《交替傳譯中基於認知映射的信息處理模式》是2018年5月清華大學出版社出版的圖書，作者是金瑩。
基本介紹
- 中文名：交替傳譯中基於認知映射的信息處理模式
- 作者：金瑩
- 出版時間：2018年5月
- 出版社：清華大學出版社
- ISBN：9787302460503
- 定價：78 元
內容簡介,圖書目錄,
內容簡介
本書旨在提高交傳口譯質量，針對口譯過程中普遍存在的認知負荷影響口譯質量的現象，從認知語言學的角度分析，通過實證研究，構建認知信息處理能力工作模式，提高口譯員的記憶力和精力分配的合理有效性。
圖書目錄
Acknowledgements i
Preface iii
List of Abbreviations vii
Chapter One Introduction 1
1.1 Background of Interpreting in China 3
1.1.1 An Overview of the Market 3
1.1.2 Interpreter Training in China 5
1.1.3 Interpreting Research at Different Developmental
Stages 12
1.2 The Position of This Study 15
1.3 Research Scope 17
1.4 Research Question and Hypothesis 18
1.5 Research Methodology 20
1.6 The Outline of the Study 22
Chapter Two On Quality and Competence in Consecutive
Interpreting 24
2.1 A Typology of Interpreting Modes 26
2.1.1 Categorization 27
2.1.2 Consecutive Interpreting 30
2.2 The Nature of Interpreting 34
2.2.1 The Process-oriented Approach 35
2.2.2 The Product-oriented Approach 38
2.3 Interpreting Quality 40
2.3.1 Defining Interpreting Quality 42
2.3.2 Quality Criteria 43
A Conceptual Mapping Model for Cognitive Processing Capacity
Management in Consecutive Interpreting
2.4 Interpreter Competence 54
2.4.1 Terminological Clarification 56
2.4.2 The Componential Approach to Interpreter Competence 58
2.5 Summary 63
Chapter Three Cognitive Overload and Cognitive Processing
Capacity Management in Consecutive
Interpreting 64
3.1 Cognitive Problems as a Major Challenge to Interpreting
Quality 65
3.2 Review of Gile’s (1995) Effort Model for Consecutive
Interpreting: Memory and Attention 68
3.3 Cognitive Processing Capacity Management (CPCM) 71
3.3.1 Memory Operations 72
3.3.2 Attention Allocation 74
3.4 Cognitive Overload in Consecutive Interpreting 76
3.4.1 Definition of Cognitive Overload 77
3.4.2 Causes of Cognitive Overload 77
3.5 Summary 82
Chapter Four The Conceptual Mapping Model for
Consecutive Interpreting 83
4.1 The Aims of the Model 83
4.2 The Theoretical Framework for the Model 85
4.2.1 Scene-frame Theory (Fillmore 1977) 85
4.2.2 Relevance Theory (Sperber & Wilson 1986) 87
4.3 Fundamental Concepts 92
4.3.1 Interpreting Processes: Interpreters’ Preparatory Work
and Their On-going Interpreting 92
4.3.2 Segmentation 93
4.3.3 Mind Mapping and Concept Mapping 95
4.4 Operation of the Model 99
Contents xi
4.4.1 Consecutive Interpreting as Conceptual Mapping 99
4.4.2 Operational Constructs: Concept Units and Information
Units 107
4.4.3 The Working Strategies 112
4.5 Summary 115
Chapter Five An Experimental Study of the Training Effects
of the Conceptual Mapping Model 117
5.1 Research Question, Hypotheses and Aims 118
5.1.1 Research Question 118
5.1.2 Hypotheses and Aims 119
5.2 Research Approach and Methods 121
5.3 Research Design 123
5.4 The Training Scheme 125
5.4.1 Learning Objectives 125
5.4.2 Teaching Methods: The Conceptual Mapping Model 128
5.5 Research Participants 133
5.6 Data Collection Tools and Methods 134
5.6.1 Background Questionnaires 134
5.6.2 Testing Materials 135
5.7 Data Analysis Tools and Methods 137
5.7.1 Coding Schemes for the Two Questionnaires 137
5.7.2 Evaluation of Interpreted Texts 140
5.8 Summary 146
Chapter Six Research Findings and Discussion 147
6.1 Data Analysis of the Collected Questionnaires 147
6.1.1 Pre-training Questionnaire (Q1) 148
6.1.2 Post-training Questionnaire (Q2) 152
6.1.3 Discussion Related to Sub-hypothesis 1 154
6.2 Data Analysis of the Interpreted Texts 155
6.2.1 Types of Errors 155
xii A Conceptual Mapping Model for Cognitive Processing Capacity
Management in Consecutive Interpreting
6.2.2 The Experimental Group: Disscusion Related to Subhyperthesis
2 161
6.2.3 The Control Group: Discussion Related to Sub-hypothesis
3 162
6.3 Summary 163
Chapter Seven Teaching Implications of Applying the
Conceptual Mapping Model 165
7.1 Cognitive Training in the Teaching of Interpreting 165
7.1.1 The Necessity of Professional Training 165
7.1.2 The Quality Criteria for Professional Training 166
7.1.3 The Pedagogical Challenges to Cognitive Training in the
Context of Interpreting 168
7.2 Implications of Applying the Conceptual Mapping
Model 171
7.2.1 Different Thinking Patterns in Source Text and Target
Text 172
7.2.2 The Important Role of Cognitive Sub-competence 173
7.2.3 Learner Autonomy 173
7.3 A Model for Cognitive Training in Consecutive Interpreting
175
7.3.1 Learning Environment: Authenticity 175
7.3.2 Free Translation and Literal Translation 176
7.3.3 Note-taking and Conceptual Mapping 179
7.3.4 A Combination of Product- and Process-oriented Feedback
181
7.3.5 Trainers’ Role in Learner Autonomy 184
7.4 Summary 186
Chapter Eight Directions for Future Research 187
Appendix 189
Appendix A: The Analysis of the Test Material 189
Contents xiii
Appendix B: Interview Questionnaire One (Before the CognitiveTraining) 190
Appendix C: Interview Questionnaire Two (After the CognitiveTraining) 191
Glossary 192
Bibliography 196
