一个从认知角度设计的模拟真实情境交传训练计划

论文摘要

本文先运用信息论分析了接续口译的过程,界定了该过程的本质;根据以上分析和认知心理学的定义,判断此过程属于它的研究范围,于是引用并分析了一个综合的认知模型--ACT模型以及皮亚杰的学习理论,探究人在运用语言等活动时的心理机制和学习的规律,以此作为模拟训练设计的理论依据。之后,阐述译员素质的三个方面:语言,知识以及技能以此作为模拟训练要加强的方向。鉴于中国人学习英语的经历,即多数人从语法翻译的教育模式之中开始,形成现有的英语现状,因此,此后特别加入了吉尔的引力语言习得模式并加以分析,在于为译员提高语言能力提供理论指导。然后运用前文的理论,分析如何科学的构建模拟训练,使之有效达到训练目标,并描述训练的各个细节包括形式,地点,时间及人员安排。最后,提出培训师应该给受训译员做的反馈。本文主要采取文献法。通过对口译,认知心理学部分理论的阅读和研究,本文总结了理论基础并且设计了一个交替传译训练计划。本文的意义在于它不但描述了交替传译的过程和其背后的大脑运转机制,并且以这些理论为基础,提出了一个试验性的交传训练计划,该训练意在提供有效的交传训练。希望能够抛砖引玉,为那些更有创造力和资源的人提供一个起点去丰富,发展和完善它。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter One Introduction
• Chapter Two Research Object
• 2.1 Definition of Consecutive Interpretation
• 2.2 Consecutive Interpretation Process Description
• 2.3 Characteristics of Consecutive Interpretation on Two Different Occasions
• 2.3.1 Press Conferences
• 2.3.2 Business Negotiations
• Chapter Three Literature Review
• 3.1 A Brief History of the Adaptive Control of Thought Model
• 3.1.1 Accomplishments of the Adaptive Control of Thought Model in Practice
• 3.1.2 Accomplishments of the Adaptive Control of Thought Model in Theory
• 3.2 The Learning theory of Piaget
• 3.3 Three Pillars of an Interpreter’s Competency
• 3.3.1 Language
• 3.3.2 Knowledge
• 3.3.3 Technique
• 3.4 Gravitational Model of Linguistic Availability
• 3.4.1 Description of the Model
• 3.4.2 Dynamics of the Model
• Chapter Four Simulations Design
• 4.1 Theoretical Analysis of an Interpreter’s Work during Consecutive Interpretation
• 4.1.1 Analysis Using the Two Models in Communication Theory
• 4.1.2 Analysis Using the Three Memories Working Mechanism and the Activation Equation in the ACT Theory
• 4.1.3 Analysis Using the Learning Theory of Piaget
• 4.2 The Simulations
• 4.2.1 Forms
• 4.2.1.1 The Simulation for Press Conferences
• 4.2.1.2 The Simulation for Business Negotiations
• 4.2.2 Materials Selection and Control
• 4.2.3 Personnel in the Preparative Work
• 4.2.3.1 Simulators and Facilitators
• 4.2.3.2 Supervisors
• 4.3 Analysis of an Interpreter’s Performance, Evaluations and Feedbacks
• 4.3.1 Encouragements
• 4.3.2 Critiques
• 4.4 Summary
• Chapter Five Conclusion
• BIBLIOGRAPHY