發(fā)布時(shí)間：2023-11-11 09:19

　　“圖式”來源于認(rèn)知心理學(xué)。早在1932年,英國著名心理學(xué)家Bartlett便將“圖式”的概念引入人們的視線。根據(jù)Bartlett教授的定義,圖式指的是人們大腦中對過去的行為和經(jīng)驗(yàn)所形成的有效組織。當(dāng)人們接受新信息的時(shí)候,便會(huì)調(diào)動(dòng)相關(guān)以往圖式知識框架,將新舊信息進(jìn)行對比與聯(lián)系,從而能夠正確理解新進(jìn)信息。從那時(shí)候起,圖式理論便一路走過心理學(xué)、人工智能研究,并最終被應(yīng)用到語言習(xí)得方面。在過去的幾十年間,許多學(xué)者試著將圖式理論引入聽力理解與閱讀理解的研究中,并取得了一定積極成果。 作為一名口譯方向的學(xué)生,作者也有過數(shù)場同聲傳譯的經(jīng)歷,對于同聲傳譯過程中出現(xiàn)的問題以及如何提高同聲傳譯的效果一直進(jìn)行著積極的研究。鑒于圖式理論在聽力理解方面所取得的豐碩研究成果,以及聽力理解是影響同聲傳譯總體效果的非常重要的一環(huán),作者大膽的將圖式理論引入對同聲傳譯過程的研究。同聲傳譯是一種行之有效的口譯活動(dòng),但同時(shí)也是一種受時(shí)間限制的高度復(fù)雜的雙語活動(dòng)。不同于交替?zhèn)髯g,譯員在聽與理解的同時(shí),還要記憶,并產(chǎn)出譯文。然而,到目前為止,對同聲傳譯的研究多集中于同聲傳譯的歷史發(fā)展、譯員培訓(xùn)以及譯文質(zhì)量評估等,而真正對同聲傳譯...

【文章頁數(shù)】：58 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Literature Review
    1.2 Significance of the Research
    1.3 Organization of the Thesis
Chapter 2 Schema Theory
    2.1 Definition of Schema
    2.2 Characteristics of Schema
    2.3 Classification of Schema
        2.3.1 Linguistic Schema
        2.3.2 Cultural Schema
        2.3.3 Textual Schema
Chapter 3 Study of the Process of Simultaneous Interpreting
    3.1 An Overview of Simultaneous Interpreting
    3.2 Studies of the Processing Models of Simultaneous Interpreting
        3.2.1 Gerver and Moser’s Information Processing Model
        3.2.2 Paris School’s Interpretive Theory of Translation
        3.2.3 Gile’s Effort Model
    3.3 Three Major Steps of Simultaneous Interpreting
Chapter 4 Application of Schema Theory in Simultaneous Interpreting
    4.1 Role of schema in the Process of Listening Comprehension in Simultaneous Interpreting
        4.1.1 Gile’s Comprehension Equation
        4.1.2 Bottom-Up and Top-Down Processing in Listening Comprehension
    4.2 Role of Schema in the Process of Memory in Simultaneous Interpreting
        4.2.1 Encoding and Retrieving Information
        4.2.2 Improving Perception
        4.2.3 Reconstructing Information
        4.2.4 Keeping the Relevant Information and Getting Rid of the Redundancy
    4.3 Role of Schema in the Process of Production in Simultaneous Interpreting
    4.4 Role of Schema in the Training of Interpreter
        4.4.1 Setting Up and Expanding Schema
        4.4.2 Activating Schema
        4.4.3 Memory Training
Chapter 5 Conclusion
References
Acknowledgements
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