本文以在英漢交傳教學(xué)中提高交傳譯員的記憶效率和增加記憶容量為目標(biāo),運(yùn)用圖式理論分析和闡述英漢交傳教學(xué)中記憶的訓(xùn)練模式。交傳中記憶的訓(xùn)練至關(guān)重要,有利于源語(yǔ)的理解、分析和譯語(yǔ)的輸出,而圖式理論在口譯的理解和產(chǎn)出過(guò)程中也發(fā)揮了關(guān)鍵作用,因此作者將兩者結(jié)合起來(lái),試圖從圖式理論的角度來(lái)研究英漢交傳教學(xué)中記憶的訓(xùn)練模式。本文基于英漢交傳教學(xué)過(guò)程中存在的譯員記憶力提高困難的問(wèn)題上,運(yùn)用圖式理論的研究方法,根據(jù)以往學(xué)者對(duì)口譯記憶訓(xùn)練的研究成果,嘗試提出在英漢交傳教學(xué)過(guò)程中應(yīng)遵循的記憶訓(xùn)練順序?yàn)橄日Z(yǔ)義和圖像記憶訓(xùn)練,再是詞塊和邏輯訓(xùn)練,最后增加復(fù)述訓(xùn)練鞏固記憶內(nèi)容。本文的主要研究目的就是為了在交傳教學(xué)環(huán)節(jié)中記憶訓(xùn)練方面幫助訓(xùn)練者提高記憶效率和增加記憶容量。但是本文由于資源有限,無(wú)法找到大量口譯學(xué)員和專業(yè)譯員作對(duì)比,同時(shí)按照文中的順序進(jìn)行記憶訓(xùn)練,因此目前無(wú)法以量化和更直觀的方式呈現(xiàn)本文的研究成果,希望將來(lái)的研究方向能更多關(guān)注定量直觀的實(shí)證研究。在交傳教學(xué)中,圖式理論的運(yùn)用有利于增加學(xué)生在長(zhǎng)時(shí)記憶中不同圖式的存儲(chǔ)量、從工作記憶中激活相關(guān)圖式的提取、并加快圖式提取效率,從而擴(kuò)大工作記憶的容量,并加快長(zhǎng)時(shí)記... 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：63 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
答辯委員會(huì)成員
Acknowledgements
摘要
Abstract
Introduction
    Overview
    Research Background
    Research Significance and Methodology
    Structure of the Thesis
Chapter One Literature Review
    1.1 Previous Studies on Schema Theory
    1.2 Previous Studies on Interpreting Teaching
        1.2.1 Interpreting Teaching
        1.2.2 Application to Schema Theory and Consecutive Interpreting
    1.3 Previous Studies on Memory Training
        1.3.1 Memory Training in Consecutive Interpreting
        1.3.2 Training Methods of Memory in the Light of Schema Theory
Chapter Two Schema Theory
    2.1 Overview
    2.2 Definition of Schema and Development of Schema Theory
        2.2.1 Development of Schema Theory in the World
        2.2.2 Introduction of Schema Theory in China
    2.3 Schema Theory and Memory Training
    2.4 The Application to Schema Theory in Consecutive Interpreting
        2.4.1 Linguistic Schema
        2.4.2 Formal Schema
        2.4.3 Formal Schema
Chapter Three Memory in Consecutive Interpreting
    3.1 Overview
    3.2 Classifications of Memory
        3.2.1 Sensory Memory
        3.2.2 Working Memory
            3.2.2.1 Short-term Memory
            3.2.2.2 Central Executive
        3.2.3 Long-term Memory
    3.3 Effects of Memory on Consecutive Interpreting
Chapter Four Memory Training in Consecutive Interpreting Teaching
    4.1 Overview
        4.1.1 Memory Training
        4.1.2 Memory with Consecutive Interpreting
        4.1.3 Memory Training in Consecutive Interpreting
    4.2 Application to Schema Theory in Memory Training
        4.2.1 Linguistic Memory Training
        4.2.2 Visualization Memory Training
        4.2.3 Chunking and Logic Memory Training
        4.2.4 Retelling Training
    4.3 Consecutive Interpreting Teaching in Memory Training
Conclusion
    Summary and Findings of the Thesis
    Limitations of the Thesis
    Suggestions for Further Studies
References


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