交传笔记：与记忆的互动
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摘要
笔记在交替传译中占有极其重要的地位。笔记在其本质上即与译员的记忆存有互动作用,这种作用体现在交传过程的每个环节。作者试图系统剖析交传中笔记与记忆的互动,进一步探讨交传笔记的发生、作用和问题并以此促进口译学员的笔记训练。
本文包括引言和结语共有六章。
第一章回顾了有关交传笔记的文献资料,引出学界对笔记与记忆间互动的重视不够的现状。而这篇论文正是要从互动角度探讨交传笔记,并由此促进学界对
这一问题的关注。
第二章从三个理论角度阐述了交传的过程,并在此基础上引出笔记的定义和特征。
第三章详细描述了记笔记和读笔记的过程,并阐释了记忆心理学中一些重要的相关概念,包括长时记忆(LTM)、工作记忆(WM)和长时工作记忆(LT-WM)等。在分析了笔记过程中的记忆机制之后,作者试证明各个环节中笔记与记忆的互动的存在。
第四章分析在笔记当中可能出现的问题,实为互动失败的结果。在附有问卷的一个案例分析中问题得到具体阐释。
第五章在改进笔记技能和提高记忆效率方面提出一些教学建议,供教师和学生使用.
第六章总结了全文的主要内容,并再次强调本文的写作目的是证明笔记与记忆有着广泛的互动,希望引起学界对此问题的更多关注。
Notes enjoy an indispensable position in consecutive interpreting. They interact with interpreter’s memory in their essence and in every link of the CI process. Author of this thesis attempts to build a systematic picture of the interaction between notes and memory in CI in order to enhance the understanding of the production, the influence and some problems with notes and promote the training of student interpreters in this area.
The thesis comprises six chapters including an introduction and a conclusion. Chapter 1 starts with the previous literature on notes and lack of attention towards the interaction between notes and memory. It then introduces the purpose of writing this thesis that is to explore notes from the perspective of their interaction with memory and attract more attention onto the issue.
Chapter 2 presents the understanding of the process of CI in three different perspectives and introduces the definition and the characteristics of notes against that background.
Chapter 3 elaborates on the process of note-taking and note-reading and brings in some important concepts such as long-term memory (LTM), working memory (WM) and long-term working memory (LT-WM). Based on the analysis of the mechanism of memory in the process of note-taking, the author demonstrates the interaction between notes and memory through the process.
Chapter 4 demonstrates the problems that may arise in note-taking as failure of the interaction and explicate them in details in a case study with questionnaire.
Chapter 5 intends to provide some pedagogical implications for trainer and trainees in terms of note-taking skills and memory enhancement.
Chapter 6 summarizes the main content of the thesis and reiterates the final purpose that is to prove that notes have comprehensive interaction with memory and to call for more attention of the circle to this issue.
本文包括引言和结语共有六章。
第一章回顾了有关交传笔记的文献资料,引出学界对笔记与记忆间互动的重视不够的现状。而这篇论文正是要从互动角度探讨交传笔记,并由此促进学界对
这一问题的关注。
第二章从三个理论角度阐述了交传的过程,并在此基础上引出笔记的定义和特征。
第三章详细描述了记笔记和读笔记的过程,并阐释了记忆心理学中一些重要的相关概念,包括长时记忆(LTM)、工作记忆(WM)和长时工作记忆(LT-WM)等。在分析了笔记过程中的记忆机制之后,作者试证明各个环节中笔记与记忆的互动的存在。
第四章分析在笔记当中可能出现的问题,实为互动失败的结果。在附有问卷的一个案例分析中问题得到具体阐释。
第五章在改进笔记技能和提高记忆效率方面提出一些教学建议,供教师和学生使用.
第六章总结了全文的主要内容,并再次强调本文的写作目的是证明笔记与记忆有着广泛的互动,希望引起学界对此问题的更多关注。
Notes enjoy an indispensable position in consecutive interpreting. They interact with interpreter’s memory in their essence and in every link of the CI process. Author of this thesis attempts to build a systematic picture of the interaction between notes and memory in CI in order to enhance the understanding of the production, the influence and some problems with notes and promote the training of student interpreters in this area.
The thesis comprises six chapters including an introduction and a conclusion. Chapter 1 starts with the previous literature on notes and lack of attention towards the interaction between notes and memory. It then introduces the purpose of writing this thesis that is to explore notes from the perspective of their interaction with memory and attract more attention onto the issue.
Chapter 2 presents the understanding of the process of CI in three different perspectives and introduces the definition and the characteristics of notes against that background.
Chapter 3 elaborates on the process of note-taking and note-reading and brings in some important concepts such as long-term memory (LTM), working memory (WM) and long-term working memory (LT-WM). Based on the analysis of the mechanism of memory in the process of note-taking, the author demonstrates the interaction between notes and memory through the process.
Chapter 4 demonstrates the problems that may arise in note-taking as failure of the interaction and explicate them in details in a case study with questionnaire.
Chapter 5 intends to provide some pedagogical implications for trainer and trainees in terms of note-taking skills and memory enhancement.
Chapter 6 summarizes the main content of the thesis and reiterates the final purpose that is to prove that notes have comprehensive interaction with memory and to call for more attention of the circle to this issue.
引文
Arnold, Magda B., 1984, Memory and the Brain[M]. New Jersey, Lawrence Erlbaum Associates, Inc.
Baddeley, A. D., 2000 “The episodic buffer: a new component of working memory?”[J]. Trends Cogn. Sci. 4.
Baddeley, A.D., 2003, “Working Memory: Looking Back and Looking Forward”[J]. Neuroscience Vol. 4 Http://www.nature.com/reviews/neuro
Dam, Helle V., 2002, “Interpreters’ Notes”[J]. Interpreting, vol.6, No.1.
Ericsson, K. Anders and Kintsch, Walter, 1995, “Long-Term Working Memory”[J]. Psychological Review Vol. 102, No. 2.
Gile, Daniel, 1995, Basic Concepts and Models for Interpreter and Translator Training[M]. Amsterdam/Philadelphia, John Benjamins Publishing Company.
Kintsch, Walter, et al., 1999, “The role of long-term working memory in text comprehension”[J]. Psychologia, 42.
Lahey, Benjamin B., 1995, Psychology[M]. 5th edition, New York, McGraw-Hill Companies, Inc.
Miller, George A., 1975, The psychology of Communication[M]. New York, Basic books, Inc.
Norman Donald A., 1969, Memory & Attention[M]. New York, John Wiley & Sons, Inc.
Padilla, Francisca et al., 2005, “Articulatory Suppression in Language Interpretation: Working Memory Capacity, Dual Tasking and Word Knowledge”[J], Bilingualism: Language and Cognition 8 (3).
Rozan, Jean-Francois, 1956, La prise de notes en interpretation consecutive [M]. Geneva, Librairie de l’Universite Georg & Cie S.A, Geneve.
Simon, Herbert A., 1974, “How Big Is a Chunk?”[J]. Science, New Series, vol. 183, No. 4124.
鲍刚. 2005. 《口译理论概述》[M]. 北京:中国对外翻译出版公司.
鲍晓英. 2005. 帮助学生实现口译“信”的标准——记忆心理学在口译教学中的应用[J]. 《外语界》03 期.
赫伯特. 1984. 《高级口译手册》[M]. 北京:北京出版社.
勒代雷. 2001.《释意学派口笔译理论》[M]. 北京:中国对外翻译出版公司.
林超伦. http://www.fane.cn/article_view.asp?id=444.
林超伦. 2004. 《实战口译》[M]. 北京:外语教学与研究出版社.
林郁如等. 1999.《新编英语口译教程》[M]. 上海:上海外语教育出版社.
刘和平. 2001. 《口译技巧——思维科学与口译推理教学法》[M]. 北京:中国对外翻译出版公司.
刘和平. 2005.《口译理论与教学》[M]. 北京:中国对外翻译出版公司.
刘和平. 2005. 职业口译程序与翻译教学[C].《口译与口译教学研究》[M]. 吕国军. 北京:外语教学与研究出版社.
刘宓庆. 2004. 《口笔译理论研究》[M]. 北京:中国对外翻译出版公司.
鲁忠义、杜建政. 2005. 《记忆心理学》[M]. 北京:人民教育出版社.
赛莱丝科维奇. 1979. 《口译技巧》[M]. 北京:北京出版社.
王军. 2005. 中英文交替传译中反复数字的记录和互译技术初探[C].《口译与口译教学研究》[M]. 吕国军. 北京:外语教学与研究出版社.
杨冶良等. 1999. 《记忆心理学》[M]. 上海:华东师范大学出版社.
钟述孔. 1991. 《实用口译手册》[M]. 北京:中国对外翻译出版公司.
钟钰. 2002. 作笔记对英译汉连传口译质量的影响[C].《口译研究新探——新方法、新思路、新趋势》[M]. 蔡小红. 香港:开益出版社.
Baddeley, A. D., 2000 “The episodic buffer: a new component of working memory?”[J]. Trends Cogn. Sci. 4.
Baddeley, A.D., 2003, “Working Memory: Looking Back and Looking Forward”[J]. Neuroscience Vol. 4 Http://www.nature.com/reviews/neuro
Dam, Helle V., 2002, “Interpreters’ Notes”[J]. Interpreting, vol.6, No.1.
Ericsson, K. Anders and Kintsch, Walter, 1995, “Long-Term Working Memory”[J]. Psychological Review Vol. 102, No. 2.
Gile, Daniel, 1995, Basic Concepts and Models for Interpreter and Translator Training[M]. Amsterdam/Philadelphia, John Benjamins Publishing Company.
Kintsch, Walter, et al., 1999, “The role of long-term working memory in text comprehension”[J]. Psychologia, 42.
Lahey, Benjamin B., 1995, Psychology[M]. 5th edition, New York, McGraw-Hill Companies, Inc.
Miller, George A., 1975, The psychology of Communication[M]. New York, Basic books, Inc.
Norman Donald A., 1969, Memory & Attention[M]. New York, John Wiley & Sons, Inc.
Padilla, Francisca et al., 2005, “Articulatory Suppression in Language Interpretation: Working Memory Capacity, Dual Tasking and Word Knowledge”[J], Bilingualism: Language and Cognition 8 (3).
Rozan, Jean-Francois, 1956, La prise de notes en interpretation consecutive [M]. Geneva, Librairie de l’Universite Georg & Cie S.A, Geneve.
Simon, Herbert A., 1974, “How Big Is a Chunk?”[J]. Science, New Series, vol. 183, No. 4124.
鲍刚. 2005. 《口译理论概述》[M]. 北京:中国对外翻译出版公司.
鲍晓英. 2005. 帮助学生实现口译“信”的标准——记忆心理学在口译教学中的应用[J]. 《外语界》03 期.
赫伯特. 1984. 《高级口译手册》[M]. 北京:北京出版社.
勒代雷. 2001.《释意学派口笔译理论》[M]. 北京:中国对外翻译出版公司.
林超伦. http://www.fane.cn/article_view.asp?id=444.
林超伦. 2004. 《实战口译》[M]. 北京:外语教学与研究出版社.
林郁如等. 1999.《新编英语口译教程》[M]. 上海:上海外语教育出版社.
刘和平. 2001. 《口译技巧——思维科学与口译推理教学法》[M]. 北京:中国对外翻译出版公司.
刘和平. 2005.《口译理论与教学》[M]. 北京:中国对外翻译出版公司.
刘和平. 2005. 职业口译程序与翻译教学[C].《口译与口译教学研究》[M]. 吕国军. 北京:外语教学与研究出版社.
刘宓庆. 2004. 《口笔译理论研究》[M]. 北京:中国对外翻译出版公司.
鲁忠义、杜建政. 2005. 《记忆心理学》[M]. 北京:人民教育出版社.
赛莱丝科维奇. 1979. 《口译技巧》[M]. 北京:北京出版社.
王军. 2005. 中英文交替传译中反复数字的记录和互译技术初探[C].《口译与口译教学研究》[M]. 吕国军. 北京:外语教学与研究出版社.
杨冶良等. 1999. 《记忆心理学》[M]. 上海:华东师范大学出版社.
钟述孔. 1991. 《实用口译手册》[M]. 北京:中国对外翻译出版公司.
钟钰. 2002. 作笔记对英译汉连传口译质量的影响[C].《口译研究新探——新方法、新思路、新趋势》[M]. 蔡小红. 香港:开益出版社.