PhaseⅠ: CI = L + N + M + C本文来自辣'文~论-文^网
Consecutive Interpreting = Listening and Analysis + Note-taking + Short-term Memory operation + Coordination
I = Interpreting;
L = listening and analyzing the source language speech;
N = note-taking;
M = short-term memory required between the time information is heard and the time it is written down in the notes;
C = coordinating.毕业论文http://www.751com.cn
PhaseⅡ: CI = Rem + Read + P
Consecutive Interpreting = Remembering + Note-reading + Production
In phase two of consecutive interpreting, interpreters retrieve messages from their short-term memory and reconstruct the speech (Rem), read the notes (Read), and produce the target language speech (P).
Through above models, it’s clear that Gile treats interpreting as a dynamic process, which are the information input, analysis, disposing and processing, on the foundation of comprehension and assimilation, during which the information eventually is restructured and represented. In both models, Gile emphasizes the significance of short-term memory. It is actually one of the specific skills which should be imparted to trainees in the first stage of training (ZHONG Weihe, 2003). Among all the skills and techniques which are required for a good interpreter, memory skill is the first one which should be introduced to train interpreters.
2.1.3 Comprehension Model
In Gile’s point of view, interpreting is a kind of procedure dealing with listening and analysis, note-taking, short-term memory operation and coordination, particularly emphasizing on the importance of understanding during the course, moreover, he specially puts comprehension model.
C = KL + EKL + A
Comprehension = Knowledge of the language + Extralinguistic knowledge + Analysis
Gile pointed out that this equation cannot simply be added up, but can only be the result of interaction (GUO Lanyin, 2007:75). Besides, it shows that it couldn’t be possible for someone to be qualified to be an interpreter only with the knowledge of language but lack of the relevant knowledge about the topic.
According to Gile’s cognitive theory and models, in interpreting training, the teachers should make the students realize that foreign language learning is actually the analysis of information which conveys by language processing in order to express and communicate. Compared with the result, the procedure of language learning is more important for students. Language learning is a dynamic process, and requests active participation of students, so it can transfer and arouse their learning ability and enhance the general cognitive ability of language and information.
2.2 Xiada Model
Xiada Model is the interpreting training model based on Gile model by the Sino-British English Project Cooperation Group leaded by Prof. LIN Yuru from Xiamen University and Prof. Jack Lonergan from University of Westminster (ZHONG Weihe, 2001). Except for the analysis, comprehension and recombination of source language, this model thoroughly stresses the use of interpreting skills and obeyes interpreters' professional ethics. LIN considers that successful interpreting equals to the sum of interpreting skills, comprehension and professional ethics, which initially introduces professional ethics into interpreting process.
Being the complete system formed so far in our country, Xiada Model pays extra emphasis on the training of ability and professionalism. This model declares that the procedure of interpreting is the result which is caused by many factors, which are the skill training and professionalism with a core of discipline including the understanding and reformulation of source language, target language and non-linguistic knowledge and the analysis of cross-cultural awareness and discourse. Thus it can be seen that skill training and professionalism which are the most principle parts penetrate all the interpreting procedure of analysis, encoding and expression, and eventually formed interpreting (DAI Hui, 2006).本文来自辣'文~论-文^网
Fig。1 Xiada Model Fig. 1 Xiada Model
I = A( D + CC ) + C( SL + K ) + R( TL + K ) + ( S + P )
In this model,
I=Interpreting;
A ( D+CC ) = analysis of (discourse + cross-culture communication);
C ( SL+K ) = comprehension of (source language + knowledge);