On-Interpreting-Training-Models英语毕业论文.doc

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
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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。

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日期： 2010 年 5 月 30 日

On Interpreting Training Models
ABSTRACT

Interpreting is the communicative activity under special circumstances. With the development of human society, interpreting enriches human verbal communication. In today’s society, the demand for interpreters increases dramatically, and the requirements of interpreter’s qualification 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(including 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 above, 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

CONTENTS
ABSTRACT I
摘 要 II
Chapter 1 Introduction 1
1.1 Study Backgrounds 1
1.2 Research Method and Significance 1
Chapter 2 Interpreting Training Models 3
2.1 Gile Model 3
2.1.1 Effort Model for Simultaneous Interpreting 3
2.1.2 Consecutive Interpreting Model 5
2.1.3 Comprehension Model 6
2.2 Xiada Model 6
2.3 “3P” Model 8
2.3.1 Preparing 10
2.3.2 Performing 10
2.3.3 Packaging 10
2.3.4 The Application of “3P” Model 11
2.4 APEC Model 11
2.4.1 Discourse Analysis 11
2.4.2 Information Processing 13
2.4.3 Meaning Encoding 14
2.4.4 Tasks Coordinating 14
Chapter 3 Conclusion 17
3.1 Major Findings 17
3.2 The Lack of the Study 17
3.3 The Promise of the Study 18
References 19
Acknowledgements 21

IV

Chapter 1 Introduction
1.1 Study Backgrounds
In today's world, Interpreting Studies has become a must. In Europe, for instance, these activities have been a part and parcel of universities' offerings. The Paris Peace Conference in 1919 produced the first batch of formal interpreters. After world warⅡ, with the establishment of the International Association of Conference Interpreters (AIIC), more and more people’s attentions are paid on the work of interpreting.
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 already 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 interpreting 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 models 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 Significance
Interpreting 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 of cross-cultural communication in modern society.
Along with the increasing development of China’s 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 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 Models
2.1 Gile Model
From the late 1980s, the 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 Gile’s works was far ahead than 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 up with “Effort Model” (Gile, 1995: 179).
2.1.1 Effort Model for Simultaneous Interpreting
Simultaneous 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 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).
Paradis 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 interpreting 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 interpreting 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 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 attention 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 (ZHANG 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, 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 + C

Simultaneous Interpreting = listening and analysis + short-term memory effort + speech production + coordination

SI=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 (Gile,1995:93).
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 (Gile, 1995:97-98).
2.1.2 Consecutive Interpreting Model
Interpreting 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 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):

PhaseⅠ: CI = L + N + M + C

Consecutive Interpreting = Listening and Analysis + Note-taking + Short-term Memory operation + Coordination
I = 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.

PhaseⅡ: CI = Rem + Read + P

Consecutive Interpreting = Remembering + Note-reading + Production
In 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, it’s 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 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 (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 interpreters.
2.1.3 Comprehension Model
In Gile’s 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 comprehension model.

C = KL + EKL + A

Comprehension = Knowledge of the language + Extralinguistic knowledge + Analysis
Gile 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 couldn’t be possible 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 Gile’s cognitive theory and models, in interpreting training, the teachers should make the students realize that foreign language learning is actually 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 transfer and arouse their learning ability and enhance the general cognitive ability of language and information.
2.2 Xiada Model
Xiada 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 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 equals 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 declares 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-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 Model

Fig. 1 Xiada Model

I = A( 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