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Lesson 2

Lesson 2. Content. Interpretation skill: short-term memory. 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

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Lesson 2

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  1. Lesson 2

  2. Content • Interpretation skill: short-term memory

  3. 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

  4. 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)

  5. 4)Meaning Vs Memory • meaning> active memory, shorter to be committed, and once broken from original language form, can stay much longer • Vs • words > only a faint impression

  6. 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

  7. 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)

  8. Memory training • a. Source language reproduction • b. Target language reproduction • c. Shadowing • d. Logic analysis

  9. Memory training • 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.

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