【作者】 郑鑫；

【导师】 刘桂玲；

【作者基本信息】 吉林大学 ， 英语口译， 2012， 硕士

【摘要】 法国学者Gile针对法语-英语和法语-德语有稿/无稿同传做了大量实验和研究，提出了著名的多任务处理模式。Gile认为译员在做无稿同传时需要同时做出3种努力，即听力加工（Listening andAnalysis Effort, Effort L），短时记忆力储存(Short-term Memory Effort, Effort M)和译语产出(Speech Production Effort,Effort P)，最后还需要综合协调能力(Coordination Effort, Effort C)，以综合处理前三种注意力并产出译语。Simultaneous Interpretation without Text=L+M+P+CGile对视译做了两种研究，一是连续口译中的视译（Sight Translation inConsecutive Interpretation），一是同声传译中的视译，即有稿同声传译（SightTranslation in Simultaneous Interpretation with Text），本论文中对比的则是有稿同声传译（Sight Translation in Simultaneous Interpretation with Text）。Gile认为在有稿同声传译过程中听力和记忆力转化成了阅读能力，而译语产出这一任务还是存在的。因为译员手中有文稿，可以随时捕捉到信息，所以译员并不用花费记忆力。因此，有稿同声传译只需要分配两种注意力，即阅读（ReadingEffort, Effort R），译语产出(Speech Production Effort, Effort P)，最后也需要综合协调力(Coordination Effort, Effort C)来协调处理前两种注意力并产出译语。Simultaneous Interpretation with text=R+P+C多任务处理模式在口译界发挥着重要的作用。首先，它为国内外的口译研究者提供了重要的理论依据。在继承这一理论的基础上，学者们不断发展并创新研究成果。其次，多任务处理模式也为口译教学提供了很好的指导。越来越多的高校已经开设了初、高级口译课程，多任务处理模式可以作为教学设计和实践的重要参考。最后，它为口译学习者提供了实用的训练方法。无论是初学者还是有经验的译者，都可以参考这一模式有针对性地进行训练以提高口译水平。Gile指出有稿同声传译是一项困难的练习，因为译员在做有稿同声传译时会将注意力过多地集中于文稿而无法跟上发言人的速度。因此本论文基于Gile的两个注意力分配模型理论，通过实验的方法，对有稿/无稿同声传译的效果进行对比，以验证有稿/无稿同声传译的困难度和测试受试的表现。基于上述理论支撑和前人所做的研究，本文旨在回答如下问题：1.在英汉口译中，在短时记忆容量有差别的受试之间口译效果是否有差别？2.在英汉口译中，注意力分配在文稿视觉输入和音频输入两种刺激上(视译)与单纯关注音频输入之间(视译)译文效果是否会有显著差别？3.如果有稿/无稿同声传译口译效果是有差别的，哪个效果更好一些？4.如果有稿/无稿同声传译口译效果是有差别的，产生差异的因素是什么？本篇论文采用实验研究的方法，实验对象为27名吉林大学2010级英语口译方向硕士研究生。实验分前测实验和注意力分配实验两部分。前测实验是测试受试的短时记忆容量，选择出适合实验需求的实验对象。前测实验材料为选定的一段音频，时长20秒，分成10个组块。测试标准为短时记忆容量大约为7±2个组块（组块是指整合的信息单位）(。27名受试参加前测实验，按照受试记忆组块数量排列。测试结果出来后，分别取前10名和后10名，前十名中奇数排名译员分为一组，偶数排名译员为一组；后10名译员按同样方法分成两组，这样保证了每组译员成绩平均分配。四组排列内容如下：1、2组：记忆容量大3、4组：记忆容量小其后进行注意力实验：选定一个视频材料，时长5分钟，截取自美国总统奥巴马对全美学生的演讲。演讲者语音语调标准，语速适中。按照前测实验结果分组，对每组受试进行有/无稿同声传译测试。分组如下：1（记忆容量大）+3（记忆容量小）：无稿同声传译2（记忆容量大）+4（记忆容量小）：有稿同声传译在本实验中，短时记忆容量和有无文稿被设定为自变量，有/无稿同声传译质量被设为因变量，其他因素被控制为常数。对实验结果进行了定量分析，主要从译文语言的准确性、流畅性和信息量分析了单个测试者的翻译效果。在对四组的翻译效果进行比较后，该实验得出如下结论：1.短时记忆容量大的受试口译效果要好于短时记忆容量小的受试口译效果。2.在相同短时记忆容量的受试之间相比，有/无稿同声传译有差别。3.其他因素恒定的情况下，有稿同声传译效果要明显好于无稿同声传译效果。4.这一差异可能是因为在有稿同声传译中受试将注意力只集中于文本的视觉输入，受试对文本理解的效果好于听力理解的效果,大概是因为受试作为英语为二语的使用者他们的阅读能力普遍优于听力理解能力。本实验应用Gile的多任务处理模式，验证了短时记忆容量对于口译效果的作用。但是实验结果证明在其他因素对等的情况下，有稿同声传译效果好于无稿同声传译效果。这一实验结果对高等院校如何有针对性进行地对视译和口译译员培训也具有一定的启示。更多还原

【Abstract】 The French scholar Daniel Gile has proposed the famous Effort Model based on alot of experiments and research on French-English and French-German simultaneousinterpretation with/out text. D. Gile modeled simultaneous interpretation with/out textas a process consisting of three Efforts, the Listening and Analysis Effort (Effort L),the Short-term Memory Effort M (Effort M), and the Speech production Effort P(Effort P), plus a Coordination Effort C (Effort C), which is required to coordinate thethree Efforts.Simultaneous Interpretation without Text=L+M+P+CD. Gile has studied Sight Translation in Consecutive Interpretation, andSimultaneous Interpretation with Text. In this thesis, we will study the SimultaneousInterpretation with Text.In simultaneous interpretation with text, D. Gile pointed out that the Listeningand Analysis Effort becomes a Reading Effort, and the Production Effort remains.Since the interpreters can retrieve the information from the text any time,simultaneous interpretation with text does not require any efforts on Memory.Therefore, simultaneous interpretation with text involves two efforts, namely ReadingEffort (Effort R) and Speech Production Effort (Effort P), and plus the CoordinationEffort (Effort C), which is required to coordinate the former two efforts.Simultaneous Interpretation with text=R+P+CThe Effort Model has great influence in the research and practice of interpreting.First, it provides fundamental theoretical basis for both native and foreign researchers.They continue to develop the theory and make new achievements on the basis ofEffort Model. Secondly, it provides a practical training method for interpretinglearners and provides guidance on the teaching of interpreting. More and morecolleges and universities have opened intermediate and advanced courses ofinterpretation, and the Effort Model can be an important reference in teaching andtraining pedagogy. Whether for beginners or for the experienced interpreters, the model can help to improve their interpreting level if they are trained on elements inthe model.D. Gile holds that simultaneous interpretation with text is a difficult exercisebecause interpreters focus more attention on the text, namely they spend more effortson reading the text so that they might ignore the speed of speech. The present studyapplies D. Gile’s Effort Model theory to the demonstration of whether or not having atext has any effect on the performance of English-Chinese interpreters. Supported bythe above mentioned theory and based on the previous studies, the thesis plans toanswer the following questions:1. Is there any difference between the performance of subjects with a largershort-term memory capacity and those with a smaller short-term memory capacityin English-Chinese interpretation?2. Are there marked differences between the performance of interpreters focusingtheir attention on text and listening and those focusing their attention on listeningin English-Chinese interpretation?3. If there are differences between the performance of interpreters focusing theirattention on text and those focusing their attention on listening in English-Chineseinterpretation, under what conditions are better interpretation results be achieved?4. If there are differences between the performances of interpreters focusing theirattention on text and those focusing their attention on listening in English-Chinese,what are the causes of the differences?The study is an empirical research based on experimental tests on27second-yearpostgraduates majoring in English Interpretation in Jilin University. The study isdivided into two stages: a pre-test and an experiment on simultaneous interpretationwith/out text. The pre-test is mainly aimed at testing the short-term memory capacityof interpreters, and choosing qualified subjects for the experiment. A short piece ofaudio file (20seconds) is chosen for the test of short-term memory, containing10chunks. According to the study of memory in cognitive psychology, short-termmemory capacity contains about7±2chunks(Chunks means integrated informationunit or information segments). Twenty-seven subjects participated in the pre-test and the top10and the reciprocal10subjects on the rank according to their test results willbe chosen to attend the experiment. Then, for the top10subjects, we put even numbersubjects in group1, odd number subjects in group2, and the same method will beadopted on the reciprocal10subjects. This will ensure the comparability of every twogroups (Group1and Group2, Group3and Group4) in terms of memory capacity.The four groups are arranged as follows:Group1and Group2: with large short-term memory capacityGroup3and Group4: with small short-term memory capacityFor the experiment: a video material (5minutes) will be prepared for the fourgroups. It is American Present Barak Obama’s National Address to America’s Schoolchildren. The speaker has no accent and the speed is moderate. On the basis of theresults of the pre-test, each group will be assigned either to do simultaneousinterpretation with/out text. The four groups are rearranged as follows:Group1(large memory capacity)+Group3(small memory capacity): to dosimultaneous interpretation without textGroup2(large memory capacity)+Group4(small memory capacity): to dosimultaneous interpretation with textThe subjects’ short-term memory capacity and the fact whether they have awritten text or not are the two independent variables and the performance ofsimultaneous interpretation with/out text are the dependent variables while otherfactors are controlled as constants. Quantitative analysis is adopted to analyze thegroups’ interpretation performance. Individual group’s interpretation performance isanalyzed in terms of the accuracy of the target language, smoothness and informationcontent of the reproduction. After comparing the performances of each group, theauthor draws the following conclusions:1. There is difference between the performance of subjects with different short-termmemory capacities2. With subjects of similar short-term memory capacity, those performingsimultaneous interpretation with text do much better than those performingsimultaneous interpretation without text. 3. The subjects who do simultaneous interpretation with text perform better thanthose who do simultaneous interpretation without text.4. This might result from the possibility that the subjects might have focused theirattention solely on the text and ignored the audio stimuli, and the subjects withEnglish as their second language generally have better reading ability than listeningability.The experiment applied D. Gile’s Effort Model and conducted a contrastivestudy between simultaneous interpretation with out text and simultaneousinterpretation with text and drew the conclusion that with other variables heldconstant the subjects performed better in simultaneous interpretation with text than insimultaneous interpretation without text. This experimental result has implications forthe practices and pedagogy in training interpreters.更多还原