第五講 口譯中的記憶技巧

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EnglishInterpretingMemorySkillsinInterpretation

Contents

1.Memoryininterpretation2.Memorytraining3.Memoryexercise1.MemoryininterpretationNormalspokendelivery:120—220words/minThemore“meaningful”theinformation,theshorterittakesforittobecommittedtomemoryandtheeasieritistoremember.Theinterpreterconcentratesonbothmeaningandthewordsusedcarpet:車上有個(gè)地毯和寵物abacus（愛撥個(gè)死）：算盤economy（依靠農(nóng)民）：經(jīng)濟(jì)comedian（喜劇演員來(lái)點(diǎn)，come,dian）：喜劇演員journeywork（旅途中的工作不可能長(zhǎng)）：短工Graspingofthemeaning:activememoryWords:afaintimpressioninhismemoryAgoodexample:themoviegoerThereasonthemoviegoerremembersthefilmisbecausehehasunderstoodit.Understandingthemeaningiscrucialinthememoryinconsecutiveinterpreting.

人的一生中，記憶最佳年齡通常在青年時(shí)代。18至29歲的記憶力為100;10至17歲為95;29至39歲為92，40至69歲為83，70至89歲則降至55。

口譯記憶的基本原理：

1)記憶的基本原理及口譯記憶的特點(diǎn)：記憶中的三個(gè)重要環(huán)節(jié)：編碼（encoding);存儲(chǔ)(storage)和提取(retrieval)。我們的目標(biāo)：正確編碼，提高存儲(chǔ)的條理性，把握提取的線索。2)記憶的分類：瞬時(shí)記憶

(instantmemory),是指保持時(shí)間在一二秒鐘以內(nèi)的記憶，也叫感覺記憶（sensormemory)或感覺登記(sensorregistration)刺激物體的信息接觸到人的感覺器官，使得到暫時(shí)的存貯，這種存貯形式便叫做感覺登記。感覺登記有不同的類型，如視覺登記、聽覺登記等。凡接觸到感覺器官的信息，都成了登記的內(nèi)容。相對(duì)短時(shí)記憶而言，感覺登記保持的信息量較大，但它們都處于相對(duì)地未經(jīng)加工的原始狀態(tài)。如果人不予注意，感覺登記的信息便很快喪失，所以保持時(shí)間相當(dāng)短。Verysignificantpoint-paycloseattention

Now-giventheobviousdifferencebetween2millionbitspersecondand134bitspersecond,weclearlyseethatasignificantamountoftheincominginformationislostintheselectionprocess.ThuswecanalsoclearlyseewhyourmapoftheworldcouldNEVERBEtheworlditself,justasamapofthePRC,evenifitwasbuilttoscalebyateamofexperts,couldNEVERBEthePRCitself.短時(shí)記憶

(short-termmemory),也稱工作記憶(workingmemory)信息在短時(shí)記憶中儲(chǔ)存約20秒后消失。但是，短時(shí)記憶又是唯一對(duì)信息進(jìn)行有意識(shí)加工的記憶階段。如果加以注意，信息在短時(shí)記憶中的保持同注意的時(shí)間一樣長(zhǎng)，可以遠(yuǎn)遠(yuǎn)超過(guò)20秒。短時(shí)記憶的信息容量可用組塊（chunk）作為單位來(lái)測(cè)量。組塊是指人們?cè)谶^(guò)去經(jīng)驗(yàn)中已變?yōu)橄喈?dāng)熟悉的一個(gè)刺激獨(dú)立體，如一個(gè)字母、一個(gè)單詞、一個(gè)數(shù)字、一個(gè)成語(yǔ)等。米勒（Miller，1956）認(rèn)為短時(shí)記憶的信息容量為7±2個(gè)組塊，這個(gè)數(shù)量是相對(duì)恒定的。請(qǐng)你讀一遍下面的一行隨機(jī)數(shù)字，然后合上書，按照原來(lái)的順序，盡可能多地默寫出來(lái)：

71863945284HJMROSFLBTW

假如你的短時(shí)記憶像一般人那樣，你可能回憶出7個(gè)數(shù)字或字母，至少能回憶出5個(gè)，最多回憶出9個(gè)，即7±2個(gè)。長(zhǎng)時(shí)記憶

(long-termmemory),也稱永久記憶(permanentmemory)可以長(zhǎng)達(dá)數(shù)日、數(shù)月乃至數(shù)年，記憶容量幾乎是無(wú)限的，但需要被激活。它的信息主要來(lái)自短時(shí)記憶階段加以復(fù)述的內(nèi)容，也有由于印象深刻一次形成的。長(zhǎng)時(shí)記憶的容量似乎是無(wú)限的，它的信息是以有組織的狀態(tài)被貯存起來(lái)的。口譯：短時(shí)記憶“記詞”還是“記意”？譯員運(yùn)用的主要是意義記憶的方式：在聽辯理解的過(guò)程中注意分析并整合發(fā)言人語(yǔ)詞所表達(dá)的意義，并把它作為記憶存儲(chǔ)和提取的對(duì)象。

交傳包括兩個(gè)階段：

第一階段：聽取和理解信息階段第二階段：信息重組階段第一階段：聽取和理解信息階段

I=L+M+NI=口譯；L=聽取并分析源語(yǔ)信息；M=從聽到信息到以筆記形式存儲(chǔ)信息所需要的短期記憶；N=筆記第二階段：信息重組階段I=Rem+Read+P在這一階段，譯員從短期記憶中提取并解構(gòu)源語(yǔ)信息(Remember)，讀取筆記(Read)，然后重新產(chǎn)出譯語(yǔ)信息(Produce)。Howdoyouinterpretthefollowing1.AsanAmericanmanagerofaSino-Americanjointventurefortwoyears,IhavetosaythattherearedifferencesinbusinessmanagementbetweenChineseandAmericans.美經(jīng)中美合企2年,I說(shuō)dif@bus.man.中←→美//美經(jīng)中美合企2年

I說(shuō)dif@bus.man.中←→美//WearemoredirectandstraightforwardthanmostChinesecolleaguesduetoourdifferentculturaltraditions.

we更直率比中←不同文傳

we更直率比中←不同文傳口譯記憶的技巧：口譯記憶的原則口譯過(guò)程中經(jīng)選擇后的記憶對(duì)象主要包括：主題詞、關(guān)鍵詞、邏輯聯(lián)系，這三者綜合起來(lái)就構(gòu)成了源語(yǔ)語(yǔ)篇的意義框架。為提高記憶存儲(chǔ)的效率，有必要對(duì)記憶的信息進(jìn)行“條塊化”處理。口譯記憶可以借助口譯筆記的輔助，從而提高記憶的準(zhǔn)確性。發(fā)言人每個(gè)語(yǔ)段的開頭結(jié)尾都應(yīng)成為記憶的重點(diǎn)。1)開頭往往包含了整個(gè)語(yǔ)段的主題，結(jié)尾往往是呈現(xiàn)結(jié)論、總結(jié)的部分2)只有記好了開頭和結(jié)尾，譯員才能清楚地把握好本節(jié)口譯是從哪里開始說(shuō)起，說(shuō)到哪里為止。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(提高積極記憶)Keyfactorsofinterpretation:Gaininginformation,comprehensionandmemorizing.Thereasonsforforgettingthecontentwhichwasjustheard:

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

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