memory training exe视译口译交传练习

Decoding Training (I): Active Listening（积极听入）Decoding in Interpreter’s TrainingInterpreting is a decoding-memorizing-encoding (解码-记忆-编码) process. Decoding is the first step in interpreting. To reconstruct ideas clearly and effectively, interpreters must first of all understand them correctly. An interpreter needs acute listening and understanding. If interpreters’ Decoding Effort fails, the other efforts become meaningless, so does the whole interpreting process.In the context of interpreting, an int erpreter should be aware that “to hear” is not merely to know all the words that are being spoken, but to grasp the main ideas of the original speech, for it is meaning that is to be interpreted, not the words. The pure understanding of words alone is not sufficient for interpreters to reconstruct ideas effectively. Interpreters must be able to seize meaning when they listen to the speaker, and they must therefore listen actively.Three Guidelines for Active ListeningBoth CI and SI require concentrated listening or active listening instead of ordinary listening, which means that the interpreter avoids all distractions, concentrating on the job at hand. To listen actively, the interpreter’s brain must be active. It must perceive the sounds correctly and constantly focus on the information conveyed by the sounds. In order to maintain active listening, interpreters are suggested to follow the following three guidelines（原则）.1. Listen to the Meanings instead of WordsWhat the speaker tries to convey（传达）and what the listener is interested in is not the words but the message. To render the speaker’s idea is interpreter’s top priority（首要任务）. Therefore, interpreters are expected to follow the speaker closely and catch the idea while listening.2. Listen for both Content and AttitudeThe total meaning of message consists of both idea and feeling. The speakers choose their own sentence structures and speak in their own tone to express their idea. The same sentence may mean differently byInterpreters, therefore, shall consider both the content（内容）and the speaker’s attitude（态度）.3. Listen with Ears, Eyes and HeartInterpreting is a highly demanding profession. Listening is the first step in interpreting. Interpreter’s decoding decides whether or not the speaker’s message can be correctly transfe rred. Interpreters shall listen with undivided attention and with the intention to receive the intended message. What they shall resort to is not simply their ears, but also their eyes and heart.Three Methods to Listen ActivelyTo understand more accurate ly the speaker’s intended message, interpreters must pay constant and careful attention. To improve the efficiency of active listening, interpreters often utilize（利用）several methods to help them focus on listening and collecting information. Following are some suggested methods for active listening.1. Sit or Stand Comfortably UprightIn the course of interpreting, interpreters usually have to sit or stand beside the speaker, or sit in the booth（口译箱）. Interpreter’s sitting or standing posture will surely exert an impact on their listening. In order to keep alert and limit distractions（分心）, it is advisable that interpreters first of all make sure they are in a comfortable position.2. Observe the Speaker’s Body LanguageAs we all know, people speak in both verbal language and body language（身体语言）. The speaker’s message shall be understood on the basis of his choice of words and his body language. Speaker’s body language like gestures（手势）, eye contact（眼神）and facial expressions （表情）sometimes gives hints（暗示）and tells the true story. Speaker’s facial expressions may tell the listener what he really mean.3. Try to Visualize the WordsVisualization（视觉化）is a tactic of conceiving ideas in the mind through pictures or images. By visualizing the speaker’s words, interpreters may identify（识别）the speaker’s main idea more easily. Such a skill helps the interpreter focus attention on the meaning of words used rather than the forms of the words.Decoding Training (II): Discourse Analysis（语篇分析）Interpreting is to “understand and make understood”. To interpret the speech, one must first understand the message of the speech. However, comprehension（理解）of the source discourse goes beyond the simple recognition of words and linguistic structures. The interpreter shall make an analysis of the source discourse. More importantly, the interpreter shall identify（识别）the speech type and know how to identify the main ideas of the original speeches.Identification of the Speech TypesSpeeches are diversified serving different occasions and purposes. It will be of great help to the interpreters if they know the speaker’s style. In most cases, speeches are prepared beforehand. Therefore, a study of the different types of writing helps an interpreter identify the main idea of a given speech. Following are the basic types of writing.1. Descriptive WritingDescriptive（描述性的）writing involves a great deal of detailed information. A descriptive discussion aimed at providing details of an event, a scene, a procedure, or a situation. This speech type demands a thorough background investigation of the speaker and the relevant situation by the interpreter.2. Narrative WritingNarrative（叙述性的）writing focuses on the development of events. There is no doubt that the interpreter should be very sensitive to dates, time phrases, and verb tenses when a narrative speech is dealt with.3. Expositive WritingExpositive（说明性的）writing deals with its subject matter in such orders as chronological, spatial, comparison, and definition. It would be to the advantage of the interpreter to conduct a background investigation of the speaker and the situation, for that would provide the interpreterwith not only the necessary glossary but also the speaker’s standpoint（立场）.4. Persuasive WritingPersuasive（劝说性的）writers always want to make their arguments clear, strong and convincing. When the purpose is to convince, writers of persuasive writing mainly employ two techniques -- induction（归纳）and deduction（推论）. Inductive writing starts with specific examples or points to draw a general conclusion, while deductive writing illustrates its thesis at first and then supports and reinforces the thesis through specific examples or subordinate ideas.Identification of the Main IdeasIn the context of interpreting, the main ideas of the source speech can be identified at the sentence level and at the discourse level. Priority should always be attached to identifying the main idea at the sentence level. We argue that identification of main ideas be done on the basis of sentences. Training in identifying the main ideas in interpreting should naturally take place first at the sentence level.1. Sentence LevelThe most important task for an interpreter to identify the main ideas at the sentence level is to discern (洞悉）the subject, verb and object (SVO). It is highly significant for the interpreter to catch the SVO of the sentence while listening to the source text, as the SVO usually carries the major information of the sentence. For example, when listening to “The best way to carry money while traveling is to have a major credit card”, the interpreter is expected to c atch “The best way is to have a credit card.” If the interpreter is able to catch the SVO of the sentence, he then will produce a complete sentence with the major information in the target language.2. Discourse LevelThere are also some skills an interpreter might employ on different occasions for grasping the gist（要点）of a speech at the discourse level. Ina well-organized speech, the speaker usually explains his point in the first few sentences. Therefore, one of the ways to get the main idea of a speech is to attach priority to the beginning of the speech. Secondly, if the interpreter encounters a speech that is inductively constructed, the interpreter should, to the best of their ability, conduct a study of the speaker's background and viewpoints so that they can follow the speaker's logical guidelines.Decoding Training (III): Note Taking I（口译笔记I）A key skill that is involved in interpreting and deserves our foremost attention is note taking, as few interpreters can memorize a segment of speech delivered longer than one minute without some loss of information. Note taking is an indispensable（不可或缺的）tool for interpreters in consecutive interpreting and it helps interpreters reproduce the original speech accurately.Note Taking—an Aid and an EvilNote taking plays a very important role in the course of interpreting and it serves as an important aid（助手）to the interpreter. However, it can also be an evil（麻烦）if the interpreter is not able to take notes in a proper way.1. An AidIt is easy for an interpreter to speak from their memory when the speaker pauses after every one or two sentences. But if the speaker keeps speaking for 5 or even 10 minutes without any pauses, the interpreter can hardly expect to remember all the details that are mentioned. This is particularly true in cases where the speaker abruptly refers to a long series of figures or a long list of names. It is obvious that, without the help of notes, one can hardly avoid misinterpreting or leaving out important information. In these cases, note taking does play a decisive role in interpreting.To supplement（补充）short-term memory and reduce the burden of the brain, it is necessary to resort to notes. Nothing but notes can help an interpreter overcome the limitation of human memory. Interpreters take notes for two major purposes. First, notes can aid memory. Some elements in a speech cannot be recalled merely on the basis of memory. Second, notes can represent the structure of a speech. Written notes, even when brief in content, can clearly indicate how ideas are related to or separated from one another, which helps interpreters reproduce the structure and message accurately.2. An EvilHowever, for many interpreters, note taking is said to be a necessary evil（必要之恶）. It is regarded as an evil because it calls for a certain amount of distribution of attention and it might interfere in one’s listening. The fact that taking notes diverts（转移）attention and interferes with listening poses the first obstacle. The second problem is that untrained interpreters are often at a loss what notes should be taken and in which way the notes should be taken.The most essential aspects of consecutive interpreting are the processes of listening, understanding, analysis and re-expression. If these processes are not well carried out, even the best notes in the world will not produce good interpretation. Therefore, note-taking is not an end in itself, but a means to an end. Notes are meaningless if they do not function well as aids in the processes of interpreting.Two Features of Note-takingNote taking in the course of interpreting has two distinct features.1. The Purpose of Note Taking is to Supplement Memory Efficiency.This means that the importance of note taking should not be overemphasized（过分强调）. An interpreter must realize from the very beginning that it is memory on the basis of correct comprehension that plays the major role in ensuring accuracy（准确）in interpreting. So it is absolutely unnecessary and impossible to write down every word. In fact, if an interpreter spends too much time taking notes, he won’t be able to have sufficient time to ponder（考虑）over the actual interpreting. At any time and under any circumstances, an interpreter should focus his attention on listening and comprehension and try to grasp the central ideas.2. The Notes are Essentially Individual in Character.The ability to note down what is said varies from person to person. Some people may have an exceptionally good memory and rememberdetails; others may be particularly familiar with the subject matter in a particular field. It is therefore not feasible for a beginner to copy mechanically a system of notes used by an experienced interpreter. The notes taken are used immediately and exclusively（专有地）by the interpreter himself. In other words, notes are not intended for others to read or for the interpreter himself to use when the interpreting is over. The content and symbols noted down vary with individual interpreters. Only practical experience and repeated experiments can show an interpreter what type of notes will be best suited for him.Decoding Training (IV): Note Taking II（口译笔记II）What Notes To Take?Interpreters are not able to note down every word he hears. They shall therefore be very clear that what are to be noted down and what are to be kept in mind. Following are some items that are supposed to be noted down.1. Key Words and Main IdeasInterpreters have their own note taking habits as to what and how much to write down in their notebooks. However, most interpreters only jot down（略记）the semantic meanings of the very important words and phrases and draw arrows to indicate the relations among them. It is advisable not to write too much when taking notes, as it is likely to distract the interpreter from clearly understanding the speech. Skilled interpreters always keep their notes brief in content and simply jot down the key points. An interpreter should not take notes indiscriminately（不加选择地）. He should make a logical analysis of the original speech and try to catch the key words so as to follow the speaker’s flow of thought.2. Figures, Proper Names, and ListsFor the purpose of aiding memory, interpreters obviously note down the elements that are difficult to remember. Special attention should be given to personal names, places, figures, time, and the names of organizations. First, when numbers are spoken, notes become indispensable（绝对必要的）, for numbers cannot be recalled reliably without the help of notes, especially when the speech involves a series of numbers. Second, when proper names, especially the ones with which the interpreters are not familiar, are cited by the speaker, notes are also essential. Third, when the speaker gives a long list, interpreters should try to note all the elements of the list as completely as possible.3. Links and Transitional ExpressionsFor the purpose of representing the structure of the speech, interpreters need to write down links and separations between ideas.Interpreters may remember these points without notes, but the written notes of these elements will ensure the efficient and complete reproduction of the original structure. Transitional（过渡的）words or phrases such as "but", "so", "if" are of special importance in indicating the logical relationship between different sense groups and helping interpreters remember what has been said. Therefore, such links and transitional expressions should be jotted down carefully.4. Beginning and EndIt is also necessary to point out that an interpreter should try his/her best to remember the beginning and the end of a speech. It is quite likely that when a long speech comes to an end, the interpreter fails to recall how the speaker began or ended his/her speech. However, the listeners usually remember the beginning and end better. It is therefore suggested that the interpreter note down the beginning and the end of the speeches he/she is going to interpret.How To Take Notes?As for how to take notes, it is very much a question of personal preference. However, there are some general guidelines to follow.1. Take the Notes in ColumnsUsually, interpreters prefer to takes notes vertically（垂直地）so as to break up the sentence into sense units for easy digestion. In addition, vertical notes leave enough margin（空白）and space between lines in order to insert markers such as arrows and other meaningful symbols that help imply the relations among what is noted down. Therefore, many experienced interpreters prefer top-opening notebooks to those that open on the side.2. Use Abbreviations and SymbolsAbbreviations（缩写）and symbols account for much of the veteran interpreters’ notes. Using abbreviations and symbols instead of words in full spelling is what almost every professional interpreter practices when taking notes, as the abbreviations and symbols save time and efforts. In2018order to facilitate note taking, we might as well use some simple words to stand for various groups of transitional expressions. For example, we may write "if" to stand for all conditional expressions such a s “so long as”, “on condition that”, “provided/providing that” and “in case”; “tho” for all concessive expressions such as "although", “though”, "even though", "while", "in spite of" and "despite".3. Few Words, More Lines.Skilled interpreters always keep their notes brief in content and simply jot down the key points. An interpreter should always concentrate on listening and practice the maximum economy in note taking. As a rule, his notes should be of such a type that each word (or symbol, or sign) usually represents a sense group, leaving an appropriate space between two words or symbols. In short, the words noted down should preferably be reduced to the minimum（最小值）in number. It is advisable for an interpreter to take notes in columns（纵向）so that each sense group represented by a key word or symbol in the notes occupies half a line or even one line, and that the next sense group is noted in another line.4. Be Logical and LegibleThe notes are taken for immediate use in interpreting. Therefore, the notes should be logical and legible（清晰的）. As far as possible, the interpreter should be able to make a logical analysis of the speech that is being made and to take his notes accordingly. In this way, the speaker's flow or sequence（顺序）of ideas can be better grasped and noted and therefore better interpreted. At the same time, the interpreter must see to it that his notes are legible. They must be easy to read, for the interpreter cannot afford the time to hesitate or meditate（思考）before interpreting them.。

记忆力在口译中的作用和训练方法口译人员处于交谈者双方之间，而且是必不可少的中间人。

口译者要有坚实的外语基础,这些基础包括:良好的听力,较强的理解力,惊人的瞬时记忆力和清楚的表达能力。

只有这样的基础,项目口译才能将译语(target text)的信息以恰当的方式用原语(source language)再现出来。

也就是说这四个方面构成了项目口译的四个阶段,即:听懂、理解、记忆和表达。

人脑存贮语言符号的能力是有限的,人脑瞬时记忆贮存的能力更有限,对于口译来说这种记忆能力还常取决于译语水平的高低、语言转换能力、心理素质等多方面的因素。

初入道的口译人员很容易出现只记住第一句和最后一句的现象,所以要通过反复训练来培养这种记忆能力,尤其是瞬时记忆能力。

口译是一门艺术。

作为一名译员，还必须具备以下几个素质：1．译员必备的素质：（一）思维敏捷口译工作的特殊性在于译员几乎没有时间分解口译过程中的三个阶段，即：理解、翻译和表达。

这三个阶段都是在极短的时间内完成的，译员必须“消极被动的”接受别人所讲的一切观点，非常完整地、顺从地表达演讲人所表达的全部想法，同时，他又必须“极主动地”作出反应，思维敏捷，好比是个球员，在接到球以后，要立即把球传出去，且要做到稳而准。

听懂,是做好项目口译的第一关。

项目口译的一项主要工作是项目谈判口译,而搞项目谈判的多数外国人其母语都不是英语,语音及语调都不很纯正,常常给口译人员的听力造成很大障碍。

（二）出众的记忆力口译人员需要有非凡的记忆力，这完全是由口译工作的特定性质所决定的。

一方面，口译过程中，译员不可能查阅词典、资料、书籍等，译员必须记住大量的词汇，缩略词和成语、典故等，如：画蛇添足to paint the lily;用小虾钓大鱼to throw a sprat to catch a whale等等。

有些成语译员能记住故事则更好，如“东施效颦”译成“Tung Shi imitates Xi Shi”，外国人恐怕很难理解，译员如加上解释，口译的效果就会很好。

Memory Training in InterpretingFrom Translation Journalby Weihe ZhongAbstract: This paper discusses memory training in interpreting.According Gile's Effort Model (a Processing Capacity Account), short-term memory is an essential part in the process of interpreting. This paper analyzes the major characteristics of Short-term Memory(STM) and their implications for interpreters' memory training. The author believes that interpreting is an STM-centered activity, which includes encoding of information from the Source Language, storing of information, retrieval of information, and decoding of information into the target language. The training of STM skills is the first step in training a professional interpreter. Tactics for memory training for interpreters like retelling, categorization, generalization, comparison, shadowing exercises, mnemonics, etc. are presented in this paper.Key Words: Interpreter Training, Memory Training, Short-Term Memory, Effort Model1. Why Memory Training?Interpreting is defined as "oral translation of a written text" (Shuttleworth & Cowie: 1997:83). 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 (1992:231).Whether novice or experienced, all interpreters find this profession demanding and challenging. Phelan says that "when an interpreter is working, he or she cannot afford to have a bad day. One bad interpreter can ruin a conference" (2001:4). In discussing the qualifications required for an interpreter, Phelan mentions that:"The interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context. Ability to concentrate is a factor as is the ability to analyze and process what is heard" (2001:4-5).Mahmoodzadeh also emphasizes that a skillful interpreter is expected to "have a powerful memory." (1992:233). Daniel Gile (1992,1995) emphasizes the difficulties and efforts involved in interpreting tasks and strategies needed to overcome them, observing that many failures occur in the absence of any visible difficulty. He then proposes his Effort Models for interpreting. He says that "The Effort Models are designed to help them [interpreters] understand these difficulties [of interpreting] and select appropriate strategies and tactics. They are based on the concept of Processing Capacity and on the fact that some mental operations in interpreting require much Processing Capacity."(1992:191) According to Gile, Consecutive Interpreting consists of two phases: a listening and reformulation phrase and a reconstruction phase (1992:191, 1995b:179):Phase One: I=L+M+NI=Interpreting, L=listening and analyzing the source language speech, M=short-term memory required between the time information is heard and the time it is written down in the notes, and N=note-taking.Phase Two: I= Rem+Read+PIn this Phase Two of Consecutive Interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech (Rem), read the notes (N), and produce the Target Language Speech (P). Gile's Effort Model for Simultaneous Interpreting is:SI=L+M+PSI=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."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."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" (1995a:93).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 (1995a:97-98).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. Among all the skills and techniques which are required for a good interpreter, memory skill is the first one which should be introduced to trainee interpreters.2. Memory in Interpreting2.1 Short Term vs. Long Term MemoryPsychological studies of human memory make a distinction between Short-Term Memory(STM) and Long-Term Memory(LTM). The idea of short-term memory simply means that you are retaining information for a short period of time without creating the neural mechanisms for later recall. Long-Term Memory occurs when you have created neural pathways for storing ideas and information which can then be recalled weeks, months, or even years later. To create these pathways, you must make a deliberate attempt to encode the information in the way you intend to recall it later. Long-term memory is a learning process. And it is essentially an important part of the interpreter's acquisition of knowledge, because information stored in LTM may last for minutes to weeks, months, or even an entire life. The duration of STM is very short. It is up to 30 seconds. Peterson (1959) found it to be 6 - 12 seconds, while Atkinson and Shiffrin (1968) and Hebb (1949) state it is 30 seconds. Memory in interpreting only lasts for a short time.Once the interpreting assignment is over, the interpreter moves on to another one, often with different context, subject and speakers. Therefore, the memory skills which need to be imparted to trainee interpreters are STM skills.2.2 Major Characteristics of STMInput of information: It is generally held that information enters the STM as a result of applying attention to the stimulus, which is about a quarter of a second according to the findings of both Sperling(1960) and Crowden(1982). However, McKay's (1973, in Radford and Govier, 1991: 382) findings do not fully support this, asserting that unattended information may enter the STM.Capacity: As mentioned in the previous section, the capacity of STM is limited and small. Atkinson and Shiffrin (1968) propose that it is seven items of information (give or take two). Miller (1956) says it is seven "chunks." Another possibility may be that the limiing factor is not the STM's storage capacity, but its processing capacity (Gross:1990:55).Modality: To store information in STM, it must be encoded, and there is a variety of possibilities as to how this operates. There are three main possibilities in STM: (1) Acoustic (Phonemic) coding is rehearsing through sub-vocal sounds (Conrad, 1964 and Baddeley:1966). (2) Visual coding is, as implied, storing information as pictures rather than sounds. This applies especially to nonverbal items, particularly if they are difficult to describe using words. In very rare cases some people may have a "photographic memory," but for the vast majority, the visual code is much less effective than this (Posner and Keele: 1967). (3) Semantic coding is applying meaning to information, relating it to something abstract (Baddeley:1990, Goodhead:1999)Information Loss: There are three main theories as to why we forget from our STM: (1) Displacement—existing information is replaced by newly received information when the storage capacity is full (Waugh and Norman:1965) (2) Decay—information decays over time (Baddeley, Thompson and Buchanan, 1975). (3) Interference—other information present in the storage at the same time distorts the original information (Keppel and Underwood:1962).Retrieval: There are modes of retrieval of information from STM: (1) Serial search—items in STM are examined one at a time until the desired information is retrieved (Sternberg:1966). (2)Activation—dependence on activation of the particular item reaching a critical point (Monsell:1979, Goodhead:1999).3. Memory TrainingThe purpose of memory (STM) training in interpreting is to achieve a better understanding of the source language, which will lead to adequate interpreting. As Lin Yuru et al. put it, "Memory in consecutive interpreting consists of nothing more than understanding the meaning, which is conveyed by the words" (Lin et al., 1999:9). Understanding is the first step in successful interpreting; therefore, memory training is to be provided in the early stage of interpreter training. Memory functions differently in consecutive and simultaneous interpreting, because the duration of memory is longer in CI than in SI. There are different methods of training STM for CI and SI respectively. Interpreting starts with the encoding of the information from the original speaker. According to Gile's Effort Model, interpreting is an STM-centered activity; the process of interpreting could be re-postulated into:Encoding of information from the Source Language + Storing Information + Retrieval of Information + Decoding Information into the Target language.In Consecutive Interpreting, there is probably up to 15 minutes (depending on the speaker's segments) for the interpreter to encode and then store the information. This is the first phase of Gile's Effort Model for CI. In the second phase of Gile's Model, the interpreter starts to retrieve information and decode it into the target language. In SI, encoding and decoding of information happen almost at the same time. The duration for storing the information is very limited. Therefore, in the first step of interpreting, encoding (understanding) information uttered in the SL is the key to memory training.According to the previous description, there are three main possibilities of storing information in STM: (1) Acoustic Coding; (2) Visual Coding and (3) Semantic Coding. Visual coding may be used by interpreters in conference situations with multimedia. Notes in interpreting are to assist in such visual coding of information. But in most interpreting contexts, interpreters will depend on acoustic and semantic coding. Therefore, exercises should be designed for this purpose. The following methods are recommended:Retelling in the Source Language: The instructor either reads or plays a recording of a text of about 200 words for the trainees to retell in the same language. The trainees should not be allowed to take any notes. In the first instance, trainees should be encouraged to retell the text in the same words of the original to the largest possible extent. The following tactics should be used by the trainees after a certain time of training on retelling: Categorization: Grouping items of the same properties; Generalization: Drawing general conclusions from particular examples or message from the provided text; Comparison: Noticing the differences and similarities between different things, facts and events; Description: Describing a scene, a shape, or size of an object, etc. Trainees are encouraged to describe, summarize, and abstract the original to a large extent in their own words in exercises (2) to (5). Shadowing Exercise: Which is defined as "a paced, auditory tracking task which involves the immediate vocalization of auditorily presented stimuli, i.e., word-for-word repetition in the same language, parrot-style, of a message presented through a headphone"(Lambert 1899:381). This kind of exercise is recommended for training of Simultaneous Interpreting, especially the splitting of attention skills and the short-term memory in SI.There is another tool which is effective in memory training: Mnemonic to Memory. Mnemonic is a device, such as a formula or rhyme, used as an aid in remembering. Mnemonics are methods for remembering information that is otherwise quite difficult to recall. A very simple example of a mnemonic is the '30 days hath September' rhyme. The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information.The human brain has evolved to encode and interpret complex stimuli—images, color, structure, sounds, smells, tastes, touch, spatial awareness, emotion, and language—using them to make sophisticated interpretations of the environment. Human memory is made up of all these features.Typically, however, information presented to be remembered is from one source—normally words on a page. While reading words on a page reflects one of the most important aspects of human evolution, it is only one of the many skills and resources available to the human mind. Mnemonics seek to use all of these resources. By encoding language and numbers in sophisticated, striking images which flow into other strong images, we can accurately and reliably encode both information and the structure of information to be easily recalled later (Manktelow:2003).It is also advisable that Exercises with Interference (e.g. noises) be provided in order to prevent information loss in the Short-Term Memory,since the environment and other information present in the storage may reduce the information encoded. Recording speeches with specially'inserted' noises as a background is a recommended classroom practice, since this is a very effective method to enable the students to concentrate and thus strengthen their STM duration.4. ConclusionShort-Term Memory is an essential part of interpreting, but memory training has long been ignored by professional trainers. From the above analysis, we can conclude that memory skills in interpreting could be acquired by effectively designed exercises. With a well-'trained' short-term memory, interpreters are actually equipped with an effective tool for the encoding and decoding information. It is, therefore, advised that institutions of interpreter training include "memory training" in the design of their courses.Notes:1. Training of professional interpreters has a three-part structure: the first stage is introduction to skills specific to interpreting, for example through memory training and note-taking exercises. This is followed by intensive classroom practice. The third stage involves work experience and observation where the main focus is on task achievement.References:Anderson, J.R., 1983. The Architecture of Cognition. 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"Acoustic Coriftisions in Immediate Memory", in British Journal of Psychology, 55, 75-84.Crowder, R.G., 1982. "The demise of short-term memory", in Acta Psychologica, 50, 291-323.Dollerup, G & Lindegaard, A, 1992, Teaching Translation and Interpreting 2: Insights, Aims, Visions, Amsterdam & Philadelphia: John Benjamins Dollerup, G & Lindegaard, A, 1992, Teaching Translation and Interpreting : Training,Talent and Experience, Amsterdam & Philadelphia: John BenjaminsGile, D, 1995a, Regards sur la recherche en interpretation de conference. Lille: Presses Universitaires de Lille.Gile, D, 1995b, Basic Concepts and Models for Interpreter and Translator Training,Amsterdam & Philadelphia: John Benjamins.Gile, D, 1992, Basic Theoretical Components in Interpreter and Translator Training, in Dollerup, C and Loddegaard, A (eds), 185-194 Goodhead, Jared, Difference Between STM and LTM,/bscpsych/memory/goofhead.htm, 1999Keppelk, G., and Underwood, B., 1962. 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同声传译记忆训练Memory in Simultaneous Interpreti (2009-04-13 08:14:49)记忆技能是同声传译的基本技能之一。

：Simultaneous Interpreting=Listening and Analysis+Memory+Production，即：同声传译=听和分析+记忆+长处。

在同声传译过程中，译员必须具备很强的暂存记忆能力，因为译员不能只听到几个字就开始照其字面意思译出，而必须一小节(Segment）一小节地听取并译出每节的完整意义，这就要求译员在一处一节意义之前必须暂存那一节的词句；而且，同传译员还应善于把各节意义串联成一个整体意义，这同样也要求译员在一处新的小节意义的同时能够暂存前面小节的意义。

从这个意义上说，记忆技能应该是同声传译技能训练第一阶段的重点。

同声传译技能训练方法主要有：源语单语连续复述；源语单语同声复述；源语单语延迟复述；等。

具体训练方法如下：源语单语连续复述：源语单语连续复述是同传技能训练中让学员从连续传译向同声传译逐步过渡的一种练习方式，具体练习方式是，在播放一段源语的录音后，暂停播放，让学员用源语复述说听到的内容。

在复述的过程中，首要的目标是做到内容和意义的完整，而不应要求学员准确甚至生硬地重复源语的语言形式。

这种复述的过程不同于简单的背诵。

源语单语同声复述：源语单语同声复述又叫“影子练习”(Shadowing exercise)，就是用同种语言几乎同步地跟读发言人的讲话或事先录制好的新闻录音、会议资料等。

该训练的目的是培养译员的注意力分配(split of attention)和听说同步的同声传译技能。

确切的说，源语单语同声复述的其实是“影子练习”的初级阶段，其特点是在录音开始时即紧紧跟随源语同步开始复述，其目标仍然是努力保持复述内容的完整性。

源语单语延迟复述：源语单语延迟复述可看作是“影子练习”的高级阶段。

同传学员经过一段时间的源语单语复述练习后，可以在源语开始后延迟半句到一句话跟读源语。

英语口译记忆训练材料英文回答：Memory Training Exercises for English Interpreters.Interpreting is a demanding profession that requires a high level of concentration, attention to detail, and memory skills. Interpreters must be able to listen to a speech or presentation, process the information, and then translate it into another language while maintaining the original meaning. This can be a difficult task, especially if the speech is complex or technical.One way to improve your memory skills as an interpreter is to practice memory training exercises. These exercises can help you to improve your concentration, attention to detail, and ability to recall information.Here are a few memory training exercises that you can try:Chunking: Chunking is a technique that involves breaking down information into smaller, more manageable chunks. For example, if you need to remember a list of 10 items, you can break it down into two chunks of five items each. This will make it easier to remember the list.Active recall: Active recall is a technique that involves trying to recall information from memory without looking at your notes. This can be done by quizzingyourself on the information, or by trying to write it down from memory.Spaced repetition: Spaced repetition is a technique that involves reviewing information at increasing intervals of time. For example, you might review the information once on the day you learn it, then again a week later, and then again a month later. This will help you to retain the information more effectively.Mnemonic devices: Mnemonic devices are techniques that can help you to remember information by associating it withsomething else. For example, you might use a rhyme, a song, or a picture to help you remember a list of items.中文回答：英语口译记忆训练材料。