英语口译训练方法研究 第4页
R ( TL+K ) = reconstruction of (target language + knowledge);
( S+P ) = skills and professionalism.
After interpreter analyses the source language and knowledge with the use of interpreting skills and eventually gives the reconstruction to the target language in order to finish the interpreting.
In contrast, Xiada Model is more macroscopic, with a core of skills and professional standard, meanwhile, it lays stress on the comprehension in source language and knowledge, the analysis of discourse and cross-cultural communication and the reconstruction in the target language and knowledge. Making a point of the importance of the technique, it adequately proves that 毕业论文
http://www.751com.cn the interpreting training should be mainly about skill training.
However, there is a shortage in overcoming the difficulty of understanding the non-linguistic knowledge in source language and target language, and only the cross-cultural awareness can never reflect the importance and high level simulation of non-linguistic knowledge, besides, the internal mental activity mechanism isn’t definitude in Xiada Model as well.
On the other hand, Xiada Model offers a fairly complete reference configuration for those schools which have interpreting classes. This model doesn’t mainly emphasize on the process of interpreting but afford solutions for those problems or difficulties which might occur in interpreting (DAI Hui, 2006). In accordance to this model, the interpreting teachers could formulate scientific training approaches and details according to actual situation in school (SHENG Laping, 2004:110-112).
2.3 “3P” Model
Interpreting, as a communicative activity with the view of information transfer, its procedure can be disclosed into five stages as message reception, decoding, memorizing, programming and expressing. Even though, these five stages only illustrate the performing of interpreting, neither the end of the interpreting nor the end of the process since the interpreters have already started their intensive preparation before the interpreting, besides, the endup of interpreting doesn’t mean that the process is over. Hence, on the basis of Gile Model and Xiada Model, LIU Jianzhu concretely analyses three stages of interpreting, Preparing, Performing and Packaging that is “3P” Model:
Fig. 2 “3P” Model
I = P1-Preparing( S + K + V + C ) +
P2-Performing ( D + M + E + C ) +
P3-Packaging ( A + S )
Phase 1: Pre-interpreting Preparation
Phase 2: Interpreting Performance
Phase 3: Post-interpreting Packaging
Interpreting Training = Preparing (Skills + Knowledge + Vocabulary + Cross-cultural Awareness) + Performing (Decoding + Memorizing + Encoding + Cooperating) + Packaging (Assessment + Summary)
The model sets up the part of skill as six modules: Preparing Training, Decoding Training, Memorizing Training, Encoding Training, Coordinating Training and Packaging Training. The six modules form a round system of interpreting training.本文来自辣'文~论-文^网
The first stage training includes professional vocabulary, linguistic skills, subject knowledge, cross-cultural awareness and the self assessment.
This second stage follows the process of interpreting skills training as four missions: Decoding, Memorizing, Encoding and Coordinating.
The third stage will be the conclusion of simulated training, that is summarizing and assignment, in the end, teachers and students will finish the feed-back and general comments together.
Phase 2 is the key point, hence, teachers should be specific to listening and analysis, short-term memory effort and speech production and coordination integrated with the topics for business and plan some specific interpreting skills training respectively, such as discourse analysis, note-taking, text summarizing, stories repeating, public speeches, paraphrasing, interpreting numbers, interpreting idioms and proverbs, after reading, sight-interpreting, dub training, etc (LIU Jianzhu, 2006).
On the foundation of this model, there are six modules which were set for skill training, preparing training, decoding training, memorizing training, encoding training, coordinating training and packaging training. These six modules form the complete system of interpreting training. It shows the ability-led, estimate-centered and student-based teaching model.
“3P” Model being the rising training model in interpreting training is an innovative attempt in interpreting training model. This model still needs to be improved and consummated in interpreting training.
2.3.1 Preparing
Preparing is everything the interpreter does for preparation before the interpreting (ZHANG Jiliang, 2003b). Being the fundamental part of the interpreting, the importance of preparation can never be exaggerated.
As a matter of fact, interpreting is the exercise of the interpreter’s knowledge and skills on the basis of professional standards. Liu concludes the quotation from the requisite qualification mentioned in Xiada Model.
Preparing = Bilingual Abilities + Ethics Knowledge + Cultural Awareness + Interpreting Skills + Professional Standards
2.3.2 Performing
Performing is not only the moment interpreting happens in effect, but also the indispensable link in the interpreting.
In Gile Model, the process of interpreting has been divided into 3 parts, listening and analysis, short-term memory effort and speech production, on the other hand, there is the ability called coordinating which can never be ignored, and can ensure the interpreter to a毕业论文
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2.3.3 Packaging
Packaging and conclusion is the continuing of interpreting, which not only means whether he could be a qualified interpreter but also it plays an important part in improving the quality of interpreting.
The principle of evaluation and conclusion should consist of the speaker, the audience and the interpreter who participate in the interpreting. It could be summarized as:
Assessment = group-members’ evaluations + students’ feed-backs + teachers’ general comments
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