International Journal of Language and Linguistics
Volume 4, Issue 3, May 2016, Pages: 103-113
Received: Apr. 12, 2016;
Accepted: Apr. 22, 2016;
Published: May 11, 2016
Views 6386 Downloads 174
Yingmin Guo, College of Foreign Languages, Xi’an Shiyou University, Xi’an, China
With the development of the interpretation theory, the studies on interpreting have become extremely important. In view of the importance of memory in interpretation, many scholars concentrate on short-term memory research, while ignoring the important role of long-term memory in interpretation study and practice. In this paper, the author applies the findings of cognitive psychology to probe into the strategies to improve the interpreter’s long-term memory. From the perspective of cognitive psychology, interpretation is a systematic, strategic information processing process. This paper first introduces three memory systems and their characteristics, functions operations and interrelations. Then, the author analyzes the significance of long-term memory in particular, and then elaborates factors affecting long-term memory in a cognitive way. Based on this, the author proposes strategies to improve long-term memory. Finally, the author concludes that the use of these strategies can reduce the workload of restructuring, prevent mother tongue’s negative transfer, reduce the pressure of language encoding and produce more accurate and fluent target language.
Cognitive Analysis of Long-Term Memory in Interpreting, International Journal of Language and Linguistics.
Vol. 4, No. 3,
2016, pp. 103-113.
Watson, Nicholas (1999). Human Memory: Basic Concepts and Principles. New York: Warner Book.
Carruthers, M. (1990). The Book of Memory. Cambridge: Cambridge University Press.
Tulving, E. (1972). Organization of Memory. New York: Academic Press.
Seamon, John G (1980) Memory and Cognition. New York: Oxford University Press.
Setton, Robin (1999) Simultaneous Interpretation: A Cognitive-pragmatic Analysis. Amsterdam: John Benjamins Publishing Company.
Miller, G. A (1956). The magical number seven, plus or minus two: Some limits of our capacity for processing information. Psychological Review, 63, 81-97.
Barbara Moser- Mercer (1978). Language Interpretation and Communication. New York: Plenum Press.
Beddeley, A. D (1990). Working Memory. Oxford: Oxford University Press.
Anderson, J. R (1985) Learning and memory: An integrated approach. New York: John Wiley & Sons. Hebb, D. O. (1961). Concerning imagery. PsychologicalReview.75, 466-477.
Roderick, Jones (2008). Conference Interpreting Explained. Shanghai: Shanghai Foreign Language Education Press.
Craik, F. LM. & Lockhart, R. S. (1972) “Levels of Processing: A Framework for Memory Research”, Journal of verbal Learning and verbal Behavior, 11, 671-684.
Phelan, M. (2001). “the Interpreter’s Resource”, Multilingual Matters LTD.
Becker J D (1975). “In Proceedings of the Conference on Theoretical Issues in Natural Language Proceeding.” The Phrasal Lexicon. 7: 70-77.
Moser-Mercer, (1997). Process models in simultaneous interpretation. New York: Plenum Press.
Tarpy, Roger (1978). Foundations of Learning and Memory. Illinois: Scott Fore manand Company.
Stern, H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press.
Gile, D. (1995). Concepts and Models for Interpreter and Translator Training. Amsterdam& Philadelphia: John Benjamins.
An Xinqui (2004). The Memory in Interpretation. Chinese Science & Technology Translators Journal, 4, 22.
Bao Gang (1998). Interpretation Studies. Beijing: Tourism Education Press.
Baogang. (1999). Comprehension in Interpretation .Journal of Beijing International Studies University, 3, 1-12.
Bao xiaoying (2005). The Application of Psychology in Interpretation Teaching. Foreign Language World, 3, 37-42.
Gao Fen (2007). The Cognitive Analysis of Memory in Interpretation Teaching. Journal of Shaanxi Normal University, 2, 364-366.
Gao Bin & Chai Mingjiong (2009). New Development in the Study of Simultaneous Interpreting in the West---A Bibliometric Study. Chinese Translators Journal, 2, 17-21.
Han Ling (2007). The Improvement of Memory and Interpretation Teaching. Journal of Fu Yang Teachers College, 6, 116-119.
Han Xiaoming (2004). Memory Training in Interpretation Teaching Based on Memory Mechanism. Journal of Chongqing Institute of Technology, 6, 156-157.
Li Fangqin (2004). On the Strategies to Improve Memory. Chinese Science & Technology Translators Journal, 4, 17-20.
Liu Heping (2011). Interpreting: Teaching Method of Thinking in Scientific Reasoning and Interpretation. Beijing: China Translation and Publishing Corporation.
Liu Jinyu (2009), The Study of Memory Model in Interpreting and Cognitive Psychological Factors. Journal of Inner Mongolia Agricultural University. 2, 143-146.
Ma Yingmai & Sun Changyan (2004). Memory and Comprehension in Interpretation. Journal of Ningxia University, 4, 78-79.
Tang Simin (2006). Memory Training in Interpretation. Journal of Jiaying University, 4, 119-122.
Wu Yicheng (2001). A Review of Cognitive Processes in Translation and Interpreting. Modern Foreign Languages, 3, 324-330.
Xu Mingying (2006). The Improvement of Memory in Interpreting. Journal of Fujian Normal University, 4, 50-52.
Xu Ming (2008). Overview of Interpreting Studies in the West. Chinese Translators Journal, 1, 16-21.
Xu Ming (2010). Cognitive Processes in the “deverbalization” of the Cognitive Approach. Chinese Translators Journal, 3, 5-11.
Xiao Xiaoyan (2001). The Multi-Task Processing Model in Simultaneous Interpretation. Chinese Translators Journal, 2, 33-36.
Zhang Wei (2006). Interpretation and Memory. Foreign Languages Research, 6, 66-70.
Zhong Weihe. (2003). Knowledge Requirements for Interpreters and Their Implication to Interpreting Course Designing. Chinese Translators Journal, 4, 63-65.