作為儲(chǔ)存在人腦中的知識(shí)單元,圖式是認(rèn)知的基礎(chǔ)。任何人腦中的信息處理都需要激活相應(yīng)的圖式。人類是依靠已有的信息圖式來(lái)對(duì)新接收的信息進(jìn)行解碼和編碼的處理。圖式理論自從提出以來(lái),就被廣泛的應(yīng)用于人工智能,語(yǔ)言學(xué)等,也因其在閱讀及聽力理解中的解釋作用,而被廣泛應(yīng)用于第二語(yǔ)言教學(xué)過程中。然而,學(xué)術(shù)界卻很少關(guān)注圖式理論在口譯中,尤其是同聲傳譯中的應(yīng)用�；诖�,筆者在本文中將從圖式理論的角度來(lái)研究同聲傳譯及同傳培訓(xùn)。本文首先回顧了口譯學(xué)的交叉學(xué)科研究取得的進(jìn)展,從定義,分類及特征介紹了圖式理論,繼而分別闡述了圖式理論在同傳中言語(yǔ)理解和表達(dá)中所起的作用。筆者從同傳的特性以及語(yǔ)篇在加速理解過程中的作用分析了將圖式理論應(yīng)用于同傳的可行性,闡述了圖式理論是如何提高同傳中言語(yǔ)理解和表達(dá)的。筆者從理論上以及中國(guó)現(xiàn)行口譯培訓(xùn)中所突出的問題探究同聲傳譯的培訓(xùn),通過分析有經(jīng)驗(yàn)的譯員在處理同傳方面的方式技巧,筆者希望為圖式起重要作用的同傳培訓(xùn)提供參考�？傊�,圖式理論在提高同傳的言語(yǔ)理解和表達(dá)方面起著積極重要的作用,希望本文能為時(shí)下的口譯培訓(xùn)以及此領(lǐng)域進(jìn)一步的研究提供微薄幫助。

【文章頁(yè)數(shù)】：57 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One: Introduction
    1.1 Research Background
    1.2 The Significance of the Research
    1.3 The Organization of the Thesis
Chapter Two: Schema Theory
    2.1 Definition of Schema Theory
    2.2 Classification of Schema
    2.3 Features of Schema
Chapter Three: Overview of Interpreting Studies
    3.1 Interpreting Research as an Interdisciplinary Subject
    3.2 Simultaneous Interpreting Selected as Subject of the Thesis
    3.3 Feasibility of Applying Schema Theory into the Instruction of SI
        3.3.1 Typical Features of SI
        3.3.2 The Role of Context in Interpretation
    3.4 The Effort Model
Chapter Four: Simultaneous Interpreting-in the Perspective of Schema Theory
    4.1 Application of Schema in the Comprehension Stage
        4.1.1 Language Understanding
        4.1.2 Knowledge-Based Processing
        4.1.3 The Role of Schema in Comprehension
            4.1.3.1 Using Knowledge of the World
            4.1.3.2 Schematic Processing in Comprehension
    4.2 Application of Schema in the Production Stage
        4.2.1 Four Stages of Production Process
        4.2.2 Schematic Processing in Production
Chapter Five: Application Significance to Simultaneous Interpreting Instruction
    5.1 Overview of Interpreting Instruction and Its Problems
        5.1.1 Theoretical Research on Interpreting Instruction
        5.1.2 Problems of Interpreting in China
    5.2 Application Significance of Schema Theory in SI Instruction
        5.2.1 The Activation of Appropriate Schemata
        5.2.2 Reconstruction of Details in Certain Schemata
        5.2.3 Schema in Different Genres of Discourses
            5.2.3.1 Narrative Speech
            5.2.3.2 Expository Speech
            5.2.3.3 Argumentative Speech
    5.3 The Suggestions of Skilled Expert Coping with Simultaneous Interpreting
Chapter Six: Conclusion
Bibliography



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