A Study On Memory Training In English-Chinese Consecutive Interpreting Teaching In The Light Of Schema Theory

With an aim to accelerate memory efficiency and increase memory units for consecutive interpreters in interpreting teaching,this thesis attempts to explain and describe different memory training methods in consecutive interpreting teaching from the perspective of schema theory.Memory training in consecutive interpreting is conducive to source information comprehension,analysis and reproduction in the target language,while schema theory plays a pivotal role in interpreting comprehension and reproduction.Therefore,the author tries to combine schema theory with the study of memory training methods in consecutive interpreting.Based on the difficulty to improve interpreter’s memorizing capability in the process of English-Chinese consecutive interpreting teaching,this thesis utilizes schema theory and summarizes relevant research results on memory training of consecutive interpreting teaching.The thesis attempts to introduce a sequence of memory training in consecutive interpreting teaching being linguistic memory training,visualization memory training,logic and chunking,and retelling,which helps increase memory units and accelerate memory efficiency.However,this thesis fails to present its research outcomes in a quantitative way due to the lack of a comparison between interpreting learners and professional interpreters in which these two groups are supposed to do memory training in the same sequence as mentioned above.So this thesis hopes that more attention will be paid to empirical study on its true effects and the feedback of this sequence in the future.In consecutive interpreting teaching,the application of schema theory facilitates learners to increase storage of different schema in long-term memory,activate relevant schema from working memory,and accelerate schema retrieval so as to expand working memory volume and accelerate interactions between long-term memory and working memory.