摘要
据笔者了解,目前我国的口译教学使用的多为语言方法,对学生从词到句到段落到整个语篇进行同传训练,而忽视了一些心理语言学技巧的训练。80年代末以来西方对同声传译的研究主要集中在认知方面。笔者认为一些认知模型的研究结果值得我们在口译教学中借鉴,因此本文试对三种西方同声传译研究的认知模型进行简评,并提出了一些关于我国口译/同传教学的建议。
In China, simultaneous interpretation instruction uses a lot of linguistic methods, working on vocabulary on a word-to-word basis and then on sentence, paragraph and whole text structures. It has neglected many psycholinguistic techniques. Since the end of 1980s, research on simultaneous interpretation in the West has mainly been conducted from a cognitive perspective. The author holds that research findings of certain cognitive models of simultaneous interpretation research are worthy of our attention. After a brief review of three of those models, the author attempts to put forward some suggestions on interpreting instruction based on the cognitive models analyzed.
出处
《西安外国语大学学报》
2007年第1期60-62,共3页
Journal of Xi’an International Studies University
关键词
同声传译
认知模型
心理语言学
simultaneous interpretation
cognitive model
psycholinguistics
