| The process of interpreting consists of three phases: information input, memory and production. Memory determines the fulfillment of the adjacent two phases and the success of interpreting performance. The author of this thesis constructs a memory model to describe the process of memory in interpreting, elaborates principles of memory and their pedagogical applications.The thesis is composed of four chapters excluding an introduction and conclusion.Chapter 1 introduces the process of interpreting and the role of memory. Three types of memory have been explicated: sensory store, short-term store and long-term store. The significance of each store is also explained.Chapter 2 goes into details of a complete memory process. It includes two phases: processing and storing. Processing includes phonological recognition, lexical identification, syntactic processing and discourse processing. The phase of storing includes three levels: surface representation, propositional representation and situational models. The analysis of memory process leads to the following principles and pedagogical applications.Chapter 3 constructs a memory model to describe the process. In the beginning, the author reviews two types of memory models, concludes their features and puts forward the necessity of a new model, its content and its uniqueness. In particular, this chapter briefs the classification of incoming information and two principles in the new model. By summarizing the three models the author concludes the features of memory in interpreting.Chapter 4 substantiates two principles of memory briefed in Chapter 3: top-down principle and chunking & picturing principle. Details are given on how the two principles are applied in processing and storing different kinds of information, how the principles are employed in interpreting training and practice. |
