1、 畢業論文on interpreting training models學 院： 外國語學院專 業： 姓 名： 指導老師： 英語佟婷廷 學 號： 職 稱： 0610211008吳文梅講師中國珠海二一 年 五 月北京理工大學珠海學院畢業論文誠信承諾書本人鄭重承諾：我所呈交的畢業論文on interpreting training models 是在指導教師的指導下，獨立開展研究取得的成果，文中引用他人的觀點和材料，均在文后按順序列出其參考文獻，論文使用的數據真實可靠。承諾人簽名： 日期： 2010 年 5 月 30 日on interpreting training modelsabstract

2、interpreting 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 availab

3、ly. 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 a

4、nd 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 con

5、clusion of each models characteristics.keywords：interpreting, training models, study口譯訓練模式研究摘 要口譯是特殊環境下的語言交際活動，隨著人類社會的發展與進步，口譯使得人類的語言交際更加豐富。現今社會對口譯人才的需求量急劇增加，對口譯人才的質量要求也越來越高。作為培養口譯人才的最佳途徑，口譯訓練模式是口譯訓練不可或缺的組成部分。本文主要針對口譯訓練模式進行討論，除了研究著名的吉爾模式(包括多任務處理模式和口譯理解模式)，還對國內學者提出的著名的口譯訓練模式如廈大口譯訓練模式、“3p”口譯訓練模式和apec

6、model交替傳譯短時記憶訓練模式進行了較為全面的探討。從基礎理論著手，對現有的口譯訓練模式進行梳理，并總結概括各自的特點。關鍵詞：口譯 訓練模式 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 interpreting32.1.2 consecutive

7、 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 coordinating14chapter 3 co

8、nclusion173.1 major findings173.2 the lack of the study173.3 the promise of the study18references19acknowledgements21chapter 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 universit

9、ies 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. in china, it has been

10、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 already got its own profession

11、al 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

12、 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. be

13、aring 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 significanceinterpreting is a com

14、municative 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 communi

15、cation 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 students interpreting abilit

16、y.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, the investment of interpre

17、ting 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

18、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”

19、(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 interpreter including altitu

20、dinal 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).paradis and setton excessivel

21、y 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 explanati

22、on 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

23、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 xi

24、aoyan, 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 human brains co

25、uld 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). ef

26、fort 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 cap

27、acity 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 production + coordinatio

28、nsi=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 h

29、e 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, whi

30、ch 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 assumed to stem form the n

31、eed 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).2.1.2 cons

32、ecutive 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 simultaneously or consecutiv

33、ely, 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 = listening and analysis + note-ta

34、king + 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: ci = rem + read + pconsec

35、utive 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 models, its clear that

36、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-

37、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 interpreter

38、s. 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 comprehen

39、sion 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 possible for someone to be q

40、ualified 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 actually the analysis of info

41、rmation 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 le

42、arning 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 prof. jack lonergan from un

43、iversity 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 interpr

44、eting 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

45、 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 d

46、iscourse. 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( d + cc ) + c( sl + k )

47、+ 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 an

48、alyses 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

49、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 sk

50、ill 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 high level simulation of non-linguistic knowledge, besides, the int

51、ernal mental activity mechanism isnt definitude in xiada model as well. 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

52、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). 2.3 “3p” modelinterpreting, as a communi

53、cative 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 en

54、d 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,

55、preparing, performing and packaging that is “3p” model: 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 = prepa

56、ring (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, coordin

57、ating 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