双语记忆表征与口译教学

Bilingual Memory Representation and Interpreting Teaching

面对广大的合成双语学员,中国口译教学的一大难题就是如何实现语言进修和技能培训的契合,双语记忆表征研究为此提供了理论框架。从定义上追溯并列双语译员和合成双语译员的语言学起源,运用心理学"双语记忆表征模型"(如概念中介模型和修正层级模型)对两者的记忆表征进行探讨,文章得出:口译教学应依据不同类型双语者的记忆表征特点设计相应的语言进修和技能培训,促成他们向理想的译员记忆表征转化。

One of the critical challenges facing China＇s interpreting teaching is how to effectively combine language enhancement and skills training, for most of the trainees are compound bilinguaIs. The study of bilingual memory representation offers a theoretical framework for the solution. Clarify the definition of coordinate interpreter and compound interpreter by tracing its linguistic origins, then explore their memory representations by employing the ＂bilingual memory representation models＂ （such as Concept Mediation Model and The Revised Hierarchical Model）, and finally reach the conclusion that interpreting programs should design language enhancement and skills training according to the different memory representations of different bilingual types, helping them acquire ideal interpreting bilingual memory representation.