Using The Theory Of Schema To Improve Interpreting Teaching

After doing the research on the topic of obstacles and difficulties of students bymeans of questionnaire, this thesis attempts to apply the theory of schema tointerpreting teaching so as to help them address obstacles and improve theirperformance. The essence of interpreting contains comprehension analysis, memorystorage and reformulation of target language. In the process of comprehension, somescholars hold that comprehension is the result out of interactions of linguisticknowledge, external-linguistic knowledge and specialized analysis. Linguisticknowledge is also known as linguistic schema; external-linguistic knowledge refers torelevant background knowledge, which is also known as contents schema. Memorystorage includes sensory memory, short-term memory and long-term memory. Inlong-term memory, there exists a limit in memory storage, in which case schemaplays an important role. This thesis mainly focuses on the positive influence ofschema in interpreting and applying the positive influence to interpreting teaching. Aschema can store a good deal of information, so it can help working memory to storeas much information as possible. Thus it renders it necessary to research the schemafunctions of memory mechanism so as to improve interpreting teaching. Inreformulation process, anticipation is done in accordance with the established schema.In other words, schema would help information be stored in the brain in an orderlymanner to provide basis for anticipation, also, the activation of schema shall helpstudents reconstruct missing information and reduce workloads. This thesis givesenlightenment for further studies on exploring the field effects of schema theory asfield effects of interpreting compose the real purpose of interpreting teaching.