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1、 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。承诺人签名： 日期： 2010 年 5 月 30 日On Interpreting T

2、raining 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 qualifica

3、tion 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(in

4、cluding 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 a

5、bove, and gives an conclusion of each models characteristics.Keywords：Interpreting, Training Models, Study口译训练模式研究摘 要口译是特殊环境下的语言交际活动，随着人类社会的发展与进步，口译使得人类的语言交际更加丰富。现今社会对口译人才的需求量急剧增加，对口译人才的质量要求也越来越高。作为培养口译人才的最佳途径，口译训练模式是口译训练不可或缺的组成部分。本文主要针对口译训练模式进行讨论，除了研究著名的吉尔模式(包括多任务处理模式和口译理解模式)，还对国内学者提出的著名的口译训练模式如厦大口

6、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CONTENTSABSTRACTI摘 要IIChapter 1 Introduction11.1 Study Backgrounds11.2 Research Method and Significance1Chapter 2 Interpreting Training Models32.1 Gile Model32.1.1 Effort Model for Simultaneous Interpre

7、ting32.1.2 Consecutive Interpreting Model52.1.3 Comprehension Model62.2 Xiada Model62.3 “3P” Model82.3.1 Preparing102.3.2 Performing102.3.3 Packaging102.3.4 The Application of “3P” Model112.4 APEC Model112.4.1 Discourse Analysis112.4.2 Information Processing132.4.3 Meaning Encoding142.4.4 Tasks Coor

8、dinating14Chapter 3 Conclusion173.1 Major Findings173.2 The Lack of the Study173.3 The Promise of the Study18References19Acknowledgements21IVChapter 1 Introduction1.1 Study Backgrounds In todays world, Interpreting Studies has become a must. In Europe, for instance, these activities have been a part

9、 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

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

11、y 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 inte

12、rpreting 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 m

13、odels 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 Significa

14、nceInterpreting 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 o

15、f cross-cultural communication in modern society. Along with the increasing development of Chinas internationalization degree, the demand for interpreters at all levels from all sectors of the community has been growing. Interpreting training models are the direct paths for training and enhance stud

16、ents interpreting ability.The purpose of this thesis aims at summarizing the prominent character and particular idea of each interpreting training model in order to have a thorough elaboration of those models mentioned above.Chapter 2 Interpreting Training Models2.1 Gile ModelFrom the late 1980s, th

17、e 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

18、 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

19、 up with “Effort Model” (Gile, 1995: 179).2.1.1 Effort Model for Simultaneous InterpretingSimultaneous interpreting (SI) is a complex skill in which language comprehension and production take place at the same time in two languages within the limited time, which will bring great pressure to the inte

20、rpreter including altitudinal cognitive processing.In the model of simultaneous interpreting, simultaneous interpreting has been considered as the multistep process composed by utterance discrimination, storage mechanism, transform, expression and supervision mechanism (Moser-Mercer, 1997:177).Parad

21、is 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 interpr

22、eting 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 in

23、terpreting 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

24、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 attent

25、ion 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 (Z

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

27、the total processing capacity available for the interpreter must equal to or more than the total processing capacity required. Gile concludes interpreting as the equation of following three tasks:SI = L + M +P + CSimultaneous Interpreting = listening and analysis + short-term memory effort + speech

28、production + coordinationSI=Simultaneous Interpreting.L=Listening and Analysis, which includes all the mental operations between perception of a discourse by auditory mechanisms and the moment at which the interpreter either assigns, or decides not to assign, a meaning (or several potential meanings

29、) 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 interpre

30、t them.P=Production, which includes all the mental operations between the moment at which the interpreter decides to convey a datum or an idea and the moment at which he articulates (overtly produces) the form he has prepared to articulate (Gile,1995:93). Gile emphasizes that the memory effort is as

31、sumed 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

32、, 1995:97-98).2.1.2 Consecutive Interpreting ModelInterpreting is defined as oral translation of a text. Mahmoodzadeh gives a more detailed definition of interpreting: “Interpreting consists of presenting in the target language, the exact meaning of what is uttered in the source language either simu

33、ltaneously 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):Phase: CI = L + N + M + CConsecutive Interpreting = Listenin

34、g and Analysis + Note-taking + Short-term Memory operation + CoordinationI = Interpreting;L = listening and analyzing the source language speech;N = note-taking;M = short-term memory required between the time information is heard and the time it is written down in the notes;C = coordinating.Phase: C

35、I = Rem + Read + PConsecutive Interpreting = Remembering + Note-reading + ProductionIn 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

36、 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 th

37、e 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 introdu

38、ced to train interpreters. 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

39、specially puts comprehension model.C = KL + EKL + AComprehension = Knowledge of the language + Extralinguistic knowledge + AnalysisGile 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 poss

40、ible 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 Giles cognitive theory and models, in interpreting training, the teachers should make the students realize that foreign language learning is actua

41、lly 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 tran

42、sfer and arouse their learning ability and enhance the general cognitive ability of language and information.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 Pro

43、f. 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 equa

44、ls 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 dec

45、lares 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-

46、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 ModelFig. 1 Xiada ModelI = A(

47、 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 interp