Daniel Gile的认知负荷模型指导下的中日同传实践

发布时间：2018-03-01 14:32

本文关键词： 同声传译 Daniel Gile 认知负荷模型　出处：《吉林大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着中日之间交流的日渐频繁,双语之间同声传译(以下简称“同传”)译员的需求与日俱增。同传译员不仅需具备出色的双语转换能力,还要具备敏锐的反应能力、广博的知识储备等。因此,同传能力的养成是一个需要成熟理论指导的长期科学的训练过程。口译界享誉盛名的法国巴黎第三大学教授Daniel Gile在长期的教学实践中提出了认知负荷模型的理论。这一理论在国际上获得广泛认可,对于口译专业的发展和口译译员的培养影响深远。Daniel Gile提出的同传认知负荷模型为:SI=L+P+M+C[1],即同传需要的精力为听力分析、译文产出、短时记忆及协调任务需要的认知负荷总和。在同传过程中,听力分析、译文产出及短时记忆互相牵制,所需的认知负荷此消彼长,所以译员要进行有效协调。Daniel Gile的同传认知负荷模型从认知心理学角度揭示了同传译员的脑力工作模式,进而从理论上解释了译员在同传工作中出现失误、障碍的原因。笔者作为同传的初学者,利用半年的专业实习进行了大量的同传训练,其中包括铃木贞美先生在吉林大学所做的系列讲座的同传工作。笔者以其中的《近现代日本与丝绸之路——国际战略与学术动态》学术报告的同传实践为例完成本次的实践报告。报告中笔者结合Daniel Gile的同传认知负荷模型理论介绍了译前准备、实践失误以及实践反思情况,重点是从理论角度出发分析总结自己的实践失误,反思有效的改进方法。报告的第一部分从Daniel Gile的同传认知负荷模型,具体介绍了同传时听力分析、译文产出、短时记忆及协调任务上的认知负荷需求。第二部分在介绍了本次实践的任务内容后,说明了笔者在Daniel Gile的同传认知负荷模型指导下做的译前准备。第三部分是分别从听力分析、译文产出、短时记忆及协调任务上做的实践失误分析,探讨了实践中加大认知负荷的具体因素。第四部分笔者针对自己在此模型下不同精力分配环节上出现的错译及漏译,认真进行反思以求寻找对策,从而进一步提高自己的同传能力。
[Abstract]:With the increasing communication between China and Japan, the demand for simultaneous interpretation between two languages (hereinafter referred to as "simultaneous interpretation") is increasing. Simultaneous interpreters need not only excellent bilingual conversion skills, but also keen responsiveness. A vast pool of knowledge, etc. The development of co-transmission ability is a long-term scientific training process which needs the guidance of mature theory. Daniel Gile, a professor at the prestigious University of Paris III in France, has put forward the theory of cognitive load model in the long term teaching practice. ... this theory is widely accepted internationally, For the development of interpreting profession and the training of interpreters, Daniel Gile proposed the model of simultaneous cognitive load:: Sirs P M C [1], that is, the energy required by co-communication is listening analysis and translation output. The sum of the cognitive load required for short-term memory and task coordination. During the same transmission process, listening analysis, translation output and short-term memory constrain each other, and the cognitive load required is increasing and decreasing. Therefore, the simultaneous cognitive load model of the interpreter should be effectively coordinated. Daniel Gile reveals the mental work mode of the interpreter from the perspective of cognitive psychology, and then explains theoretically that the interpreter has made mistakes in the simultaneous communication work. The reasons for the obstacle. As a beginner with the same transmission, the author made use of a large number of co-transmission training after six months of professional practice. It includes the co-transmission work of a series of lectures by Mr. Suzuki Tsengmei at Jilin University. The author takes "Modern Japan and the Silk Road-International Strategy and academic Dynamics" as an example to complete this study. Based on Daniel Gile's theory of simultaneous cognitive load model, the author introduces pretranslational preparation. Practice error and practice reflection, the emphasis is to analyze and summarize their own practice errors from the theoretical point of view, and to reflect on effective improvement methods. The first part of the report is based on Daniel Gile's simultaneous cognitive load model. It specifically introduces the cognitive load requirements of simultaneous listening analysis, translation output, short-term memory and coordination tasks. The second part introduces the task content of this practice. The third part is about the analysis of practical errors in listening analysis, translation output, short-term memory and coordination task, respectively, under the guidance of Daniel Gile's model of simultaneous cognitive load. This paper discusses the specific factors of increasing the cognitive load in practice. Part 4th aims at the mistranslation and omission of the different energy distribution links under this model, and makes a serious reflection in order to find the countermeasures. In order to further improve their co-transmission ability.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H36

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