On Training Methods of Short Term Memory in Consecutive Interpreting交替传译中短时记忆的训练方法.docx
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On Training Methods of Short Term Memory in Consecutive Interpreting交替传译中短时记忆的训练方法.docx
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OnTrainingMethodsofShortTermMemoryinConsecutiveInterpreting交替传译中短时记忆的训练方法
OnTrainingMethodsofShortTermMemoryinConsecutiveInterpreting
交替传译中短时记忆的训练方法
目录
ABSTRACT2
1.Introduction4
2.BriefIntroductionofInterpreting5
2.1Backgroundinformation5
2.2Interpreting5
3.MemorySystem6
3.1Shorttermmemory6
3.2Shorttermandlongtermmemory7
3.3TheEffortEodelsbyDanielGile9
4.Charactersofshorttermmemory10
4.1Inputofinformation10
4.2Capacity10
4.3Modality10
4.4InformationLoss11
4.5Retrieval11
5.MemoryTraining12
5.1Visualizingmaterials:
13
5.2RetellingintheSourceLanguage13
5.3MnemonictoMemory14
5.4Groupinginformationtogether15
5.5Association16
6.Conclusion16
Bibliography17
ABSTRACT
Interpretingisimportantandpopularnowadaysowingtoitscommunicativefunctioninfieldsofpolitics,economy,culture,educationandsoon.However,it’snoteasytobeaqualifiedinterpreterbecausethetrainingmethodsarenotsystematicallycompleted.Thisthesisismainlydealingwiththemethodsoftrainingshort-termmemoryinconsecutiveinterpreting(CI).AccordingtoEffortModelfromDanielGile,theshorttermmemoryisanessentialpartintheprocessofinterpreting.Inordertobeaqualifiedinterpreter,studentinterpretersneedlargequantityofpracticeandskills.Consideringofthis,theauthormakessomeresearchaboutthetrainingofshorttermmemoryandhopesthistrainingcanhelpstudentinterpretersimproveshorttermmemory.
Keywords:
consecutiveinterpreting(CI); shorttermmemory;EffortModel;trainingmethods
口译因其在政治、经济、文化、教育等方面有着重要的交际功能,因此在当今社会越来越显示出其重要性并且逐渐受到人们的重视。
然而,由于目前口译训练方法仍然不够系统和完整,因此想成为一名合格的口译人员实属不易。
本论文主要介绍了交替传译中短时记忆的训练方法。
根据DanielGile的精力分配模式,短时记忆在口译过程中起到举足轻重的地位。
为了成为一名合格的译员,训练者需要进行大量的练习并且掌握口译技巧。
考虑到这个问题,笔者通过搜集整理和自己的亲身经历总结了短时记忆的训练方法,希望能够帮助训练者提高短时记忆。
1.Introduction
Therearethreekindsofmemorysystemandshorttermmemoryistheessentialpartininterpreting,sointhispapertheauthormainlydoesresearchabouttheshorttermmemory.Chapter1isanintroductionaboutplanningofthispaper.InChapter2,itshowsageneralintroductionaboutinterpretinganditscurrentsituationinChina.ThishelpsustogetamoreclearunderstandingaboutadvantagesanddisadvantagesofCIinordertofindtheweaknesses.AccordingtotheanalysisinChapter2,theauthorbelievesthatthememorytrainingisabigobstacleencounteredbythestudentinterpreters.Consideringofthis,theauthordecidestostartwiththememorysystem,soinChapter3,itmainlyshowsthreetypesofmemorysystemsaswellashowtheyworkandwhatfunctionstheyhaveandtheillustrationisfocusedontheconcreteconnectionsbetweentheshorttermmemoryandCI.InChapter4,theauthorshowsthecharactersofshorttermmemoryandtheproblemsinterpretersmeetduetothecharacters.InChapter5,accordingtoallaboveandresearch,theauthorfindssomemethodsdealingwiththeproblems.Finallyistheconclusionandsomesuggestionsinfutureresearch.
2.BriefIntroductionofInterpreting
2.1Backgroundinformation
Interpretingbecomesaverypopularjobnowadaysduetotheworldglobalizationinfieldsofeconomy,politics,cultureandson.WiththerisingpositionofChina,especiallyhostingof2008OlympicGamesand2010ShanghaiWorldExpoaswellasenteringWTO,Chinaplaysmoreandmoreimportantroleintheworld,sointernationalcommunicationbecomemorefrequently.Thisbringslargerequirementofinterpretingwhichisconsideredresponsiveandpractical,bothqualityandquantity.However,interpretingindustryisfacingserioussituation:
lackingofsystematicaltrainingmethodsandhighquantityofteachers.
2.2DefinitionofInterpreting
Interpretingisthefacilitatingoforalorsign-languagecommunication,eithersimultaneouslyorconsecutively,betweenusersofdifferentlanguages.Theprocessisdescribedbyboththewords interpreting and interpretation.ProfessionalInterpretingcanbemainlyclassifiedintosimultaneousinterpretingandconsecutiveinterpretingintermsofthewayofinterpreting.Inconsecutiveinterpreting(CI),theinterpreterspeaksafterthesource-languagespeakerhasfinishedspeaking.Thespeechisdividedintosegments,andtheinterpretersitsorstandsbesidethesource-languagespeaker,listeningand takingnotes asthespeakerprogressesthroughthemessage.Whenthespeakerpausesorfinishesspeaking,theinterpreterthenrendersaportionofthemessageortheentiremessageinthetargetlanguage.Aqualifiedinterpreterisrequiredtocovervariousfieldsofknowledgeandpossessesgoodpsychologicalqualityaswellasastrongmemory.Duetothisrequirement,interpretingisachallengeablework.
2.3Qualityofagoodinterpreter
2.3.1Profoundknowledge
Asagoodinterpreter,thebasicqualityistomasterthesourcelanguageandtargetlanguage.Moreover,aninterpretershouldhaveagoodknowledgeofthecultureofbothcountries,suchasthecustoms,thehistory,thehumorousexpressionsaswellasthecurrenteventandpopulartendency.Forexample,wheninterpreterheard“Baudelaire’stranslationofPoemaybe"better"poemsthanthosePoewrote;butthosewhoreadthemhavereadBaudelaire'sversionofPoe;notPoe.”Inthissentence,therearetwonamesBaudelaireandPoe.BaudelaireisaFrenchwriter,whoisfamousfortranslatingtheworksbyAmericanwriterEdgarAllanPoeandisacknowledgedbetterthantheoriginalworks.Iftheinterpreterknowsthis,itisnotdifficulttotranslateitas波德来尔所译的爱伦坡的诗,也许比爱伦坡自己所写的更好;但读那些诗的人只是读了波德来尔所译的爱伦坡;而不是真正的爱伦坡.
Therefore,agoodinterpretershouldselfenrichinggreatlyandimprovingcontinuously.
2.3.1Strongmemory
Owingtothespecialcharacteristicsofinterpreting,interpretershouldhaveastrongmemory.Ontheonehand,interpreterhastomasteralargeamountofvocabularyandidioms,suchas画蛇添足topaintthelily;用小虾钓大鱼tothrowasprattocatchawhale.Besides,forsomeChineseidioms,interpretersshouldremembertheoriginalstory,suchas东施效颦TungShihimitatesHsiShih.HsiShihwasafamousbeautyintheancientkindgdomofYueh.TungShihwasanuglygirlwhotriedtoimitateherways.Theuglyimitatesthebeautifulinsuchadistortedwaythattheuglinessoftheuglybecomesevenworse.Ontheotherhand,interpretersshouldhaveagoodmemorytoexpressthemeaningspeakerssaid.Owingtothelimitedtime,note-takingcanonlywritedownthemainpointandthewholemeaningcanonlybeexpressedthoughthestrongmemory.
3.MemorySystem
3.1Shorttermmemory
Short-termmemory(or"primary"or"activememory")isthecapacityforholdingasmallamountofinformationinmindinanactive,readilyavailablestateforashortperiodoftime. Thedurationofshort-termmemory(whenrehearsaloractivemaintenanceisprevented)isbelievedtobeintheorderofseconds.Inanearlyandhighlyinfluentialarticle,TheMagicalNumberSeven,PlusorMinusTwo,thepsychologistGeorgeMillersuggestedthathumanshort-termmemoryhasaforwardmemoryspanofapproximatelysevenitemsplusorminustwoandthatwaswellknownatthetime.
DavidA.Sousa,inhisbook,howthebrainworksreferstothetermshorttermmemoryasalloftheearlystepsoftemporarymemoryleadstolongtermmemory.Accordingtohisidea,shorttermmemorycanbedividedintosensorymemoryandworkingmemory.Sensorymemoryistheveryfirststepforthesourceinformationcomingintoone’sbrainwiththeshortestdurationandcanholdacertainamountofinformation,buttheseinformationcanonlylasts0.25-2secondsanddisappearsrapidly.Workingmemoryreferstoinformationstoredforfurtherprocessing.Workingmemoryboastsbothstorageandprocessingfunctions.Thetwofunctionsareinterrelatedwitheachother.Whenencounteredwithnewordifficulttasks,thenmoreprocessingcapacityisrequired,thusleavinglesscapacityforstoragefunction(DavidW.Carroll,2000.49).Duringtheresearching,theauthorsdoubtsthatdecaycausesforgettingfromshort-termmemoryoftenofferasanalternativesomeformofinterference:
Whenseveralelements(suchasdigits,words,orpictures)areheldinshorttermmemorysimultaneously,theirrepresentationscompetewitheachotherforrecall,ordegradeeachother.Thereby,newcontentgraduallypushesoutoldercontent,unlesstheoldercontentisactivelyprotectedagainstinterferencebyrehearsalorbydirectingattentiontoit.
3.2Shorttermandlongtermmemory
Psychologicalstudiesofhumanmemorymakeadistinctionbetweenshorttermmemoryandlongtermmemory.Theideaofshorttermmemorysimplymeansthatyouareretaininginformationforashortperiodoftimewithoutcreatingtheneuralmechanismsforlaterrecall.Long-TermMemoryoccurswhenyouhavecreatedneuralpathwaysforstoringideasandinformationwhichcanthenberecalledweeks,months,orevenyearslater.Tocreatethesepathways,youmustmakeadeliberateattempttoencodetheinformationinthewayyouintendtorecallitlater.Long-termmemoryisalearningprocess.Anditisessentiallyanimportantpartoftheinterpreter'sacquisitionofknowledge,becauseinformationstoredinlongtermmemorymaylastforminutestoweeks,months,orevenanentirelife.Thedurationofshorttermmemoryisveryshort.Itisupto30seconds.Peterson(1959)foundittobe6-12seconds,whileAtkinsonandSchifrin(1968)andHerb(1949)stateitis30seconds.MemoryinCIonlylastsforashorttime.Oncetheinterpretingassignmentisover,theinterpretermovesontoanotherone,oftenwithdifferentcontext,subjectandspeakers.Therefore,thememoryskillswhichneedtobeimpartedtotraineeinterpretersareshorttermmemoryskills
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