第五讲 口译中的记忆技巧

Presentation5

EnglishInterpretingMemorySkillsinInterpretation

Contents

1.Memoryininterpretation2.Memorytraining3.Memoryexercise1.MemoryininterpretationNormalspokendelivery:120—220words/minThemore“meaningful”theinformation,theshorterittakesforittobecommittedtomemoryandtheeasieritistoremember.Theinterpreterconcentratesonbothmeaningandthewordsusedcarpet:车上有个地毯和宠物abacus（爱拨个死）：算盘economy（依靠农民）：经济comedian（喜剧演员来点，come,dian）：喜剧演员journeywork（旅途中的工作不可能长）：短工Graspingofthemeaning:activememoryWords:afaintimpressioninhismemoryAgoodexample:themoviegoerThereasonthemoviegoerremembersthefilmisbecausehehasunderstoodit.Understandingthemeaningiscrucialinthememoryinconsecutiveinterpreting.

人的一生中，记忆最佳年龄通常在青年时代。18至29岁的记忆力为100;10至17岁为95;29至39岁为92，40至69岁为83，70至89岁则降至55。

口译记忆的基本原理：

1)记忆的基本原理及口译记忆的特点：记忆中的三个重要环节：编码（encoding);存储(storage)和提取(retrieval)。我们的目标：正确编码，提高存储的条理性，把握提取的线索。2)记忆的分类：瞬时记忆

(instantmemory),是指保持时间在一二秒钟以内的记忆，也叫感觉记忆（sensormemory)或感觉登记(sensorregistration)刺激物体的信息接触到人的感觉器官，使得到暂时的存贮，这种存贮形式便叫做感觉登记。感觉登记有不同的类型，如视觉登记、听觉登记等。凡接触到感觉器官的信息，都成了登记的内容。相对短时记忆而言，感觉登记保持的信息量较大，但它们都处于相对地未经加工的原始状态。如果人不予注意，感觉登记的信息便很快丧失，所以保持时间相当短。Verysignificantpoint-paycloseattention

Now-giventheobviousdifferencebetween2millionbitspersecondand134bitspersecond,weclearlyseethatasignificantamountoftheincominginformationislostintheselectionprocess.ThuswecanalsoclearlyseewhyourmapoftheworldcouldNEVERBEtheworlditself,justasamapofthePRC,evenifitwasbuilttoscalebyateamofexperts,couldNEVERBEthePRCitself.短时记忆

(short-termmemory),也称工作记忆(workingmemory)信息在短时记忆中储存约20秒后消失。但是，短时记忆又是唯一对信息进行有意识加工的记忆阶段。如果加以注意，信息在短时记忆中的保持同注意的时间一样长，可以远远超过20秒。短时记忆的信息容量可用组块（chunk）作为单位来测量。组块是指人们在过去经验中已变为相当熟悉的一个刺激独立体，如一个字母、一个单词、一个数字、一个成语等。米勒（Miller，1956）认为短时记忆的信息容量为7±2个组块，这个数量是相对恒定的。请你读一遍下面的一行随机数字，然后合上书，按照原来的顺序，尽可能多地默写出来：

71863945284HJMROSFLBTW

假如你的短时记忆像一般人那样，你可能回忆出7个数字或字母，至少能回忆出5个，最多回忆出9个，即7±2个。长时记忆

(long-termmemory),也称永久记忆(permanentmemory)可以长达数日、数月乃至数年，记忆容量几乎是无限的，但需要被激活。它的信息主要来自短时记忆阶段加以复述的内容，也有由于印象深刻一次形成的。长时记忆的容量似乎是无限的，它的信息是以有组织的状态被贮存起来的。口译：短时记忆“记词”还是“记意”？译员运用的主要是意义记忆的方式：在听辩理解的过程中注意分析并整合发言人语词所表达的意义，并把它作为记忆存储和提取的对象。

交传包括两个阶段：

第一阶段：听取和理解信息阶段第二阶段：信息重组阶段第一阶段：听取和理解信息阶段

I=L+M+NI=口译；L=听取并分析源语信息；M=从听到信息到以笔记形式存储信息所需要的短期记忆；N=笔记第二阶段：信息重组阶段I=Rem+Read+P在这一阶段，译员从短期记忆中提取并解构源语信息(Remember)，读取笔记(Read)，然后重新产出译语信息(Produce)。Howdoyouinterpretthefollowing1.AsanAmericanmanagerofaSino-Americanjointventurefortwoyears,IhavetosaythattherearedifferencesinbusinessmanagementbetweenChineseandAmericans.美经中美合企2年,I说dif@bus.man.中←→美//美经中美合企2年

I说dif@bus.man.中←→美//WearemoredirectandstraightforwardthanmostChinesecolleaguesduetoourdifferentculturaltraditions.

we更直率比中←不同文传

we更直率比中←不同文传口译记忆的技巧：口译记忆的原则口译过程中经选择后的记忆对象主要包括：主题词、关键词、逻辑联系，这三者综合起来就构成了源语语篇的意义框架。为提高记忆存储的效率，有必要对记忆的信息进行“条块化”处理。口译记忆可以借助口译笔记的辅助，从而提高记忆的准确性。发言人每个语段的开头结尾都应成为记忆的重点。1)开头往往包含了整个语段的主题，结尾往往是呈现结论、总结的部分2)只有记好了开头和结尾，译员才能清楚地把握好本节口译是从哪里开始说起，说到哪里为止。2.Memorytraining(1)Encoding,storageandretrievalPsychologiststellusthatmemoryinvolvesencoding,storageandretrievalofinformation.Forgettingmaymeanthematerialwasneverencoded;itmaymeantheinformationwasnotstored;oritmayreflectretrievaldifficulties.2.Memorytraining:(2)Categorization,generalizationandcomparisonPeoplebelievememorycanbefortifiedbyconsciouslyresortingtotactics(retrievalcues)suchascategorization(groupingitemsofthesameproperties,origins,firstletters,etc.);generalization(workingoutsomeheadingstoembracethesupportivedetails);comparison(noticingthedifferencesaswellassimilaritiesbetweendifferentthings,facts,orevents)Threewaysoftrainingmemory1.Shadow-speaking2.Retellingintheoriginallanguage3.RetellinginthetargetlanguageShadow-speakingExerciseRetellingExercisesDirection:Listentothefollowingpassages,thenretellinyourownwordsinthesamelanguagetheinformationyouhavejustheard.Exercise1:VTS_01_1.VOBExercise1:

HiGoodmorning.It'swonderfultobebackhere.Wonderfultoseeyouhere.I'mteachingthisclassbecauseIwishaclasslikethishadbeentaughtwhenIwassittinginyourseatasanundergradhere.Thisdoesnotmeanitisaclassyouwishtobetaught,nordoesitmeanthatitistherightclassforyou.ButIhopetodoingthenextcoupleoflecturesisgivingyouanideawhatthisclassisaboutsothatyoucandecidewhetherornotitisforyou.Icameherein1992AndthenIhadaminiepiphanyhalfwaythroughmysophomoreyear.Analysis:Thekeypointsofthisparagraph：1)Thereasonformyteachingthisclass.2)IhadtheideawhenIwasanundergrad.3)Youwillhaveanideaofmyclassinthefollowingtwoweekssothatyoucandecidewhethermyclassisokforyou.4)IwasinHarvardin1922,butIhadaminiepiphanyhalfwaythroughmysophomoreyear.Exercise2:IrealizedthatIwasinawonderfulplacewithwonderfulstudentsaroundme,wonderfulteachers.Iwasdoingwellacademically.Iwasdoingwellinathletics.Iwasplayingsquashatthattime.Iwasdoingwellsocially.Everythingwasgoingwellexceptforthefact,thatIwasunhappy.AndIdidn'tunderstandwhy.Itwastheninamatterofmoments,thatIdecidedthatIhadtofindoutwhyandbecomehappier.AndthatwaswhenIswitchedmyconcentrationfromcomputersciencetophilosophyandpsychologywithasinglequestion:howcanIbecomehappier?Analysis:Thekeypointsofthisparagraph：Wonderfulplace,wonderfulstudents,wonderfulteachers.Iwasdoingwellacademically,inathletics,sociallyandplayingsquash.EverythingwasgoingwellexceptforthefactthatIwasunhappy.Ididn’tknowwhybutIwantedtofindoutandbecomehappy.IswitchedmyconcentrationfromcomputersciencetophilosophyandpsychologyImprovingactivelistening(提高积极记忆)Keyfactorsofinterpretation:Gaininginformation,comprehensionandmemorizing.Thereasonsforforgettingthecontentwhichwasjustheard:

1.Notenoughconcentration.2.Notfamiliarwiththetopicorcannotunderstandthesourcelanguagethoroughly.Activelistening:Activelyanalyzeandmemorizetheinformationpointswhichtheinterpreterjustheardandfindtherelationshipbetweentheinformationpoints.Exercise:Listentothefollowingpassage,tryyourbesttograspthemaininformationandmakeclearthedevelopmentorientationofthematterandlogicalconnections.

OvertimeIdidbecomehappier.WhatcontributedmosttomyhappinesswaswhenIencounteredanewemergingfieldButessentiallyresearchthatfallsunderorwithinthefieldofpositivepsychology.Positivepsychology,studyingit,applyingtheideastomylifehasmademesignificantlyhappier.Itcontinuestomakemehappier.AnditwaswhenI