口译训练模式研究(On Interpreting Training Models)

摘  要
口译是特殊环境下的语言交际活动，随着人类社会的发展与进步，口译使得人类的语言交际更加丰富。现今社会对口译人才的需求量急剧增加，对口译人才的质量要求也越来越高。作为培养口译人才的最佳途径，口译训练模式是口译训练不可或缺的组成部分。本文主要针对口译训练模式进行讨论，除了研究著名的吉尔模式(包括多任务处理模式和口译理解模式)，还对国内学者提出的著名的口译训练模式如厦大口译训练模式、“3P”口译训练模式和APEC Model交替传译短时记忆训练模式进行了较为全面的探讨。从基础理论着手，对现有的口译训练模式进行梳理，并总结概括各自的特点。
关键词：口译  训练模式  研究

On Interpreting Training Models
ABSTRACT
Interpreting is the communicative activity under special circumstances. With the development of human society, interpreting enriches human verbal communication. In today’s society, the demand for interpreters increases dramatically, and the requirements of interpreter’s qualification increases availably. Being the best way to cultivate the interpreter, the interpreting training models are the most fundamental part of interpreting training which can never be exaggerated. This thesis mainly discusses those famous interpreting training models. Besides researching Gile Model(including Effort Model and Comprehension Model), the author also gives a general discussion on those models presented by scholars in our country, Xiada Model, “3P” Model and APEC Model. Based on cognitive concepts, this article makes analytical studies on those interpreting training models mentioned above, and gives an conclusion of each models’ characteristics.
Keywords：Interpreting, Training Models,  Study

CONTENTS     6000字
ABSTRACT    I
摘  要    II
Chapter 1 Introduction    1
1.1 Study Backgrounds    1
1.2 Research Method and Significance    1
Chapter 2 Interpreting Training Models    3
2.1 Gile Model    3
2.1.1 Effort Model for Simultaneous Interpreting    3
2.1.2 Consecutive Interpreting Model    5
2.1.3 Comprehension Model    6
2.2 Xiada Model    6
2.3 “3P” Model    8
2.3.1 Preparing    10
2.3.2 Performing    10
2.3.3 Packaging    10
2.3.4 The Application of “3P” Model    11
2.4 APEC Model    11
2.4.1 Discourse Analysis    11
2.4.2 Information Processing    13
2.4.3 Meaning Encoding    14
2.4.4 Tasks Coordinating    14
Chapter 3 Conclusion    17
3.1 Major Findings    17
3.2 The Lack of the Study    17
3.3 The Promise of the Study    18
References    19
Acknowledgements    21