交替传译在译员训练中的作用.docx

The Role of Consecutive in Interpreter Training: A Cognitive View By Da niel GILE From AIIC In troduct ion Whether con secutive in terpret ing should be taught systematically in all in terpreter training programs is a freque ntly debated questio n. One argume nt made forcefully aga inst in cludi ng CI training is that consecutive is gradually disappearing from the market. This claim is made mostly in Western Europe; in other markets, and in particular in Asia and in Eastern Europe, consecutive seems to be as lively as ever, due to its disti net adva ntages over simulta neous (less costly, less cumbersome in terms of equipme nt, more flexible over time and space). A further argument made against CI training is that in programs serving a market where this mode of interpretation is not required, learning con secutive means devot ing much time and en ergy to the acquisiti on of skills not releva nt to the market, time and en ergy that would be better in vested in simulta neous. Some, however, coun ter this argume nt by claiming that simultaneous is just an accelerated consecutive and that the skills of con secutive are therefore releva nt to simulta neous. This paper looks more closely at the n ature of con secutive in cog nitive terms, and brings this an alysis into the debate. Is simulta neous an accelerated con secutive? In cog nitive terms, the most fun dame ntal problem in in terpret ing is that it is composedof a number of concurrent operations each of which requires process ing capacity (PC), and the amount of PC required is ofte n as much as - or even more than - the interpreter has available at the time it is n eeded. In simulta neous, such operati ons can be pooled together into Efforts, such as: ? the Liste ning Effort (liste ning to and an alyz ing the source speech); ? the Productio n Effort (produci ng a target-la nguage vers ion of the speech); ? a short-term MemoryEffort (storing information just received from the speaker until it can be rendered in the