oninterpretingtrainingmodels英语本科学位论文.docx

1、oninterpretingtrainingmodels英语本科学位论文 毕业论文On Interpreting Training Models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On Interpreting Training Models 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On

2、Interpreting Training ModelsABSTRACTInterpreting is the communicative activity under special circumstances. With the development of human society, interpreting enriches human verbal communication. In todays society, the demand for interpreters increases dramatically, and the requirements of interpre

3、ters qualification increases availably. Being the best way to cultivate the interpreter, the interpreting training models are the most fundamental part of interpreting training which can never be exaggerated. This thesis mainly discusses those famous interpreting training models. Besides researching

4、 Gile Model(including Effort Model and Comprehension Model), the author also gives a general discussion on those models presented by scholars in our country, Xiada Model, “3P” Model and APEC Model. Based on cognitive concepts, this article makes analytical studies on those interpreting training mode

5、ls mentioned above, and gives an conclusion of each models characteristics.Keywords：Interpreting, Training Models, 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

6、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APEC Model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CONTENTSABSTRACT I摘 要 IIChapter 1 Introduction 11.1 Study Backgrounds 11.2 Research Method and Significance 1Chapter 2 Interpreting Training Models 32.1 Gile Model 32.1.1 Effort Model for

7、Simultaneous Interpreting 32.1.2 Consecutive Interpreting Model 52.1.3 Comprehension Model 62.2 Xiada Model 62.3 “3P” Model 82.3.1 Preparing 102.3.2 Performing 102.3.3 Packaging 102.3.4 The Application of “3P” Model 112.4 APEC Model 112.4.1 Discourse Analysis 112.4.2 Information Processing 132.4.3 M

8、eaning Encoding 142.4.4 Tasks Coordinating 14Chapter 3 Conclusion 173.1 Major Findings 173.2 The Lack of the Study 173.3 The Promise of the Study 18References 19Acknowledgements 21Chapter 1 Introduction1.1 Study Backgrounds In todays world, Interpreting Studies has become a must. In Europe, for inst

9、ance, these activities have been a part and parcel of universities offerings. The Paris Peace Conference in 1919 produced the first batch of formal interpreters. After world war, with the establishment of the International Association of Conference Interpreters (AIIC), more and more peoples attentio

10、ns are paid on the work of interpreting. In China, it has been 2,000 years since interpreting become an occupation, however, it was until the beginning of the 20th century that it had eventually become a special profession with international recognition (XIAO Xiaoyan, 2002).During the period of time

11、, interpreter being a profession already got its own professional studies. While compared to the western countries, the investment of interpreting in China is far more backward since the interpreting training was just started about 20 years ago in our country. Now in the condition of desperate need

12、of interpreters, the importance of interpreting training models can never be doubted to cultivate an interpreter, not to mention it is also the direct way to improve the ability effectively (GUO Lanyin, 2007:74). The interpreting training models abroad will be the good references and development fou

13、ndation for the interpreting training models of our country. Bearing this in mind, the thesis will focus on those famous interpreting training models like, Gile model, Xiada model, “3P” model and APEC model, starts with different perspectives, focuses and goals of each model and give in-depth discus

14、sions.1.2 Research Method and SignificanceInterpreting is a communicative behavior to transfer the information which has been perceived and understood accurately and rapidly from a language into another to reach out the purpose of timely information transfer and exchange through the oral expression,

15、 and it is additionally the basic way of cross-cultural communication in modern society. Along with the increasing development of Chinas internationalization degree, the demand for interpreters at all levels from all sectors of the community has been growing. Interpreting training models are the dir

16、ect paths for training and enhance students interpreting ability.The purpose of this thesis aims at summarizing the prominent character and particular idea of each interpreting training model in order to have a thorough elaboration of those models mentioned above.Chapter 2 Interpreting Training Mode

17、ls2.1 Gile ModelFrom the late 1980s, the investment of interpreting has gone into the stage with more disciplines, and the typical character of this period will definitely be Daniel Gile, the distinguished interpreting research scholar, who has fruitful achievements in interpreting studies. The cita

18、tions of Giles works was far ahead than any other works, which made Gile accordingly true to his name as the prolocutor of interpreting studies. His monograph, Basic Concepts and Models for Translator and Interpreter Training, is the one to be usually referenced in his work aiming at the different w

19、ork patterns of interpreting, Gile came up with “Effort Model” (Gile, 1995: 179).2.1.1 Effort Model for Simultaneous InterpretingSimultaneous interpreting (SI) is a complex skill in which language comprehension and production take place at the same time in two languages within the limited time, whic

20、h will bring great pressure to the interpreter including altitudinal cognitive processing.In the model of simultaneous interpreting, simultaneous interpreting has been considered as the multistep process composed by utterance discrimination, storage mechanism, transform, expression and supervision m

21、echanism (Moser-Mercer, 1997:177).Paradis and Setton excessively used cognitive psychology, neurolinguistics and the linked development of linguistics, originated their own simultaneous interpreting model. Differently, Gile tried another way and constructed a distinct effort model, turning the purpo

22、se of describing the process of interpreting into the explanation of the difficulties in interpreting and the common responses of the interpreters (Mahmoodzadeh, K, 1992:231-236). In his point of view, interpreting training should be established in linguistic competence, analytical ability and non-l

23、inguistic knowledge. His model views interpreting as a procure to deal with several missions and the information from the source language, on that degree, interpreting training should be adapted to analyse and evaluate the process of interpreting in order to find out the problems during interpreting

24、 but not only emphasizes on the result of interpreting (XIAO Xiaoyan, 2001).The favorable accomplishment of interpreting requires the interpreters to regulate and distribute their attentions during listening, memorizing and interpreting. Gile believes that the amounts of attention during interpretin

25、g should be equal or less to the attention that human brains could afford (GUO Lanyin, 2007:74). Since the affordable amount of attention from human brain is limited, the amount of attentions that are needed from every step during interpreting should never go beyond the limit, or else, the quality o

26、f interpreting can not be guaranteed (ZHANG Jiliang, 2003a). Effort Model not only draws lessons from research result of psychology, but also applies cognitive conception, and gave the meaning that human brain is the confined space of information processing. In accordance with his model, to make sur

27、e that the interpreting goes smoothly, the total processing capacity available for the interpreter must equal to or more than the total processing capacity required. Gile concludes interpreting as the equation of following three tasks:SI = L + M +P + CSimultaneous Interpreting = listening and analys

28、is + short-term memory effort + speech production + coordinationSI=Simultaneous Interpreting.L=Listening and Analysis, which includes all the mental operations between perception of a discourse by auditory mechanisms and the moment at which the interpreter either assigns, or decides not to assign, a

29、 meaning (or several potential meanings) to the segment which he has heard.M=Short-term Memory, which includes all the mental operations related to storage in memory of heard segments of discourse until either their restitution in the target language, their loss if they vanish from memory, or a deci

30、sion by the interpreter not to interpret them.P=Production, which includes all the mental operations between the moment at which the interpreter decides to convey a datum or an idea and the moment at which he articulates (overtly produces) the form he has prepared to articulate (Gile,1995:93). Gile

31、emphasizes that the memory effort is assumed to stem form the need to store the words of a proposition until the hearer receives the end of that proposition. The storage of information is claimed to be particularly demanding in SI, since both the volume of information and the pace of storage and ret

32、rieval are imposed by the speaker (Gile, 1995:97-98).2.1.2 Consecutive Interpreting ModelInterpreting is defined as oral translation of a text. Mahmoodzadeh gives a more detailed definition of interpreting: “Interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simultaneously or consecutively, preserving the tone of the speaker”(Gile, 1992:231).According t