同传教学中的认知加工方法研究--以萨里大学教学模式为例  

Study on the Cognition Processing Method in Simultaneous Interpretation Teaching:With University of Surry Teaching Model as the Case

作　　者：刘春伟[1,2] 韩晓萍 LIU Chunwei;HAN Xiaoping

机构地区：[1]大连外国语大学英语学院,辽宁大连 [2]大连外国语大学日本语学院,辽宁大连

出　　处：《语言教育》2021年第3期22-27,共6页Language Education

摘　　要：同声传译是口译学习和教学的难点。同传教学的目标之一是增强学生的多任务处理能力和减少横向共时认知多重负荷(听解、记忆和输出)。英国萨里大学中英MA口译班的同传授课模式从简化认知加工程序入手,实现了上述目标。理论与实践的对比研究表明,萨里同传训练模式是一种来源于实践且具有大脑偏侧化科学依据的培养模式,它不仅简化学生初接触同传时候的认知流程、逐步培养同传自动性认知加工习惯,也为成熟译员提供了处理能力饱和的简化方案。Simultaneous interpretation is a most challenging task in interpreting learning and teaching.One of the goals of simultaneous interpretation teaching is to enhance the students1 multitask-handling ability and reduce the multiple loads of horizontal synchronic cognition(listening comprehension,memory and output).The teaching mode of MA Interpreting class in the University of Surrey aims to achieve the above goals via simplifying the cognitive processing procedures.Comparison study on the theory and practice shows that Surrey simultaneous interpretation mode is a scientific training mode which is supported by both practice and neural-iological evidence,which not only simplifies the cognition process when the students begin to learn simultaneous interpretation,but also gradually nurtures the student's automatic simultaneous interpretation cognition processing capacity.This method also provides simplified processing coping strategy for the mature interpreters.

关 键 词：同声传译 大脑偏侧化 认知 

分 类 号：H319[语言文字—英语]