摘要
巴黎释意学派在长期的会议口译教学过程中，摸索出了一套完整的会议口译办学模式（ESIT模式），其中就包括会议口译训练不教语言技能、也不教B语同传这两条口译训练原则。该模式经国际口译员协会的充实和推广，在国际口译界产生了深远影响。但由于受双语人才资源缺乏以及欧盟东扩等因素的影响，上述办学原则已难以坚持。如今，语言提高课程和B语同传已经成为会议口译教学的重要内容。本文将追溯ESIT模式的变化历程，探究导致变化的深层原因。
The ESIT model for conference interpreter training, which has been modified and promoted by AIIC, is largely indebted to Danica Seleskovitch and her colleagues at ESIT. The model holds that conference interpreter training must be exclusively focusing on interpreting skills rather than language enhancement, and that students are not allowed to execute simultaneous interpreting （SI） into their B language. However, due to students＇ lack of linguistic competence and the EU expansion, it gets more and more difficult to abide by the above two principles. Today, language enhancement programs and SI training into B language have become the essential components of conference interpreter training programs. The paper traces the changes that the ESIT model has undergone and explores the driving forces behind them.
出处
《外语界》
CSSCI
北大核心
2010年第2期30-38,共9页
Foreign Language World
