文档介绍：Unit 11 Education
Week One
Skills: Memory training
Materials: textbook and supplementary materials
Procedure:
Lecture on memory training
Effort models
Daniel Gile (1995) 能力负荷模式
Two phases of consecutive interpreting:
Phase 1: I=L+M+N
Phase 2: I=Rem+Read+P
1)Importance of a good memory (several seconds~15 minutes,120~220 words/m)
2) Can be trained
3) Memory useful to interpreters:
the ability to learn by heart (no)
remember things said moments before (yes)
4) Meaning Vs Memory
meaning> active memory, shorter to mitted, and once broken from original language form, can stay much longer Vs words > only a faint impression
5) Short-term memory (verbal) Vs Long-term memory(non-verbal)
7-8 discrete info points capacity unlimited
20~30 sec much longer
active stowed away, need to be activated
6) In interpreting, memory last only a short time, therefore, STM should be prioritized in memory training
Short-term memory
To reproduce the main idea and relevant details of a discourse without taking any notes.
Listening
Analyzing
What, who, when, how, why
Basis for note-taking (or else, scattered info)
Memory training 1
a. Source language repetition
b. Target language repetition
c. Shadowing
d. Logic analysis
Memory training 2
1) Develop your own ways of strengthening memory power, retrieval cues (clues for recalling)
2) Must be concentrated on topic under discussion
3) Retrieval cues:
Time order: narrations, stories, history, etc
Spatial order: visualization, eg. 东西南北中,由原及近,由近及远,etc.
Logic order: logic of reasoning
Reproduce the information in different wordings from the original text.
Memory training
Requirement: Students listen to the following passage once and reproduce the main idea and as many details as they can in English.
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