A Cognitive Model of Consecutive Interpretation for Teaching Undergraduate Students

• Main Authors: Kuo, Hsing-Hsiu, 郭幸修
• Other Authors: Yang, Yu-Fen
• Format: Others
• Language: en_US
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/41979772250421570596

碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 90 === A Cognitive Model of Consecutive Interpretation for Teaching Undergraduate Students Student: Kuo, Hsing-hsiu (Cynthia) Advisor: Dr. Yang, Yu-fen Institute of Applied Foreign Languages National Yulin University of Science & Technology ABSTRACT The purpose of the present study was to establish a cognitive model of consecutive interpretation for teaching undergraduate students. The findings are: 1) The competent and less-competent interpreters display similar difficulties capabilities in processing information. The difference lies in the extent and frequency demonstrated in difficulties and capabilities, and in the speed demonstrated in the processes; 2) Consecutive interpreting involved six cognitive elements (immediate memory, working memory, listening comprehension, memory retention, background knowledge and text knowledge in long-term memory), five main cognitive processes (selective perception processes, retrieval processes, storage processes, response organization and control processes) and six potential bottlenecks (receptors, immediate memory, working memory, retrieval processes to long-term memory, memory retention and response organization). Relations among the elements and processes are intertwined and failure in any link can deteriorate the performances by others; 3) The determinates of becoming a competent interpreter are the competency levels in selective perception processes, working memory, memory retention, response organization and monitoring of information processing. This study suggests that interpretation courses be offered as electives, for the findings reveal the ability to manage the intricate cognitive processes involved varies greatly among individuals. In addition, it is recommended that students should pass two prerequisite tests, listening comprehension and speaking, before being optioned for interpretation courses. This proposal implies a need for an integrated design of listening comprehension, speaking and debate courses before the teaching of interpretation. Finally, the cognitive model suggests that training components in consecutive interpreting consist of selective perception processes, working memory, memory retention and response organization, and the training should be categorical. Both the instructor and students should be familiar with the cognitive model of consecutive interpretation and its implications. Thus, the instructor can be aware of the students' strengths and weaknesses in learning, while students can be made aware of their cognitive processes, which would in turn facilitate strategy transfer in interpreting.