口译笔记认知与非英语专业学生交传质量的相关性

Correlation Between Note-taking Cognition and Consecutive Interpreting Quality of Non-English Majors

本文以加涅的学习与记忆信息加工理论为基础,通过实证法考察口译笔记认知训练对非英语专业学生交传口译质量的影响。研究对60名非英语专业学生被试进行了为期5周的口译笔记认知训练,之后的t检验和相关分析的结果表明:(1)学生口译笔记的符号与缩略语使用能力显著提高;(2)口译笔记认知训练对口译准确性产生了抑制作用,但对流畅性产生了促进作用;(3)学生在训练初期对口译笔记有强烈依赖性。基于以上结果,笔者提出了针对口译笔记教学的四条建议。

Based of Gagne＇s Information Processing Theory of Learning and Memory, this experiment-based study tar- geted at exploring the influences which cognitive training of interpreting note-taking imposed on the quality of non- English majors＇ consecutive interpretation. T-test and cor- relation test on the data collected from cognitive training on 60 subjects for 5 weeks showed that （ 1 ） cognitive training significantly improved students＇ quality of note- taking in terms of the use of symbols and abbreviations, （2） it hindered their accuracy of interpreting while promo- ting their fluency of interpreting, and （ 3 ） students relied heavily on notes at the initial stage of cognitive training. Drawing on the results above, the researcher offers four pedagogical suggestions for note-taking training in inter- preting courses.