交替传译中基于认知映射的信息处理模式

在口译过程中，译员不得不面对大量的信息流。他们迫切需要摆脱语言的束缚，克服记忆力容量有限，外来干扰造成注意力分散等口译中常常出现的困扰。本书从认知语言学的角度，没有将口译过程看成纯粹的语言活动，而是信息处理过程。在此基础上，构建了认知信息处理能力工作模式，具有实用性和可操作性，对于口译工作者和口译教学者都具有一定的借鉴作用。 

本书旨在提高交传口译质量，针对口译过程中普遍存在的认知负荷影响口译质量的现象，从认知语言学的角度分析，通过实证研究，构建认知信息处理能力工作模式，提高口译员的记忆力和精力分配的合理有效性。

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 Cognitive

Training) 190

Appendix C: Interview Questionnaire Two
(After the Cognitive

Training) 191

Glossary 192

Bibliography 196

International diplomacy and trade have always depended on thework of linguistic and cultural mediation provided by bilingual andmultilingual translators and interpreters. As the world’s largest tradingnation, China’s economic growth is closely related to the ability of itsbusinesses to reach clients and consumers across linguistic divides. Overthe past decades, this growth has meant a strong increase in the demandfor translation and interpreting services. Understanding the need for andthe importance of highly qualified professionals, the Chinese governmentintroduced the Master in Translation and Interpreting (MTI) scheme in2007. Ten years later, Chinese universities have become a major supplierof graduates in translation and interpreting. At the same time, we haveseen a significant increase in research on translation and interpretingtopics and a growing range of publications addressing both professionaland didactic challenges. The latter is especially important for the field ofinterpreting, a traditionally under-researched area in China and manyother countries.Interpreting, i.e., the either simultaneous or delayed oral reproductionin one language of a text or text segment spoken in another languageiv A Conceptual Mapping Model for Cognitive Processing CapacityManagement in Consecutive Interpretinghas long fascinated external observers. Indeed, the linguistic andextralinguistic skills needed to carry out a successful interpretingperformance are as manifold as they are demanding. Yet talent alone doesnot guarantee success, and excellent levels of competence in two or morelanguages are only the starting point in the career of interpreters. Muchmore important is in-depth training in the many challenging aspectsof interpreting and the development of important general abilities suchas information research, public speaking, split attention and specificstrategies to deal with interpreting problems. One of the main challengesof interpreting, both in its simultaneous and consecutive modes, is theimmense cognitive effort that it excerpts on the practitioners. As leadinginterpreting researcher Daniel Gile has shown, once interpreters havereached the limits of their information processing capacities, i.e., whenthey experience a cognitive overload, even small problems can lead tointerpreting mistakes.Managing the cognitive demands of their profession and finding waysto avoid a cognitive overload is therefore of utmost importance and mustplay a significant role in the development of interpreting competence. It isin this context that Ying Jin’s book gains particular importance. The book,based on extensive research in both China and New Zealand, providesnot only a comprehensive discussion of interpreting strategy and qualitycriteria but proposes an innovative method to address the challengeof cognitive load. Here, she develops the idea of conceptual maps andapplies them as powerful tools that aid interpreters in structuring theprocessing of information during the interpreting process. The techniquePrefaceof conceptual mapping thus provides a very useful strategy to reduce theinterpreter’s cognitive effort. Ying Jin’s book goes even further, in that itshows how interpreter trainees can integrate conceptual mapping intotheir own teaching and how interpreting students can apply the techniqueto their own, autonomous learning.The fact that the book does cover both interpreting practice andthe teaching of future interpreters is also a consequence of the author’smultifaceted background. She has studied in leading universities inChina and New Zealand, has taught and worked as an interpreter in bothcountries, and plays a leading role in the development of interpretingprograms as Vice Dean in charge of the Master in Translation andInterpreting (MTI) at Hainan University. All these experiences inform theexcellent research and ideas expressed in this book, the reading of whichwill be immensely beneficial to researchers, teachers and students ofinterpreting.Frank AustermuehlProfessor of Modern Languages and Chair of Translation StudiesAston University, Birmingham, UK