Presentation5

EnglishInterpretingMemorySkillsinInterpretation

Contents

1.Memoryininterpretation2.Memorytraining3.Memoryexercise1.MemoryininterpretationNormalspokendelivery:120—220words/minThemore“meaningful”theinformation,theshorterittakesforittobecommittedtomemoryandtheeasieritistoremember.Theinterpreterconcentratesonbothmeaningandthewordsusedcarpet:車上有個地毯和寵物abacus（愛撥個死）：算盤economy（依靠農民）：經濟comedian（喜劇演員來點，come,dian）：喜劇演員journeywork（旅途中的工作不可能長）：短工Graspingofthemeaning:activememoryWords:afaintimpressioninhismemoryAgoodexample:themoviegoerThereasonthemoviegoerremembersthefilmisbecausehehasunderstoodit.Understandingthemeaningiscrucialinthememoryinconsecutiveinterpreting.

人的一生中，記憶最佳年齡通常在青年時代。18至29歲的記憶力為100;10至17歲為95;29至39歲為92，40至69歲為83，70至89歲則降至55。

口譯記憶的基本原理：

1)記憶的基本原理及口譯記憶的特點：記憶中的三個重要環節：編碼（encoding);存儲(storage)和提取(retrieval)。我們的目標：正確編碼，提高存儲的條理性，把握提取的線索。2)記憶的分類：瞬時記憶

(instantmemory),是指保持時間在一二秒鐘以內的記憶，也叫感覺記憶（sensormemory)或感覺登記(sensorregistration)刺激物體的信息接觸到人的感覺器官，使得到暫時的存貯，這種存貯形式便叫做感覺登記。感覺登記有不同的類型，如視覺登記、聽覺登記等。凡接觸到感覺器官的信息，都成了登記的內容。相對短時記憶而言，感覺登記保持的信息量較大，但它們都處于相對地未經加工的原始狀態。如果人不予注意，感覺登記的信息便很快喪失，所以保持時間相當短。Verysignificantpoint-paycloseattention

Now-giventheobviousdifferencebetween2millionbitspersecondand134bitspersecond,weclearlyseethatasignificantamountoftheincominginformationislostintheselectionprocess.ThuswecanalsoclearlyseewhyourmapoftheworldcouldNEVERBEtheworlditself,justasamapofthePRC,evenifitwasbuilttoscalebyateamofexperts,couldNEVERBEthePRCitself.短時記憶

(short-termmemory),也稱工作記憶(workingmemory)信息在短時記憶中儲存約20秒后消失。但是，短時記憶又是唯一對信息進行有意識加工的記憶階段。如果加以注意，信息在短時記憶中的保持同注意的時間一樣長，可以遠遠超過20秒。短時記憶的信息容量可用組塊（chunk）作為單位來測量。組塊是指人們在過去經驗中已變為相當熟悉的一個刺激獨立體，如一個字母、一個單詞、一個數字、一個成語等。米勒（Miller，1956）認為短時記憶的信息容量為7±2個組塊，這個數量是相對恒定的。請你讀一遍下面的一行隨機數字，然后合上書，按照原來的順序，盡可能多地默寫出來：

71863945284HJMROSFLBTW

假如你的短時記憶像一般人那樣，你可能回憶出7個數字或字母，至少能回憶出5個，最多回憶出9個，即7±2個。長時記憶

(long-termmemory),也稱永久記憶(permanentmemory)可以長達數日、數月乃至數年，記憶容量幾乎是無限的，但需要被激活。它的信息主要來自短時記憶階段加以復述的內容，也有由于印象深刻一次形成的。長時記憶的容量似乎是無限的，它的信息是以有組織的狀態被貯存起來的。口譯：短時記憶“記詞”還是“記意”？譯員運用的主要是意義記憶的方式：在聽辯理解的過程中注意分析并整合發言人語詞所表達的意義，并把它作為記憶存儲和提取的對象。

交傳包括兩個階段：

第一階段：聽取和理解信息階段第二階段：信息重組階段第一階段：聽取和理解信息階段

I=L+M+NI=口譯；L=聽取并分析源語信息；M=從聽到信息到以筆記形式存儲信息所需要的短期記憶；N=筆記第二階段：信息重組階段I=Rem+Read+P在這一階段，譯員從短期記憶中提取并解構源語信息(Remember)，讀取筆記(Read)，然后重新產出譯語信息(Produce)。Howdoyouinterpretthefollowing1.AsanAmericanmanagerofaSino-Americanjointventurefortwoyears,IhavetosaythattherearedifferencesinbusinessmanagementbetweenChineseandAmericans.美經中美合企2年,I說dif@bus.man.中←→美//美經中美合企2年

I說dif@bus.man.中←→美//WearemoredirectandstraightforwardthanmostChinesecolleaguesduetoourdifferentculturaltraditions.

we更直率比中←不同文傳

we更直率比中←不同文傳口譯記憶的技巧：口譯記憶的原則口譯過程中經選擇后的記憶對象主要包括：主題詞、關鍵詞、邏輯聯系，這三者綜合起來就構成了源語語篇的意義框架。為提高記憶存儲的效率，有必要對記憶的信息進行“條塊化”處理。口譯記憶可以借助口譯筆記的輔助，從而提高記憶的準確性。發言人每個語段的開頭結尾都應成為記憶的重點。1)開頭往往包含了整個語段的主題，結尾往往是呈現結論、總結的部分2)只有記好了開頭和結尾，譯員才能清楚地把握好本節口譯是從哪里開始說起，說到哪里為止。2.Memorytraining(1)Encoding,storageandretrievalPsychologiststellusthatmemoryinvolvesencoding,storageandretrievalofinformation.Forgettingmaymeanthematerialwasneverencoded;itmaymeantheinformationwasnotstored;oritmayreflectretrievaldifficulties.2.Memorytraining:(2)Categorization,generalizationandcomparisonPeoplebelievememorycanbefortifiedbyconsciouslyresortingtotactics(retrievalcues)suchascategorization(groupingitemsofthesameproperties,origins,firstletters,etc.);generalization(workingoutsomeheadingstoembracethesupportivedetails);comparison(noticingthedifferencesaswellassimilaritiesbetweendifferentthings,facts,orevents)Threewaysoftrainingmemory1.Shadow-speaking2.Retellingintheoriginallanguage3.RetellinginthetargetlanguageShadow-speakingExerciseRetellingExercisesDirection:Listentothefollowingpassages,thenretellinyourownwordsinthesamelanguagetheinformationyouhavejustheard.Exercise1:VTS_01_1.VOBExercise1:

HiGoodmorning.It'swonderfultobebackhere.Wonderfultoseeyouhere.I'mteachingthisclassbecauseIwishaclasslikethishadbeentaughtwhenIwassittinginyourseatasanundergradhere.Thisdoesnotmeanitisaclassyouwishtobetaught,nordoesitmeanthatitistherightclassforyou.ButIhopetodoingthenextcoupleoflecturesisgivingyouanideawhatthisclassisaboutsothatyoucandecidewhetherornotitisforyou.Icameherein1992AndthenIhadaminiepiphanyhalfwaythroughmysophomoreyear.Analysis:Thekeypointsofthisparagraph：1)Thereasonformyteachingthisclass.2)IhadtheideawhenIwasanundergrad.3)Youwillhaveanideaofmyclassinthefollowingtwoweekssothatyoucandecidewhethermyclassisokforyou.4)IwasinHarvardin1922,butIhadaminiepiphanyhalfwaythroughmysophomoreyear.Exercise2:IrealizedthatIwasinawonderfulplacewithwonderfulstudentsaroundme,wonderfulteachers.Iwasdoingwellacademically.Iwasdoingwellinathletics.Iwasplayingsquashatthattime.Iwasdoingwellsocially.Everythingwasgoingwellexceptforthefact,thatIwasunhappy.AndIdidn'tunderstandwhy.Itwastheninamatterofmoments,thatIdecidedthatIhadtofindoutwhyandbecomehappier.AndthatwaswhenIswitchedmyconcentrationfromcomputersciencetophilosophyandpsychologywithasinglequestion:howcanIbecomehappier?Analysis:Thekeypointsofthisparagraph：Wonderfulplace,wonderfulstudents,wonderfulteachers.Iwasdoingwellacademically,inathletics,sociallyandplayingsquash.EverythingwasgoingwellexceptforthefactthatIwasunhappy.Ididn’tknowwhybutIwantedtofindoutandbecomehappy.IswitchedmyconcentrationfromcomputersciencetophilosophyandpsychologyImprovingactivelistening(提高積極記憶)Keyfactorsofinterpretation:Gaininginformation,comprehensionandmemorizing.Thereasonsforforgettingthecontentwhichwasjustheard:

1.Notenoughconcentration.2.Notfamiliarwiththetopicorcannotunderstandthesourcelanguagethoroughly.Activelistening:Activelyanalyzeandmemorizetheinformationpointswhichtheinterpreterjustheardandfindtherelationshipbetweentheinformationpoints.Exercise:Listentothefollowingpassage,tryyourbesttograspthemaininformationandmakeclearthedevelopmentorientationofthematterandlogicalconnections.

OvertimeIdidbecomehappier.WhatcontributedmosttomyhappinesswaswhenIencounteredanewemergingfieldButessentiallyresearchthatfallsunderorwithinthefieldofpositivepsychology.Positivepsychology,studyingit,applyingtheideastomylifehasmademesignificantlyhappier.Itcontinuestomakemehappier.AnditwaswhenI