认知心理学视域下的交替传译教学中的短期记忆训练研究
关键词 交替传译 短期记忆 认知心理学
毕业论文外文摘要
Title A Study on Short-term Memory Training in Consecutive Interpretation Teaching —A Cognitive Psychology Perspective
Abstract
This paper begins with a review of studies in interpretation especially in consecutive interpretation and analyses the significance of short-term memory in consecutive interpretation. Based on researches in cognitive psychology, this thesis applies some theories in cognitive psychology to consecutive interpretation and explores short-term memory in a more comprehensive way. By referring to concrete examples and situations in consecutive interpretation, it further puts forward three short-term memory strategies in the hope that these strategies will inspire consecutive interpreting learners during their studying. Meanwhile, experienced consecutive interpreters can use these strategies to sharpen their expertise and consecutive interpreting trainers can adjust their training schedules and syllabus according to these strategies.
Keywords consecutive interpretation short-term memory cognitive psychology
Table of Content
1 Introduction.1
1.1 The Purpose of the Thesis1
1.2 The Structure of the Thesis..2
2 Literature Review...3
2.1 A Brief History of Studies on Interpretation.3
2.2 A Brief History of Studies on Memory in Cognitive Psychology8
3 Short-term Memory in Consecutive Interpretation..12
3.1 The Significance of Short-term Memory...12
3.2 The Characteristics of Short-term Memory14
3.3 The Factors Affecting Short-term Memory..15
4 Strategies to Improve Short-term Memory in Consecutive Interpretation...17
4.1 Visualization17
4.2 Induction and Deduction..18
4.3 Chunking.20
Conclusion....23
Acknowledgements24
Bibliography.25
1 Introduction
1.1 The Purpose of the Thesis
Recent years have witnessed a rampant growth in both interpreters and interpreting training: interpreting courses in universities mushroom, various institutions run on hype and interpreting majors multiply. Lacking in efficient and effective training strategies, whether these churned-out interpreters are professional is subject to doubt.
Existing interpreting training strategies invariably focus on interpretation itself and other basic skills such as note-taking. However, when interpreting, one not only converts isolated groups of phrases and sentences form a source language to a target language, but also should attach more importance to the context, illocutionary meanings and culture etc. In this sense, interpreting is not only a lingual act but also a social act, a cultural act and a psychological one (Gong Longsheng, 2008:4). Since interpreting activities involving cross-linguistic and cross-cultural work occur at the interface of textual comprehension and production, it justifies the application of models and methods of cognitive psychology (Li Jiawei, 2013: 5).
If interpreting is considered and studied as a psychological process, much can be learned and improved in interpreting training strategies. By applying theories in cognitive psychology to the study of interpretation, a mental and psychological process, it can be analyzed in detail and made more logic.