认知负荷理论在英汉口译意义听辨教学中的应用
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摘要
认知负荷理论从认知学角度出发,认为在处理新信息时工作记忆容量非常有限。Gile提出的口译认知负荷模式也指出口译所需的注意力总量必须小于译员脑力所能提供的注意力总量。在交替口译课堂上应整合教学资源,正确使用意义听辨训练方法,在口译学习第一阶段减少外部认知负荷,建立相关性认知负荷,提高口译意义听辨效率。
From the perspective of cognitive science,cognitive load theory holds that working memory capacity is quite limited when processing information.In addition,the cognitive load mode of interpretation proposed by Gile points out that the total attention needed in interpreting must be less than that of an interpreter's capacity.In consecutive interpretation teaching,teachers should integrate teaching materials,use the training methods of meaning listening and identification in the right way,reduce outside cognitive load during the first stage of interpretation and establish relevant cognitive load,and therefore increase the efficiency.
From the perspective of cognitive science,cognitive load theory holds that working memory capacity is quite limited when processing information.In addition,the cognitive load mode of interpretation proposed by Gile points out that the total attention needed in interpreting must be less than that of an interpreter's capacity.In consecutive interpretation teaching,teachers should integrate teaching materials,use the training methods of meaning listening and identification in the right way,reduce outside cognitive load during the first stage of interpretation and establish relevant cognitive load,and therefore increase the efficiency.
引文
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[7]GILE,D.Basic Concepts and Models for Interpreter and Translator Training[M].Amsterdam&Philadelphia:John Benjamins,1995:80.
[8]仲伟合.译员的知识结构与专业口译课程设置[J].中国翻译,2003(4):63-65.
[9]徐然.“专注听力”---口译听力培训方法之我见[J].中国翻译,2010(3):43-47.
[2]Sweller,J.Cognitive Load During Problem Solving:Effects on Learning[J].Cognitive Science,1988:257-285.
[3]Sweller,J.Cognitive Load Theory,Learning Difficulty and Instructional Design[J].Learning and Instruction,1994:293-312.
[4]Vandewaetere,M.and Clarebout,G.Cognitive Load of Learner Control:Extraneous or Germane Load?[J].Education Research International,2013.Article ID 902809,11pages.doi:10.1155/2013/902809.
[5]孙天义.认知负荷的理论及主要模型[J].心理研究,2012,5(2):93-96.
[6]Sweller,J.Element Interactivity and Intrinsic,Extraneous and Germane Cognitive Load[J].Educational Psychology Review,2010:123-138.
[7]GILE,D.Basic Concepts and Models for Interpreter and Translator Training[M].Amsterdam&Philadelphia:John Benjamins,1995:80.
[8]仲伟合.译员的知识结构与专业口译课程设置[J].中国翻译,2003(4):63-65.
[9]徐然.“专注听力”---口译听力培训方法之我见[J].中国翻译,2010(3):43-47.