交替传译中基于认知映射的信息处理模式

　　本书旨在提高交传口译质量，针对口译过程中普遍存在的认知负荷影响口译质量的现象，从认知语言学的角度分析，通过实证研究，构建认知信息处理能力工作模式，提高口译员的记忆力和精力分配的合理有效性。 \n

暂缺《交替传译中基于认知映射的信息处理模式》作者简介

Acknowledgements i

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Preface iii

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List of Abbreviations vii

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Chapter One Introduction 1

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1.1 Background of Interpreting in China 3

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1.1.1 An Overview of the Market 3

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1.1.2 Interpreter Training in China 5

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1.1.3 Interpreting Research at Different Developmental

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Stages 12

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1.2 The Position of This Study 15

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1.3 Research Scope 17

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1.4 Research Question and Hypothesis 18

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1.5 Research Methodology 20

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1.6 The Outline of the Study 22

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Chapter Two On Quality and Competence in Consecutive

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Interpreting 24

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2.1 A Typology of Interpreting Modes 26

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2.1.1 Categorization 27

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2.1.2 Consecutive Interpreting 30

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2.2 The Nature of Interpreting 34

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2.2.1 The Process-oriented Approach 35

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2.2.2 The Product-oriented Approach 38

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2.3 Interpreting Quality 40

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2.3.1 Defining Interpreting Quality 42

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2.3.2 Quality Criteria 43

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A Conceptual Mapping Model for Cognitive Processing Capacity

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Management in Consecutive Interpreting

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2.4 Interpreter Competence 54

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2.4.1 Terminological Clarification 56

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2.4.2 The Componential Approach to Interpreter Competence 58

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2.5 Summary 63

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Chapter Three Cognitive Overload and Cognitive Processing

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Capacity Management in Consecutive

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Interpreting 64

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3.1 Cognitive Problems as a Major Challenge to Interpreting

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Quality 65

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3.2 Review of Gile’s (1995) Effort Model for Consecutive

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Interpreting: Memory and Attention 68

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3.3 Cognitive Processing Capacity Management (CPCM) 71

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3.3.1 Memory Operations 72

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3.3.2 Attention Allocation 74

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3.4 Cognitive Overload in Consecutive Interpreting 76

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3.4.1 Definition of Cognitive Overload 77

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3.4.2 Causes of Cognitive Overload 77

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3.5 Summary 82

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Chapter Four The Conceptual Mapping Model for

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Consecutive Interpreting 83

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4.1 The Aims of the Model 83

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4.2 The Theoretical Framework for the Model 85

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4.2.1 Scene-frame Theory (Fillmore 1977) 85

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4.2.2 Relevance Theory (Sperber & Wilson 1986) 87

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4.3 Fundamental Concepts 92

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4.3.1 Interpreting Processes: Interpreters’ Preparatory Work

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and Their On-going Interpreting 92

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4.3.2 Segmentation 93

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4.3.3 Mind Mapping and Concept Mapping 95

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4.4 Operation of the Model 99

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Contents xi

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4.4.1 Consecutive Interpreting as Conceptual Mapping 99

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4.4.2 Operational Constructs: Concept Units and Information

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Units 107

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4.4.3 The Working Strategies 112

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4.5 Summary 115

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Chapter Five An Experimental Study of the Training Effects

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of the Conceptual Mapping Model 117

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5.1 Research Question, Hypotheses and Aims 118

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5.1.1 Research Question 118

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5.1.2 Hypotheses and Aims 119

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5.2 Research Approach and Methods 121

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5.3 Research Design 123

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5.4 The Training Scheme 125

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5.4.1 Learning Objectives 125

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5.4.2 Teaching Methods: The Conceptual Mapping Model 128

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5.5 Research Participants 133

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5.6 Data Collection Tools and Methods 134

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5.6.1 Background Questionnaires 134

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5.6.2 Testing Materials 135

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5.7 Data Analysis Tools and Methods 137

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5.7.1 Coding Schemes for the Two Questionnaires 137

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5.7.2 Evaluation of Interpreted Texts 140

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5.8 Summary 146

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Chapter Six Research Findings and Discussion 147

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6.1 Data Analysis of the Collected Questionnaires 147

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6.1.1 Pre-training Questionnaire (Q1) 148

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6.1.2 Post-training Questionnaire (Q2) 152

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6.1.3 Discussion Related to Sub-hypothesis 1 154

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6.2 Data Analysis of the Interpreted Texts 155

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6.2.1 Types of Errors 155

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xii A Conceptual Mapping Model for Cognitive Processing Capacity

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Management in Consecutive Interpreting

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6.2.2 The Experimental Group: Disscusion Related to Subhyperthesis

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2 161

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6.2.3 The Control Group: Discussion Related to Sub-hypothesis

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3 162

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6.3 Summary 163

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Chapter Seven Teaching Implications of Applying the

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Conceptual Mapping Model 165

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7.1 Cognitive Training in the Teaching of Interpreting 165

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7.1.1 The Necessity of Professional Training 165

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7.1.2 The Quality Criteria for Professional Training 166

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7.1.3 The Pedagogical Challenges to Cognitive Training in the

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Context of Interpreting 168

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7.2 Implications of Applying the Conceptual Mapping

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Model 171

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7.2.1 Different Thinking Patterns in Source Text and Target

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Text 172

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7.2.2 The Important Role of Cognitive Sub-competence 173

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7.2.3 Learner Autonomy 173

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7.3 A Model for Cognitive Training in Consecutive Interpreting

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175

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7.3.1 Learning Environment: Authenticity 175

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7.3.2 Free Translation and Literal Translation 176

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7.3.3 Note-taking and Conceptual Mapping 179

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7.3.4 A Combination of Product- and Process-oriented Feedback

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181

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7.3.5 Trainers’ Role in Learner Autonomy 184

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7.4 Summary 186

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Chapter Eight Directions for Future Research 187

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Appendix 189

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Appendix A: The Analysis of the Test Material 189

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Contents xiii

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Appendix B: Interview Questionnaire One (Before the Cognitive

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Training) 190

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Appendix C: Interview Questionnaire Two (After the Cognitive

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Training) 191

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Glossary 192

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Bibliography 196

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