摘要
本研究通过在线观测口译过程的实验,考察学生译员如何将有限的工作记忆资源分配给两个口译子过程——源语理解和语码重构。实验比较了受试在读后复述和读后口译两个任务中的阅读,结果发现:作为语码重构数据指标的音译词效应出现且仅出现在读后口译任务中;而且,与工作记忆负荷较高的条件相比,工作记忆负荷较低的条件引发的音译词效应更加稳定和显著。该结果支持了源语理解和语码重构在资源分配上存在层级关系这一理论假设,对口译和双语语言通达理论、口译训练均有启示作用。
The present study investigated how student interpreters allocate their limited working memory resources to two subprocesses of interpreting:source language comprehension and language reformulation.To this end,we compared the reading processes in two tasks,i.e.,reading for repetition and reading for interpreting.The results showed that the facilitative effect of Chinese transliterated words,which was the indicator of language reformulation,was present in reading for interpreting only,suggesting the co-occurrence of source language comprehension and language reformulation in interpreting.More importantly,the facilitative effect was more reliable and evident under the low-load condition than the high-load condition.These findings corroborate the hypothesis of the hierarchical relation in resource allocation between source language comprehension and language reformulation.That is,language reformulation receives support from working memory resources beyond and above those dedicated to source language comprehension.Implications for theories regarding interpreting and bilingual language processing and for interpret^ing training were also discussed.
出处
《外语教学与研究》
CSSCI
北大核心
2015年第3期447-457,481,共11页
Foreign Language Teaching and Research
基金
董燕萍主持的教育部人文社科重点研究基地重大项目"英汉双语语言控制的心理机制研究--以口译语言转换为例"(2009JJD740007)
林洁绚主持的2014年广东高校优秀青年创新人才培养计划项目"口译过程中的资源分配层级模型"
蔡任栋主持的广东外语外贸大学校级青年项目基金"不同工作记忆广度对二语学习的预测力研究"(399-X3212Q20)的部分成果
