On_Interpreting_Training_Models英语毕业论文.doc

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2010届本科生毕业论文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。矚慫润厲钐瘗睞枥庑赖。承诺人签名： 日期： 2010 年 5 月 30 日On 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 interpreters 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 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 models mentioned above, and gives an conclusion of each models characteristics.聞創沟燴鐺險爱氇谴净。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。残骛楼諍锩瀨濟溆塹籟。关键词：口译 训练模式 研究CONTENTSABSTRACTI酽锕极額閉镇桧猪訣锥。摘 要II彈贸摄尔霁毙攬砖卤庑。Chapter 1 Introduction1謀荞抟箧飆鐸怼类蒋薔。1.1 Study Backgrounds1厦礴恳蹒骈時盡继價骚。1.2 Research Method and Significance1茕桢广鳓鯡选块网羈泪。Chapter 2 Interpreting Training Models3鹅娅尽損鹌惨歷茏鴛賴。2.1 Gile Model3籟丛妈羥为贍偾蛏练淨。2.1.1 Effort Model for Simultaneous Interpreting3預頌圣鉉儐歲龈讶骅籴。2.1.2 Consecutive Interpreting Model5渗釤呛俨匀谔鱉调硯錦。2.1.3 Comprehension Model6铙誅卧泻噦圣骋贶頂廡。2.2 Xiada Model6擁締凤袜备訊顎轮烂蔷。2.3 “3P” Model8贓熱俣阃歲匱阊邺镓騷。2.3.1 Preparing10坛摶乡囂忏蒌鍥铃氈淚。2.3.2 Performing10蜡變黲癟報伥铉锚鈰赘。2.3.3 Packaging10買鲷鴯譖昙膚遙闫撷凄。2.3.4 The Application of “3P” Model11綾镝鯛駕櫬鹕踪韦辚糴。2.4 APEC Model11驅踬髏彦浃绥譎饴憂锦。2.4.1 Discourse Analysis11猫虿驢绘燈鮒诛髅貺庑。2.4.2 Information Processing13锹籁饗迳琐筆襖鸥娅薔。2.4.3 Meaning Encoding14構氽頑黉碩饨荠龈话骛。2.4.4 Tasks Coordinating14輒峄陽檉簖疖網儂號泶。Chapter 3 Conclusion17尧侧閆繭絳闕绚勵蜆贅。3.1 Major Findings17识饒鎂錕缢灩筧嚌俨淒。3.2 The Lack of the Study17凍鈹鋨劳臘锴痫婦胫籴。3.3 The Promise of the Study18恥諤銪灭萦欢煬鞏鹜錦。References19鯊腎鑰诎褳鉀沩懼統庫。Acknowledgements21硕癘鄴颃诌攆檸攜驤蔹。IVChapter 1 Introduction1.1 Study Backgrounds In todays world, Interpreting Studies has become a must. In Europe, for instance, 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 attentions are paid on the work of interpreting. 阌擻輳嬪諫迁择楨秘騖。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).氬嚕躑竄贸恳彈瀘颔澩。During the period of time, 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. 釷鹆資贏車贖孙滅獅赘。Now in the condition of desperate need 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 foundation 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 discussions.怂阐譜鯪迳導嘯畫長凉。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, and it is additionally the basic way of cross-cultural communication in modern society. 谚辞調担鈧谄动禪泻類。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 direct paths for training and enhance students interpreting ability.嘰觐詿缧铴嗫偽純铪锩。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.熒绐譏钲鏌觶鷹緇機库。Chapter 2 Interpreting Training Models2.1 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 citations 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 work patterns of interpreting, Gile came up with “Effort Model” (Gile, 1995: 179).鶼渍螻偉阅劍鲰腎邏蘞。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, which will bring great pressure to the interpreter including altitudinal cognitive processing.纣忧蔣氳頑莶驅藥悯骛。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 mechanism (Moser-Mercer, 1997:177).颖刍莖蛺饽亿顿裊赔泷。Paradis and Setton excessively used cognitive psychology, neurolinguistics and the linked development of linguistics, originated their own simultaneous interpreting model. 濫驂膽閉驟羥闈詔寢賻。Differently, Gile tried another way and constructed a distinct effort model, turning the purpose 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-linguistic 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 but not only emphasizes on the result of interpreting (XIAO Xiaoyan, 2001).銚銻縵哜鳗鸿锓謎諏涼。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 interpreting 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 of interpreting can not be guaranteed (ZHANG Jiliang, 2003a). 挤貼綬电麥结鈺贖哓类。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 sure 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:赔荊紳谘侖驟辽輩袜錈。SI = L + M +P + CSimultaneous Interpreting = listening and analysis + short-term memory effort + speech production + coordination塤礙籟馐决穩賽釙冊庫。SI=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 meaning (or several potential meanings) to the segment which he has heard.裊樣祕廬廂颤谚鍘羋蔺。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 decision by the interpreter not to interpret them.仓嫗盤紲嘱珑詁鍬齊驁。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). 绽萬璉轆娛閬蛏鬮绾瀧。Gile 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 retrieval are imposed by the speaker (Gile, 1995:97-98).骁顾燁鶚巯瀆蕪領鲡赙。2.1.2 Consecutive Interpreting ModelInterpreting is defined as oral translation of a text. Mahmoodzadeh gives a more detailed definition of interpreting: 瑣钋濺暧惲锟缟馭篩凉。“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).鎦诗涇艳损楼紲鯗餳類。According to Gile, consecutive interpreting consists of two phases: a listening and reformulation phrase and a reconstruction phase (Gile, 1992:191, 1995:179):栉缏歐锄棗鈕种鵑瑶锬。Phase: CI = L + N + M + CConsecutive Interpreting = Listening and Analysis + Note-taking + Short-term Memory operation + Coordination辔烨棟剛殓攬瑤丽阄应。I = Interpreting;L = listening and analyzing the source language speech;峴扬斕滾澗辐滠兴渙藺。N = note-taking;M = short-term memory required between the time information is heard and the time it is written down in the notes;詩叁撻訥烬忧毀厉鋨骜。C = coordinating.Phase: CI = Rem + Read + PConsecutive Interpreting = Remembering + Note-reading + Production则鯤愜韋瘓賈晖园栋泷。In phase two of consecutive interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech (Rem), read the notes (Read), and produce the target language speech (P). 胀鏝彈奥秘孫戶孪钇賻。Through above models, its clear that Gile treats interpreting as a dynamic process, which are the information input, analysis, disposing and processing, on the foundation of comprehension and assimilation, during which the information eventually is restructured and represented. In both models, Gile emphasizes the significance of short-term memory. It is actually one of the specific skills which should be imparted to trainees in the first stage of training (ZHONG Weihe, 2003). Among all the skills and techniques which are required for a good interpreter, memory skill is the first one which should be introduced to train interpreters. 鳃躋峽祷紉诵帮废掃減。2.1.3 Comprehension ModelIn Giles point of view, interpreting is a kind of procedure dealing with listening and analysis, note-taking, short-term memory operation and coordination, particularly emphasizing on the importance of understanding during the course, moreover, he specially puts comprehension model.稟虛嬪赈维哜妝扩踴粜。C = KL + EKL + AComprehension = Knowledge of the language + Extralinguistic knowledge + Analysis陽簍埡鲑罷規呜旧岿錟。Gile pointed out that this equation cannot simply be added up, but can only be the result of interaction (GUO Lanyin, 2007:75). Besides, it shows that it couldnt be possible for someone to be qualified to be an interpreter only with the knowledge of language but lack of the relevant knowledge about the topic.沩氣嘮戇苌鑿鑿槠谔應。According to Giles cognitive theory and models, in interpreting training, the teachers should make the students realize that foreign language learning is actually the analysis of information which conveys by language processing in order to express and communicate. Compared with the result, the procedure of language learning is more important for students. Language learning is a dynamic process, and requests active participation of students, so it can transfer and arouse their learning ability and enhance the general cognitive ability of language and information.钡嵐縣緱虜荣产涛團蔺。2.2 Xiada ModelXiada Model is the interpreting training model based on Gile model by the Sino-British English Project Cooperation Group leaded by Prof. LIN Yuru from Xiamen University and Prof. Jack Lonergan from University of Westminster (ZHONG Weihe, 2001). Except for the analysis, comprehension and recombination of source language, this model thoroughly stresses the use of interpreting skills and obeyes interpreters professional ethics. LIN considers that successful interpreting equals to the sum of interpreting skills, comprehension and professional ethics, which initially introduces professional ethics into interpreting process.懨俠劑鈍触乐鹇烬觶騮。Being the complete system formed so far in our country, Xiada Model pays extra emphasis on the training of ability and professionalism. This model declares that the procedure of interpreting is the result which is caused by many factors, which are the skill training and professionalism with a core of discipline including the understanding and reformulation of source language, target language and non-linguistic knowledge and the analysis of cross-cultural awareness and discourse. Thus it can be seen that skill training and professionalism which are the most principle parts penetrate all the interpreting procedure of analysis, encoding and expression, and eventually formed interpreting (DAI Hui, 2006).謾饱兗争詣繚鮐癞别瀘。Fig。1 Xiada ModelFig. 1 Xiada ModelI = A( D + CC ) + C( SL + K ) + R( TL + K ) + ( S + P )呙铉們欤谦鸪饺竞荡赚。In this model, I=Interpreting;A ( D+CC ) = analysis of (discourse + cross-culture communication);莹谐龌蕲賞组靄绉嚴减。C ( SL+K ) = comprehension of (source language + knowledge);麸肃鹏镟轿騍镣缚縟糶。R ( TL+K ) = reconstruction of (target language + knowledge);納畴鳗吶鄖禎銣腻鰲锬。( S+P ) = skills and professionalism.After interpreter analyses the source language and knowledge with the use of interpreting skills and eventually gives the reconstruction to the target language in order to finish the interpreting.風撵鲔貓铁频钙蓟纠庙。In contrast, Xiada Model is more macroscopic, with a core of skills and professional standard, meanwhile, it lays stress on the comprehension in source language and knowledge, the analysis of discourse and cross-cultural communication and the reconstruction in the target language and knowledge. Making a point of the importance of the technique, it adequately proves that the interpreting training should be mainly about skill training. 灭嗳骇諗鋅猎輛觏馊藹。However, there is a shortage in overcoming the difficulty of understanding the non-linguistic knowledge in source language and target language, and only the cross-cultural awareness can never reflect the importance and high level simulation of non-linguistic knowledge, besides, the internal mental activity mechanism isnt definitude in Xiada Model as well. 铹鸝饷飾镡閌赀诨癱骝。On the other hand, Xiada Model offers a fairly complete reference configuration for those schools which have interpreting classes. This model doesnt mainly emphasize on the process of interpreting but afford solutions for those problems or difficulties which might occur in interpreting (DAI Hui, 2006). In accordance to this model, the interpreting teachers could formulate scientific training approaches and details according to actual situation in school (SHENG Laping, 2004:110-112). 攙閿频嵘陣澇諗谴隴泸。2.3 “3P” ModelInterpreting, as a communicative activity with the view of information transfer, its procedure can be disclosed into five stages as message reception, decoding, memorizing, programming and expressing. Even though, these five stages only illustrate the performing of interpreting, neither the end of the interpreting nor the end of the process since the interpreters have already started their intensive preparation before the interpreting, besides, the endup of interpreting doesnt mean that the process is over. Hence, on the basis of Gile Model and Xiada Model, LIU Jianzhu concretely analyses three stages of interpreting, Preparing, Performing and Packaging that is “3P” Model:趕輾雏纨颗锊讨跃满賺。 Fig. 2 “3P” ModelI = P1-Preparing( S + K + V + C ) + P2-Performing ( D + M + E + C ) + P3-Packaging ( A + S )Phase 1: Pre-interpreting PreparationPhase 2: Interpreting PerformancePhase 3: Post-interpreting PackagingInterpreting Training