModelsforTranslatorandInterpreterTraining,istheonetobeusuallyreferencedinhisworkaimingatthedifferentworkpatternsofinterpreting,Gilecameupwith“EffortModel”（Gile,1995:

179）.

2.1.1EffortModelforSimultaneousInterpreting

Simultaneousinterpreting（SI）isacomplexskillinwhichlanguagecomprehensionandproductiontakeplaceatthesametimeintwolanguageswithinthelimitedtime,whichwillbringgreatpressuretotheinterpreterincludingaltitudinalcognitiveprocessing.

Inthemodelofsimultaneousinterpreting,simultaneousinterpretinghasbeenconsideredasthemultistepprocesscomposedbyutterancediscrimination,storagemechanism,transform,expressionandsupervisionmechanism（Moser-Mercer,1997:

177）.

ParadisandSettonexcessivelyusedcognitivepsychology,neurolinguisticsandthelinkeddevelopmentoflinguistics,originatedtheirownsimultaneousinterpretingmodel.

Differently,Giletriedanotherwayandconstructedadistincteffortmodel,turningthepurposeofdescribingtheprocessofinterpretingintotheexplanationofthedifficultiesininterpretingandthecommonresponsesoftheinterpreters（Mahmoodzadeh,K,1992:

231-236）.Inhispointofview,interpretingtrainingshouldbeestablishedinlinguisticcompetence,analyticalabilityandnon-linguisticknowledge.Hismodelviewsinterpretingasaprocuretodealwithseveralmissionsandtheinformationfromthesourcelanguage,onthatdegree,interpretingtrainingshouldbeadaptedtoanalyseandevaluatetheprocessofinterpretinginordertofindouttheproblemsduringinterpretingbutnotonlyemphasizesontheresultofinterpreting（XIAOXiaoyan,2001）.

Thefavorableaccomplishmentofinterpretingrequirestheinterpreterstoregulateanddistributetheirattentionsduringlistening,memorizingandinterpreting.Gilebelievesthattheamountsofattentionduringinterpretingshouldbeequalorlesstotheattentionthathumanbrainscouldafford（GUOLanyin,2007:

74）.Sincetheaffordableamountofattentionfromhumanbrainislimited,theamountofattentionsthatareneededfromeverystepduringinterpretingshouldnevergobeyondthelimit,orelse,thequalityofinterpretingcannotbeguaranteed（ZHANGJiliang,2003a）.

EffortModelnotonlydrawslessonsfromresearchresultofpsychology,butalsoappliescognitiveconception,andgavethemeaningthathumanbrainistheconfinedspaceofinformationprocessing.Inaccordancewithhismodel,tomakesurethattheinterpretinggoessmoothly,thetotalprocessingcapacityavailablefortheinterpretermustequaltoormorethanthetotalprocessingcapacityrequired.Gileconcludesinterpretingastheequationoffollowingthreetasks:

SI=L+M+P+C

SimultaneousInterpreting=listeningandanalysis+short-termmemoryeffort+speechproduction+coordination

SI=SimultaneousInterpreting.

L=ListeningandAnalysis,whichincludesallthementaloperationsbetweenperceptionofadiscoursebyauditorymechanismsandthemomentatwhichtheinterpretereitherassigns,ordecidesnottoassign,ameaning（orseveralpotentialmeanings）tothesegmentwhichhehasheard.

M=Short-termMemory,whichincludesallthementaloperationsrelatedtostorageinmemoryofheardsegmentsofdiscourseuntileithertheirrestitutioninthetargetlanguage,theirlossiftheyvanishfrommemory,oradecisionbytheinterpreternottointerpretthem.

P=Production,whichincludesallthementaloperationsbetweenthemomentatwhichtheinterpreterdecidestoconveyadatumoranideaandthemomentatwhichhearticulates（overtlyproduces）theformhehaspreparedtoarticulate（Gile,1995:

93）.

Gileemphasizesthatthememoryeffortisassumedtostemformtheneedtostorethewordsofapropositionuntilthehearerreceivestheendofthatproposition.ThestorageofinformationisclaimedtobeparticularlydemandinginSI,sinceboththevolumeofinformationandthepaceofstorageandretrievalareimposedbythespeaker（Gile,1995:

97-98）.

2.1.2ConsecutiveInterpretingModel

Interpretingisdefinedasoraltranslationofatext.Mahmoodzadehgivesamoredetaileddefinitionofinterpreting:

“Interpretingconsistsofpresentinginthetargetlanguage,theexactmeaningofwhatisutteredinthesourcelanguageeithersimultaneouslyorconsecutively,preservingthetoneofthespeaker”（Gile,1992:

231）.

AccordingtoGile,c