交替传译中长时工作记忆研究

发布时间：2018-05-31 07:44

本文选题：交替传译 + 工作记忆容量　；参考：《中国海洋大学》2010年硕士论文

【摘要】：交替传译是一项需要特殊记忆能力的专业活动,记忆能力是交替传译活动中是否成功的关键要素之一在交替传译中,口译员没有时间也没有机会反复理解原语信息,而是一次性地执行原语信息听辨、信息意义的表征与理解、信息暂时贮存、译语组织与计划、译语信息表达与监控等一系列彼此影响、相互制约,甚至往往重叠进行的加工任务。这就对口译员的语言记忆能力形成很大的压力,而口译员出色的语言记忆能力也成为成功的口译活动必不可少的基本条件之一。然而,一般的工作记忆水平在容量方面很难满足单段发言信息量大的交替传译工作。因此,鉴于口译活动对记忆能力的特殊要求,自20世纪60年代口译研究正式展开以来,语言信息的记忆能力与口译活动的关系一直就是人们关注的焦点问题之一。随着对口译活动,特别是对口译深层认知加工过程的认识不断加深,同时在认知心理学和心理语言学等相关领域关于语言记忆研究的推动下,口译记忆研究也在各个方面取得了很多成果,不仅进一步廓清了记忆能力与口译活动的相互作用与影响,有利于提高实际口译效果,也促进了口译教学与培训的改革与完善。用短时工作记忆理论来解释交替传译中的记忆问题。往往会遇上以下两个问题： (1)目前的各种工作记忆容量的测量方法是否能够用来解释专家或其他人从事非常熟练的认知活动时,所表现出的非常宽广的工作记忆容量?(2)短暂存储的工作记忆是否能够解释非常熟练的认知活动被中断后,无需很大的努力即可迅速恢复的现象? 针对上述两个问题,Ericsson和他的同事于1995年提出了长时工作记忆这个新概念,用它来解释交传译员的超大工作记忆容量。长时工作记忆将工作记忆和长时记忆结合起来,利用长时记忆中被激活的内容,为工作记忆的在线工作提供更多的即时可用的资源。鉴于传统的工作记忆是建立在短时记忆基础上的,无法解释口译员表现出来的惊人记忆容量。本文试图以一种建立在长时记忆基础上的工作记忆理论来解释交替传译中的记忆。本研究提出,在交替传译中,如果口译员的长时记忆中储备着与口译材料相关的知识,那么口译员在提出信息的时候就会做得更出色。也就是说,译员把听到的信启、存储在长时记忆中,在回忆的时候工作记忆中只需保留少数信启、,这些信息起到检索指引的作用,将之前存储在长时记忆中的信息重新激活。因此,本文的主要研究目的是借助长时工作记忆理论研究交替传译模式下工作记忆容量的扩展。本研究采取实证研究的方法,即对参加实验的20名2007级****大学英语语言文学专业的研究生进行不同内容材料的工作记忆检测的两个实验研究。在每一个实验中,被测试者被要求听一段听力材料,然后回答作者设计的10道客观选择题。每道题题目10分,满分100分。这两段材料均在一分到一分半时间的长度。每篇中包括10个句子,而每个句子大约是20个单词,但是长度不完全一样的。在实验(1)中,所选的测试材料是关于《傲慢与偏见》这部小说的概括。在实验(2)中,所选测试材料是关于未来电动车的科技展览说明。被测者对第一篇短文较熟悉,第二篇不熟悉,即测试者对第一篇短文有长时记忆,而对第二篇没有长时记忆。通过分析他们的表现结果得出以下结论： (1)被测试者对有长时记忆储备的材料比对没有长时记忆材料的处理明显出色的多； (2)测试者对熟悉的材料记忆的准确性和稳定性高,从而证明了长时工作记忆及其训练能够加强口译准确性和稳定性； (3)普通口译者对于熟悉的材料,最佳口译量为7句；对于不熟悉的材料,最佳口译量为5句。同时也说明了,通过长时工作记忆培训后,口译者每次口译量可有5句增加到7句。这也印证了长时工作记忆及其训练不仅可以提高口译准确率和稳定性,还能增大每一停顿口译的信息量,缩短整个口译间的停顿次数。综上所述,测试实验证实了：根据长时工作记忆及其培训对增加口译翻译准确性、稳定性,以及提高每次口译信息量具有重要意义。从而作者在文中第四章提出了,口译训练的重要性以及三种提高记忆的方法：想象记忆,大纲记忆和推理记忆。长时工作记忆训练是一个长期、循序递进的过程。这就需要不断进行大量的相关知识地强化训练和储备,从而为口译过程信息地快速激活和提取打下坚实的基础。
[Abstract]:Consecutive interpreting is a professional activity that requires special memory. Memory is one of the key elements of successful translation.
In alternate translators, interpreters have no time and no opportunity to understand the information of the original, but execute the information hearing of the original language, the representation and understanding of the meaning of the information, the temporary storage of information, the organization and plan of the target language, the expression and monitoring of the information of the target language. This makes a great deal of pressure on the language memory ability of the interpreters, and the excellent language memory ability of the interpreter has also become one of the essential conditions for the successful interpretation. However, the general working memory level is difficult to meet the alternate translation work of a single segment of speech. Since the formal deployment of interpretation research in 1960s, the relationship between the memory ability of language information and the interpretation of interpretation has been one of the focus issues of attention since the formal deployment of interpretation research in 1960s.
With the deepening of understanding of interpreting activities, especially in the process of deep cognitive processing of interpretation, the study of oral memory, driven by the research of linguistic memory in cognitive psychology and psycholinguistics, has also achieved a lot of achievements in various aspects. The effect and influence will help improve the actual interpretation effect and promote the reform and perfection of interpretation teaching and training.
Using short-term working memory theory to explain memory problems in consecutive interpreting, there are often two problems.
(1) is the current measurement method of working memory capacity used to explain the very broad working memory capacity shown by experts or others when they are engaged in very skilled cognitive activities? (2) whether the short memory working memory can explain the very skilled cognitive activities that have been interrupted without great effort Fast recovery?
In response to the two problems mentioned above, Ericsson and his colleagues proposed a new concept of long time working memory in 1995 to explain the superlarge working memory capacity of the translators. Long working memory combines working memory with long time memory, using the content activated in long memory, to provide more online work for working memory. An instant available resource.
In view of the fact that traditional working memory is based on short term memory and cannot explain the astonishing memory capacity expressed by an interpreter. This paper attempts to explain the memory in alternating translation with a working memory theory based on long time memory. With the knowledge related to the interpretation material, the interpreter will do better when it comes up with the information. That is, the interpreter stores the hears in a long memory. In the memory, the interpreter needs only a few messages to be retained. This information serves as a guide to the retrieval of the information and the information stored in the long memory. Therefore, the main purpose of this paper is to study the extension of working memory capacity in consecutive interpreting mode based on the theory of long term working memory.
In this study, we take an empirical study of two experimental studies on the working memory test of different content materials for 20 2007 grade college English language and literature majors who participated in the experiment. In each experiment, the subjects were asked to listen to a hearing material and then answer the author's 10 objective choice questions. The title is 10 points and a full score of 100. The two segments are in one to one and a half times. Each one includes 10 sentences, and each sentence is about 20 words, but the length is not exactly the same. In experiment (1), the selected test material is a summary of "pride and Prejudice >". In experiment (2), the test material was selected. It is a technical exhibition on future electric cars. The subjects are more familiar with the first essay, second unfamiliar, that the testers have long time memory for the first essay, and second without long memory. The following conclusions are drawn by analyzing their performance results:
(1) the subjects had significantly better long-term memory than those without long-term memory.
(2) the testers have high accuracy and stability for the familiar material memory, which proves that long term working memory and its training can enhance the accuracy and stability of interpretation.
(3) the best interpreter for familiar interpreters is 7 sentences, and the best interpretation is 5 sentences for unfamiliar materials. At the same time, it is also indicated that the interpreter can increase the number of interpreters to 7 sentences each time after long working memory training. This also confirms that long term working memory and training can not only improve the accuracy and stability of interpretation. Qualitative analysis can also increase the amount of information for each pause interpretation and shorten the number of pause in the whole interpretation.
To sum up, the test proved that it is of great significance to increase the accuracy, stability and the amount of information per interpreter to increase the accuracy and stability of interpretation, and to improve the amount of information each time. The author puts forward fourth chapters in the article, the importance of interpretation training and the three ways to raise memory: imaginary memory, syllabus memory and push. Long term working memory training is a long-term, progressive process. This requires a lot of relevant knowledge to strengthen training and reserve, so as to lay a solid foundation for the rapid activation and extraction of the information of the interpretation process.
【学位授予单位】：中国海洋大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：H059

【参考文献】