Interpretation Thinking And Note-taking Training In Consecutive Interpretation

As China's reform and opening up develop by leaps and bounds, the demand for competent interpreters in China today is greater than any other time in history, and the need for studies on interpretation theories and teaching methodologies is also more urgent than any other time before. The traditional interpretation study is static study, which pays little attention to the dynamic process of translation, overlooks the logical thinking process which serves as an important factor in language conversion, thus it cannot reasonably reveal the reality of human beings' bilingual thinking activities and cannot effectively guide interpretation teaching. Meanwhile, the interpretation thinking study is a dynamic study, and it can reveal the secret of translation process and find the rules of different thinking modes. This thesis, borrowing the fruits of translation process study especially the translation thinking study, and taking Paris Interpretative Theory of Translation as the basic translation theory, aims to explore the secrets of interpretation thinking and provide scientific and effective methods of note-taking training in consecutive interpretation for interpretation teachers. The reason why the author of this thesis pays special attention to note-taking is that in interpretation store of SL and note-taking is a stage which beginners find most difficult and which needs the guidance of theories most. We may even say that the success of interpretation depends on note-taking to a large extent. According to Interpretative Theory of Translation, in interpretation, interpreters listen and identify the phonetic sounds of SL through analysis, synthesis, inferences and association; at the same time, they comprehend the heard information through analysis, synthesis, and inferences with the help of knowledge of themes and other cognitive knowledge, and they also take notes to help memorize the comprehended meaning; at last they re-express the information in TL completely and accurately. Therefore, note-taking is a continued step immediately after instantaneous comprehension and memorization in interpretation, and notes in consecutive interpretation are carriers of the contents of memory rather than written-down information. In note-taking teaching, we must do memory training before note-taking training. In this thesis the author explores ways of memory training, and discusses the principle, contents and methods of note-taking. In addition, since note-taking of numbers is one of the most difficult tasks in interpretation, the author then especially discusses methods of note-taking training of numbers.