口译员素质架构及其在口译教学中的应用研究

Construction and Application of Interpreter Competence Model(ICM) in Interpreter Training

对口译员素质的深入理解有助于加强口译教学的针对性,提高训练质量。但目前为止,口译员素质这一概念常混淆于纯粹的口译能力,这容易忽视口译过程中对于非语言能力和知识的需求。为解决这一问题,有必要从认知科学、心理学和社会学多角度出发,构建一个较为系统的口译员素质模式(ICM)(是哪几个词的缩写形式?在认知科学中,它是Idealized Cognitive Model的缩写形式。这里呢?),并探讨ICM模式在口译教学过程中的应用。

The overemphasis of the linguistic factors in interpretation training might lead to potential negligence of non-linguistic abilities and skills. To improve the learning efficiency, a tentative model for interpreter competence(ICM) is established from multi-dimensional perspectives(linguistic, cognitive, psycholinguistic,physical and socio-cultural elements). It is assumed that interpreter competence consists of four modules, i.e. a variety of knowledge, interpreting skills, physio-psychological state and experiential learning. The pedagogic value of ICM model is also explored in the hope that interpreter training could become more systematic and tailor-made.