交替?zhèn)髯g中基于認知映射的信息處理模式

Acknowledgements i

\n

Preface iii

\n

List of Abbreviations vii

\n

Chapter One Introduction 1

\n

1.1 Background of Interpreting in China 3

\n

1.1.1 An Overview of the Market 3

\n

1.1.2 Interpreter Training in China 5

\n

1.1.3 Interpreting Research at Different Developmental

\n

Stages 12

\n

1.2 The Position of This Study 15

\n

1.3 Research Scope 17

\n

1.4 Research Question and Hypothesis 18

\n

1.5 Research Methodology 20

\n

1.6 The Outline of the Study 22

\n

Chapter Two On Quality and Competence in Consecutive

\n

Interpreting 24

\n

2.1 A Typology of Interpreting Modes 26

\n

2.1.1 Categorization 27

\n

2.1.2 Consecutive Interpreting 30

\n

2.2 The Nature of Interpreting 34

\n

2.2.1 The Process-oriented Approach 35

\n

2.2.2 The Product-oriented Approach 38

\n

2.3 Interpreting Quality 40

\n

2.3.1 Defining Interpreting Quality 42

\n

2.3.2 Quality Criteria 43

\n

A Conceptual Mapping Model for Cognitive Processing Capacity

\n

Management in Consecutive Interpreting

\n

2.4 Interpreter Competence 54

\n

2.4.1 Terminological Clarification 56

\n

2.4.2 The Componential Approach to Interpreter Competence 58

\n

2.5 Summary 63

\n

Chapter Three Cognitive Overload and Cognitive Processing

\n

Capacity Management in Consecutive

\n

Interpreting 64

\n

3.1 Cognitive Problems as a Major Challenge to Interpreting

\n

Quality 65

\n

3.2 Review of Gile’s (1995) Effort Model for Consecutive

\n

Interpreting: Memory and Attention 68

\n

3.3 Cognitive Processing Capacity Management (CPCM) 71

\n

3.3.1 Memory Operations 72

\n

3.3.2 Attention Allocation 74

\n

3.4 Cognitive Overload in Consecutive Interpreting 76

\n

3.4.1 Definition of Cognitive Overload 77

\n

3.4.2 Causes of Cognitive Overload 77

\n

3.5 Summary 82

\n

Chapter Four The Conceptual Mapping Model for

\n

Consecutive Interpreting 83

\n

4.1 The Aims of the Model 83

\n

4.2 The Theoretical Framework for the Model 85

\n

4.2.1 Scene-frame Theory (Fillmore 1977) 85

\n

4.2.2 Relevance Theory (Sperber & Wilson 1986) 87

\n

4.3 Fundamental Concepts 92

\n

4.3.1 Interpreting Processes: Interpreters’ Preparatory Work

\n

and Their On-going Interpreting 92

\n

4.3.2 Segmentation 93

\n

4.3.3 Mind Mapping and Concept Mapping 95

\n

4.4 Operation of the Model 99

\n

Contents xi

\n

4.4.1 Consecutive Interpreting as Conceptual Mapping 99

\n

4.4.2 Operational Constructs: Concept Units and Information

\n

Units 107

\n

4.4.3 The Working Strategies 112

\n

4.5 Summary 115

\n

Chapter Five An Experimental Study of the Training Effects

\n

of the Conceptual Mapping Model 117

\n

5.1 Research Question, Hypotheses and Aims 118

\n

5.1.1 Research Question 118

\n

5.1.2 Hypotheses and Aims 119

\n

5.2 Research Approach and Methods 121

\n

5.3 Research Design 123

\n

5.4 The Training Scheme 125

\n

5.4.1 Learning Objectives 125

\n

5.4.2 Teaching Methods: The Conceptual Mapping Model 128

\n

5.5 Research Participants 133

\n

5.6 Data Collection Tools and Methods 134

\n

5.6.1 Background Questionnaires 134

\n

5.6.2 Testing Materials 135

\n

5.7 Data Analysis Tools and Methods 137

\n

5.7.1 Coding Schemes for the Two Questionnaires 137

\n

5.7.2 Evaluation of Interpreted Texts 140

\n

5.8 Summary 146

\n

Chapter Six Research Findings and Discussion 147

\n

6.1 Data Analysis of the Collected Questionnaires 147

\n

6.1.1 Pre-training Questionnaire (Q1) 148

\n

6.1.2 Post-training Questionnaire (Q2) 152

\n

6.1.3 Discussion Related to Sub-hypothesis 1 154

\n

6.2 Data Analysis of the Interpreted Texts 155

\n

6.2.1 Types of Errors 155

\n

xii A Conceptual Mapping Model for Cognitive Processing Capacity

\n

Management in Consecutive Interpreting

\n

6.2.2 The Experimental Group: Disscusion Related to Subhyperthesis

\n

2 161

\n

6.2.3 The Control Group: Discussion Related to Sub-hypothesis

\n

3 162

\n

6.3 Summary 163

\n

Chapter Seven Teaching Implications of Applying the

\n

Conceptual Mapping Model 165

\n

7.1 Cognitive Training in the Teaching of Interpreting 165

\n

7.1.1 The Necessity of Professional Training 165

\n

7.1.2 The Quality Criteria for Professional Training 166

\n

7.1.3 The Pedagogical Challenges to Cognitive Training in the

\n

Context of Interpreting 168

\n

7.2 Implications of Applying the Conceptual Mapping

\n

Model 171

\n

7.2.1 Different Thinking Patterns in Source Text and Target

\n

Text 172

\n

7.2.2 The Important Role of Cognitive Sub-competence 173

\n

7.2.3 Learner Autonomy 173

\n

7.3 A Model for Cognitive Training in Consecutive Interpreting

\n

175

\n

7.3.1 Learning Environment: Authenticity 175

\n

7.3.2 Free Translation and Literal Translation 176

\n

7.3.3 Note-taking and Conceptual Mapping 179

\n

7.3.4 A Combination of Product- and Process-oriented Feedback

\n

181

\n

7.3.5 Trainers’ Role in Learner Autonomy 184

\n

7.4 Summary 186

\n

Chapter Eight Directions for Future Research 187

\n

Appendix 189

\n

Appendix A: The Analysis of the Test Material 189

\n

Contents xiii

\n

Appendix B: Interview Questionnaire One (Before the Cognitive

\n

Training) 190

\n

Appendix C: Interview Questionnaire Two (After the Cognitive

\n

Training) 191

\n

Glossary 192

\n

Bibliography 196

\n