认知视角下对同声传译中工作记忆机制的反思性研究

论文摘要

自20世纪60年代口译研究正式开展以来，复杂认知活动，特别是同声传译中的语言信息的记忆机制一直是学者关注的焦点问题之一。同声传译的同时性特点，即原语的听辨和译语的产生几乎同时发生，给译员语言记忆能力提出了极高要求，而工作记忆又被定义为能同时存储和加工信息的资源有限的系统，因此，从认知角度去探究同声传译过程中的记忆机制，特别是具有短时记忆性质的工作记忆机制，已经成为当前口译认知研究的核心课题之一。本文拟从认知角度探究同声传译中的工作记忆机制。通过阅读大量文献，整合分析，作者首先对三个具有代表性的工作记忆模型进行对比研究，找出其中的共性和差异，探究工作记忆的运作模式。其次试图从记忆的角度对比研究五个具有代表性的同声传译过程模式，为提高工作记忆有效方法提供指导依据。根据对比分析的结果，作者试图探求有效改善工作记忆机制的方法，以期减轻工作记忆的负担，从而为提高同声传译的质量提供必要的前提，为口译教学及实践中工作记忆机制的提高提供借鉴方法。

论文目录

• ACKNOWLEDGEMENTS
• ABSTRACT
• 摘要
• CHAPTER Ⅰ INTRODUCTION
• 1.1 Research Background
• 1.2 Research Significance
• 1.3 Thesis Structure
• CHAPTER Ⅱ LITERATURE REVIEW
• 2.1 An Introduction to Simultaneous Interpretation and Working Memory
• 2.1.1 Features of Simultaneous Interpretation
• 2.1.2 Features of Working Memory
• 2.1.3 Working Memory VS Short-term Memory
• 2.1.4 Working Memory Capacity
• 2.1.5 Articulatory Suppression
• 2.2 Research Findings on Working Memory in Simultaneous Interpretation in Western Countries
• 2.3 Research Findings on Working Memory in Simultaneous Interpretation in China
• 2.4 Summary
• CHAPTER Ⅲ WORKING MEMORY IN SIMULTANEOUS INTERPRETTAION -A COGNITIVE PERSPECTIVE
• 3.1 Representative Models of Working Memory
• 3.1.1 Baddeley’s Multi-component Model
• 3.1.2 Cowan’s Embedded Model of Working Memory
• 3.1.3. Long-term Working Memory Theory
• 3.2 A Comparative Analysis of Working Memory Models
• 3.2.1 Different Approaches
• 3.2.1.1 Baddeley’s Multi-component Model- a Structure Oriented Perspective
• 3.2.1.2 Cowan’s Embedded Processes Model of Working Memory-a Function Oriented Perspective
• 3.2.1.3 Long-term Working Memory- a Content Oriented Perspective
• 3.2.2. Different Views on Executive Component
• 3.2.3. Different Views on Memory Capacity
• 3.2.4 Common Grounds between Baddeley’s Multi-component Model and Cowan’s Embedded Model
• 3.3 Process Models of Simultaneous Interpretation-- A Diachronic Approach
• 3.3.1 Gerver’s Process Model of Simultaneous Interpretation （1976）
• 3.3.2 Seleskovitch and Lederer’s Process Model of Simultaneous Interpretation （1992）
• 3.3.3 Darò & Fabbro’s Model of Memory in Simultaneous Interpretation （1994）
• 3.3.4 Gile’s Effort Model of Simultaneous Interpretation （1995）
• 3.3.5 Mizuno’s Enlarged Embedded Processes Model for Simultaneous Interpretation （2005）
• 3.4 A Comparative Study on Different Process Models of Simultaneous Interpretation- a Memory Perspective
• 3.4.1 A General Comparative Analysis of Five Representative Process Models
• 3.4.2 A Comparative Analysis of Compatible Process Models
• 3.4.2.1 A Comparative Study of Darò & Fabbro’s, Mizuno’s and Gile’s Models
• 3.4.2.2 A Comparative Study of Gile’s and Mizuno’s Models
• 3.4.2.3 A Comparative Study of Seleskovitch and Lederer’s, Darò andFabbro’s and Mizuno’s Models
• CHAPTER Ⅳ METHODS OF PROMOTING WORKING MEMORY
• 4.1 Improvement of Psychological Quality
• 4.1.1 Psychological Barriers in Simultaneous Interpretation
• 4.1.2 Overcoming Psychological Barriers in Simultaneous Interpretation
• 4.2 Amelioration of the Attention System
• 4.2.1 Features of Attention
• 4.2.2 Methods of Improving Attention Concentration, Allocation and Switching
• 4.2.2.1 Shadowing practice
• 4.2.2.2 Backwards Counting
• 4.2.3 Improvement of the Focus of Attention—Chunking
• 4.3 Enhancement of Language Processing Capacity
• 4.3.1 Enhancement of Language Comprehension Capacity
• 4.3.1.1 Improvement of Listening Comprehension Capacity
• 4.3.1.2 Anticipation
• 4.3.2 Enhancement of Language Production Capacity
• 4.3.2.1 Consolidating Translating Skills
• 4.3.2.2 Deverbalization
• 4.3.2.3 Omission
• 4.4 Rehearsal Practice to Boost Subvocal Rehearsal
• 4.5 Long-term Memory Build-up
• CHAPTER Ⅴ CONCLUSION
• REFERENCES