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：
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
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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。
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日期： 2010 年 5 月 30 日
On Interpreting Training Models
ABSTRACT
Interpreting is the communicative activity under special circumstances. With the development of society, interpreting enriches verbal communication. In today’s society, the demand f or interpreters increases dramatically, and the requirements of interpreter’s 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’ chara cteristics. 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。
关键词：口译训练模式研究
CONTENTS
ABSTRACT ....................................................................................... I 摘要 ............................................................................................... II Chapter 1 Introduction .. (1)
1.1 Study Backgrounds (1)
1.2 Research Method and Significance (1)
Chapter 2 Interpreting Training Models (3)
2.1 Gile Model (3)
2.1.1 Effort Model for Simultaneous Interpreting (3)
2.1.2 Consecutive Interpreting Model (5)
2.1.3 Comprehension Model (6)
2.2 Xiada Model (6)
2.3 “3P” Model (8)
2.3.1 Preparing (10)
2.3.2 Performing (10)
2.3.3 Packaging (10)
2.3.4 The Applicatio n of “3P” Model (11)
2.4 APEC Model (11)
2.4.1 Discourse Analysis (11)
2.4.2 Information Processing (13)
2.4.3 Meaning Encoding (14)
2.4.4 Tasks Coordinating (14)
Chapter 3 Conclusion (17)
3.1 Major Findings (17)
3.2 The Lack of the Study (17)
3.3 The Promise of the Study (18)
References (19)
Acknowledgements (21)
Chapter 1 Introduction
1.1 Study Backgrounds
In today's world, Interpreting Studies Europe, for instance, these activities a part and parcel of universities' offerings. The Paris Peace Conference in 1919 produced the first batch of formal interpreters. After world warⅡ, with the establishment of the International Association of Conference Interpreters (AIIC), more and more people’s attentions are paid on the work of interpreting.
In China, it 2,000 years since interpreting become an occupation, with international recognition (XIAO Xiaoyan, 2002).
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.
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.
1.2 Research Method and Significance
Interpreting is a communicative behavior to transfer the information which 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.
Along with the increasing development of China’s internationalization degree, the demand for interpreters at all levels from all sectors of the community growing. Interpreting training models are the direct 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 of those models mentioned above.
Chapter 2 Interpreting Training Models
2.1 Gile Model
From the late 1980s, the investment of interpreting interpreting studies. The citations of Gile’s works was far ahead than any other works, which made Gile accordingly true to 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.
In the model of simultaneous interpreting, simultaneous interpreting considered as the multistep process composed by utterance discrimination, storage mechanism, transform, expression and supervision mechanism (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 purpose of describing the process of interpreting into the explanation of the difficulties in interpreting and the common responses of the interpreters 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).
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 brains could afford (GUO Lanyin, 2007:74). Since the affordable amount of attention from 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).
Effort Model not only draws lessons from research result of psychology, but also applies cognitive conception, and gave the meaning that brain is the confined space of information processing. In accordance with the total processing capacity required. Gile concludes interpreting as the equation of following three tasks:
SI = L + M +P + C
Simultaneous Interpreting = listening and analysis + short-term memory effort + speech production + coordination
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 memory of in the target language, their loss if they vanish from memory, or a decision 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 until the . 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).
2.1.2 Consecutive Interpreting Model
Interpreting is defined as oral translation of a text. Mahmoodzadeh gives a more detailed definition of interpreting:
“Interpreting consists of pr esenting 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 to Gile, consecutive interpreting consists of two phases: a listening and reformulation phrase and a reconstruction phase (Gile, 1992:191, 1995:179):
PhaseⅠ: CI = L + N + M + C
Consecutive Interpreting = Listening and Analysis + Note-taking + Short-term Memory operation + Coordination
I = Interpreting;
L = listening and analyzing the source language speech;
N = note-taking;
M = short-term memory required between the time information is down in the notes;
C = coordinating.
PhaseⅡ: CI = Rem + Read + P
Consecutive Interpreting = Remembering + Note-reading + Production
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).
Through above models, it’s 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.
2.1.3 Comprehension Model
In Gile’s 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, model.
C = KL + EKL + A
Comprehension = Knowledge of the language + Extralinguistic knowledge + Analysis
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 couldn’t 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.
According to Gile’s 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.
2.2 Xiada Model
Xiada 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.
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).
Fig。1 Xiada Model
Fig. 1 Xiada Model
I = A( D + CC ) + C( SL + K ) + R( TL + K ) + ( S + P )
In this model,
I=Interpreting;
A ( D+CC ) = analysis of (discourse + cross-culture communication);
C ( SL+K ) = comprehension of (source language + knowledge);
R ( TL+K ) = reconstruction of (target language + knowledge);
( 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.
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.
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 of non-linguistic knowledge, besides, the internal mental activity mechanism i sn’t definitude in Xiada Model as well.
On the other for those schools which ’t 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
2.3 “3P” Model
Interpreting, 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 before the interpreting, besides, the endup of interpreting doesn’t 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:
Fig. 2 “3P” Model
I = P1-Preparing( S + K + V + C ) +
P2-Performing ( D + M + E + C ) +
P3-Packaging ( A + S )
Phase 1: Pre-interpreting Preparation
Phase 2: Interpreting Performance
Phase 3: Post-interpreting Packaging
Interpreting Training = Preparing (Skills + Knowledge + Vocabulary + Cross-cultural Awareness) + Performing (Decoding + Memorizing + Encoding + Cooperating) + Packaging (Assessment + Summary)
The model sets up the part of skill as six modules: Preparing Training, Decoding Training, Memorizing Training, Encoding Training, Coordinating Training and Packaging Training. The six modules form a round system of interpreting training.
The first stage training includes professional vocabulary, linguistic skills, subject knowledge, cross-cultural awareness and the self assessment.
This second stage follows the process of interpreting skills training as four missions: Decoding, Memorizing, Encoding and Coordinating.
The third stage will be the conclusion of simulated training, that is summarizing and assignment, in the end, teachers and students will finish the feed-back and general comments together.
Phase 2 is the key point, and coordination integrated with the topics for business and plan some specific interpreting skills training respectively, such as discourse analysis, note-taking, text summarizing, stories repeating, public speeches, paraphrasing, interpreting numbers, interpreting idioms and proverbs, after reading, sight-interpreting, dub training, etc (LIU Jianzhu, 2006).
On the foundation of this model, there are six modules which were set for
skill training, preparing training, decoding training, memorizing training, encoding training, coordinating training and packaging training. These six modules form the complete system of interpreting training. It shows the ability-led, estimate-centered and student-based teaching model.
“3P”Model being the rising training model in interpreting training is an innovative attempt in interpreting training model. This model still needs to be improved and consummated in interpreting training.
2.3.1 Preparing
Preparing is everything the interpreter does for preparation before the interpreting (ZHANG Jiliang, 2003b). Being the fundamental part of the interpreting, the importance of preparation can never be exaggerated.
As a matter of fact, interpreting is the exercise of the interpreter’s knowledge and skills on the basis of professional standards. Liu concludes the quotation from the requisite qualification mentioned in Xiada Model.
Preparing = Bilingual Abilities + Ethics Knowledge + Cultural Awareness + Interpreting Skills + Professional Standards
2.3.2 Performing
Performing is not only the moment interpreting effect, but also the indispensable link in the interpreting.
In Gile Model, the process of interpreting divided into 3 parts, listening and analysis, short-term memory effort and speech production, on the other never be ignored, and can ensure the interpreter to allocate the attention.
2.3.3 Packaging
Packaging and conclusion is the continuing of interpreting, which not only means whether important part in improving the quality of interpreting.
The principle of evaluation and conclusion should consist of the speaker, the audience and the interpreter who participate in the interpreting. It could be summarized as:
Assessment = group-members’ evaluations + students’ feed-backs + teachers’ general comments
2.3.4 The Application of “3P” Model
“3P” Model corporate the requests about interpreting process in Gile Model and basic qualification in Xiada Model, and replenish the diverse assessment after interpreting. According to the preference of “3P”Model, in actual interpreting training, preparing, performing and packaging can also be separately set as preparing, decoding, memorizing, coordinating, encoding and packaging as six professional modules for training under designated project background.
2.4 APEC Model
On the basis of its key section, namely the short-term memory training, trainees should undertake training on tasks coordination like speech discourse analysis, information processing and meaning encoding. On the basis of surveying Effort Model, Xiada Model and “3P”Model, WU combines relevant theories like cognitive psychology, especially memory psychology, speech discourses analysis, information processing and short-term memory training methods with the interpreting psychological process and cognitive procedure model and tries to construct the following memory training model in consecutive interpreting, namely APEC Model to describe the short-term memory training process, method and track of thought in training process of consecutive interpreting penetratingly and concretely, in the instructional effects on the short-term memory training in consecutive interpreting training (WU Wenmei, 2010).
2.4.1 Discourse Analysis
The common speech discourses of interpreting for memory training include narrative discourse, introductive discourse (expositive discourse), argumentative discourse (persuasive discourse) or the combination of the three discourses. Knowing the characteristics of different speech discourses can reduce the burden of short-term memory and predict on the basis of it: what kind of contents different speech discourses usually typical information organization structures and these structures the information retrieval and reorganization during the
interpreting process.
The structure of narrative speech discourse is mainly the speech structure used
when things are narrated in original language. Narrative discourse stresses the temporality, spatiality and logicality. The introductive speech discourse (expositive discourse) is mainly used to introduce products, institutions, characters, sight spots and enterprises. And their introduced from the outside to the inside and from the easy to the difficult and complicated according to certain space or time clues. Argumentative discourse (persuasive discourse) , conclusion and stereovision. Also, it ” with strong logicality. There are many logic connect ers like “ the mean time”, “nevertheless”, “so” and “moreover” in it and it interpreting discourse structures are usually as follows: a. to express thanks to all guests present; b. to introduce the positions of guests and the institutes they represent; c. to appreciate the individual’s or institution’s achievements to which you paid special attention; d. to explain the purpose of the activity or the purpose to take part in the activity; e. to illustrate the connections or common ground between the activity and the guests or yourself; f. to share point of views on the activity issue; g. to review the previous activities and look into the future; interpreting training” and “to know the characteristics of argumentative discourses of domestic and foreign discourses well can Processing
The information processing process in memory training of interpreting includes: bottom-up processing, which means that the interpreter tends to pay more attention to the language elements like phonemes, vocabularies, phrases and sentences. Thus, this processing essentially reflects serial processing even though the processing involves the process of bottom-up processing. In other words, the interpreter starts with processing a word, a phrase and a sentence step by step and get the meaning of the speech discourse finally, namely to understand a word, then sentence and speech discourse at last. Top-down
processing means that the interpreter pays more attention to information retrieval and usage at long-term memory to distinguish words, phrases, sentences, etc. in original language. In other words, the interpreter firstly constructs the semantic schema of the whole speech discourse, understand the background of the speech discourse and the intention of the speaker, then understands the lower language level with the the two processes are combined.
In conclusion, interpreting memory is not the simple recovery of the stored information but the processing, storage and retrieval after encoding of input information. Its essence is the memory of main idea and key words in the information of original language on the basis of understanding the original language rather than rote memory of single phonetic code, information symbol of original language.
Syntactical analysis is the analysis of sentence structure to understand the meaning of a sentence, which is the process of deciding to put newly input words in a certain position of a phrase structure that is being built.
The relations between syntactic analysis and semantic analysis are: a. according to the viewpoint of chunking theory, understanding is the result of the combined action of many different chunks and every chunk a specific aspect of understanding. Syntactic analysis firstly is done by a syntactic chunk and it is not influenced by the context variable or global knowledge of sentence meaning at phonemes, words and sentence structures until the semantic relations of sentence elements are recognized and the meaning of sentence is generated. The other process that processing, which means that the listener will make use of different kinds of language information or extra-language information to speed up and clarify the information processing appearing from bottom to top and this is the interaction of bottom-up and top-bottom. Both semantic analysis and syntactic analysis are key factors in the language understanding but the effects of semantic factor are likely to be bigger than syntactic factor.
2.4.3 Meaning Encoding
The meaning encoding patterns of information in memory training of interpreting mainly include acoustic encoding, visual encoding and semantic encoding as well. To encode according to the physical characteristics of stimulation is to process the physical characteristics of outside information and retrieve different characteristics of things through sense organs. The information
kept in conic memory of visual domain and echoic memory of acoustic domain is encoded according to the physical characteristics of stimulation, namely to maintain the original form of sensory information. Furthermore, when memorizing a series of concept materials, people tend to organize them into a certain system and classify them according to semantic relations and the information in long-term memory mainly proceeds semantic encoding. In short-term memory, people firstly undertake visual encoding of stimulation and transformation of appearance-sound, then acoustic encoding of stimulation. If people continue to undertake semantic encoding and process information deeply, then deeper memory result will be acquired. Whether the meaning encoding of information is successful or not affects directly the storage and retrieval of information.
2.4.4 Tasks Coordinating
In memory training of interpreting, attention paid to listening, watching, thinking, writing and speaking should be coordinated and the use of memorizing methods like logical reasoning, outlining, visualization and chunking, etc. should be coordinated according to characteristics of speech discourse as well.
Logical reasoning means that the interpreter should not only analyze the meaning of the information spoken by the speaker, but also analyze the logical relations between the speech meanings so as to sort out and organize the information spoken by speakers in the interpreting production.
Outlining means that the interpreter forms a certain thinking schema according to the information structure form of speaker’s different speech discourses so as to play the part of bringing out the essentials in the interpreting production.
Visualization means the process of the interpreter portrays the information meaning of the speech discourse spoken by the speaker into a picture or a structure after processing, analyzing and meaning in the interpreting production.
Chunking means that “the interpreter should memorize meaningful chunks that through abstract summary and are in units of proposition rather than memorizing every sentence word for word. Furthermore, these meaningful chunks can be memorized through key words”. (Zhong Weihe, Wang Binhua 2009:83-84)
Fig.3 APEC Model
M = A + P + E + C
or elaborated as:
M = A ( PEN ) + P ( S + S + P ) + E ( SA V ) + C ( LOVC )
A ( PEN ) = analysis of (persuasive, expositive, narrative) discourse;
P ( S+S+P ) = (syntactic + semantic + pragmatic) processing ( “+” means that all of them are proceeded at the same time);
E ( SA V ) = encoding of (semantic, acoustic, visual) message;
C ( LOVC ) = coordination of (logical reasoning, outlining, visualization, chunking); (C being in the middle means that coordinating the attention paid to speech discourse analysis, information processing, meaning encoding and applying short-term memory methods is the key process of this model);
D = speech discourse;
M = memorization output.
The main color of this model being black means that the whole process of discourse analysis, information processing, meaning encoding, coordinating attention distribution and applying short-term memory methods of input speeches and top-down processing and bottom-up processing is proceeded in this “black box”. The color from outside to inside turns from dark to lig ht means that
because the above processing, analysis and the whole system of memory: “(a) It is an information processor and it can transfer information from sense register to long-term memory; (b) it can retrieve information from long-term memory and use it to processing (mes sage processing) activity” (P ENG Danling, ZHANG Biyin, 2004:163).
Chapter 3 Conclusion
3.1 Major Findings
Gile Model is more concrete and direct and it the basis of technique and guideline training, emphasizes the comprehension of the linguistic and non-linguistic knowledge, the analysis of discourse and cross-cultural communication factors and recombination of verbal data and knowledge.
Not only Gile Model but also the Xiada Model emphasizes knowledge of language, non-linguistic knowledge and interpreting skills as the key components to the interpreters. Professor ZHONG also mentioned that the knowledge structure of the interpreter should be made up of linguistic knowledge, encyclopedic knowledge and technical ability.
Moreover, combining the description of the process of interpreting from Gile Model and the essential requirements of the interpreter’s qualification from Xiada Model, “3P”model gives some further detailed analysis on preparing, performing and packaging and effective complement to a mainstay of diverse phrases.
APEC Model starts from the direction of the training of short-term memory in consecutive interpreting training which ’t been mentioned in previous models, adheres to the principles as giving priority to memory training with note-taking training on the supplementary role, using cognitive psychology, particularly theories or dissertates about psychological memory, information process and short-term memory training methods, binding with interpreting mental process and cognitive programming pattern.
It gives a concrete description to the process, technique of memory training, and captures the key stage of interpreting training.